A Summer Training Project Report On Performance Review System in HRD" In INDIAN RAI !A"S #HR $ IT %&NT&R N!

R' (AIP)R* Su+mitte, in partia- fu-fi--ment of re.uirements for t/e ,egree of 0aster of 1usiness A,ministration #01A* 1y Hariom %/au,/ary )n,er t/e supervision of

0rs2 0onu 1/argava2

HOD' 01A #%IIT0' (aipur*

DEPARTMENT OF BUSINESS MANAGEMENT- COMPUCOM INSTITUTE OF INFORMATION TECHNOLOGY AND MANAGEMENT, JAIPUR (RAJ)

ACKNOWLEDGEMENT
A 3oo, start -ea,s to a 4ine en,2 T/e i,ea- way to +egin ,ocumenting t/is project wor5 wou-, +e to e6ten, my earnest gratitu,e to everyone w/o /as encourage,' motivate, an, gui,e, me to ma5e a fine effort for successfu- comp-etion of t/is project2 I wou-, -i5e to t/an5 0r2 Nis/ant Sing/a-' %/ief Information Officer, Nort/ern !estern Rai-way IT %enter (aipur for giving me an opportunity +y ta5ing me as an internee in t/eir organi7ation2 T/is prove, to +e a very goo, -earning e6perience for me' w/ere I cou-, get an e6posure to a-- t/e aspects of rea- time %ore HR $ IT 0anageria- activities2 I am very t/an5fu- to 0rs2 0onu 1/argava' HOD of +usiness management an, A,ministration for gui,ing me t/roug/out t/e project2 0y sincere 3ratitu,e to t/e %o--ege 0anagement for e6ten,ing t/eir co8operation for successfu- comp-etion of my project2 I ac5now-e,ge wit/ p-easure an, owe my specia- t/an5s to 0rs2 Soma %/atarjee' HR 0anager' Nort/ern !estern Rai-way IT %enter for /is continuous gui,ance an, support t/roug/out t/e project2 A fina- wor, of t/an5s goes to my Parents' 4rien,s an, everyone e-se w/o ma,e t/is project possi+-e2 "our contri+utions /ave +een most appreciate,2

Hariom %/au,/ary2 ID801A8 9:;98;<

DECLARATION
I /ere+y ,ec-are t/at t/is project report tit-e, Performance Review System in HRD for North Western Railway HR & IT Center su+mitte, +y me to t/e ,epartment of 1usiness 0anagement of %IIT0 %o--ege an, t/is project report is a +onafi,e wor5 un,erta5en +y me an, it is not su+mitte, to any ot/er )niversity or Institute for t/e Awar, of any ,egree ,ip-oma=certificate or pu+-is/e, any time +efore2

Name:

Date:

!i"nat#re$

INDEX

Table o Co!"e!"#$
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. Ab#"'a(" Ob)e("*+e o ",e #"-./ I!"'o.-("*o! Co01a!/ P'o *le Me",o.olo%/ 2 A11'oa(, L*0*"a"*o!# o ",e S"-./ Da"a A!al/#*# F*!.*!%# Re(o00e!.a"*o!# A!!e3-'e-4 (5-e#"*o!!a*'e) A!!e3-'e-6 (Sel Re+*e7 Fo'0) A!!e3-'e-8 (Pee' Fee.ba(9 Fo'0) B*bl*o%'a1,/

Pa%e No&
1 2 3 19 26 28 29 34 36 39 42 46 47

ABSTRACT

Nort/ !estern Rai-way HR $ IT %enter has given me an excellent opportunity of esigning a ne! "erformance #ppraisal $ystem for their center. %t !as esigne after un erstan ing the Nort/ !estern Rai-way HR $ IT %enter at !hole. &o one this "ro'ect successfully ()* center appointe me as &emp. #sst. +* ,anager.

$ince my internship !as for four months- % coul not .e a part of the entire #ppraisal $ystem .ut only the *evie! system.

# customi/e an relevant *evie! $ystem !as prepare !hich !oul fulfill .oth the nee s of ,anagement an 0mployees. &he $elf *evie! 1orm an "eer 1ee .ac2 form !as esigne an then sessions !ere con ucte to ma2e the employees un erstan the "rocess an importance of "erformance *evie!. &hen as sche ule the one3one meeting .et!een the employee an their respective &eam 4ea er !as con ucte an the final report !as given to +* ,anager.

&his *evie! !oul help 0mployees in their upcoming "erformance #ppraisal !here the hi2es- incentives etc !oul .e .ase on their targets set at the time of *evie!.

Ob)e("*+e# o ",e S"-./

Nort/ !estern Rai-way HR $ IT %enter .eing a eveloping +ea 5uarter. % got the opportunity to esign a ne! "erformance *evie! $ystem in +*6 un er the gui ance of +* 7 %& ,anager. &he secon ary o.'ectives of my stu y !ere8

1. &o evelop an effective "erformance #ppraisal system in +*6.

2. &o 2no! the *e5uirements of management regar ing the esigning of ne! #ppraisal system an *evie! $ystem.

3. &o help the 0mployee in un erstan ing the "rocess of "erformance *evie!.

&

INTRODUCTION

Performance Appraisal is a formal- structure system that compares employee performance to esta.lishe stan ar s. #ssessment of 'o. performance is share !ith employees .eing appraise through one of several primary metho s of performance appraisals. 0lements in performance appraisal metho s are tailore to the organi/ation9s employees'o.s- an structure. "erformance appraisals- also 2no!n as employee appraisal are essential for the effective management an evaluation of staff. #ppraisals help evelop in ivi uals- improve organi/ational performance- an fee into .usiness planning. 0ach staff mem.er is appraise .y their line manager. 6irectors are appraise .y the :0;- !ho is appraise .y the chairman- epen ing on the si/e an structure of the organi/ation. "erformance appraisal is a part of career evelopment an regular revie! of employee performance !ithin organi/ations.

#nnual performance appraisals ena.le management an monitoring of stan ar s- agreeing expectations an o.'ectives- an elegation of responsi.ilities an tas2s. $taff performance appraisals also esta.lish in ivi ual training nee s an ena.le organi/ational training nee s analysis an planning.

"erformance appraisal shoul also .e vie!e as a system of highly interactive processes !hich involve personnel at all levels in iffering egrees in etermining 'o. expectations- !riting 'o. escriptions- selecting relevant appraisal criteria- eveloping

assessment tools an proce ures- an collecting interpreting- an reporting results

"erformance appraisals are important for staff motivation- aligning in ivi ual an organi/ational aims- an fostering positive relationships .et!een management an staff.

#ppraisals must a ress 9!hole person9 evelopment 3 not 'ust 'o. s2ills or the s2ills re5uire for the next promotion. #ppraisals must not iscriminate against anyone on the groun s of age- gen ersexual orientation- race- religion- isa.ility- etc.

"erformance appraisals shoul .e positive experiences. &he appraisals process provi es the platform for evelopment an motivation- so organi/ations shoul foster a feeling that performance appraisals are positive opportunities- in or er to get the .est out of the people an the process.

Re:-*'e0e!"# o' e e("*+e 1e' o'0a!(e 0a!a%e0e!" #/#"e0$ 1. 0ffective performance management re5uires a goo eal of face3 to3face supervisor3employee interaction. <y 2no!ing the su.or inates- a supervisor can steer them onto a path of greater pro uctivity an optimi/e output. 4ong3term successful .usiness o!ners vie! performance appraisal as a process of getting to 2no! the people !ho !or2 for them. %t is the most significant an in ispensa.le tool for an organi/ation. %t provi es information!hich helps in ta2ing important ecisions for the evelopment of an in ivi ual an the organi/ation.

2. &hus- one phase of the annual performance management cycle is performance appraisal- the process of revie!ing employee performance vis3=3vis the set expectations in a realistic mannerocumenting the revie!- an elivering the revie! ver.ally in a face3to3face meeting- to raise performance stan ar s year over year through honest an constructive fee .ac2. %n the process management expects to reinforce the employee>s strengthsi entify improvement areas so that one can !or2 on them an also set stretche goals for the coming year. A! e e("*+e 'e+*e7 1'o(e## ,el1# o'%a!*;a"*o!# *! ",'ee a'ea#$ 1. 0valuation an improving personnel selection an training systems? 2. "reventing !rongful termination? an 3. %ncreasing real employee iversity So0e Ba#*( Co!(e1"#$ Pe' o'0a!(e refers to an employee>s accomplishment of assigne tas2s.

Pe' o'0a!(e A11'a*#al is the systematic escription of the 'o.3 relevant strengths an !ea2nesses of an in ivi ual or a group.

A11'a*#al 1e'*o. is the length of time uring !hich an employee>s 'o. performance is o.serve in or er to ma2e a formal report of it.

Pe' o'0a!(e Ma!a%e0e!" is the total process of o.serving an employee>s performance in relation to 'o. re5uirements over a perio of time @%.e. clarifying expectations- setting goals- provi ing on3the3 'o. coaching- storing an recalling information a.out performanceA an then ma2ing an appraisal of it. %nformation gaine from the process may .e fe .ac2 via an appraisal intervie! to etermine the
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relevance of in ivi ual an !or23group performance to organi/ational purposes- improve the effectiveness of unit an improve !or2 performance of employees. Pe' o'0a!(e a!. De+elo10e!" Pla!!*!% (PDP)8 "6" is a process for managers that aligns in ivi ual performance !ith company goals an ensures focus on the evelopment of talent company3 !i e. "6" is an important step in their corporate effort to engage an ena.le employees to eliver their contri.ution to their .usiness. #lso- "6" serves to ena.le employees to i entify an reali/e personal opportunities for evelopment that are aligne to current an future .usiness challenges.

Ob)e("*+e# o Pe' o'0a!(e A11'a*#al$ 4et the employees 2no! !here they stan in so far as their performance is concerne an to assist them !ith constructive criticism an gui ance for the purpose of their evelopment. #ssessment of s2ills !ithin an organi/ation. $et targets for future performance. 0ffect promotions .ase on competence an performance. $trengthen relationship .et!een superior an su.or inate. #ssess the training an evelopment nee s of employees.

% entify the strengths an !ea2nesses of employees. 6eci e upon a pay raise @incrementsA. 6etermine !hether human resource programs such- as selectiontraining an transfers have .een effective or not.

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 1orm a .asis for personnel ecisions3salary @meritA increasespromotions- isciplinary actions- etc. "rovi e the opportunity for organi/ational iagnosis an evelopment.

1acilitate communication .et!een employee an a ministrator. %ncrease motivation to perform effectively. <etter clarify an efine 'o. functions an responsi.ilities.

:larify organi/ational goals so they can .e more rea ily accepte .

Pe' o'0a!(e A11'a*#al P'o(e##

 P'e1a'e 3 prepare all materials- notes agree tas2s an recor s of performance- achievements- inci ents- reports etc 3 anything pertaining to performance an achievement.

I! o'0 3 ensure the appraisee is informe of a suita.le time an place an clarify purpose an type of appraisal.

<e!-e 3 ensure a suita.le venue is planne an availa.le 3 private an free from interruptions.

I!"'o.-("*o! 3 relax the appraisee 3 open !ith a positive statementsmile- .e !arm an frien ly.

Re+*e7 a!. 0ea#-'e 3 revie! the activities- tas2s- o.'ectives an achievements one .y one.

A%'ee a! a("*o! 1la! 3 #n overall plan shoul .e agree !ith the appraisee- !hich shoul ta2e account of the 'o. responsi.ilities- the appraisee9s career aspirations- the epartmental an !hole organi/ation9s priorities.

A%'ee !e(e##a'/ #-11o'" 3 &his is the support re5uire for the appraisee to achieve the o.'ectives- an can inclu e training an anything relevant an helpful that !ill help the person evelop to!ar s the stan ar an agree tas2. #lso consi er training an evelopment that relates to 9!hole3 person evelopment9 outsi e of 'o. s2ills. 6eveloping the !hole

person in this !ay !ill .ring .enefits to their role- an !ill increase motivation an loyalty.

I!+*"e a!/ o",e' 1o*!"# o' :-e#"*o!# 3 ma2e sure you capture any other concerns.

Clo#e 1o#*"*+el/3 &han2 the appraisee for their contri.ution to the meeting an their effort through the year- an commit to helping in any !ay you can.

Re(o'. 0a*! 1o*!"#, a%'ee. a("*o!# a!. ollo7--1 3 $!iftly follo!3up the meeting !ith all necessary copies an confirmationsan ensure ocuments are file an copie to relevant epartments.

De#*%!*!% a! a11'a*#al 1'o%'a0 1o#e# #e+e'al :-e#"*o!#, 7,*(, !ee. a!#7e'#& T,e/ a'e$

1. )hose performance is to .e assesse B 2. )ho are the appraisersB 3. )hat shoul .e evaluate B 4. )hen to appraiseB
A

5. )hat pro.lems are encountere B 6. +o! to solve the pro.lemsB 7. )hat metho s of appraisal are to .e use B

D*#(-##*o! 1o*!"# *! ",e a11'a*#al$

1. +as the past year .een goo C.a Csatisfactory or other!ise for youan !hyB 2. )hat o you consi er to .e your most important achievements of the past yearB 3. )hat o you li2e an isli2e a.out !or2ing for this organi/ationB

4. )hat elements of your 'o. o you fin most ifficultB 5. )hat elements of your 'o. interest you the most- an leastB 6. )hat o you consi er to .e your most important tas2s in the next yearB

Be!e *"#$ &he follo!ing are the .enefits of a successful appraisal system8 4& Fo' ",e O'%a!*;a"*o!$ %mprove performance throughout the organi/ation ue to8 - 0ffective communication of organi/ation>s o.'ectives an values - %ncrease sense of cohesiveness an loyalty.
B

- ,anagers are .etter e5uippe to use their lea ership s2ills an to evelop their staff. %mprove overvie! of tas2s performe .y each mem.er of a group. % entification of i eas for improvement. :ommunication to people that they are value . 6& Fo' ",e A11'a*#e'$ ;pportunity to evelop an overvie! of in ivi ual 'o.s. ;pportunity to i entify strengths an !ea2nesses of appraisees. %ncrease 'o. satisfaction. ;pportunity to lin2 team an in ivi ual o.'ectives !ith epartment 7 organi/ational o.'ectives. ;pportunity to clarify expectations that the manager has from teams an in ivi uals. ;pportunity to re3prioriti/e targets ,eans of forming a more pro uctive relationship !ith staff .ase on mutual trust an un erstan ing. 6ue to all a.ove %ncrease sense of personal value 8& Fo' ",e A11'a*#ee$ %ncrease motivation an 'o. satisfaction. :lear un erstan ing of !hat is expecte an !hat nee s to .e one to meet expectations. ;pportunity to iscuss aspirations an any gui ance- support or training nee e to fulfill these aspirations.
C

 %mprove !or2ing relationships !ith the superior. ;pportunity to overcome the !ea2nesses .y !ay of counseling an gui ance from the superior Pe' o'0a!(e a11'a*#al .'a7ba(9#$ "erformance appraisal program eman s an supervisors. epen s too much on

$ometimes certain stan ar ratings ten to vary !i ely an unfairly. $ome raters can .e tough- an some lenient. $ome epartments have highly competent people !hereas others have less competent people. "ersonal .ias can replace organi/ational stan ar s. <ecause of the .ias- some non competent employees may get a favore treatment. $ometimes there ten s to .e lac2 of communication. &he employees may not even 2no! they are .eing 'u ge . (o performance appraisal system can .e effective if the appraise o not 2no! the criteria un er !hich they have .een appraise an 'u ge .

B*a#e# *! Pe' o'0a!(e A11'a*#al T/1e# E31la!a"*o! E3a01le

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Pe' o'0a!(e A11'a*#al Te(,!*:-e#$

T'a.*"*o!al Me",o.# o A11'a*#al#$

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4& Ra!9*!%%n this- the superior ran2s hisCher su.or inates in or er of their merit- from .est to !orst. 3 %t is one in a competitive group. 3 %t is one .y placing the appraisee on numerical scales %.e. 1st- 2n - 3r etc. in the total group. 3 *an2ing of an appraisee on his 'o. performanceCtraits against that of another mem.er.

6& Pe'#o!-"o-Pe'#o!2Pa*'e. Co01a'*#o!Dn er this metho the appraiser compares each employee !ith every other employee- one at a time. 3 :ertain 2ey performance areasCtraits are :reativity- %nitiative etc. 3 # scale for each factor is esigne . 3 # scale of people is also create for each factor. 3 0ach #ppraisee is compare to every other person on the scale. 3 :ertain scores for each factor are a!ar e to the appraisee. evelope . 0.g.8 4ea ership-

8& G'a.*!%3 :ertain categories of traitsCperformance criteria- !hich are !orth of appraising- are esta.lishe . 0.g. cooperativeness- self3expressionepen a.ility- 'o. 2no!le ge etc.
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3 &he actual performance @Eey performance areaA of an employee is then compare to the pre etermine gra e efinitions. 3 #ppraisee is allotte !ith the gra e- !hich escri.es his performance in the .est possi.le manner. 3 #ny gra e that is selecte shoul .e !ell efine .

=& G'a1,*( S(ale#3 # printe form- one for each person to .e rate is use . 3 &he factors inclu e in the form are 0mployee characteristics such as lea ership- cooperativeness- enthusiasm- loyalty etc. or 0mployee contri.ution !hich inclu es 5uantity an 5uality of !or2- specific goals achieve - regularity of atten ance- responsi.ility assume etc. 3 &he traits can .e evaluate on continuous scale F the appraiser places a mar2 along a continuum @rangeA.

>& C,e(9l*#"3 # series of 5uestions are presente concerning an appraisee>s .ehavior. 3 &he appraiser has to reply to the 5uestions in either negative or positive tone3 @GesC(oA. 3 &he value of each 5uestion may .e !eighte pre etermine scale an scoring to those 5uestions. %.e. one can have

?& E##a/3 # .lan2 form is given to the appraiser. 3 &he form contains main hea ing such as employees> characteristicsattitu es- 'o. 2no!le ge- potential etc.
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3 &he appraiser is as2e to put in !or s his impressions a.out the employee.. 3 %t gives specific information a.out the employee.

@& Co! *.e!"*al Re1o'"*!%3 %t is the most tra itional !ay of appraising employee>s performance. &he .asic assumption here is that since the superior is in irect contact he 2no!s his su.or inates .etter than any other an hence his appraisal !oul .e more appropriate. 3 &he superior !rites a paragraph or so a.out his su.or inate>s strengths!ea2nesses- intelligence- attitu e to !or2- atten ance- con uct an character- !or2 efficiency- etc.

A& C'*"*(al I!(*.e!" Me",o.3 %nitially a set of note!orthy @goo or .a A on3the3'o. .ehaviours is prepare . &his is usually in the form of inci ents. 3 &hese inci ents are given to a group of experts !ho assign scale values epen ing upon the egree of esira.ility for the 'o.. 3 &his chec2list is use .y superiors for evaluating the employees. 3 &his metho helps in i entifying the 2ey areas !here the employees are !ea2 or strong. 3 %t emphasi/es rating on o.'ective evi ence an helps in counseling.

B& Fo'(e. C,o*(e Te(,!*:-eo %n force choice system the appraiser is force to choose one from among a group of 4 statements that .est fits the in ivi ual .eing rate an one !hich least fits him.
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o 0ach statement is given a value or a score. o &he evaluator oes not 2no! the score value of statements? hence he cannot sho! any favor to!ar s the appraisee. o &he metho of arranging the traits involves a long process from getting the escription of Hgoo I or H.a I employees to esta.lishing their vali ity an relia.ility.

Mo.e'! Me",o.# o A11'a*#al$

4& Be,a+*o'all/ A!(,o'e. Ra"*!% S(ale#$

<ehaviorally #nchore *ating $cales @<#*$A is a relatively ne! techni5ue !hich com.ines the graphic rating scale an critical inci ents metho . %t consists of pre etermine critical areas of 'o. performance or sets of .ehavioral statements escri.ing important 'o. performance 5ualities as goo or .a @for eg. the 5ualities li2e inter3 personal relationships- a apta.ility an relia.ility- 'o. 2no!le ge etcA. %n this metho - an employee>s actual 'o. .ehaviour is 'u ge against the esire .ehaviour .y recor ing an comparing the .ehaviour !ith <#*$. 6eveloping an practicing <#*$ re5uires expert 2no!le ge.

6& H-0a! Re#o-'(e A((o-!"*!% Me",o.+uman resources are valua.le assets for every organi/ation. +uman resource accounting metho tries to fin the relative !orth of these assets in the terms of money. %n this metho the performance of the employees is 'u ge in terms of cost an contri.ution of the employees. &he cost of employees inclu e all the expenses incurre on them li2e their compensation- recruitment an selection costs- in uction an training costs etc !hereas their contri.ution inclu es the total value
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a e @in monetary termsA. &he ifference .et!een the cost an the contri.ution !ill .e the performance of the employees. % eally- the contri.ution of the employees shoul .e greater than the cost incurre on them.

8& A##e##0e!" Ce!"'eC#-

#n assessment centre typically involves the use of metho s li2e socialCinformal events- tests an exercises- assignments .eing given to a group of employees to assess their competencies to ta2e higher responsi.ilities in the future. Jenerally- employees are given an assignment similar to the 'o. they !oul .e expecte to perform if promote . &he traine evaluators o.serve an evaluate employees as they perform the assigne 'o.s an are evaluate on 'o. relate characteristics. &he ma'or competencies that are 'u ge in assessment centres are interpersonal s2ills- intellectual capa.ility- planning an organi/ing capa.ilities- motivation- career orientation etc. assessment centres are also an effective !ay to etermine the training an evelopment nee s of the targete employees. =& Ma!a%e0e!" b/ Ob)e("*+e#&he concept of K,anagement .y ;.'ectives> @,<;A !as first given .y "eter 6ruc2er in 1954. ,anagement .y ;.'ectives is .asically a process !here.y the superior an the su.or inate managers of an enterprise 'ointly i entify its common goals- efine each in ivi ual>s ma'or areas of
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responsi.ility in terms of the results expecte of him an use these measures as gui es for operating the unit an assessing the contri.ution of each of its mem.ers. ,anagement .y ;.'ectives is primarily to change the .ehaviour an attitu e to!ar s getting an activity or assignment complete in a manner that it is .eneficial for the organi/ation. ,anagement .y o.'ectives is a result3oriente process- !herein emphasis is on results an goals rather than a prescri.e metho . # num.er of companies have ha significant success in .roa ening in ivi ual responsi.ility an involvement in !or2 planning at the lo!est organi/ational levels. ,anagement .y ;.'ectives is a process having follo!ing .asic steps8 $et ;rgani/ational Joals Loint Joal $etting "erformance *evie!s $et chec2 posts 1ee .ac2

>& 8?DE Fee.ba(9 &he 360M 1ee .ac2 process is calle multi3source assessment- taps the collective !is om of those !ho !or2 most closely !ith the employee- superiors- colleagues @peersA- irect reports an possi.ly internal an often external customers. &he collective intelligence these people provi e on critical competencies or specific .ehaviours an s2ills gives the employee a clear un erstan ing of personal strengths an areas ripe for evelopment. 0mployees also vie! this performance information from multiple perspectives as fair- accuratecre i.le- an motivating.

;A

#s the 360M 1ee .ac2 process .etter serves the nee s of employees- it serves the changing nee s of their organi/ations too. ;rgani/ations are re ucing hierarchy .y removing layers of management an putting more emphasis on empo!erment- team!or2- continuous learning- in ivi ual evelopment- an self3responsi.ility. &he 360M 1ee .ac2 ,o el aligns !ith these organi/ational goals to create opportunities for personal an career evelopment. 8?D .e%'ee a11'a*#al ,a# o-' *!"e%'al (o01o!e!"#$ 1. $elf appraisal 2. $uperior>s appraisal 3. $u.or inate>s appraisal 4. "eer appraisal.

Ele("'o!*( A11'a*#al S/#"e0 (eAPPRAISAL) e#ppraisal is a recently intro uce metho of performance appraisal that eliminates paper !or2. e#ppraisal simplifies an enhances the employee performance appraisal process. %t provi es an organi/ation !ith a po!erful tool to help evelop organi/ation>s critical talent all year roun . %t is easier
;B

to con uct e#ppraisals .y automating the time3consuming process of a ministrating employee performance revie!s. %t is flexi.le an can .e customi/e to suit an organi/ation>s nee s. &he comprehensive !or2flo! ma2es it easy for human resource professionals to manage the process .y approving appraisal forms- monitoring the status an sen ing automatic email notifications to managers. I& Fea"-'e#$ %ntranet3.ase .

0ase of use.

$ophisticate !or2flo!.

:entrali/e .

Dser customi/a.le performance appraisal forms.

#utomate email notification an remin er notice.

:omprehensive status an action vie! for +* manager. :ompetency3.ase text ans!ers an Cor range scale. $elf3rating capa.ilities.

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II& Be!e *"#$ #ppraisals are processe more 5uic2ly an efficiently. #ppraisal ata is receive .y concerne superiorCmanager in virtual real3time !hen the appraisal is uploa e into e#ppraisal system. #ppraisals cannot .e misplace or lost- as is possi.le !ith har copies. #ppraisals can .e store electronically an availa.le online.

9:

Co01a!/ P'o *le

%(6%#( *#%4)#G$ is the central government3o!ne rail!ay company of %n ia- !hich o!ns an operates most of the country9s rail transport. %t is overseen .y the ,inistry of *ail!ays of the Jovernment of %n ia. %n ian *ail!ays has more than 64-215 2ilometres @39-901 miA of trac2 an 7-083 stations. %t has the !orl 9s fourth largest rail!ay net!or2 after those of the Dnite $tates- *ussia an :hina. &he rail!ays traverse the length an .rea th of the country an carry over 30 million passengers an 2.8 million tons of freight aily. %t is one of the !orl 9s largest commercial or utility employers- !ith more than 1.6 million employees. #s to rolling stoc2- %* o!ns over 230-000 @freightA !agons- 60-000 coaches an 9-000 locomotives. *ail!ays !ere first intro uce to %n ia in 1853. <y 1947- the year of %n ia9s in epen ence- there !ere forty3t!o rail systems. %n 1951 the systems !ere nationalise as one unit- .ecoming one of the largest net!or2s in the !orl . %* operates .oth long istance an su.ur.an rail systems on a multi3gauge net!or2 of .roa - metre an narro! gauges. %t also o!ns locomotive an coach pro uction facilities. 4&4 RAILFAY GONES%n ian *ail!ays is ivi e into /ones- !hich are further su.3 ivi e into ivisions. &he num.er of /ones in %n ian *ail!ays increase from six to eight in 1951- nine in 1952- an finally 17 in 2010. 0ach /onal rail!ay is
9;

ma e up of a certain num.er of ivisions- each having a ivisional hea 5uarters. &here are a total of sixty3seven ivisions. &he 6elhi ,etro is .eing .uilt an operate .y the 6elhi ,etro *ail :orporation 4imite @6,*:A. &he Jovernment of %n ia an the Jovernment of 6elhi 'ointly set up a company calle the 6elhi ,etro *ail :orporation @6,*:A on ,arch 5- 1995 !ith 0. $ree haran as the managing irector.+e is "a ma Ni.hushana!ar ee @$econ highest honourA .y Jovernment of %n ia. %t is no !ay connecte to %n ian *ail!ays. 0ach of the seventeen /ones- inclu ing Eol2ata ,etro- is hea e .y a Jeneral ,anager @J,A !ho reports irectly to the *ail!ay <oar . &he /ones are further ivi e into ivisions un er the control of 6ivisional *ail!ay ,anagers @6*,A. &he ivisional officers of engineeringmechanical- electrical- signal an telecommunication- accountspersonnel- operating- commercial an safety .ranches report to the respective 6ivisional ,anager an are in charge of operation an maintenance of assets. 1urther o!n the hierarchy tree are the $tation ,asters !ho control in ivi ual stations an the train movement through the trac2 territory un er their stations9 a ministration.
Sl& No 1. :entral :* Na0e Abb'& Da"e E#"abl*#,e. 1951(ovem.er 5 2. 0ast :entral 3. 4. 5. 0ast :oast 0astern (orth :entral 6. (orth 0astern 7. (orth )estern ()* 2002;cto.er 1 99 Laipur Laipur- #'mer- <i2aner- Lo hpur (0* 1952 Jora2hpur %//atnagar- 4uc2no!- Naranasi 0:o* 0* (:* 0:* 2002;cto.er 1 2003- #pril 1 1952- #pril 2003- #pril 1 <hu.anes!ar Eol2ata #llaha.a +a'ipur 6anapur- 6han.a - ,ughalsarai$amastipur- $onpur Ehur a *oa - $am.alpur- Nisa2hapatnam +o!rah- $eal ah- #sansol- ,al a #llaha.a - #gra- Lhansi ,um.ai ,um.ai- <husa!al- "une- $olapur- (agpur Hea.:-a'"e'# D*+*#*o!#

8.

(ortheast 1rontier

(1*

1958-15th Lan

Ju!ahati

#lipur uar- Eatihar- *angia- 4um ing&insu2ia

9.

(orthern

(*

1952- #pril 14

6elhi

6elhi- #m.ala- 1iro/pur- 4uc2no!,ora a.a

10.

$outh :entral

$:*

1966;cto.er 2

$ecun era.a

$ecun era.a - +y era.a - Junta2alJuntur- (an e - Ni'aya!a a

11.

$outh 0ast :entral

$0:*

2003- #pril 1

<ilaspur

<ilaspur- *aipur- (agpur

12.

$outh 0astern

$0*

1955

Eol2ata

# ra- :ha2ra harpur- Eharagpur- *anchi

13.

$outh )estern

$)*

2003- #pril 1

+u.li

+u.li- <angalore- ,ysore

14.

$outhern

$*

1951- #pril 14

:hennai

:hennai- &iruchirappalli- ,a urai"ala22a - $alem&rivan rum@&hiruvananthapuramA

15.

)est :entral

):*

2003- #pril 1

La.alpur

La.alpur- <hopal- Eota

16.

)estern

)*

1951(ovem.er 5

,um.ai

,um.ai :entral- *atlam- #hme a.a *a'2ot- <havnagar- Na o ara

17.

Eol2ata ,etro

20106ecem.er 25

Eol2ata

Eol2ata ,etro

4&6 SUBSIDIARIES %n ian *ail!ays manufactures much of its rolling stoc2 an heavy engineering components at its six manufacturing plants- calle "ro uction Dnits- !hich are manage irectly .y the ministry. #s !ith most eveloping economies- the main reason for this !as the policy of import su.stitution of expensive technology relate pro ucts !hen the general state of the national engineering in ustry !as immature. 0ach of
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these six pro uction units is hea e .y a Jeneral ,anager- !ho also reports irectly to the *ail!ay <oar . 4&8 TECHNICAL DETAILS T'a(9 a!. %a-%e %n ian rail!ays uses four gauges- the 1-676 mm @5 ft 6 inA .roa gauge !hich is !i er than the 1-435 mm @4 ft 8 1O2 inA stan ar gauge? the 1-000 mm @3 ft 3 3O8 inA metre gauge? an t!o narro! gauges762 mm @2 ft 6 inA an 610 mm @2 ftA . &rac2 sections are rate for spee s ranging from 75 to 160 2mCh @47 to 99 mphA. &he total length of trac2 use .y %n ian *ail!ays !as a.out 114-000 2m @71-000 miA !hile the total route length of the net!or2 !as 64-215 2m @39-901 miA on 31 ,arch 2011. #.out 33P of the route32ilometre an 44P of the total trac2 2ilometre !as electrifie on 31 ,arch 2011. <roa gauge is the pre ominant gauge use .y %n ian *ail!ays. %n ian .roa gaugeQ1-676 mm @5 ft 6 inAQis the most !i ely use gauge in %n ia !ith 102-000 2m @63-000 miA of trac2 length @90P of entire trac2 length of all the gaugesA an 54-600 2m of route32ilometre @85P of entire route3 2ilometre of all the gaugesA on 31 ,arch 2011. %n some regions !ith less traffic- the metre gauge @1-000 mmC3 ft 3 3O8 inA is common- although the Dnigauge pro'ect is in progress to convert all trac2s to .roa gauge. &he metre gauge ha a.out 9-000 2m @5-600 miA of trac2 length @7.9P of entire trac2 length of all the gaugesA an 7-500 2m of route3 2ilometre @11.6P of entire route32ilometre of all the gaugesA on 31 ,arch 2011. &he (arro! gauges are present on a fe! routes- lying in hilly terrains an in some erst!hile private rail!ays @on cost consi erationsA- !hich are usually ifficult to convert to .roa gauge. (arro! gauges ha a total of 2-400 route32ilometre on 31 ,arch 2011. &he Eal2a3$himla *ail!ay- the (ilgiri ,ountain *ail!ay an the 6ar'eeling +imalayan *ail!ay are three nota.le hill lines that use narro! gauge. &hose three !ill not .e converte un er the Dnigauge pro'ect. &he share of .roa gauge in the total route32ilometre has .een stea ily rising- increasing from 47P @25-258 route32mA in 1951 to 85P in 2011
9>

!hereas the share of metre gauge has ecline from 45P @24-185 route32mA to less than 12P in the same perio an the share of narro! gauges has ecrease from 8P to 3P. +o!ever- the total route32ilometre has increase .y only 18P @.y 'ust 10-000 2m from 53-596 route32m in 1951A in the last sixty years. &his compares very poorly !ith :hinese rail!ays- !hich increase from a.out 27-000 route32m at the en of secon !orl !ar to a.out 100-000 route32m in 2011- an increase of more than threefol . ,ore than 28-000 route32m @34P of the total route32mA of :hinese rail!ay is electrifie compare to only a.out 21-000 route32m of %n ian rail!ays. &his is an in ication of the poor state of %n ian rail!ays !here the fun s allocate to ne! rail!ay lines are meagre- construction of ne! uneconomic rail!ay lines are ta2en up ue to political interference !ithout ensuring availa.ility of fun s an the pro'ects incur huge cost an time overruns ue to poor pro'ect3management an paucity of fun s. 6ou.le ec2er #: trains have .een intro uce in %n ia. &he first ou.le ec2ar train !as 1lying *ani intro uce in 2005 !hile the first ou.le ec2er #: train in the %n ian *ail!ays !as intro uce in (ovem.er 2010running .et!een the 6han.a an +o!rah stations having 10 coaches an 2 po!er cars. $leepers @tiesA use are ma e of prestresse concrete- or steel or cast iron posts- though tea2 sleepers are still in use on fe! ol er lines. &he prestresse concrete sleeper is in !i e use to ay. ,etal sleepers !ere extensively use .efore the a vent of concrete sleepers. %n ian *ail!ays ivi es the country into four /ones on the .asis of the range of trac2 temperature. &he greatest temperature variations occur in *a'asthan.

4&= TRAIN NUMBERING 0ffective 6ecem.er 20- 2010- the rail!ays !ill eploy a 5 igit num.ering system instea of the 4 igit system. &he nee is ue to the fact that the %n ian *ail!ays runs 10-000 trains aily.;nly a prefix of the igit 1 !ill .e a e to the four3 igit num.ers of the existing trains to ma2e the transition smoother. &he special trains run to clear festivals an holi ay rush shall have the prefix of 0 @/eroA

9?

P'o.-("# &his +ea 5uarter center for (orthern )estern *ail!ay /one offer pro uct evelopment services enriche !ith their experience an technology expertise. ()* has evelope pro ucts on lea ing technologies !ith a strong orientation to!ar stan ar s3 riven architecture. "ro ucts evelope .y ()* are8 &rain :omparison $earch 0ngine an ,ar2et #naly/er. *1%6 .ase &rain ,anagement $olutions. :*, 7 0*" $olutions for *ail!ay &ic2eting 6ealerships. 1 7 % ,enu an 6es2ing #pplication $olutions. )i e range of &rain :ontrolling system. 6evelopment over the ;*#:40 11J.

F,/ NFR HR H IT Ce!"e'I

()* have a vast practical experience of eveloping an supporting critical applications !ith high 5uality an !ithin sche ule time. &heir offshore evelopment mo el i evise to act as an extension of the client- provi ing them !ith excellent outputs !hen nee e .

()* # vantage8
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 Nast experience in !or2ing on num.er of soft!are pro'ectsCsolutions

,ature onsite3offshore evelopment mo el !ith high recor of matching elivera.les !ithin :entral +ea 5uarters of *ail!ay> expectations.

$trong 6omain experience !hich has .een gaine over the years .y provi ing %& $olutions to ,ain :entral +ea 5uarters of rail!ay.

%n3 epth un erstan ing of :entral +ea 5uarters *ail!ay> .usiness.

0nvia.le a.ility to 5uality solutions.

eliver innovative- relia.le an

high

:ost effective pricing an flexi.le approach.

&he company3!i e min set of co3o!nership an co3responsi.ility is !hat ifferentiates them from any of other players.

9A

Me",o.olo%/ 2 A11'oa(,

#s per the re5uirement of the management to esign a ne! policy for performance *evie! system- % .asically analy/e the 5uestionnaire given to employees to 2no! their perception regar ing the *evie! $ystem an collecte information on !e.sites regar ing the various metho s of appraisals- the process of "erformance #ppraisals etc an also referre to .oo2s to get the i ea of the concepts. &he practical approach !as .y F Dn erstan ing the perspective of ,anagement. $tu ying the 2in of #ppraisal suita.le for +alcyon environment. &he time perio re5uire for the *evie! to .e complete . . T,e ollo7*!% 1'o(e.-'e 7a# a.o1"e.$1. <efore starting up the process an coming up !ith ne! policy !e thought of ta2ing up the overall outloo2 !ith respect to "erformance *evie!. )e esigne a Ruestionnaire to analy/e the "erception of 0mployees.

2.

&he management !as approache to iscuss the contents of *evie! policy so that an effective policy can .e esigne !hich !ill .e useful hence forth.

3. # customi/e "erformance *evie! "olicy !as esigne !hich !as a com.ination of t!o metho s of #ppraisal %.e. $elf *evie! metho an "eer 1ee .ac2 metho .

9B

4. $elf *evie! metho is a metho !ere the employee is as2e to give a self rating for himself on the tas2s one .y him. 4ater on these same tas2s !ill .e appraise .y the appraiser an he gives his rating on the same tas2s.

5. "eer fee .ac2 is the fee .ac2 given .y the other employees to hisCher colleague on his technical 2no!le ge as !ell as the .ehavioral aspect in the organi/ation.

6. # "resentation on the "erformance *evie! "rocess as !ell as the :riteria to give *atings !as given to team mem.ers an the &eam 4ea ers so that they have a clear un erstan ing a.out it.

7. &hen the team mem.ers !ere as2e to fill up the $elf *evie! 1orm an su.mit it to the +* epartment !hich in turn passe it to the team lea ers.

8. # one to one meeting !as fixe !ith the team lea er .y the team mem.ers accor ingly. &his !as to iscuss various aspects of performance of the employee li2e iscussing the ratings given .y the appraise an to evaluate his overall performance an set ne! goals.

9. &hen the appraiser gives his o!n rating to the employee after the one F one iscussion an then the report is su.mitte to the revie!er an a final iscussion ta2es place !ith the +* ,anager to procee !ith the next course of action li2e setting of goals- hi2e in salaries- performance lin2e incentives- etc..

9C

<:

L*0*"a"*o!#$

&he #ppraisal "rocess !as esigne .ut % coul .e a part of only *evie! "rocess !hich !as con ucte in the month of (ovem.er.

6ue to time constraint the "ost 1ee .ac2 of 0mployees regar ing the *evie! "rocess coul not .e ta2en.

<;

<9

Da"a A!al/#*#$

My self-assessment result contributes to my final appraisal result

10 20 Strongly Agree Neutral 70 Strongly Disagree

The Review will help me to improve my future working performance

10 Strongly Agree 30 Neutral 60 Strongly Disagree

<<

I know all the aspects and standards that are used to evaluate my performance
40 30 Strongly Agree Neutral Strongly Disagree 30

Do you feel confident that you will be able to benefit as an appraisee in the review sessions with your team lead
30 35 Strongly Agree Neutral Strongly Disagree 35

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Do you think you need a training program in relation to Clarity of Procedures

20 35 To An Extent Totally Not At All 45

Do you think you need a training program in relation to Process of Performance Review
15 45 40 To An Extent Totally Not At All

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Do you think you need a training program in relation to elf Rating

20 40 To An Extent Totally Not At All 40

!hat are you looking forward to change Post Review

10 15 Salary Res onsi!ility 75 Tea" Stru#ture

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"ow do you rate the importance of #eneral !ork $ehavior in your Review Process%
0 40 60 Not $" ortant so"e %&at i" ortant 'ost $" ortant

&re you aware of the concept of Peer 'eedback

30

To An Extent Totally 60 Not At All

10

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F*!.*!%#

#s the !hole "rocess !as esigne .y the +* epartment- % !as also involve in it as &emp #sst. +* ,anager from the esigning stage to the implementation part of the *evie! system. %n this process % coul recogni/e the .enefits erive out of this system as !ell as o.serve some ra!.ac2s.

M/ F*!.*!%# 'o0 ",e :-e#"*o!!a*'e 7e'e$

1. &he perception of employees regar ing performance *evie! !as a hi2e in $alary- !hich is not the case in reality.

2. #fter 2no!ing the re5uirements of employees a training session !as con ucte to help the employees un erstan the nee an process of "erformance *evie! an :riteria to give $elf *ating.

3. &hey !ere a!are of the fact that the Jeneral )or2 <ehavior !oul play a ma'or role in their *evie! .ut !ere una!are of all the $tan ar s an #spects use to 0valuate their "erformance

O",e' F*!.*!%#$

4. &he process i not ta2e place in the exact time frame as planne an sche ule .

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5. # goo improvement !as seen in the inter3personal relationship .et!een the team lea er an su.or inates.

6. ,any employees coul not 'ustify the ratings given .y them in the $elf *evie! 1orm.

7. %t helpe the employees in un erstan ing their past performance an setting up of targets an goals for future. 8. &hey got to un erstan the organi/ational nee s an it helpe in eveloping a sense of .elongingness to!ar s the company.

9. %t helpe the management in i entifying the :ali.er of employees an encourage the same.

10.&he employer an employees got a platform to un erstan each other in a .etter manner.

11. &he management !as too much epen ent on team lea ers for con ucting *evie!s.

12. )hen the "eer 1ee .ac2 1orm !as given employees !ere too hesitant in giving ratings to their colleagues.

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>:

Re(o00e!.a"*o!#
#fter the successful completion of the !hole "rocess of "erformance *evie! un er the supervision of the +* ,anager %.e. .y recogni/ing the nee for *evie! policy- esigning the policy- ta2ing up a presentation to explain the importance an process of *evie!- atten ing the meetings !ith the team lea er- .eing a part in iscussions .y the management regar ing appraisals an analysis of the fee .ac2 given .y employees helpe me to evaluate the .enefits an shortcomings of the "erformance *evie! "rocess an recommen the measures to improve the same.

&he recommen ations are as follo!s8

1. % entify the E*#>s @Eey *esource #reasA an communicate the same to the employees so that he can .e 'u ge appropriately .ase upon it.

2. &he employees must .e motivate appropriately.

to fill in the self revie! form

3. &hey must .e appreciate for their in ivi ual achievements uring the perio an trainingCgui ance must .e given if they lac2 in some areas.

4. &he revie! must .e con ucte informally once in every month so that the esire result can .e achieve at the time of actual revie!.

5. &he team lea er shoul treat everyone e5ually !ithout any .ias an give appropriate ratings to each mem.er epen ing upon their performance.
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6. &he employees must .e e ucate regar ing the importance of "eer fee .ac2 that the true rating- .e it positive or negative !ill help his colleague in un erstan ing his a.ilities an ra!.ac2s an he can evelop himself on those aspects. 7. &o motivate employees for their extra or inary performance apart from the "4%>s there must .e some to2en of appreciation given for him in the form of promotions or a simple gift voucher etc.-

8. &he to2en of appreciation shoul .e given to those employees !hose performance !as extra or inary as !ell as !ho have .een in the organi/ation for a longer perio of time.

9. &he fee .ac2 from employees must also .e ta2en regar ing the !or2ing style of management so that the management functions can also .e improve . &hey must .e given the free om to express their concerns.

10.)hile con ucting the "erformance *evie! the team mem.er must also .e given the right to rate his team lea er or provi e him the fee .ac2 .ecause a cor ial relation .et!een the team lea an mem.ers of the team is very important an the lac2 of goo un erstan ing may hamper the team !or2.

11. &he pro.lems or hin rances !hich are face .y employees shoul .e ta2en care of- so that the employee is satisfie an !or2s enthusiastically.

>9

12. &he employees must .e informe .efore F han that he nee s to provi e a proper 'ustification for the ratings given .y him an it !ill ultimately help him to recogni/e his accomplishments an ra!.ac2s.

13. &he one to one meeting shoul .e con ucte in a peaceful manner so that it oes not lea to any argument an the esire o.'ective is achieve .

14. ,easures must .e ta2en for effective time management .ecause the elay in the process !ill lea to istractions.

15. $uggestions must .e ta2en from employees after the revie! process in or er to ma2e it more effective. 16. &he career goals an career prospects of an employee must .e ta2en into consi eration so that they stay committe to the organi/ation.

17. &he negative fee .ac2 shoul .e given an ta2en in a constructive manner.

18. &here must .e elegation of authority so that one in ivi ual oesn>t feel the pressure of han ling all the responsi.ilities.

19. 0fforts must .e ta2en to re uce the communication gap .et!een the employees an management.

20. #ll the employees of the organi/ation must maintain a personal iary to recor their ay to ay achievements as !ell as the pro.lems they face
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uring performing a particular tas2 so that he has a recor of all the things an it can .e repro uce in front of the team lea er or management as an !hen the nee arises.

Pe' o'0a!(e Re+*e7 5-e#"*o!!a*'e

4& M/ #el -a##e##0e!" 'e#-l" (o!"'*b-"e# "o 0/ *!al a11'a*#al 'e#-l"& a& S"'o!%l/ a%'ee b& Ne-"'al (& S"'o!%l/ .*#a%'ee

&&

T,e Re+*e7 7*ll ,el1 0e "o *01'o+e 0/ -"-'e 7o'9*!% 1e' o'0a!(e
>>

a& S"'o!%l/ a%'ee b& Ne-"'al (& S"'o!%l/ D*#a%'ee

8& I 9!o7 all ",e a#1e("# a!. #"a!.a'.# ",a" a'e -#e. "o e+al-a"e 0/ 1e' o'0a!(e& a& S"'o!%l/ a%'ee b& Ne-"'al (& S"'o!%l/ D*#a%'ee

=& Do /o- eel (o! *.e!" ",a" /o- 7*ll be able "o be!e *" a# a! a11'a*#ee *! ",e 'e+*e7 #e##*o!# 7*", /o-' "ea0 lea.I a& S"'o!%l/ a%'ee b& Ne-"'al (& S"'o!%l/ D*#a%'ee

>& Do /o- ",*!9 /o- !ee. a "'a*!*!% 1'o%'a0 *! 'ela"*o! "o Cla'*"/ o P'o(e.-'e#I a& To a! E3"e!" b& To"all/ (& No" a" all

?& Do /o- ",*!9 /o- !ee. a "'a*!*!% 1'o%'a0 *! 'ela"*o! "o P'o(e## o Pe' o'0a!(e Re+*e7I a& To a! E3"e!"
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b& To"all/ (& No" a" all

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B& Ho7 .o /o- 'a"e ",e *01o'"a!(e o Ge!e'al Fo'9 Be,a+*o' *! /o-' Re+*e7 P'o(e##I a& No" I01o'"a!" b& So0e F,a" I01o'"a!" (& Mo#" I01o'"a!"

4D& A'e /o- a7a'e o ",e (o!(e1" o Pee' Fee.ba(9 I a& To a! E3"e!" b& To"all/ (& No" a" all

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Na0e De#*%!a"*o! Lo(a"*o!
I& OBJECTI<E RE<IEF H FEEDBACJ
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<& Re+*e7e'C# Fee.ba(9

SECTION <I - KGe!e'al Ra"*!%L

(To be *lle. *! b/ ",e 'e+*e7e')

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