Abstract

     The efficient use of an organisation’s valuable human resources is crucial to its success. Organizations are embracing HRIS more and more to ensure the efficient utilization of their human resources (a relatively new technology in HRM). However, enterprises, especially manufacturing firms, are lagging in reaping the benefits of modern technology due to a slew of challenges. To close the stated gaps, the current study investigated the role of human resource information system on employees’ behavioural outcomes in selected manufacturing firms in Nigeria. The diffusion of innovation theory was used to explain the inevitability of new technology in HRM. The target population comprised managers and supervisors of Nigeria’s selected Fast Moving Consumer Goods firms (FMCGs). Specifically, the purposive sampling technique was adopted to select the participants for this study. Copies of the questionnaire was used to collect data from a diverse cross-section of the managers and supervisors. The information collected was analyzed using structural equation modeling. The findings revealed that manpower planning information, performance appraisal information and succession planning information are predictors of employees’ behavioural outcomes. It was concluded that management apprehension, employee privacy concerns, internal organisational opposition, and conversion costs are the most significant barriers to effective HRIS implementation. Finally, several quantifiable approaches to improve new technology in HRM were proffered.

Introduction

     Organizations nowadays are under pressure to reduce operational costs while also responding to client demands. It is more intense for the manufacturing sector across the globe. The usage of human resource information system (HRIS) positively impacts the company since it reduces expenses, improves communication, and shortens the time it takes to complete HR-related tasks [[1],[2]]. Despite the undeniable benefits of modern technology, most manufacturing firms, particularly small and medium-sized businesses, cannot profit from it fully. In 2012, the Institute of Management and Administration performed a poll, in the survey, respondents identified a lack of employees, a lack of budget, difficulty with time management, the need to collaborate with other departments, and a lack of information technology assistance as challenges in administering HRIS [[3]], because these are general barriers to any information system, a list of more specific barriers may arise throughout the implementation and management of HRIS. Some of these roadblocks are related to ambiguity in identifying the key people responsible for basic HRIS design, the difficulty in formulating HR policies under multiple national laws, the risk of losing personal data stored in HRIS, and the difficulty in measuring the behavioural dispositions of manufacturing employees [[4]].

Conclusion and recommendations

     With the undeniable advantages of HRIS, businesses should choose to assure successful implementation by understanding the difficult and disruptive difficulties. The findings of this study may be useful to HR executives in identifying obstacles that obstruct the efficient implementation of this technology in HRM activities. Top management support is the most important aspect of the overall success of an HRIS plan. Before addressing enhanced capabilities, an effective HRIS approach should be progressive and include the development of a stable core capability. Strategic enablement and future-facing activities such as planning and predictive analytics will be based on a solid foundation and plan. To achieve the organisational intended outcome, manufacturing firms should be prepared to work through various barriers and challenges during the HRIS deployment. Based on the findings, it was recommended that:

     Firstly, a suitable amount of time should be allocated for managers and employees to learn how to use the new system, and they should be involved as much as possible in the system’s implementation and modification, so as they have better understanding of the system’s interface. Secondly, managing change is not the same as training; nonetheless, it can be discussed at HRIS training meetings. After training, additional assistance should be given to help employees adjust to utilizing the new system on a regular basis. Managers should make it clear how and when employees can contact them with questions about the new changes, for as by email or during designated office hours. Finally, the management of the Nigerian manufacturing firms should also motivate their staff while implementing technologically friendly HRM practices in order to drive positive behavioural tendencies.

1- Abstract

2- Introduction

3- Conceptual framework

Employee perceived training and job satisfaction

Employee perceived training and stress

Home care background

4- Methodology

Measures

Reliability and validity

5- Findings

6- Discussion

Managerial implications

Limitations and recommendations

7- Conclusion

Abstract

Purpose
This study aims to mediate the impact of workplace stress and job satisfaction on nurses’ perception of training. It sheds light on the links between job satisfaction, Certified Nursing Assistants’ perception of training and workplace stress in nursing homes.

Design/methodology/approach
A cross-sectional questionnaire was distributed in 12 different elderly home care centres in Northern Cyprus during September to October 2017. The sampling frame consists of 317 full-time Certified Nursing Assistants who completed measures of perception of training, job satisfaction and workplace stress. This paper used structural equation modelling to test a theoretical model and hypothesis.

Findings
The findings emphasize that Certified Nursing Assistants’ perception of training has a positive impact on their job satisfaction and negative impact on workplace stress while workplace stress mediates the relationship between their perception of training and job satisfaction. The results indicate that while the motivation for training and support for training have an effect on job satisfaction, access to training and benefits for training do not yield any significant impact on it and workplace stress plays a mediating role.

Originality/value
This study confirms that the CNAs’ perception of training and job stress affect the emergence of job satisfaction, and workplace stress mediated the relation between training and satisfaction posited by social exchange theory.

1. Training, as a function of HRM

2. Literature Survey

3. Method

4. Results

5. Conclusion

References

It’s a well-known fact that we are living in a dynamic environment full of unlimited demands. This rapid change makes the competition be stronger and leads the foundations compatible on technological improvement. Thus, companies try to find new alternatives so as to provide sustainable ways among others. Scientific approaches in human resources management (HRM) can be taken into account as one of these solutions because training activities not only invest in the qualifications of employees but also add value to the motivation of the team players. This fact helps the effectiveness of the organizational structure. This study is completed in a big scale company on the service field for the domestic market. The aim is to recognize the impact level of the training, depending on its relation with motivation. Hence, the study is divided into three main phases. In the first step, the gaps of the literature are determined and the literature search is summarized. Secondly, the case study is completed with the scientific approach, SPSS and in the final step, results in the conclusion support the hypothesis. Therefore, training can be thought as a key player for improving the motivation.

Training, as a function of HRM

In today’s conditions, long-term success and competitive advantage of enterprises depend on giving importance to human because many of the resources owned by enterprises can be imitated, except for human resources. Therefore; it is important to ensure that human resources do their activities voluntarily. In other words, the motivation of individuals to work is an important factor in the success of the enterprise. However, the point to be noted here is that human beings do not act only in line with economic motives and that they have a number of needs as a social being. In addition to this, most of today’s enterprises acknowledge that well-trained staff is a critical success factor for them. As it is understood from this statement, another factor affecting the success of the enterprises is the well-equipped employees. In order to achieve this, the training activities carried out in enterprises are of great importance. Businesses at the point of departure should take into account training and motivation factors. Furthermore, training can be achieved by increasing individual and organizational productivity, one of the main objectives of human resources management. Undoubtedly, training activities are a continuous human resources management function to facilitate the adaptation of employees for new conditions or environments, and also to increase decision-making and problem-solving capabilities in these environments.

Introduction

The business world is changing exponentially and so is the practice of human resources management (HRM). Some of the key changes in the business field over the past two decades include the diversity of digital platforms available to educators and students of HRM. In the fast changing business world, methods, tools and processes used in recruitment and selection, training and development are vastly different compared to just three decades ago. It is apparent that business schools will be better off if they can adapt their teaching and course offering to the changing needs of industry. In the field of HR practice, changes have occurred in the recruitment, selection, training and appraisal methods and the processes used in ensuring that these core functions of HR are strategically fit for purpose. Possibly, a long list of changes occurring in the business world exists albeit this is not the focus of this paper. In some sectors, educational transformation has been embraced particularly in the field of teaching and learning although such a change is mainly in approaches to pedagogy and less so in content. Recently, Helyer (2015) carried out a study that calls for reflective thinking in work-based learning (WBL) emphasising that such an approach promotes adaptable behaviours that can address the changing roles in today and future jobs market. Such a radical move to incorporate hitherto unpopular methods of assessing learning is defensible, and has been supported by others including Garnett and Cavaye (2015) and Morris and Blaney (2014) who advocated for the recognition of prior learning (RPL) practiced widely by Teesside University, University of Lancaster and Middlesex University. Still, there are gaps in the curricula of several other universities. As the gap between subject matters, current HRM practices, teaching practices and assessment methods continue to widen, a number of scholars in HR (Herman, 2007; Martin-Rios et al., 2017) and in other educational work (Garnett et al., 2016; Graham, 2017) have expressed their concern, calling for a review of the approach taken in educating the modern HRM graduate. One area in particular that lags behind in educational practice is the method by which students of HRM are assessed—this is not exclusive to HRM; several higher educational institutions including, high-ranking universities in the UK, Australia as well as several government institutions in Vietnam and most of the developing world, continue to still assess their students in the traditional way—typically, a 3-h final exam aimed sometimes, and unintentionally, at regurgitation of semestral course material that features theories often formulated five decades ago. A quick scan through the website and academic calendars of these universities will reveal evidence of scheduled examinations for courses that are not necessarily theoretical in nature, for example, a formal exam for a course in recruitment and selection or training and development raises questions about what skills are being measured through these formal exam-based summative assessments. This practice in itself has some academic merits; however, in contrast, Harvard Faculty of Arts and Sciences adopted a motion in support of eradicating final exams except in cases where the faculty makes a request to the registrar to end a course with a formal, seated exam.

Technology is deeply embedded in our daily lives. Rapid technological advancements have transformed our lives within just the last few decades, including our personal and professional lives as well as the workplace environment. Instead of traditional, face-to-face interactions, it is commonplace to see people engage in global communication, connections, and collaboration with each other because of technology-enabled, virtual environments (Yelon, 2006). In addition, internet use at work has expanded from simple e-mails to being an important tool for problem-solving to complete one’s job tasks (Horrigan and Rainie, 2002). These changes will accelerate even more as the millennial generation, characterized as tech-savvy, enters the workforce. Responding to these paradigm shifts driven by technology in the workplace, the field of HRD has put substantial effort into reshaping and expanding its boundaries and horizons, and has looked for ways to facilitate and maximize development and learning opportunities within a technology-mediated environment (McWhorter, 2010). Thus, a new construct, virtual HRD, has emerged to conceptualize this phenomenon and open an area of inquiry (Bennett and McWhorter, 2014). One of the most frequently used definitions of virtual HRD is a “media-rich and culturally relevant web environment that strategically improves expertise, performance, innovation, and community-building through formal and informal learning” (Bennett, 2009, p. 364). Her definition was derived from an empirical study (Bennett, 2006) that examined how organizational culture and change are embedded in a corporation’s intranet where considerable knowledge is created and distributed. McWhorter (2011) stated that virtual HRD refers to “the process of utilizing technologically integrative environments for increasing learning capacity and optimizing individual, group, community, work process, and organizational system performance” (p. 3). Taken together, virtual HRD spotlights the virtual environment in which HRD processes operate, with an aim to create strategic, systematic synergy for workplace learning, performance enhancement, and organizational development and change (Benson et al., 2002; Yoon and Lim, 2010). Furthermore, studies have emphasized that virtual HRD should be incorporated as a subset of larger virtual human resource (HR) systems that are strategically interconnected and integrated with virtual HRM to promote a healthy ecology (Bennett and Bierema, 2010).