Assignment范例-直線經理的角色。本文是一篇由本站代寫服務提供的assignment代寫參考，主要內容是講述我選擇的論文主題是“直線經理作為人力資源開發促進者的角色”。我之所以選擇這一職位，是因為我在花旗集團從事INTRA工作的經驗。當我的直線經理與我和我的同事互動時，我親身體驗了她所做的努力，有時也體驗到了她的不足。下面就一起來看一下這篇留學生assignment代寫范文。

Introduction

The essay topic I have chosen is “the role of the line manager as a facilitator of HRD”. The reasons behind my choice are as a result of my experience of working with Citigroup on my INTRA placement. I gained first hand experience of the efforts made by, and at times the shortfalls of my line manager when she was interacting with my fellow employees and I. I discovered that the line manager can have a profound influence on the attitudes towards work held by their subordinates, and this can affect the level and degree of learning which takes place within the work environment. I found that poor management of the facilitation of HRD training was detrimental to both my fellow employee’s development, general level of contentment and satisfaction within the workplace and their overall productivity within their roles.

介紹

我選擇的論文主題是“直線經理作為人力資源開發促進者的角色”。我之所以選擇這一職位，是因為我在花旗集團從事INTRA工作的經驗。當我的直線經理與我和我的同事互動時，我親身體驗了她所做的努力，有時也體驗到了她的不足。我發現直線經理會對下屬的工作態度產生深遠影響，這會影響工作環境中的學習水平和程度。我發現，對促進人力資源開發培訓的管理不善，既不利于我的同事的發展，也不利于他們在工作場所的總體滿意度和滿意度，以及他們在職責范圍內的整體生產力。

My essay will first deal with the responsibilties of the line manager in facilitating HRD. Subsequently, it will deal with the methods by which HRD can be implemented by line managers. It will also address the implications of greater line manager involvement in HRD. My aim is to provide a deeper understanding of the managerial processes that managers can employ to facilitate knowledge integration and transfer to their co-workers.

Main Body

A line manager can be defined as a ‘management figure who is authorized to direct the work of subordinates and is responsible for accomplishing organizational goals’. (Dessler, G, 2000).

A line manager is traditionally held accountable for ensuring that results are satisfactory and enabling the achievement of goals through the employees who report to them. In recent years, the expectations of the line manager’s role have changed. Line managers are increasingly entrusted with human resource development, and in some instances are held accountable for any shortfalls in adheering to this new responsibility. It can prove difficult for line managers to take on the additional responsibility due to existing workloads, lack of skills and inexperience of fulfilling such a role.

Line managers, rather than HRD specialists, are very familiar with the business context of both organizational and individual learning needs. They are closer to the daily operations and customers. This gives line managers a unique knowledge advantage concerning organisational realities and needs, which can aid their understanding of issues arising in the daily context of work, and knowledge gaps among the workforce.

There has been a move towards line managers assuming roles with a developmental focus and undertaking positions as facilitators of learning and skill expansion. This move is a part of the recent trend of empowering employees at all levels in an organisation to expand their knowledge base and responsibilities to ensure that a variety of multiskilled employees are on hand to tackle any situation that the business may be able to direct them at. xxxxxxxxxxxxxxx

In order to be equipped to tackle a role in HRD, substantial investments in capacity and skill development of line managers is necessary to ensure that they are equipped to carry out their new responsibilities. Ultimately, the development and performance of a business’ workforce is substantially influenced by the management they operate under. Investing the necessary time, money and effort into this area is critical for the effective operation and development of an organisation’s processes and the employees who are charged with carrying these out. This is important as, ‘one of the principle reasons for members of the workforce leaving an organisation is due to perceived poor handling of the manner in which their talents and skills base are managed (Hay, 2002, p52-55).’

According to Gennard and Kelly, encouraging line managers to participate in a more centralised and involved role in HRD provides opportunities for them to experience personal growth and greater competencies as a by product of this new responsibility. The stand to gain greater competencies in managing and maintaining relationships with the people they work with on a day-to-day basis. This would be possible because of their familiarity with both the needs and expectations of employees on a business wide as well as a personal level (1997, p27-42).

It is paramount that line managers recognise their role in facilitating and providing for a working environment which both promotes and supports learning. They must be aware of how critical this step is to securing the best learning environment possible for their subordinates. This entails implementing a programme of continuous learning. This would encompass on-the-job training, which from personal experience – I can confidently state that I found to be far more beneficial than my time spend in classroom based training sessions in the workplace. Incorporating an effective system of both formal and informal learning and feedback on a continuous basis should be recognised not just as a benefit, but as a necessity of the everyday working environment. This should be done from the very beginning of an employee’s tenure in a business organisation.

Individual employees should be given encouragement to seek and take control of their learning process, and attempts at looking to better themselves should be recognised and where appropriate, rewarded. Opportunities should be provided by the line manager to utilise ‘cross training to enhance their skills base, meetings to provide and receive feedback on job performance and shortfalls and mentoring programs to help employees to adapt to life in their working environment’ as seamlessly and comfortably as possible (Cunningham, and Hyman, 1997, p9-27).

According to the study by Jurgita ? iug??dinien, five main roles were identified which demonstrate what is expected by line managers in the context of HRD. These were that:

Line managers are expected to discuss the performance and professional development of their subordinates with them on a regular basis.

They are expected to liase with HRD training specialists on a wide variety of HRD and HRM issues to ensure advancement of development programs and constant feedback.

They should show an active interest in conveying their interest in and support for the learning of their subordinates as part of their day-to-day responsibilities in their role.

They should be proactive and heavily involved in the training and learning and development aspect of their subordinate’s learning within the workplace.

They should be actively involved in the development of HRD strategy (2008, p33).

An important influence on the attitudes of line managers towards HRD is their perception of the role they play in the development process, which ultimately affects their attitudes and motivations towards their part in the process. A study by Andrea D. Ellinger and Robert P. Bostrom, found that line managers differentiate between how they perceive their roles in facilitating the learning of employees in learning oriented organisations. Their study found that managers see a distinction between ‘managing’ and ‘coaching’. They see them as being separate functions and in some cases, opposing influences on each other – requiring a different skill set to effectively implement them. ‘Managers’ were perceived as being those in charge – in positions of authority. Conversely, coaches were viewed as those in their positions who were entrusted with helping employees to succeed (2002, p147-179).

On major barrier in the effective implementation of HRD duties by line managers is due to a lack of coaching skills and insufficient line management motivation. This outlook on the role in question is reinforced by findings that the least popular HRD delivery mechanisms include coaching and mentoring. According to Heraty, this may be due to the large commitment of time and resources needed, or that it varies considerably from the speciality skills that managers generally possess and are used to implementing in their own tried and tested fashion (2000. p21-33). By making the process more attractive to both those who administer and receive this form of HRD delivery, it is likely that organisations would see beneficial implications for the business, management and employees themselves.

According to a study by McGovern and Gratton, some managers are of the opinion that they expect the HRD function to disappear over time, ‘as learning issues become ever more integrated with the responsibilities of general management’. In other cases, some managers appear to see a different role for HRD professionals in the future as they transfer to the role of organizational change consultants. The study notes that the responsibility for HRD is not commonly included within the terms of a line manager’s performance objectives. ‘It may prove difficult for line managers to act in two opposing roles – that of an assessor and that of a coach. Furthermore, line managers are not specialists in HRD. They may lack the necessary confidence, knowledge and organizational support to assume the required responsibility for HRD implementation’ (1997, p12-29).

According to a study by Renwick, there are significant differences in the role of line managers based on the nature of business undertaken by their organisations. ‘Based on the ownership of the organisations; there are significant differences in line managers’ role in performance counselling, career planning, salary decisions, grievance handling, and employee termination” (2003, p262-280). This indicates that it is necessary to clarify what exactly is expected of line managers with regard to HRD, and what becomes of the role of HRD professionals should responsibility transfer to line management.

我的文章將首先討論直線經理在促進人力資源開發方面的責任。隨后，它將討論直線經理實施人力資源開發的方法。它還將解決直線經理更多地參與人力資源開發的影響。我的目標是更深入地了解管理者可以用來促進知識整合和向同事轉移的管理流程。

主體

直線經理可以定義為“被授權指導下屬工作并負責實現組織目標的管理人物”。（Dessler，G，2000）。

傳統上，直線經理負責確保結果令人滿意，并通過向其報告的員工實現目標。近年來，人們對直線經理角色的期望發生了變化。直線經理越來越多地被賦予人力資源開發的職責，在某些情況下，他們要對履行這一新職責的任何不足負責。事實證明，由于現有的工作量、缺乏履行這一職責的技能和經驗，直線經理很難承擔額外的責任。

直線經理，而不是人力資源開發專家，非常熟悉組織和個人學習需求的業務背景。他們更接近日常運營和客戶。這使直線經理在組織現實和需求方面具有獨特的知識優勢，有助于他們理解日常工作中出現的問題以及員工之間的知識差距。

直線管理人員已經開始扮演以發展為重點的角色，并擔任學習和技能拓展的促進者。這一舉措是最近一種趨勢的一部分，即賦予組織各級員工權力，以擴大他們的知識庫和責任，確保各種多技能員工隨時待命，以應對企業可能指導他們的任何情況。xxxxxxxxxxxxxxx

為了具備在人力資源開發中發揮作用的能力，有必要對直線經理的能力和技能發展進行大量投資，以確保他們具備履行新職責的能力。歸根結底，企業員工的發展和績效在很大程度上受到其經營管理層的影響。在這一領域投入必要的時間、金錢和精力，對于組織流程和負責執行這些流程的員工的有效運作和發展至關重要。這一點很重要，因為“員工離開組織的主要原因之一是他們認為自己對人才和技能基礎的管理方式處理不力（Hay，2002，p52-55）。”

Gennard和Kelly表示，鼓勵直線經理在人力資源開發中發揮更集中和參與的作用，為他們提供了機會，讓他們體驗到個人成長和更大的能力，這是這一新職責的副產品。他們將在管理和維護與日常工作人員的關系方面獲得更大的能力。這是可能的，因為他們熟悉員工在整個企業和個人層面的需求和期望（1997，第27-42頁）。

最重要的是，直線經理要認識到他們在促進和提供一個既促進又支持學習的工作環境方面的作用。他們必須意識到這一步驟對于確保下屬獲得盡可能好的學習環境是多么重要。這就需要實施一項持續學習方案。這將包括在職培訓，從個人經驗來看——我可以自信地說，我發現這比我在工作場所的課堂培訓更有益處。在持續的基礎上納入一個有效的正式和非正式學習和反饋系統，不僅應該被視為一種好處，而且應該被認為是日常工作環境的必要條件。這應該從員工在商業組織任職之初就開始。

應鼓勵員工個人尋求并控制自己的學習過程，并應認可并在適當的情況下給予獎勵。直線經理應提供機會，盡可能無縫舒適地利用“交叉培訓來提高他們的技能基礎，召開會議來提供和接收關于工作表現和不足的反饋，以及指導計劃來幫助員工適應工作環境中的生活”（Cunningham和Hyman，1997，p9-27）。

根據Jurgita?iug??dinien的研究，確定了五個主要角色，這些角色展示了直線經理在人力資源開發方面的期望。這些是：

直線經理應定期與他們討論下屬的績效和專業發展。

他們將與人力資源開發培訓專家就各種人力資源開發和人力資源管理問題進行聯系，以確保發展計劃的推進和不斷的反饋。

他們應該表現出積極的興趣，將他們對下屬學習的興趣和支持作為他們日常職責的一部分。

他們應該積極主動，積極參與下屬在工作場所學習的培訓、學習和發展方面。

他們應該積極參與人力資源開發戰略的制定（2008年，第33頁）。

對直線經理對人力資源開發態度的一個重要影響是他們對自己在發展過程中所扮演角色的看法，這最終會影響他們對自己參與發展過程的態度和動機。Andrea D.Ellinger和Robert P.Bostrom的一項研究發現，在以學習為導向的組織中，直線經理對自己在促進員工學習方面的角色有不同的看法。他們的研究發現，管理者看到了“管理”和“指導”之間的區別。他們認為它們是獨立的職能，在某些情況下，相互影響相反——需要不同的技能才能有效地實施它們。”管理者被認為是負責人——處于權威地位。相反，教練被視為那些在其職位上被委托幫助員工取得成功的人（2002年，第47-179頁）。

直線經理有效履行人力資源開發職責的主要障礙是缺乏指導技能和直線管理動機不足。研究結果表明，最不受歡迎的人力資源開發提供機制包括輔導和輔導，這強化了人們對這一角色的看法。Heraty認為，這可能是由于投入了大量的時間和資源，或者與管理人員通常擁有并習慣于以自己久經考驗的方式實施的專業技能有很大不同（2000年）。p21-33）。通過使這一過程對管理和接受這種形式的人力資源開發的人更有吸引力，組織很可能會看到對企業、管理層和員工本身的有益影響。

根據McGovern和Gratton的一項研究，一些管理者認為，他們預計隨著時間的推移，人力資源開發職能會消失，“因為學習問題與一般管理的職責越來越緊密地結合在一起”。在其他情況下，一些管理人員似乎認為人力資源開發專業人員在未來將扮演不同的角色，因為他們將轉變為組織變革顧問。研究指出，人力資源開發的責任通常不包括在直線經理的績效目標中事實證明，直線經理很難扮演兩個相反的角色——評估員和教練。此外，直線經理不是人力資源開發方面的專家。他們可能缺乏必要的信心、知識和組織支持，無法承擔人力資源開發實施所需的責任”（1997，第12-29頁）。

根據Renwick的一項研究，根據其組織開展業務的性質，直線經理的角色存在顯著差異。”基于組織的所有權；直線經理在績效咨詢、職業規劃、薪酬決策、申訴處理和員工解雇方面的作用存在顯著差異”（2003年，第62-280頁）。這表明，有必要澄清對直線管理人員在人力資源開發方面的確切期望，以及如果將責任移交給直線管理人員，人力資源開發專業人員的作用將如何。

Research by Ellinger and Bostrom indicated that managers were viewed as those who have to make the hard decisions, some of which would not be viewed as being consistent with those of being a coach. Managers were perceived to be involved in actions such as ‘ordering, judging and controlling’ the employees they worked with, whereas coaches had far more of a positive influence on their employees learning and morale, by empowering them to learn, helping them to more fully understand and removing as many obstacles that may inhibit their ability to learn.

Conversely, coaches/HRD staff were seen to have far more of an influence in empowering employees to make decisions and in the process, to grow and develop into so that they can exert more influence as they increase their abilities and competencies. Managers and coaches in this study agreed that these roles were, in many cases, ‘distinct from each other and there were differing mental models and approaches that tied in with each role which influence how managers perceive different situations’ and how their approach will vary when addressing a situation depending on these models (2002, p147-179).

All of the managers in the aforementioned study envisaged their role and responsibilities as entailing helping their employees to grow and develop – to make sure that they understand how their role ties in to the rest of the organisation and how they can fulfil what is expected of them in this capacity. Managers in the study viewed the roles of being a manager and the concept of being a facilitator of learning as ‘dichotomous roles’, but acknowledged that there were ‘eventualities which would involved moving between these roles in the nature of their work’ (Ellinger and Bostrom, 2002, p147-179).

Since line managers usually are not specialists in HRD, they should be periodically screened and assessed with respect to their performance in fulfilling their roles, and their understanding of various learning needs. This should be done in both their area of their specialty, and in the area of Human Resource Development to ensure they are sufficiently confident and competent. It is important to increase their skill and knowledge in HRD, and it is advisable to consider incorporating HRD skills training in all varieties of training packages for managers. The capacity of line managers to provide advice and consultancy to all employees, be they managers or subordinates, should also be developed.

Senior managers must be highly supportive in the HRD role of line managers, and an incentive system should be developed to motivate them to embrace it more fully through co-operation with HRD staff and additional training. This is essential, as ‘acting as a HRD facilitator demands a coaching management style, as opposed to a directive management style’ (Garavan, 1995, 11-16).

The trend of increased line manager involvement is identified in the study by de Jong. He states that ‘there is a tendency toward decentralizing HRD responsibilities within organizations’. He categorises the new line manager functions into three distinct areas:

‘Analytic role: just as first-level managers are expected to discuss periodically the performance and the developmental needs of their subordinates, they should be periodically screened with respect to their performance and their developmental needs in respect of production and also in people management.

Supportive role: just as they are expected to show interest in their subordinates’ developmental activities on a daily basis, line managers should experience continuous support from their superiors in their attempts to improve their skills.

Trainer role: Just as they should provide training and coaching to their subordinates, they should receive instruction and guidance in order to develop in their management role (1999, pp176-183)’.

Conclusion

Greater management involvement in HRD reflects a significant transformation of line management responsibility in organisations. Before displacing traditional HRD roles, substantial investments in the capacity development of line managers is needed to ensure that they are capable of carrying out their new responsibilities.

It can be concluded that line managers have not assumed responsibility for HRD across the board. It is difficult to fulfil this role, either because of their workload, lack of skill or lack of traditional management involvement in this area. Cooperation between line management and HRD specialists exists. However a lack of line managers’ involvement in HRD, as well as limited capacities of HRD specialists to support, liaise and consult with line managers can hinder this process.

Future research into this area may reveal approaches by which managers can be trained in order to gain the required skill sets to be able to handle both levels of competency in which there is currently a grey area. Removing the rigid views of what it takes to be a ‘manager’ or ‘HRD professional’ and incorporating a new perspective of what the expectations of a line manager are in this process is an essential step in reconciling this process. Only after doing so can progressive steps be taken in implementing the line manager firmly in a position to facilitate an effective HRD function as part of their role.

Line managers should be given more ownership of HRD strategies, allowing them to have more involvement in decision making at the policy formulation level. They should also be given the opportunity to provide input into developing a more strategic partnership with HRD specialists. In this way, they would develop a better understanding of the broader perspective of both roles and could address any weaknesses in the process. Taking an active role in supporting their employees in learning and development should become an integral part of a line manager’s performance objectives.

References

Cunningham I. and Hyman J. (1997) Devolving human resource responsibilities to the line: Beginning of the end or new beginning for personnel? Personnel Review, Vol.28, No.1/2, pp9-27.

de Jong J.A., Leenders F.J. and Thijssen J.G.L.(1999) HRD tasks of first level managers. Journal of Workplace Learning, Vol.11, Issue 5, pp176-183.

Dessler, G. (2000) Human Resource Management. New Jersey: Prentice Hall, Upper Saddle River,

Ellinger, A.D. and Bostrom, R.P. (2002) ‘An Examination of Managers’ Beliefs about their Roles as Facilitators of Learning’, Management Learning, 33 (2): 147-79

Garavan, T. N. (1995) Stakeholders and Strategic Human Resource Development. Journal of European Industrial Training, 1995, Vol. 19, No 10, 11-16.

Gennard J. and Kelly J. (1997) The unimportance of labels: the diffusion of the personnel/ HRM function Industrial Relations Journal, Vol.28, No.1, pp27-42.

Gibb S. (2003) Line manager involvement in learning and development: Small beer or big deal? Employee Relations, Vol.25, No.3, pp281-293.

Hay, M. Strategies for Survival in the War of Talent,.Career Development International, 2002, Vol. 7, No 1, 52-55.

Heraty N. and Morley M. (1995) Line managers and human resource development. Journal of European Industrial Training, Vol.19, Issue 10, pp31-37.

Hutchinson, S. and Purcell, J.(2003) Bringing Policies to Life: The vital role of front line managers in people management. CIPD, London.

McGovern P., Gratton L. and Hope-Hailey V. (1997) Human resource management on the line? Human Resource Management Journal, Vol.7, No.4, pp12-29.

Renwick D. (2003) Line manager involvement in HRM: an inside view? Employee Relations, Vol.25, No.3, pp262-280.

? iug??dinien, Jurgita (2008) Line Manager Involvement in Human Resource Development, VIE? OJI POLITIKA IR ADMINISTRAVIMAS, p32-36

Thornhill A.and Saunders M.N.K. (1998), ‘What if line managers don’t realize they’re responsible for HR? Lessons from an organisation experiencing rapid change’, Personnel Review, Vol.27, No.6, pp460-476.

Ellinger和Bostrom的研究表明，經理們被視為必須做出艱難決定的人，其中一些決定與教練的決定不一致。管理者被認為參與了諸如“命令、判斷和控制”與其共事的員工等行動，而教練通過賦予員工學習的能力，幫助他們更充分地理解并消除可能阻礙他們學習能力的障礙，對員工的學習和士氣產生了更大的積極影響。

相反，教練/人力資源開發人員被認為在授權員工做出決策以及在此過程中成長和發展方面具有更大的影響力，以便他們在提高能力和能力時發揮更大的影響。這項研究中的管理者和教練一致認為，在許多情況下，這些角色“彼此不同，每個角色都有不同的心理模型和方法，這些模型和方法會影響管理者如何感知不同的情況”，以及在根據這些模型處理情況時，他們的方法會如何變化（2002，第47-179頁）。

上述研究中的所有管理者都將自己的角色和責任設想為幫助員工成長和發展，以確保他們了解自己的角色如何與組織其他部門聯系在一起，以及如何以這種身份實現對他們的期望。研究中的管理者將管理者的角色和學習促進者的概念視為“二分法角色”，但也承認“在工作性質上，這些角色之間存在可能發生的變化”（Ellinger和Bostrom，2002，第47-179頁）。

由于直線經理通常不是人力資源開發方面的專家，因此應定期對他們履行職責的表現以及對各種學習需求的理解進行篩選和評估。這應該在他們的專業領域和人力資源開發領域進行，以確保他們足夠自信和勝任。提高他們在人力資源開發方面的技能和知識很重要，建議考慮將人力資源開發技能培訓納入管理人員的各種培訓包中。還應培養直線經理向所有員工（無論是經理還是下屬）提供建議和咨詢的能力。

高級管理人員必須高度支持直線管理人員的人力資源開發角色，并應制定激勵制度，通過與人力資源開發人員的合作和額外培訓，激勵他們更充分地接受這一角色。這一點至關重要，因為“作為人力資源開發促進者需要指導管理風格，而不是指導管理風格”（Garavan，1995，11-16）。

德容的研究發現了直線經理參與度增加的趨勢。他指出，“組織內部存在著分散人力資源開發職責的趨勢”。他將新的直線經理職能劃分為三個不同的領域：

“分析角色：正如一級管理人員被期望定期討論下屬的績效和發展需求一樣，他們也應該定期接受生產和人事管理方面的績效和開發需求的篩選。

支持性角色：正如期望他們每天對下屬的發展活動表現出興趣一樣，直線經理在努力提高技能時也應該得到上級的持續支持。

培訓師角色：正如他們應該為下屬提供培訓和指導一樣，他們也應該接受指導和指導，以發展其管理角色（1999，第176-183頁）。

結論

管理層更多地參與人力資源開發反映了組織中直線管理職責的重大轉變。在取代傳統的人力資源開發角色之前，需要對直線經理的能力發展進行大量投資，以確保他們能夠履行新的職責。

可以得出的結論是，直線經理沒有全面承擔人力資源開發的責任。由于他們的工作量、缺乏技能或缺乏這一領域的傳統管理參與，很難發揮這一作用。直線管理部門和人力資源開發專家之間存在合作。然而，缺乏直線管理人員參與人力資源開發，以及人力資源開發專家支持、聯絡和咨詢直線管理人員的能力有限，都可能阻礙這一進程。

未來對這一領域的研究可能會揭示如何培訓管理人員，以獲得所需的技能，從而能夠處理目前存在灰色地帶的兩個能力水平。消除對成為“經理”或“人力資源開發專業人員”的刻板看法，并從新的角度看待直線經理在這一過程中的期望，是協調這一過程的重要一步。只有在這樣做之后，才能采取循序漸進的步驟，將直線經理牢牢地落實到促進其有效的人力資源開發職能的位置，作為其職責的一部分。

應賦予直線經理更多的人力資源開發戰略自主權，使他們能夠更多地參與政策制定層面的決策。還應讓他們有機會為與人力資源開發專家建立更具戰略性的伙伴關系提供投入。這樣，他們將更好地理解這兩個角色的更廣泛視角，并可以解決這一過程中的任何弱點。在支持員工學習和發展方面發揮積極作用應成為直線經理績效目標的一個組成部分。

工具書類

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