1 HRM Sci Training Guide v1 0 Print 25042017 - Preview

Human Resource Management Facilitation Guide 1
Created by Thagaconnect for Save the Children in Nepal for use Globally to train implementing partner
organisations (local NGOs) and INGO staff. Permission to use, copy and distribute this document partly or
entirely is granted, if the source of references appears in all copies.
Authors and editors: Noemi Simon and Philip Locke (Thagaconnect)
Contributors: Pushpita Nepal, Jiban Satyal, Lennox Maharjan, Indra Bilas Baral (Save the
Children Nepal Country Office)
Coordination: Pete La Raus (Save the Children) and Nicola Weir (Thagaconnect) and Kiran
Adhikari
Design: Shane Ricketts from Meara Design mearadesign.com and Daniel Nuss from
Thagaconnect.com

PREFACE
The earthquakes that hit Nepal in April and May of 2015 caused almost 9,000 deaths, cost millions of dollars
in structural damage and lost revenue, plus traumatised a massive swath of the population. During the post-
earthquake emergency, it was clear that due to the scale of the devastation, the partners did not have the
capacity to bring in the necessary programs. Nor did they have the managerial and organisational
experience to quickly understand and absorb the new donor compliance requirements related to project
implementation. In addition, the sheer scale of the reconstruction needed, showed that the partners did not
have sufficient construction expertise to meet the desperate construction needs.
Save the Children (SC) is an international, child-focused organisation that has been working in Nepal since
1976. Prior to the April 25th, 2015 earthquake, SC had a country programme with over 400 staff operating in
63 of the country's 75 districts. Today, SC in Nepal is working with approximately 90 local non-governmental
organisations and with governmental agencies at local and national levels. SC has a long-term vision to work
in Nepal as well as providing unique services to any short-term Emergency Response programs. SC
recognises that an effective partnership approach is needed to be able to respond effectively to both these
contexts.
Based on the experience in Nepal, the Country Office and EQ Response, SC has developed a series of
Facilitators Training Manuals aimed at being available for use by the Development Community to better and
consistently train local NGOs and partners in Technical and Managerial skills. With the aims of:
1. Upskilling partners to respond more effectively
2. Better equipping partners and INGO/Donor staff to train others.
During 2017, seven training manuals were created to train partners in:
1. MEAL
2. Financial Management
3. Program Management
4. Human Resource Management
5. Community Mobilisation
6. English Written Communications
7. Good Governance
In addition to these, a Training the Trainers Facilitation and Presentation Skills manual was created to help
Head Office staff to learn the right skills to effectively deliver the courses. The overall goal is to help improve
Partner relations and programmatic outcomes within the Development community.

INTRODUCTION This facilitators manual has been created by Thagaconnect in a way that can
be adapted for multiple organisations. All the training packages in this series
are designed for groups of 20 participants. The manual is in MS Word format
(and uses few materials) so that the training can be delivered in most
environments, without the need for power. We use participatory learning
throughout and maximise the hands-on experience, we use context relevant
case studies and discussion points. (Please adjust accordingly for your
organisation).
This facilitators manual contains all the necessary information to carry out
this training, including:
agenda with guided timing and objectives for each session
a list of materials and preparation required
facilitators script, action points and detailed activities
handouts for the participants to use during the training, (to be
photocopied or printed by facilitators)
tips and points to remember for facilitators
note pages where the facilitator can write notes as needed
At the end of each day and at the course, the facilitators are asked to hand
out an evaluation form. The feedback from this can help the facilitators to
understand what worked well, what did not, and offer suggestions to improve
future training.
Realising Save Everybody in Save the Children should be familiar with the values of
the organisation. Our efforts to build systems and capacity must be
the Childrens
underpinned by these values. You can see in the box below, how our
Values commitments to accountability, programme quality and the responsible
use of data are all reflected in the values.
ACCOUNTABILITY: We take personal responsibility for using our resources

efficiently, achieving measurable results, and being accountable to supporters,
partners and, most of all, children.
AMBITION: We are demanding of ourselves and our colleagues, set high goals
and are committed to improving the quality of everything we do for children.
COLLABORATION: We respect and value each other, thrive on our diversity,

and work with partners to leverage our global strength in making a difference
for children.
CREATIVITY: We are open to new ideas, embrace change, and take disciplined
risks to develop sustainable solutions for and with children.
INTEGRITY: We aspire to live to the highest standards of personal honesty and

behaviour; we never compromise our reputation and always act in the best
Human Resource Management Facilitation
interests of children.Guide 4
TRAINING INFORMATION
Training:
The Human Resource Management (HRM) training
Human Resource Management course is designed to equip participants so that they can
better deliver training courses to NGO staff.
Duration:
3 days The focus of the training will be to teach implementing
partners the basics of effective HRM and to highlight
Location: common pitfalls so they can more effectively support
Kathmandu their organisations.
The course is relevant to those participants who have a
Key Outputs:
basic HR experience and need simple, easy to
For participants to understand
implement tools.
and apply key HRM requirements.
NOTE: THIS IS NOT A FULL HRM COURSE BUT HAS
Participants: BEEN TAILORED TO COVER THE ESSENTIAL
Up to 20 participants ELEMENTS FOR LOCAL NGOS.
Facilitators:
2-3 external facilitators
Modality:
Classroom learning with applied
learning and group work

3 DAY TRAINING AGENDA
DAY 1: THE ROLE AND TOOLS OF HUMAN RESOURCES

RESOURCES &
SESSION PAGE TIME ACTIVITY SESSION OBJECTIVES
MATERIALS
0 14 08:30 Pre-course To assess current practices Checklist

09:00 checklist Pens
1 17 09:00 Objectives and To collectively establish ground rules Name tags
09:10 ground rules and walk through the agenda for the 3 Flipchart paper
days Marker pens
Agendas
2 20 09:10 Ice breaker To break down some barriers and Soft ball
09:20 allow participants to become more
comfortable with each other
3 21 09:20 The role of HR To understand the main responsibilities Flipchart paper
10:05 of HR Marker pens
COFFEE BREAK
4 23 10:15 Case study To discuss an HR challenge Pens

10:45 Speakers
Projector
5 27 10:45 HR policies To discuss what a policy is and why is Blank paper
11:10 it important Flipchart paper
To understand what are the Markers

requirements of a good policy
6 30 11:10 HR policy bingo To consider which HR policies should Chocolates
11:40 be incorporated into the HR manual Pens
Highlighters
7 34 11:40 Competencies To introduce competencies and the 4 copies of
12:10 Core Humanitarian Competency CHCF in A/3
Framework
LUNCH
8 38 13:10 Job description To understand job descriptions Flipchart paper

14:00 To learn what to include in a Marker pens

meaningful job description
9 43 14:00 Turnover To understand types of turnover and Flipchart paper
14:45 the factors that influence it Marker pens
Post-it notes
10 52 14:45 Consequences of To understand the consequences of Post it notes
15:15 turnover turnover and ways to mitigate them Large paper
COFFEE BREAK
11 54 15:30 People To understand the people Flipchart paper

16:15 management management responsibilities and what Blue tack/glue
HRs role is in people management Marker pens
12 59 16:15 Wrap-up To recap what was learned and Flipchart paper
16:35 evaluate the day Marker pens
Evaluation form

DAY 2: RECRUITMENT AND SELECTION

RESOURCES &
MATERIALS
1 63 09:00 One thing I To review what the group learned on Soft ball
09:15 learned Day 1
2 64 09:15 Goals and To gain an overview of the goals and Flipchart paper
09:35 requirements of legal requirements of recruitment and Marker pens
recruitment and selection 4-5 different
selection coloured sweets
Large bowl/box
3 67 09:35 The recruitment To gain an overview of the recruitment Post-it notes
10:35 and selection and selection process Pens
process Flipchart paper
Marker pens
Projector
Speakers
Laptop
COFFEE BREAK
4 71 10:50 Selection design To practice how to identify the job Pens

11:30 requirements and the appropriate Highlighters
selection criteria.
5 77 11:30 Fair selection To demonstrate and discuss the Role cards
12:00 process challenges and consequences of Pens
recruitment decisions Paper
LUNCH
5 77 13:00 Fair selection To demonstrate and discuss the

14:00 process challenges and consequences of
(continued) recruitment decisions
6 80 14:00 Staff induction To understand what type of Pens
15:00 information new employees need to get
started efficiently
COFFEE BREAK
7 83 15:15 Contents of the To understand the purpose and correct Black paper
15:45 employee folder handling of the employee folder. To list Pens
the contents of the folder Chocolates
8 86 15:45 Learning and To discuss ways and application of Flipchart paper
16:30 development ways of learning and development Marker pens
Evaluation form

DAY 3: PERFORMANCE MANAGEMENT

RESOURCES &
MATERIALS
1 93 09:00 One thing I To review what the group learned on Soft ball
09:15 learned Day 2
2 94 09:15 Performance To understand what performance Post-it notes
10:05 management standards are and why is it important Marker pens
to use them consistently and Coloured cards
transparently
COFFEE BREAK
3 98 10:20 Performance To analyse the steps involved in the Pens

10:55 management case performance management process and
study to identify areas for improvement
4 100 10:55 Performance To understand how performance Blank paper
11:35 targets and targets and performance appraisals Coloured
performance are used pencils
appraisal Graphite
pencils
Erasers
5 108 11:35 Setting To practice how to set performance Pens
12:30 performance targets. Flipchart
targets and To practice how to select attributes Marker pens

selecting for performance appraisal
attributes
LUNCH
6 112 13:30 Reasons for poor To understand the reasons for poor Pens
14:00 performance performance and to discuss possible
solutions
7 115 14:00 Giving feedback To learn and practice tips on how to Pens
15:15 give feedback
COFFEE BREAK
8 123 15:30 Challenges and To review current progress on the Different

16:00 best practices different topics and to discuss coloured post-
challenges and best practices it notes
Marker pens
Flipchart paper
Large brown
paper
Chocolates
9 125 16:00 Action plan and To action plan, close and evaluate the Checklist
16:30 evaluate course Action plans
Evaluation
forms
Pens

ICEBREAKERS
1. Name Game 4. This or That?

Get everyone to form a large circle, then explain the Create an imaginary line down the classroom (or
purpose of the game, which is to test how well we garden), each end of the line is going to be an
can remember each others names. Choose one extreme. Shout out a This or That question; the
person to start and get them to state their name and participants then need to run to the extreme that
their favourite food. For example; My name is they prefer. Example questions:
Nicola and I like to eat chocolate. Then the next winter or summer?
person must repeat the first persons name and sweet or salty?
favourite food before introducing themselves. For meat or veg?
Example: That is Nicola and she likes to eat chocolate or strawberry?
chocolate. My name is Jane and I like to eat chicken morning person or night person?
curry. Each subsequent person must then repeat the would you rather be short or tall?
name and food of everyone who came before them would you rather be rich or beautiful?
before stating their own name and the food they like
to eat.
5. Giants, Wizards and Elves
2. Perspective! This is a great way to get people talking to each
Everyone stands or sits in a circle. Write a large, other and break down barriers quickly. Have two
curvy shaped letter E on a piece of flipchart paper teams line up facing each other. Explain that both
and place it in the centre of the circle. Ask the teams will act out one of 3 characters: Giants,
participants to describe exactly what they see on the Wizards, or Elves. The team must agree between
piece of paper, from where they are standing or them, which character they will be (and all do the
sitting. Depending on where they are in the circle, same thing). When a team acts out a character, they
they will either see an m, w, 3 or E. Get the should use the specific hand motions and makes the
participants to move places so that they see the noise associated with the character (have the
letter from a different perspective. This is a useful participants practice).
activity to highlight the fact that people see things Giants - Stand on your tippy toes, raise your arms
very differently, via their own specific perspective. like a giant, and make a menacing growling noise:
Alternatively, put a person in the centre of the circle Rarrr!"
and ask those around to describe exactly what they Wizards - Crouch slightly, (because wizards are a
see from their perspective. bit shorter). Wave your fingers as though youre
casting a magical spell, and make a magical noise:
3. Salt and Pepper Shaazaam!"
Write the words below (or invent your own) on Elves. Crouch down very low, cup your hands
separate post-it notes. Have everyone stand in a around your ears, and make a high-pitched elf
circle, facing outwards (so they cant see each other). noise: Eeeee!"
Stick a post it note on everyone back. Say GO and
get the participants to ask questions to try to find out This is like the game of paper, scissors, stone. Giants
what they are and then find their pair. When they beat Wizards, Wizards beat Elves and Elves beat
have a match, they can stand together and chat. Giants. (Best of 3 rounds).
Salt and Pepper
Hot and Cold 6. Jumping Jack
Sun and Moon Stand in circle. Everyone thinks of a verb that starts
Parent and Child with the same letter as their name (Jumping Jack,
King and Queen Laughing Lucy). Initially have one round where
Rock and Roll everyone says their verb and name. Then, the first
Hammer and Nail person throws the ball to another person, says their
This and That name and acts out the verb. For example, Jumping
Bread and Butter Jack (jump), Jack then throws the ball to someone
Black and White else. Do this for 5 minutes.
Fork and Knife

ENERGISERS
1. The Sinking Boat 5. Boom Chicka Boom

Ask everyone to imagine that they are on Lake Facilitator: "I Say a BOOM"
Pokhara, in a boat which is sinking fast. To board the Participants: "I say a Boom"
lifeboats, you must get into groups with a certain Facilitator: "I say a boom - chicka "
number in each group. Instruct everyone to walk Participants: "I say a boom-chicka"
around and mingle, then shout: Sinking boat get Facilitator: "I say a boom-chicka-boom"
into groups of 3. One or two people may be left out; Participants: "I say a boom-chicka-boom"
these people go down with the ship you can ask Facilitator: "I say a boom-chicka-rocka-chicka-rocka-
them to sit down. repeat this several times with chicka-boom"
different numbers, e.g. groups of 4 and groups of 7. Participants: "I say a boom-chicka-rocka-chicka-
rocka-chicka-boom"
2. Paper and Straws Facilitator: "Oh yeah"
Participants: "Oh yeah"
The participants split into teams. Each team forms a
Facilitator: "One more time"
line and places a piece of card at the beginning of
Participants: "One more time"
their line. Each team member has a drinking straw.
When the game starts, the first person picks up the
Repeat 3-4 times each time asking the participants to
piece of card by sucking on the straw, then passes the
add a dance move.
card to the next team member using the same
method. if the card drops, it goes back to the first
person and the whole sequence starts over again.
6. Shake
This is a great energiser for any age and lasts about
5 to 10 minutes. You need one leader to stand up in
3. Transport!
front of the group to control the action. Whatever
This game can be named after any type of local
the leader says and does the group must repeat
transport. Select several drivers, then assign a
it. The leader starts out by saying, Shake your
certain number of passengers for each driver to pick
foot., while shaking his foot. The leader should do
up. (Make sure that you have counted correctly, so
this in a loud crazy voice. Then the group starts
that no one is left without a ride!) Ask the drivers to
shaking their feet saying Shake, shake; shake, your
go around the room making vehicle noises touting
foot. Then the leader repeats himself and says,
for business. The passengers form up behind or
Shake your foot and the group responds, Shake,
alongside their driver to make it look like they are in
shake; shake, your foot. The leader then says,
a vehicle. Now all the vehicles drive around as if in
Freeze! The group freezes where they are
traffic, sounding their horns and shouting at other at. Then the leader says again, Shake your
drivers and vehicles. foot. Then the participants respond by saying,
Shake, shake; shake, your foot., while shaking their
4. Human Machines feet. Then the leader adds other body parts. For
Spit the participants into groups of 6-8 people. Have instance, the leader will say, Shake your head. and
them work together to create a human machine, the group will respond Shake, shake; shake, your
(complete with actions and noises). Examples include: head., while shaking their heads. This follows the
toaster, washing machine, lawn mover same pattern as before.

7. Musical Chairs
This is a great energiser for using during recap. Set
up chairs (one less than the number of participants) in
a circle in the room, with the seat facing outward.
Have a trainer sing or play music. The participants
Adapted from: walk around the chairs and when the music stops
http://www.bc.edu/bc_org/prs/campus-
ministry/saltandlight/Retreat%20Resource%20Manual/Fun%20Large%20Group%20Ice%20Breakers.ht they sit. Anyone left standing must say something
ml
http://www.savethechildren.org/atf/cf/%7B9def2ebe-10ae-432c-9bd0- they have learned from the day. Remove 1 or 2
df91d2eba74a%7D/MALAWI%20MALE%20MOTIVATOR%20CURRICLUM_LR_UPDATED%2020
16.PDF
chairs from the circle and repeat until only 1
Thagaconnect LLP Resources participant is left standing!

ALL MATERIALS NEEDED
1. handouts
2. name tags
3. super sticky small post-it notes
4. flipchart (2 sets)
5. whiteboard Markers
6. highlighters
7. soft ball
8. coloured pencils / crayons
9. graphite pencils
10. candies (small candies with 4-5
different flavours, ideally wrapped)
11. pens
12. paper to take notes
13. small chocolate bars for prize
14. projector
15. speakers
16. tape
17. stapler and staples
18. scissor
19. Paper clips
20. binders or paper folders for
participants to store handouts
21. if binders are used, hole punchers
22. sharpener
23. eraser
24. blue tack
25. masking tape
26. large brown paper
27. projector
28. speakers
29. projecting canvas / empty white wall
30. coloured card

DAY 1
TRAINING
DAY 1
TRAINING
Session Introduction 17
1-2:
Session 3: The role of HR 21
Session 4: Case study 23
Session 5: HR policies 27
Session 6: HR policy Bingo 30
Session 7: Competencies 34
Session 8: Job description 38
Session 8: Turnover 43
Session 10: Consequences 52

of turnover
Session 11: People 54

management
Session 12: Wrap-up 59

DAY 1: THE ROLE AND TOOLS OF HUMAN RESOURCES
RESOURCES &
MATERIALS
0 14 08:30 Pre-course To assess current practices Checklist

09:00 checklist Pens
1 17 09:00 Objectives and To collectively establish ground rules Name tags
09:10 ground rules and walk through the agenda for the 3 Flipchart paper
days Marker pens
Agendas
2 20 09:10 Ice breaker To break down some barriers and Soft ball
09:20 allow participants to become more
3 21 09:20 The role of HR To understand the main responsibilities Flipchart paper
10:05 of HR Marker pens
COFFEE BREAK
4 23 10:15 Case study To discuss an HR challenge Pens

10:45 Speakers
Projector
5 27 10:45 HR policies To discuss what a policy is and why is Blank paper
11:10 it important Flipchart paper
To understand what are the Markers

6 30 11:10 HR policy bingo To consider which HR policies should Chocolates
11:40 be incorporated into the HR manual Pens
Highlighters
7 34 11:40 Competencies To introduce competencies and the 4 copies of
12:10 Core Humanitarian Competency CHCF in A/3
Framework
LUNCH
8 38 13:10 Job description To understand job descriptions Flipchart paper

14:00 To learn what to include in a Marker pens

9 43 14:00 Turnover To understand types of turnover and Flipchart paper
14:45 the factors that influence it Marker pens
Post-it notes
10 52 14:45 Consequences of To understand the consequences of Post it notes
15:15 turnover turnover and ways to mitigate them Large paper
COFFEE BREAK
11 54 15:30 People To understand the people Flipchart paper

16:15 management management responsibilities and what Blue tack/glue
HRs role is in people management Marker pens
Evaluation
form

SESSION: PRE-COURSE CHECKLIST
Time needed 30 minutes
Materials needed Pre-course checklist

Pens
Advanced Preparation Prepare the venue plus tea / coffee
Objectives To assess current practices
1. Action
Instructions Prior to starting the course, offer the
For Facilitators participants a refreshment. Hand out a copy of
the checklist and pens.
TIPS and HINTS If translation is needed, tell participants that

you will translate, and they should check each
item if it is applicable to their organisation while
you translate. Read each item in the other
language leaving a few seconds between items
to allow time for participants to check the item
if it is applicable to their organisation.
Collect the checklist. While the sessions

continue, a facilitator who is not busy can enter
the results into the Excel spreadsheet provided
in the training package. If there is no available
facilitator, this can be done in a break. With the
help of the pivot table and charts, identify the
progress level of the group for each topic. From
the list of the individual items, find which were
the least frequently checked. Identify any
discrepancies and signs of knowledge gaps.
Discuss the interesting items during the relevant

sessions.

PRE-COURSE CHECKLIST TO BE COMPLETED AT THE START OF THE TRAINING
Please respond honestly to the best of your knowledge. Your answers are completely
anonymous and will provide important information for the training.
FOCUS AREA CHECKLIST
HR Policies My organisation has all the important HR Policies

The HR policies are organised in an HR Manual
Employees are aware of and have easy access to the HR Manual
The HR policies are always followed
Employee Folder HR keeps and maintains employee folders which are stored
separately and only accessible by HR staff
Job Descriptions My organisation has job descriptions for all the positions
The job descriptions include the detailed responsibilities and the
requirements of the role
Employees are aware of their job description and can easily
access it
Staff Turnover My organisation monitors staff turnover

We carry out exit interviews / exit surveys with employees who
leave voluntarily
We analyse the reasons behind voluntary turnover
The reasons for staff turnover are always addressed
We have processes in place to mitigate turnover
People Management HR fully supports all line managers in their people management
responsibilities
Line managers monitor and manage staff well-being, employee
motivation and engagement
Line managers always set clear expectations
Line managers pro-actively guide the capacity building of their
direct reports

FOCUS AREA CHECKLIST
Recruitment Our recruitment process gathers a large pool of sufficiently

qualified candidates
Selection Our selection process is designed to be fair and transparent

On job interviews, the interviewers always have a list of written
questions
Interviewers ask the same questions to each candidate applying
for the same role (but might provide clarification)
Staff Induction We have a formal staff induction process for new employees
New employees learn all they need to know about their job and
the organisation during the staff induction process
We have staff induction practices which help employees
integrate socially
Capacity Building My organisation focuses on capacity building as a priority

Capacity building is planned around the organisations current
needs
Capacity building is planned to achieve the organisations
strategic plans
Alternative forms of learning and development, such as
experience and relationship based learning is actively promoted
Performance My organisation has a formal performance management process

Management
Managers give regular informal feedback to their direct reports
multiple times every month
The employees performance is evaluated on a performance
appraisal annually or more often
The employees have targets or goals set for them

SESSION 1: OPENING
Name tags
Materials needed Flipchart

Marker pens
Agenda handouts
Advanced Preparation None
To introduce the training facilitators

Objectives and the purpose of the training.
To capture the objectives and the
initial concerns of the participants
1. Action/Activity
Instructions Greet the participants, give them a name tag
For Facilitators and ask them to take a seat.
2. Script
Good morning everyone. Welcome to this 3-
day course in Human Resources Management.
We are from <insert organisation name and
experience> My name is XX and this is YY and
ZZ.
Before we go over the objectives, agenda and

ground rules we would like you to raise your
hand if you have previously attended a HR
Management training course. PAUSE.
<Depending upon the audience reaction, you

can ask:
When did you attend the course?
What did you learn from the course?
Do you use what you learned in your
current role? Why, Why not?
What was the format of the course? Was
there any simulation?
Was there anything from the previous
course that you found difficult to understand
and that youd like us to spend more time
on?>
<Then ask everyone:
How many of you currently manage HR?
What do you find most difficult and why?>
3. Action
Facilitator 2 to label a flipchart OUR
TOOLBOX. Also, on another flipchart write
OUR OBJECTIVES, GROUND RULES and
PARKING LOT then take notes whilst
facilitator 1 speaks.
4. Script
Our objective is to make you better HR
Managers. What is your objective? PAUSE and
take notes.
We have a parking lot for anything that is not

on our agenda or anything that we feel we
should follow up on, after the training. You can
freely add things to the parking lot.
Now lets establish some ground rules. What

rules would you like? <use the list below if
required>
Arrive on time so that we can leave on time

Be respectful
Put phones on silent and allow opportunities
to check in
Share
Listen
Feedback in a constructive way
Be flexible
Participate
Ask questions
Answer questions
Dont speak over each other
We want you to be as engaged as possible so

we need daily volunteers to cover certain roles
and responsibilities. Can I have 3 volunteers
please? <note their names on a flipchart> then
assign responsibilities (as described below). Do
this at the start of every day.
Does anyone have any questions? Ok lets get

started.

5. Action
Assign the following responsibilities to the
volunteers:
Timekeeper: To help the facilitators by keeping

an eye on the time and the daily agenda. The
timekeeper should remind the facilitator when
time is almost up for a session.
Shepherds: They are used to remind all the

participants when breaks are finished and to get
everyone back into the room. The Shepherds
should also get everyone to return to the
workshop when lunch is finished.

SESSION 2: ICEBREAKER
Materials needed Soft ball
To breakdown some barriers and allow

Objectives participants to become more
Instructions 1. Action
For Facilitators Stand in a circle. Everyone must think of a verb
that starts with the same letter as their name
(Jumping Jack, Laughing Lucy). Initially have one
round where everyone says their verb and name.
Then the first person should throw the ball to
another person, say their name and act out the
verb. For example, Jumping Jack (jump), Jack
then throw the ball to someone else. Do this for
5 minutes.
TIPS & HINTS
Use a soft ball

If a camera is available,
get the facilitator to take
photos of this activity

SESSION 3: THE ROLE OF HUMAN RESOURCES
Materials needed Flipchart paper

Marker pens
Objectives To understand the main responsibilities

of HR
1. Script
Instructions What are the different responsibilities of HR?
For Facilitators Among possible other responses, make sure
that these are mentioned:
HR Planning
Role clarity, job descriptions
Recruitment and selection
Motivation and retention
Compensation and benefits
Compliance with labour laws, HR policies
Performance management
Competency building
Employee grievances, conflict resolution
Q: What is the broader impact of HRM on the

organisation?
A: By designing and implementing the right
policies and processes for the organisations
needs, HR not only ensures compliance, but
enables the organisation to reach its goals.
Q: How can HR achieve this?

A: Make sure that these are mentioned:
Aligning HR planning to strategic plans
Making sure that the necessary skills are in
place (for example recruitment, capacity
building, succession planning, retention)
Expectations are clearly and continuously
communicated (for example performance
management)

Employees are motivated and engaged to
achieve the organisations goals (for example
job design, organisational culture, rewarding)
Q: Who is responsible for the success of HRM?

A: HR has a responsibility to create systems and
processes that help the company reach its
goals. However, supervisors are the people
responsible for the use of these systems and
processes with the support of HR. The success
of HRM depends not only on the HR functions
but on managers as well. HR should make sure
that managers are aware of this responsibility
and they have the right skills and support.
2. Activity
Have the participants move chairs to create
sufficient floor space. Then split them into
groups of 4 people. Lay enough paper on the
ground for someone to lie on, then ask the
teams to identify one participant to lay down
on the paper, then draw around this person.
<Pause for laughter>.
Then ask them to fill in the persons outline with

the most important skills and characteristics
that they think are required to be effective when
working in HR.
Give them 10 minutes then stop and allow 10

minutes to discuss what they have produced. In
the debrief ask the participants not to repeat
anything that has already been said.

SESSION 4: CASE STUDY
Handout HR1.1
Pens
Materials needed Projector

Speakers
Laptop
Projector canvas or white wall
Test the laptop, the projector and the

Advanced Preparation
speakers well in advance.
To discuss an HR challenge and discuss

Objectives their work (do not disclose this in the
beginning of the session)
Note (do not share with participants)

Instructions In this session, the participants will read and
For Facilitators discuss a case. The purpose of the activity is to
prepare them to learn about HR policies. Do
not disclose the topic to participants yet.
We want participants to realise themselves that
TIPS & HINTS the best solution for the problem described in
the case is to have an HR policy.
Having a policy in place helps If by the end of the discussion participants do

to: not reach the conclusion that having a policy
Set realistic staff avoids similar situations, then mention this
expectations solution.
Make the process and
1. Activity
decision making fast and
Give a copy of Case Study HR1.1 to each
efficient
participant. The participants have 10 minutes to
Ensure fairness and
read the case and to write their answers to the
consistency
questions. After this, lead a short debriefing.

First discuss the questions of the case, then use
the following probing questions:
2. Activity
Q: How will Mr. Chhetri react if he does not
receive the advance payment? What impact will
this decision have on his life and on his work
morale? <Pause and wait for the audience to
answer>
A: He might feel that this decision was unfair,

when compared to his own co-worker who had
received an advance payment in the past.
Additionally, he has been a loyal employee, so
he might feel that he can expect the support he
needs in exchange for the hard work he has
done.
We will watch a funny video that will

demonstrate how important fairness is.
<For those who do not speak English well,

explain: In an experiment, two monkeys had to
complete a task. They had to give a stone to
the experimenter. In exchange, they were paid
with a piece of cucumber. The monkeys were
happy receiving a piece of cucumber as
payment, until they saw that their peer had
received a grape for doing the same task.>
Play the video:

https://youtu.be/meiU6TxysCg?t=37s
Your employees might not throw a tantrum, if
they are treated unfairly, but the consequences
are still serious. An employee who believes that
there is lack of fairness at his workplace can
potentially become less motivated and in the
worst case, he might leave the employer.
Now back to Mr. Chhetri. The lack of advance

payment will create stress in his personal life.
Personal stress can have an impact on an
employees motivation and work performance.
Q: What will the decision makers base their

decision on as to whether the advance payment
could be issued? <Pause and wait for audience
to answer>
A: For example: they might base the decision on

what they did in previous similar situations or
based on the availability of the requested funds.
Q: What could have been done to prevent this
situation? <Pause and wait for audience to
answer>
A: Having a clear policy outlining the rules of

advance payment what amount can be paid
out in advance, how long will it take to process
the request, who must sign it. A policy sets
expectations, helping employees to plan and
avoiding disappointment. It makes decision
making fast, efficient, fair and consistent.

CASESTUDY HR1.1
You work for an NGO as an HR Questions

Manager. Nabin Chhetri is one of
1. What are the challenges highlighted in
your organisations employees. He is
the case?
a loyal employee who has been a
staff member for years. 2. What are the possible additional
challenges not mentioned in the case?
Mr. Chhetri has a large family and one
of his sons will soon start a new school, 3. What are the potential outcomes of
incurring some immediate large this situation?
expenses. Although Mr. Chhetri does
not have the necessary savings to pay 4. What are the implications for each of
for the expenses, he is not nervous since the different outcomes?
he knows that his brother, working for a
similar organisation often receives
advance payments from his salary. Mr.
Chhetri also heard from a co-worker
that she received an advance payment a
few months ago.
The day before Mr. Chhetri needs to

pay for the expenses of his son, he goes
to the Finance department and requests
an advance payment of NPR 5,000 from
his salary. The Finance Manager calls
his supervisor; Mr. Shrestha to ask him
whether and advance payment for Mr.
Chhetri would be possible.
Mr. Shrestha realises that this question

should follow HRs rules, because HR is
responsible for compensation.
Therefore, he tells the Finance Manager
to contact you. The Finance Manager
calls you do discuss the request.
Unfortunately, the person who usually
signs off advance payment requests is
out of the office for the next two days in
a town one hours drive away from
your office.

SESSION 5: HR POLICIES
Blank Paper
Materials needed Flipchart
Markers
To discuss what is a policy and why is

Objectives it important
To understand what are the
Note: (do not share with participants)

Instructions Discuss the important aspects of policies and
For Facilitators policy writing by following the script (below).
Write all important thoughts on the flipchart.
Collect a few examples of HR policies until you
are certain that the participants know what a
policy is. More policies will be collected during
the next session.
TIPS and HINTS 1. Script

As discussed in the previous session, having the
correct policies in place makes the decision-
making process fast and efficient; it creates the
right expectations and ensures that decisions
are fair and consistent.
Q: What is a policy?
A: A course of action that must be taken in a

certain situation, that has been agreed by the
organisation in advance.
Q: Can you give a few examples of HR policies?
A: Only mention a few examples for example

work hours, sick leave.

Q: What is a procedure? <Pause and wait for
the audience to answer>
A: A series of steps to be followed when a

policy is applied.
2. Activity
Form pairs and discuss what makes a policy
good. List on a piece of paper as many criteria
as possible.
After 5 minutes ask each pair to share their

responses. Collect all new ideas on a flipchart.
Make sure the items below are mentioned:
be organised in a simple document
be clearly written, using simple language
define the rights and responsibilities of all
staff
be relevant to the organisation and to the
staff
be useful
be applied
be aligned with the organisations strategic
goals and objectives
comply with local laws
3. Script
Q: Who develops policies and how? <Pause and
wait for the audience to answer>
A: It can be developed by HR, the board or by

external consultants. Best practices of other
similar organisations are reviewed and
discussed. Depending on the topic, all the
relevant stakeholders must be included in the
discussion. For example, in case of a policy on
advance payment, Finance must be involved.
The final policies should be customised to the
organisation and the regulations and
requirements it must follow. It must be relevant
and aligned with the organisations goals. In
case of NGOs, the board and the executive
committee must approve the policies.
Q: When does a policy need to be updated?

<Pause and wait for audience to answer>
A: Policies should be updated immediately

whenever there is a change in the regulation or
in the organisation that makes it necessary. It
should be reviewed regularly, (every 6 months).

Amendments require the same process as the
creation of a new policy. All the relevant
stakeholders should be involved, the board and
the executive committee should approve the
changes.
For a policy to be useful, employees must know

that it exists, must be able to access it and use
it. Having policies in an organised manual,
written in a simple language is critical.
Policies should:
be organised in a simple document
be clearly written, using simple language
define the rights and responsibilities of all
staff
be relevant to the organisation and to the
staff
be useful
be applied
be aligned with the organisations strategic
goals and objectives
comply with local laws

SESSION 6: HR POLICY BINGO
Chocolate for rewards

Two Bingo sheets (Handout HR1.2) for
each group of 3 participants
Materials needed
Handout HR1.3
Pens for each group
Highlighters for each group
Before the session starts, draw a 4x4

table on a flipchart to demonstrate the
game while giving instructions. Have three
Advanced Preparation example policies on the example Bingo
sheet (one policy in one box). Use the
same policies for the demonstration as
the ones discussed on the last session.
Objectives To consider which HR policies could be

incorporated into the HR manual
Instructions 1. Activity
For Facilitators In this session, the participants will collect HR
policies while playing a game of Bingo. This
activity will help them consider all the different
policies that could be incorporated into an HR
manual.
TIPS & HINTS Split the participants into groups of three. Hand
out two Bingo sheets (Handout HR1.2) to each
group.
As you explain the rules, demonstrate the

most important rules:
Have only one policy in one square.
When a policy is mentioned, check the
square on the example Bingo chart
Show them how checking all squares
horizontally, vertically or diagonally will
lead to the participant shouting Bingo.

2. Script
Now we will play a game of Bingo. Working in
your groups, please list in each box of the Bingo
sheet one HR policy that you can think of. You
will have 5 minutes to list as many HR policies
as you can. Try to fill the grid. If your group
completes one Bingo sheet, you can start a new
sheet. An example is recruitment. <Facilitator
fill in one box on the flipchart with the word
recruitment>
After 5 minutes, I will start reading my list of

policies. If you have a policy on your Bingo
sheet that I mention, check it on your sheet.
<Demonstrate on the flipchart>. The aim of the
game is for you to complete 1 row horizontally,
vertically or diagonally. If you get a full row,
then shout Bingo. <Demonstrate on the
flipchart>
When you have Bingo, explain to the group

why it is important to have the policies (that
make you earn Bingo) in an HR manual. If your
responses are all good, your group will get a
small prize. Now lets play the game!
3. Action
Collect the sheets and then discuss by asking
the participants to describe what XYZ policy
would include. Start with asking them to
describe the following:
Termination
Conflict of Interest
Recognition
Maternity/Paternity
Add others that you think would be interesting

to discuss because it is complex, controversial
or because participants did not think of it.

HANDOUT HR1.2 BINGO
B I NG O

HANDOUT HR1.3 HR POLICIES
EMPLOYEE RELATIONS EMPLOYEE PERFORMANCE AND

Conflict resolution DEVELOPMENT
Formal complaint process Performance management
Harassment Managing low performance
Code of conduct Professional development
Disciplinary actions Scholarship
EMPLOYMENT CONDITIONS HIRING, TRANSFER &

Hours of Operations PROMOTION
Work hours Conflict of interest
Overtime Recruitment and selection
Employment status Appointment letter
Use of company equipment Probation
Confidentiality Employment of relatives
Dress code Onboarding
Privacy Contract management
Workplace diversity / GESI Company profile
Termination (voluntary and Promotion
involuntary) Job transfer
Retirement Consultancy policy
Timesheet Job description, roles,
responsibilities
Deployment
LEAVE COMPENSATION, BENEFITS AND

Holidays RECOGNITION
Bereavement and compassionate Pay administration
leave Advances on salary
Professional development and Recognition and rewarding
education Benefits and eligibility
Maternity, parental and adoption Expenses
leave
Annual increments
Sick and personal leave
HEALTH, SAFETY & SECURITY OTHER

Health and Safety Child safeguarding policy
Staff Wellness Travel
Accident Reporting Fraud & whistle-blower
Workplace Violence HR in emergency
Alcohol and Drug Use Policy Anti-bribery
Filing, documentation

SESSION 7: COMPETENCIES
Handout HR1.4
Materials needed Core Humanitarian Competencies
Framework printed (Handout HR1.5) in
A/3 in 4 copies
Cut the competencies out from Handout

HR1.5, create 4 sets
Advanced Preparation If possible, have a printed copy of the
Core Humanitarian Competencies Guide
available during the training for interested
participants to review
To introduce competencies and the

Objectives Core Humanitarian Competency
Framework
Instructions 1. Script
For Facilitators Competencies are the behaviours that
employees must have, or must acquire, to
achieve high levels of performance in their role.
Some competency models are based on the job,
TIPS and HINTS or the organisations values and needs.
Competency models can be used systematically
throughout the employee lifecycle.
<Give a copy of the Handout HR1.4>
A competency model can be used to identify the

selection criteria for assessing and comparing
candidates. Competencies can be one of the
factors that are evaluated during a performance
appraisal. When competencies are used for
performance management, they can also serve
as a guide for the employees professional
development and career planning.
Large organisations often develop their own

competency model. However, the time
investment and expertise required to achieve

this can often make this difficult for smaller
organisations.
Working with 15 other agencies, the consortium

of British Humanitarian Agencies identified the
core competencies that are critical in
humanitarian response. If it is aligned with its
goals, your organisation can choose to use this
competency model throughout the employee
lifecycle (complementing the job specific
requirements).
2. Activity
Split the participants into four groups. Give a
set of competencies (which were cut out from
the framework) to each group. Give each group
a flipchart and ask them to divide the flipchart
into three, then label one section humanitarian
only, one section humanitarian and
development and one section development only.
Ask participants to think about a specific role,

for example the role of a Child Protection
Advisor and for each competency, decide if the
competency is necessary for success in the
humanitarian context, the development context
or in both.
3. Script
<Give a copy of Handout HR1.5 to all the
participants>
On Handout HR1.5 you can review the

competency model. Competencies are grouped
into six competency domains. Each competency
is explained in detail by giving behavioural
examples of what is expected. The Core
Humanitarian Competency Framework is a
competency model that shows what is required
in a humanitarian context. As we saw in the
previous exercise, there are a lot of overlaps,
therefore this could be applicable for
development focused organisations as well.
If this model is applicable to your organisation,

it comes packaged with tools created for the
entire employee lifecycle and is available for
free.

HANDOUT HR1.4 COMPETENCIES AND THE EMPLOYEE LIFECYCLE
Planning & Prepardness

Creating a staffing plan
Designing a job profile
Sourcing candidates
Debriefing Recruiting & Selecting

Debrief interviews Advertising
Creating a register of Application forms and
"Alumni" pre-screening CVs
Interviewing - questions
and capturing evidence
Pre-hire assessment tools
References
Personal/Professional Orientation & setting

Development objectives
Coaching development Using information from
programmes the selection process
Self-assessment and self- Effective orientation
development Setting objectives
Trial/probation periods
Managing Performance
Reviewing performance
including 1-1 meetings,
360 feedback and peer
reviews
Adapted from: Core Humanitarian Competencies Guide. (2011). Retrieved from https://startnetwork.org/resource/core-humanitarian-competencies-
guide

HANDOUT HR1.5 CORE HUMANITARIAN COMPETENCIES FRAMEWORK
Please print this handout as A3 for participants:
http://www.alnap.org/resource/9479

SESSION 8: JOB DESCRIPTION
Flipchart
Materials needed Marker pens

Three large sheets of brown paper
Handout HR1.6A and B
Place three large sheets of paper on the

Advanced Preparation floor in a location where the participants
can comfortably access it.
To understand job descriptions, what

they are used for and why are they
Objectives important
To learn what to include in a
For Facilitators Q: What is a job description?
A: The summary of the responsibilities and
requirements of a job position.
TIPS & HINTS Do you know what a mind map is? There is an
example on the flipchart. Please create a mind
map of the different components of a job
A job description is used description on a large sheet of paper.
for:
clarifying the role / 2. Activity
expectations of the Remember to have the three large sheets of
employee paper ready on the floor. Draw an example
helping to write job mind map on a flipchart:
vacancies Let your ideas explode
So your Mindmaps shouldnt be either
Tidy up later
identifying the selection
Dont focus on perfection
Your brain isnt confined to one page
Every note on a mindmap is its own mindmap
criteria
Nobodys perfect
Break the on the page mentality
Go deeper
defining performance HOW TO CREATE A MINDMAP
standards Share it Use colour Dont take sides
When you finish share it with your Study Buddies

identifying developmental Group your idea by using colour Embrace both sides of your brain
This will help you get a fresh perspective The creative The Analytical
needs for capacity building
understanding career
opportunities

Group the participants into groups of 5. Ask the
groups to draw a mind map of the components
of a job description on the three large sheets on
the floor. When completed, do a short
debriefing, discuss if there is anything missing.
Use handout HR1.6 to check if anything is
missing.
3. Script
Q: What are job descriptions used for?
Possible answers:
clarifying the job expectations for the
employee and for the manager
helping to write vacancies
identifying selection criteria
defining performance standards
helping to identify developmental needs for
capacity building
understanding career opportunities
As you can see, having clear and comprehensive

job descriptions is an important basis for many
of the processes facilitated by HR.
Now on your mind maps, please provide a few

examples for each component for a Health
Education Officer. Write the examples on the
large sheet of paper, completing the mind map.
<Demonstrate on the example mind map> Feel
free to use the Core Humanitarian
Competencies Framework for ideas.
<When the groups have finished, place the

paper on the wall where the group can see it,
and keep it there for the three days of the
training, (it will be used during later sessions).>
<Distribute a copy of Handout HR1.6 to each

group.>
Please review this draft job description for the

Health Education Officer role. The template is
Save the Childrens job description template, but
the content is only in draft form.
4. Activity
Ask the groups to check their mind maps: is
there a component on the job description
template that they may have missed? Job
descriptions change from organisation to

organisation, but these are some elements to
consider.
Now using the information collected during the

mind map activity, please complete the draft job
description for the Health Education Officer.
Feel free to make assumptions, if needed.
IMPORTANT: Once completed, ask the groups

to write the names of each group member on
the handout. Collect all handouts.

HANDOUT HR1.6A DRAFT JOB DESCRIPTION
1.0 JOB DESCRIPTION

Position Work Unit Reports to Direct Reports Grade
Health Education Community Health Project Health Education Officer - 1
Officer Health Project Manager Motivators 3
Location: Biratnagar, Eastern Regional Office
2.0 JOB PURPOSE
Plan, implement, coordinate and monitor all health education programs for raising health
awareness within the project area, as per the Project Document.
3.0 JOB RESPONSIBILITIES, MAIN DUTIES
3.1 CORE RESPONSIBILITIES & DUTIES

1.
2.
3. Prepare health education material

4. Mobilise local resources to use the health education material in the health education programs
5.
6.
3.2 OCCASIONAL SIGNIFICANT DUTIES

1.
2.
4.0 JOB SPECIFICATION (MINIMUM JOB REQUIREMENTS)

Education: Total work experience in Experience similar or Skills:
Bachelor degree in any area (in yrs): related field (in yrs): Training
health education from a 2 years 1 year in teaching or
recognised institution. training

HANDOUT HR1.6B DRAFT JOB DESCRIPTION
5.0 DECISION-MAKING & AUTHORITY
Select the participants for the training and education programmes as per the approved selection
criteria.
6.0 PERFORMANCE INDICATORS

1. Number of information, education and 2.
communication (IEC) / training programs
planned, approved and organised
3. 4.
5. 6.
7.0 SUCCESS FACTORS

1. Understanding of the principles and 2.
techniques of the IEC and the training
programs
3. 4.
5. 6.
8.0 APPROVALS
PREPARED BY: _______________________ SIGNATURE ___________________________

APPROVED BY: ______________________ SIGNATURE ___________________________
RECEIVED BY: _______________________ SIGNATURE ___________________________
PREPARED AND UPDATED:

SESSION 9: STAFF TURNOVER
Flipchart
Post-it notes
Handout HR1.7
Handout HR1.8A, B and C
Optional: Draw the different types of

Advanced Preparation turnover on a flipchart according to the
diagram below.
To understand the different types of

Objectives staff turnover and the factors that
influence it
For Facilitators Retention of employees is probably a challenge
that we are all familiar with. Turnover is the
proportion of staff leaving the company within a
set period and before the end of their contract.
TIPS and HINTS Some staff turnover is unavoidable and even
healthy, but a high turnover can make an
organisation dysfunctional.
Q: What can an organisation do to decrease

turnover? <Pause and wait for answers>
A: To identify the correct course of action, you

first need to identify the reason why your staff
leave. One way to do this is through exit
interviews. You can design the interviews to get
the responses for any questions that you want
answered, but the most important questions are
why the employee wants to leave, what makes
their new job better, and was there anything
that could have been done to change their
decision?

<Draw this on a flipchart or whiteboard as you
explain the different types of turnover. Source1>
Turnover
Voluntary Involuntary
Dysfnctional Functional
Avoidable
turnover
Unavoidable
turnover
There are different types of turnover. The main

types are voluntary and involuntary.
Q: What are some examples of involuntary

turnover?
A: For example, termination because of low

performance or downsizing, retirement.
We can further differentiate voluntary staff

turnover into dysfunctional and functional
turnover.
Q: What are some examples of functional

turnover?
A: For example, when a low performer leaves.

Turnover is also good when the employee
leaving makes it possible to hire employees who
bring in fresh ideas and approaches, or when it
makes staff relocation or stretch assignments
possible.
Q: Which type of turnover should an

organisation focus on?
A: Dysfunctional turnover.

1
Source: Clayton, M. (2013, August). Addressing retention issues & increasing employee engagement for programme managers [PPT]. London: People In
Aid. Retrieved from: http://www.syrialearning.org/resource/18446
Part of the dysfunctional turnover will be
avoidable, while another part unavoidable.
Unavoidable turnover is for example: A family
move, serious illness or death.
We should try to reduce any avoidable

turnover by addressing the cause of the
turnover.
Q: What are some possible causes of turnover?
<Collect the responses from the participants

and list them on a large sheet of brown paper,
leaving space for post-it notes to be added
later.>
Make sure these points are mentioned:

Organisational culture, poor leadership,
mission and values
Management style
Burnout, disillusionment, frustration
Unclear or conflicting personal objectives
Lack of teamwork, team conflict
Poor systems and bureaucracy
Better pay and career opportunities
elsewhere
Uncertainty, job security
2. Activity
Ask the participants to split into groups of 3,
and collect as many examples of what an
organisation can do to reduce staff turnover as
they can think of. Write only one idea on each
post-it note.
Collect the post-it notes and cluster the similar

topics together. Discuss with the group and
share best practices. Specific examples are:
Good HR practices
Fairness
Meaningful work
Organisational culture, leadership
Relationship building
Staff well-being
Good people management & development
Finally, give Handout HR1.7 and Handout

HR1.8 to all the participants.

HANDOUT HR1.7 TURNOVER AT A GLANCE
WHAT IS TURNOVER?
TURNOVER STAFF ROTATION
Time spent with an organisation Time spent on an assignment
WHY IS THERE TURNOVER?
FUNCTIONAL TURNOVER DYSFUNCTIONAL TURNOVER
Organisational policies Environmental factors Organisational factors

Protecting staff from burnout Health and social Values and
environment, security management of staff,
Building up staff experience
conditions and other poor support,
Disseminating knowledge within local stress factors inadequate terms and
the organisation conditions of service
Programme factors
Bringing fresh ideas into the Individual factors
Job insecurity induced
organisation and allowing staff to
by project-based Excessive workload,
maintain an unbiased analysis
funding career concerns,
Adapting workforce to level of Pressure on overheads burnout, desire to start
funding and under-investment a family
in training
External factors
Better professional opportunities elsewhere in terms of
salary, benefits or promotion
WHAT ARE THE COSTS AND CONSEQUENCES OF DYSFUNCTIONAL TURNOVER?
COSTS CONSEQUENCES
Direct At individual level At organisational level

Separation costs Recruitment Added workload Loss of organisational,
costs Induction costs Poor morale and job programmatic and
satisfaction Stress- operational knowledge
induced health issues Failure to renew
leadership
Indirect At programme level At sector level

Lower engagement and Lack of continuity Loss of talent
motivation Inefficiencies, mistakes Inferior programme Insufficient capacity to
and delays Loss of institutional quality respond Weaker
memory capacities for inter-
agency cooperation

HOW CAN TURNOVER BE DEALT WITH?
ASSESSING THE SITUATION AND DEFINING A STRATEGY
Setting up indicators and assessing situation

Identifying main problems, deciding objectives and action
Securing support and funding from agencys senior management
MANAGING TURNOVER REDUCING TURNOVER
Ensuring continuity Workforce planning Sourcing staff

Improving succession planning Anticipating staffing Ensuring selection of
and building local capacity needs and developing staff with adequate
mechanisms to deal competencies and the
Making staff quickly operational
with supply and development of a
Rapid induction and orientation, demand variation in qualified pool of staff
standardised tools facilitating emergency staff level
People-management
movements between locations
Deployment and staff
Developing competence
Retaining organisational memory well being
and motivation of staff,
Ensuring knowledge and learning Helping staff to as well as their ability
are shared throughout the become quickly to move vertically and
organisation operational laterally within the
Ensuring the security, organisation
safety and wellbeing of
staff
Adapted from Source: Loquercio, D., Hammersley, M., & Emmens, B. (2006). Understanding and addressing staff turnover in humanitarian
agencies. Humanitarian Practice Network, (55). Retrieved from: https://www.files.ethz.ch/isn/93897/networkpaper055.pdf

HANDOUT HR1.8A EXIT INTERVIEW TEMPLATE
EXIT INTERVIEW ID:
POSITION:
DATE OF INTERVIEW:
INTERVIEWER:
WHAT ARE THE REASONS FOR LEAVING? (SELECT ONE OR MORE)

Higher Pay
Improved work life balance
Conflict with other employees
Company instability
Better benefits
Career change
Conflict with managers
Other
Better career opportunity
Closer to home
Family and/or personal reasons
Comments:
PLEASE RANK THE FOLLOWING:

Strongly Disagree Agree Strongly
Disagree Agree
Job was challenging
There were sufficient opportunities for

advancement
Workload was manageable
Sufficient resources & staff were available
Your colleagues listened and appreciated

your suggestions
Your skills were effectively used
You had access to adequate training

WHAT DO YOU THINK CAN BE IMPROVED ABOUT THE JOB?
RENUMERATION AND BENEFITS

Disagree Agree
The salary was adequate in relation to

responsibilities
Wages were paid on time
Other benefits were good
Work-life balance was promoted and practiced
WHA OTHER BENEFITS/IMPROVEMENTS COULD THE COMPANY OFFER?
THE COMPANY

Disagree Agree
When you started, did the induction help and

was it accurate
Was a good and positive environment to work in
Had adequate equipment to do the work
Got on well with other staff within the company

There were sufficient staff to cover the work
The company was efficient in its dealings
Internal communication worked well
There was no bullying or harassment
There are adequate parking facilities
The business did not discriminate against any

employee
WHAT DO YOU THINK CAN BE IMPROVED ABOUT THE COMPANY?
SUPERVISOR/LINE MANAGER

Disagree Agree
Had sufficient knowledge of the job
Is experienced in supervision
Was open to suggestions
Recognised and acknowledged achievements
Acknowledged employees contributions
Offered and promoted ways to develop
Provided constructive feedback
Clearly communicated management decisions

and how they would affect your work
Maintained a professional relationship with you

WHAT ARE YOUR SUGGESTIONS/IMPROVEMENTS TO YOUR SUPERVISOR?
MANAGEMENT

Disagree Agree
Gave fair and equal treatment
Was available to discuss job related issues
Encouraged feedback and suggestions
Maintained consistent policies and practices
Provided recognition for achievements
Gave opportunities to develop
Provided constructive feedback
Clearly communicated decisions and how they

would affect your work
WHAT ARE YOUR SUGGESTIONS/IMPROVEMENTS TO MANAGEMENT?
Thank you for completing this information. Your responses will be treated with total confidence.
Source: Exit Interview Template. Retrieved from: http://www2.cipd.co.uk/community/cfs-file/__key/telligent-evolution-

components-attachments/00-49-01-00-00-24-10-88/ExitInterview9.doc
SESSION 10: CONSEQUENCES OF TURNOVER
Post-it notes
Large brown paper
To understand the consequences of

Objectives turnover and discuss ways to mitigate
them
For Facilitators In the previous session, we discussed the factors
influencing staff turnover and what
organisations can do to control it. Some other
factors however will be outside of the
TIPS and HINTS organisations control. For example, if other
organisations pay significantly more, or have
much better career opportunities. You cannot
avoid all the dysfunctional turnover, but you can
and should take steps to mitigate the
consequences.
2. Activity
Form groups of 5 and give the participants post-
it notes.
Ask them to think about what the consequences

of staff turnover are, and write as many
examples as possible on post-it notes. Write
one example on each post-it note and stick
them on a large sheet of brown paper.
Cluster the similar topics together on the paper,

and give the clusters a name, write the name on
the paper.
Possible topics are:

Unfilled positions, project hampered
New employees take a long time to become
productive

Lost knowledge and expertise
Discuss the topics, and ask the participants to

come up with as many practices that can
mitigate these consequences as possible. Write
these on post-it notes and then discuss.
Some potential solutions:
Ensure continuity
succession planning
build local capacity
interns/volunteers
Make staff quickly operational

good staff induction
have written instructions for all processes
Retain organisational memory

hold (informal) knowledge sharing sessions
share knowledge after capacity building and
conferences
document lessons learned after the
programmes end
have written instructions for all processes
Most important areas to mitigate the

consequences of high staff turnover are:
ensure continuity succession planning, build
local capacity
make staff fully operational quickly
retain organisational memory

SESSION 11: PEOPLE MANGEMENT
sdfdsfsdf
Flipchart
Blue tack/glue
Handout HR1.9a and b
Handout HR1.10
Advanced Preparation Cut out the cards from Handout HR1.9.
To understand the people

Objectives management responsibilities and what
HRs role is in supporting line
managers
For Facilitators Q: Whose responsibility is people management?
A: It is the supervisors / line managers
responsibility. However, to do this well,
managers must have the full support of HR.
TIPS & HINTS Because of this, it is important for HR to
understand the most important aspects of
Important responsibilities of people management.
people managers:
Managing performance Q: What are the supervisors most important
people management responsibilities?
Ensure development
A: <Make sure that all three are mentioned:>
Monitoring and improving
Managing performance
satisfaction and engagement
Ensuring development
Monitoring and improving employee well-
being, satisfaction and engagement

Now lets focus on what influences an
employees performance. Can you mention a
few examples?
<Split the flipchart into three columns, and

write the following titles above each column:
Motivation, Knowledge and skill, Expectations.>
Q: Besides these factors which are internal to

the employee, can you think of what external
factors influence employee performance?
A: Team effectiveness and resources
2. Activity
Split the participants into groups of 4 and give
each group a flipchart. Give them a pack of
cards (from Handout HR1.8), and ask them to
group each card under one of the five factors.
When finished, ask each group to describe
which cards they have grouped under any one
of the factors. (Groups should not repeat
information). One group explains motivation,
another explains knowledge and skill, and the
third group explains expectations. Ask the
participants to give examples of a practical
application for some of these.

HANDOUT HR1.9A PEOPLE MANAGEMENT PRACTICES
ROLE CLARITY
ONBOARDING
(JOB DESCRIPTION)
ONGOING, TIMELY AND

CLEAR DIRECTIONS
REGULAR FEEDBACK
INDIVIDUAL
REWARDS AND
MOTIVATORS (PAY,
RECOGNITION
FLEXIBILITY)
TASK ASSIGNMENT
COMPENSATION BASED ON INTERESTS
AND STRENGTHS
TASK ASSIGNMENT
MATCHED TO CAREER SELECTION
PLANS/DEVELOPMENT
MENTORING COACHING
(MORE SENIOR PEER) (MANAGER)

HANDOUT HR1.9B PEOPLE MANAGEMENT PRACTICES
INSTRUCTOR-LED
SELF-LEARNING
TRAINING
ON THE JOB LEARNING STRETCH ASSIGNMENTS
E-LEARNING

HANDOUT HR1.10 THE FACTORS INFUENCING PERFORMANCE
Clear expectations
Role clarity (job description)

Onboarding
Clear directions
Ongoing, timely and regular feedback
Knowledge & skills
Selection
Mentoring (more senior peer, 'buddy')
Coaching (manager)
Classroom training
Self-learning
On the job learning
E-learning
Motivation
Individual motivators (compensation, development, flexibility, social)

Rewards and recognition
Compensation
Task assignment based on interests and strengths
Supporting development and career plans
Team effectiveness
Team building
Clear roles
Conflict management
Social events
Participatory decision making
Resources
IT equipment
Software

SESSION 12: WRAP UP AND CLOSE DAY 1
sdfdsfsdf
Flipchart
Evaluation Form Day 1
Objectives To recap what was learned and

evaluate the day
Instructions 1. Activity
For Facilitators Ask for two volunteers to run the recap session.
one to capture information and one to facilitate.
Ask the volunteers to get the participants to

TIPS & HINTS shout out the learning points from today.
Then ask them to capture what the participants

Get the volunteers to liked/disliked about the training and what we
capture the information should change for tomorrow.
from the recap session
Finally, ask participants to complete the
evaluation of the day.
Hand out the evaluation form for day 1.
2. Script
Thank you for being such engaging participants
today. We hope you have a restful evening and
well see you at 9 am tomorrow morning.

Notes

1 HRM Sci Training Guide v1 0 Print 25042017 - Preview

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

1 HRM Sci Training Guide v1 0 Print 25042017 - Preview

Uploaded by

Copyright:

Available Formats

Human Resource Management Facilitation Guide 1

Authors and editors: Noemi Simon and Philip Locke (Thagaconnect)

Human Resource Management Facilitation Guide 2

Human Resource Management Facilitation Guide 3

ACCOUNTABILITY: We take personal responsibility for using our resources

COLLABORATION: We respect and value each other, thrive on our diversity,

INTEGRITY: We aspire to live to the highest standards of personal honesty and

Human Resource Management Facilitation Guide 5

DAY 1: THE ROLE AND TOOLS OF HUMAN RESOURCES

0 14 08:30 Pre-course To assess current practices Checklist

4 23 10:15 Case study To discuss an HR challenge Pens

8 38 13:10 Job description To understand job descriptions Flipchart paper

11 54 15:30 People To understand the people Flipchart paper

Human Resource Management Facilitation Guide 6

DAY 2: RECRUITMENT AND SELECTION

4 71 10:50 Selection design To practice how to identify the job Pens

5 77 13:00 Fair selection To demonstrate and discuss the

Human Resource Management Facilitation Guide 7

DAY 3: PERFORMANCE MANAGEMENT

3 98 10:20 Performance To analyse the steps involved in the Pens

8 123 15:30 Challenges and To review current progress on the Different

Human Resource Management Facilitation Guide 8

1. Name Game 4. This or That?

Human Resource Management Facilitation Guide 9

1. The Sinking Boat 5. Boom Chicka Boom

Human Resource Management Facilitation Guide 11

Session 3: The role of HR 21

Session 4: Case study 23

Session 6: HR policy Bingo 30

Session 8: Job description 38

Session 10: Consequences 52

Session 11: People 54

Session 12: Wrap-up 59

Human Resource Management Facilitation Guide 12

0 14 08:30 Pre-course To assess current practices Checklist

4 23 10:15 Case study To discuss an HR challenge Pens

8 38 13:10 Job description To understand job descriptions Flipchart paper

11 54 15:30 People To understand the people Flipchart paper

Human Resource Management Facilitation Guide 13

Time needed 30 minutes

Materials needed Pre-course checklist

Advanced Preparation Prepare the venue plus tea / coffee

Objectives To assess current practices

TIPS and HINTS If translation is needed, tell participants that

Collect the checklist. While the sessions

Discuss the interesting items during the relevant

Human Resource Management Facilitation Guide 14

FOCUS AREA CHECKLIST

HR Policies My organisation has all the important HR Policies

Staff Turnover My organisation monitors staff turnover

Human Resource Management Facilitation Guide 15

Recruitment Our recruitment process gathers a large pool of sufficiently

Selection Our selection process is designed to be fair and transparent

Capacity Building My organisation focuses on capacity building as a priority

Performance My organisation has a formal performance management process

Human Resource Management Facilitation Guide 16

Time needed 10 minutes

Materials needed Flipchart

Advanced Preparation None

To introduce the training facilitators

Before we go over the objectives, agenda and

<Depending upon the audience reaction, you

We have a parking lot for anything that is not