HUMAN RESOURCE MANAGEMENT

Introduction:
Human resource (or personnel) management, in the sense of getting things done through people.
It's an essential part of every manager's responsibilities, but many organizations find it
advantageous to establish a specialist division to provide an expert service dedicated to ensuring
that the human resource function is performed efficiently.

"People are our most valuable asset" is a cliché which no member of any senior management
team would disagree with. Yet, the reality for many organizations is that their people remain

 under valued
 under trained
 under utilized
 poorly motivated, and consequently perform well below their true capability

The rate of change facing organizations has never been greater and organizations must absorb
and manage change at a much faster rate than in the past. In order to implement a successful
business strategy to face this challenge, organizations large or small, must ensure that they have
the right people capable of delivering the strategy.

The market place for talented, skilled people is competitive and expensive. Taking on new staff
can be disruptive to existing employees. Also, it takes time to develop 'cultural awareness',
product/ process/ organization knowledge and experience for new staff members.

As organizations vary in size, aims, functions, complexity, construction, the physical nature of
their product, and appeal as employers, so do the contributions of human resource management.
But, in most the ultimate aim of the function is to: "ensure that at all times the business is
correctly staffed by the right number of people with the skills relevant to the business needs",
that is, neither overstaffed nor understaffed in total or in respect of any one discipline or work
grade.

Functional overview and strategy for HRM

These issues motivate a well thought out human resource management strategy. Failure in not
having a carefully crafted human resources management strategy, can and probably will lead to
failures in the business process itself.

This set of resources are offered to promote thought, stimulate discussion, diagnose the
organizational environment and develop a sound human resource management strategy for your
organization. We begin by looking at the seven distinguishable functions of human resource
management provide to secure the achievement of the objective defined above.
DEFINING A HUMAN RESOURCE STRATEGY .
Step 1: Get the 'big picture'

Understand your business strategy.

 Highlight the key driving forces of your business. What are they? e.g. technology,
distribution, competition, the markets.
 What are the implications of the driving forces for the people side of your business?
 What is the fundamental people contribution to bottom line business performance?

Step 2: Develop a Mission Statement or Statement of Intent

That relates to the people side of the business.it is the actual process of thinking through the
issues in a formal and explicit manner that is important.

 What do your people contribute?

Step 3: Conduct a SWOT analysis of the organization

Focus on the internal strengths and weaknesses of the people side of the business.

 Consider the current skill and capability issues.

Vigorously research the external business and market environment. High light the opportunities
and threats relating to the people side of the business.

 What impact will/ might they have on business performance?

 Consider skill shortages?
 The impact of new technology on staffing levels?

From this analysis you then need to review the capability of your personnel department.
Complete a SWOT analysis of the department - consider in detail the department's current areas
of operation, the service levels and competences of your personnel staff.

Step 4: Conduct a detailed human resources analysis

Concentrate on the organization's COPS (culture, organization, people, HR systems)

 Consider: Where you are now? Where do you want to be?

 What gaps exists between the reality of where you are now and where you want to
be?

Exhaust your analysis of the four dimensions.

Step 5: Determine critical people issues

Go back to the business strategy and examine it against your SWOT and COPS Analysis

 Identify the critical people issues namely those people issues that you must address.
Those which have a key impact on the delivery of your business strategy.
 Prioritize the critical people issues. What will happen if you fail to address them?

Remember you are trying to identify where you should be focusing your efforts and resources.

Step 6: Develop consequences and solutions

For each critical issue highlight the options for managerial action generate, elaborate and create -
don't go for the obvious. This is an important step as frequently people jump for the known
rather than challenge existing assumptions about the way things have been done in the past.
Think about the consequences of taking various courses of action.

Consider the mix of HR systems needed to address the issues. Do you need to improve
communications, training or pay?

What are the implications for the business and the personnel function?

Once you have worked through the process it should then be possible to translate the action plan
into broad objectives. These will need to be broken down into the specialist HR Systems areas
of:

 employee training and development

 management development
 organization development
 performance appraisal
 employee reward
 employee selection and recruitment
 manpower planning
 communication

Develop your action plan around the critical issues. Set targets and dates for the accomplishment
of the key objectives.

Step 7: Implementation and evaluation of the action plans

The ultimate purpose of developing a human resource strategy is to ensure that the objectives set
are mutually supportive so that the reward and payment systems are integrated with employee
training and career development plans.
There is very little value or benefit in training people only to then frustrate them through a failure
to provide ample career and development opportunities.

Warning Indicators

Your organization is more than likely in trouble if any of the following holds true:

 chronic industrial relations problems

 no means of resolving employee grievances
 increasing / erratic employee turnover
 increasing number of customer complaints
 no pride in the organization
 inter-group conflicts
 no career paths for ambitious talented employees
 dissatisfaction with pay and conditions
 unclear job roles
 no clear performance measures
 quality is unimportant
 bad product service / delivery records
 poor recruitment standards / practices
 no management development programs
 no induction training for new employees
 critical skill shortages
 inter-departmental conflict
 you do not know if any of the above are applicable
 you ignore any of the above

HRM SYSTEMS DIAGNOSTIC CHECKLISTS

THE FOLLOWING CHECK-LISTS PRESENT SOME QUESTIONS WHICH MAY PROVE HELPFUL FOR YOU TO
THINK ABOUT WHEN PLANNING YOUR DEVELOPMENT PROGRAMS FOR HUMAN RESOURCES (YOUR PEOPLE)
IN YOUR ORGANIZATION.

Use them to provoke thought and to stimulate discussion. Consult with others in your
organization. They will help you to identify the critical human resource issues facing your
organization.

The aim is to begin to explore how a considered and planned approach to people management
can improve business performance, to the benefit of all.

Use this checklist in conjunction with our team building diagnostic instrument. It will, via your
team members responses identify critical issues they perceive as important. These issues may be
at odds with your own perceptions and analysis and therefore any such discrepancy will need to
be addressed.

CULTURE , ORGANIZATION, PEOPLE , SYSTEMS (COPS), CHECKLIST

Culture

 Do your staff identify with the organization and 'the success of the organization' as
being of direct benefit to themselves?
 Do your staff see themselves as having common interests with their work colleagues
and group? Is there a strong team spirit?
 Is work allocated on the basis of individual expertise rather than position in the
organization?
 Are there sufficient skills / power bases in the organization?
 Are there appropriate leadership skills within the organization?
 Are your staff encouraged to say what they think about the organization?
 Does your organization encourage innovation and creativity amongst staff?
 Do your staff feel a sense of personal responsibility for their work?
 Is quality emphasized in all aspects of the organization?

Organization

 Does the structure of your organization encourage effective performance?

 Is the organization structure flexible in the face of changing demands?
 Is the structure too complex? If so in what areas?
 Do your staff have clear roles and responsibilities?
 Does your organization structure tend to push problems up rather than resolve
them at the point where they occur?
 Do your procedures and management practices facilitate the accomplishment of
tasks?
 Do you constantly seek to challenge your organization structure?

People

 Do your staff have the necessary skills and knowledge to perform their jobs in the
most effective manner?
 Do your staff understand their jobs and how they contribute to overall business
performance i.e. have clear goals and objectives?
 Do your staff have a customer service orientation?
 Are people with potential spotted and developed for the future?
 Are your staff encouraged to perform well through the giving of recognition,
feedback, etc.?
 Do your people know what their expected performance standards are?

Systems
  Do your organization's systems (e.g. employee selection and recruitment,
promotion, planning, management, information and control) encourage effective
performance among your staff?
 Are these systems consistent across the organization?
 Are there clear rewards for effective performance within your work group?
 Does the organization review its systems frequently and ensure they mutually
support each other?

HUMAN RESOURCE MANAGEMENT FUNCTIONS

FUNCTION 1: MANPOWER PLANNING
The penalties for not being correctly staffed are costly.

 Understaffing loses the business economies of scale and specialization, orders,

customers and profits.
 Overstaffing is wasteful and expensive, if sustained, and it is costly to eliminate
because of modern legislation in respect of redundancy payments, consultation,
minimum periods of notice, etc. Very importantly, overstaffing reduces the
competitive efficiency of the business.

Planning staff levels requires that an assessment of present and future needs of the organization
be compared with present resources and future predicted resources. Appropriate steps then be
planned to bring demand and supply into balance.

Thus the first step is to take a 'satellite picture' of the existing workforce profile (numbers, skills,
ages, flexibility, gender, experience, forecast capabilities, character, potential, etc. of existing
employees) and then to adjust this for 1, 3 and 10 years ahead by amendments for normal
turnover, planned staff movements, retirements, etc, in line with the business plan for the
corresponding time frames.

The result should be a series of crude supply situations as would be the outcome of present
planning if left unmodified. (This, clearly, requires a great deal of information accretion,
classification and statistical analysis as a subsidiary aspect of personnel management.)

What future demands will be is only influenced in part by the forecast of the personnel manager,
whose main task may well be to scrutinize and modify the crude predictions of other managers.
Future staffing needs will derive from:

 Sales and production forecasts

 The effects of technological change on task needs
 Variations in the efficiency, productivity, flexibility of labor as a result of training,
work study, organizational change, new motivations, etc.
  Changes in employment practices (e.g. use of subcontractors or agency staffs,
hiving-off tasks, buying in, substitution, etc.)
 Variations, which respond to new legislation, e.g. payroll taxes or their abolition,
new health and safety requirements
 Changes in Government policies (investment incentives, regional or trade grants,
etc.)

What should emerge from this 'blue sky gazing' is a 'thought out' and logical staffing demand
schedule for varying dates in the future which can then be compared with the crude supply
schedules. The comparisons will then indicate what steps must be taken to achieve a balance.

That, in turn, will involve the further planning of such recruitment, training, retraining, labor
reductions (early retirement/redundancy) or changes in workforce utilization as will bring supply
and demand into equilibrium, not just as a one–off but as a continuing workforce planning
exercise the inputs to which will need constant varying to reflect 'actual' as against predicted
experience on the supply side and changes in production actually achieved as against forecast on
the demand side.

FUNCTION 2: RECRUITMENT AND SELECTION OF EMPLOYEES

Recruitment of staff should be preceded by:

An analysis of the job to be done (i.e. an analytical study of the tasks to be performed to
determine their essential factors) written into a job description so that the selectors know what
physical and mental characteristics applicants must possess, what qualities and attitudes are
desirable and what characteristics are a decided disadvantage;

 In the case of replacement staff a critical questioning of the need to recruit at all
(replacement should rarely be an automatic process).
 Effectively, selection is 'buying' an employee (the price being the wage or salary
multiplied by probable years of service) hence bad buys can be very expensive. For
that reason some firms (and some firms for particular jobs) use external expert
consultants for recruitment and selection.
 Equally some small organizations exist to 'head hunt', i.e. to attract staff with high
reputations from existing employers to the recruiting employer. However, the 'cost'
of poor selection is such that, even for the routine day-to-day jobs, those who
recruit and select should be well trained to judge the suitability of applicants.

The main sources of recruitment are:

 Internal promotion and internal introductions (at times desirable for morale
purposes)
 Careers officers (and careers masters at schools)
 University appointment boards
 Agencies for the unemployed
  Advertising (often via agents for specialist posts) or the use of other local media (e.g.
commercial radio)

Where the organization does its own printed advertising it is useful if it has some identifying
logo as its trade mark for rapid attraction and it must take care not to offend the sex, race, etc.
antidiscrimination legislation either directly or indirectly. The form on which the applicant is to
apply (personal appearance, letter of application, completion of a form) will vary according to
the posts vacant and numbers to be recruited.

It is very desirable in many jobs that claim about experience and statements about qualifications
are thoroughly checked and that applicants unfailingly complete a health questionnaire (the latter
is not necessarily injurious to the applicants chance of being appointed as firms are required to
employ a percentage of disabled people).

Before letters of appointment are sent any doubts about medical fitness or capacity (in
employments where hygiene considerations are dominant) should be resolved by requiring
applicants to attend a medical examination. This is especially so where, as for example in the
case of apprentices, the recruitment is for a contractual period or involves the firm in training
costs.

Interviewing can be carried out by individuals (e.g. supervisor or departmental manager), by

panels of interviewers or in the form of sequential interviews by different experts and can vary
from a five minute 'chat' to a process of several days. Ultimately personal skills in judgment are
probably the most important, but techniques to aid judgment include selection testing for:

 Aptitudes (particularly useful for school leavers)

 Attainments
 General intelligence

(All of these need skilled testing and assessment.) In more senior posts other techniques are:

 Leaderless groups
 Command exercises
 Group problem solving

(These are some common techniques - professional selection organizations often use other
techniques to aid in selection.)

Training in interviewing and in appraising candidates is clearly essential to good recruitment.

Largely the former consists of teaching interviewers how to draw out the interviewee and the
latter how to xratex the candidates. For consistency (and as an aid to checking that) rating often
consists of scoring candidates for experience, knowledge, physical/mental capabilities,
intellectual levels, motivation, prospective potential, leadership abilities etc. (according to the
needs of the post). Application of the normal curve of distribution to scoring eliminates freak
judgments.
FUNCTION 3: EMPLOYEE MOTIVATION
To retain good staff and to encourage them to give of their best while at work requires attention
to the financial and psychological and even physiological rewards offered by the organization as
a continuous exercise.

Ways of Employee Motivation

1. Build a foundation. It’s important to build a solid foundation for your employees so they
feel invested in the company. Tell them about the history of the business and your vision
for the future. Ask them about their expectations and career goals, as well as how you can
help them feel part of the team. When any new employee starts, make sure he or she
receives a thorough welcome orientation.
2. Create a positive environment. Promote an office atmosphere that makes all employees
feel worthwhile and important. Don’t play favorites with your staff. Keep office doors
open and let folks know they can always approach you with questions or concerns. A
happy office is a productive office.
3. Put people on the right path. Most employees are looking for advancement
opportunities within their own company. Work with each of them to develop a career
growth plan that takes into consideration both their current skills and future goals. If
employees become excited about what’s down the road, they will become more engaged
in their present work.
4. Educate the masses. Help employees improve their professional skills by providing on-
the-job training or in-house career development. Allow them to attend workshops and
seminars related to the industry. Encourage them to attend adult education classes paid
for by the company. Employees will feel you are investing in them, and this will translate
into an improved job performance.
5. Don’t forget the fun. Once in a while you have put work aside and do something nice
for the people who work for you. Treat the office to a pizza lunch or take everyone to the
movies. Reward employees with an unexpected day off or by closing the office early on a
random Friday afternoon.
6. Acknowledge contributions. You can make a huge difference in employee morale
simply by taking the time to recognize each employee’s contributions and
accomplishments, large or small. Be generous with praise.
7. Provide incentives. Offer people incentives to perform well, either with something small
like a gift certificate or something more substantial such as a performance-based bonus or
salary increase. Give out “Employee of the Month” awards. Such tokens of appreciation
will go far in motivating employees.
8. Honor your promises. Getting people to give their all requires following through on
promises. If you tell an employee that he or she will be considered for a bonus if numbers
improve or productivity increases, you’d better put your money where your mouth is.
Failure to follow through on promises will result in a loss of trust -- not only that person’s
trust, but the trust of every employee that hears the story.
9. Provide career coaching. Help employees reach the next level professionally by
providing on-site coaching. Bring in professionals to provide one-on-one counseling,
 which can help people learn how to overcome personal or professional obstacles on their
career paths.
10. Match tasks to talents. You can improve employee motivation by improving employee
confidence. Assign individuals with tasks you know they will enjoy or will be
particularly good at. An employee who is successful at one thing will have the self-
confidence to tackle other projects with renewed energy and excitement.

F UNCTION 4: EMPLOYEE EVALUATION

An organization needs constantly to take stock of its workforce and to assess its performance in
existing jobs for three reasons:

 To improve organizational performance via improving the performance of

individual contributors (should be an automatic process in the case of good
managers, but (about annually) two key questions should be posed:
o what has been done to improve the performance of a person last year?
o and what can be done to improve his or her performance in the year to
come?).
 To identify potential, i.e. to recognize existing talent and to use that to fill vacancies
higher in the organization or to transfer individuals into jobs where better use can
be made of their abilities or developing skills.
 To provide an equitable method of linking payment to performance where there are
no numerical criteria (often this salary performance review takes place about three
months later and is kept quite separate from 1. and 2. but is based on the same
assessment).

On-the-spot managers and supervisors, not HR staffs, carry out evaluations. The personnel role is
usually that of:

 Advising top management about principles and objectives of an evaluation system

and designing it for particular organizations and environments.
 Developing systems appropriately in consultation with managers, supervisors and
staff representatives. Securing the involvement and cooperation of appraisers and
those to be appraised.
 Assistance in the setting of objective standards of evaluation / assessment, for
example:
o Defining targets for achievement;
o Explaining how to quantify and agree objectives;
o Introducing self-assessment;
o Eliminating complexity and duplication.
 Publicizing the purposes of the exercise and explaining to staff how the system will
be used.
 Organizing and establishing the necessary training of managers and supervisors
who will carry out the actual evaluations/ appraisals. Not only training in principles
and procedures but also in the human relations skills necessary. (Lack of confidence
 in their own ability to handle situations of poor performance is the main weakness
of assessors.)
 Monitoring the scheme - ensuring it does not fall into disuse, following up on
training/job exchange etc. recommendations, reminding managers of their
responsibilities.

Full-scale periodic reviews should be a standard feature of schemes since resistance to evaluation
/ appraisal schemes is common and the temptation to water down or render schemes ineffectual
is ever present (managers resent the time taken if nothing else).

Basically an evaluation / appraisal scheme is a formalization of what is done in a more casual

manner anyway (e.g. if there is a vacancy, discussion about internal moves and internal attempts
to put square pegs into 'squarer holes' are both the results of casual evaluation). Most managers
approve merit payment and that too calls for evaluation. Made a standard routine task, it aids the
development of talent, warns the inefficient or uncaring and can be an effective form of
motivation.

FUNCTION 5: INDUSTRIAL RELATIONS

Good industrial relations, while a recognizable and legitimate objective for an organization, are
difficult to define since a good system of industrial relations involves complex relationships
between:

(a) Workers (and their informal and formal groups, i. e. trade union, organizations and their
representatives);

(b) Employers (and their managers and formal organizations like trade and professional
associations);

(c) The government and legislation,government agencies 'independent' agencies like the
Advisory Conciliation and Arbitration Service.

Oversimplified, work is a matter of managers giving instructions and workers following them -
but (and even under slavery we recognize that different 'managing' produces very different
results) the variety of 'forms' which have evolved to regulate the conduct of parties (i.e. laws,
custom and practice, observances, agreements) makes the giving and receipt of instructions far
from simple. Two types of 'rule' have evolved:

 'Substantive', determining basic pay and conditions of service (what rewards

workers should receive);
 'Procedural,' determining how workers should be treated and methods and
procedures.

Determining these rules are many common sense matters like:

  Financial, policy and market constraints on the parties (e.g. some unions do not have
the finance to support industrial action, some have policies not to strike, some
employers are more vulnerable than others to industrial action, some will not make
changes unless worker agreement is made first, and rewards always ultimately
reflect what the market will bear);
 The technology of production (the effect of a strike in newspaper production is
immediate -it may be months before becoming effective in shipbuilding);
 The distribution of power within the community - that tends to vary over time and
with economic conditions workers (or unions) dominating in times of full
employment and employers in times of recession.

Broadly in the Western style economies the parties (workers and employers) are free to make
their own agreements and rules. This is called 'voluntarism'. But it does not mean there is total
noninterference by the government. That is necessary to:

 Protect the weak (hence minimum wage);

 Outlaw bias (race or sex);
 Determine minimum standards of safety, health, hygiene and even important
conditions of service;
 To try to prevent the abuse of power by either party.

HR managers responsibilities

The personnel manager's involvement in the system of industrial relations varies from
organization to organization, but normally he or she is required to provide seven identifiable
functions, thus:

1. To keep abreast of industrial law (legislation and precedents) and to advise

managers about their responsibilities e.g. to observe requirements in respect of
employing disabled persons, not to discriminate, not to disclose 'spent' convictions
of employees, to observe codes of practice etc. in relation to discipline and
redundancy, and similarly to determine organizational policies (in conjunction with
other managers) relevant to legal and moral requirements (see also 4.).
2. To conduct (or assist in the conduct) of either local negotiations (within the plant)
or similarly to act as the employer's representative in national negotiations. This
could be as a critic or advisor in respect of trade etc. association policies or as a
member of a trade association negotiating team. Agreements could be in respect of
substantive or procedural matters. Even if not directly involved the personnel
manager will advise other managers and administrators of the outcome of
negotiations.
3. To ensure that agreements reached are interpreted so as to make sense to those
who must operate them at the appropriate level within the organization (this can
involve a lot of new learning at supervisory level and new pay procedures and new
recording requirements in administration and even the teaching of new
employment concepts – like stagger systems of work - at management level).
 4. To monitor the observance of agreements and to produce policies that ensure that
agreements are followed within the organization. An example would be the policy to
be followed on the appointment of a new but experienced recruit in relation to the
offered salary where there is a choice of increments to be given for experience,
ability or qualification.
5. To correct the situations which go wrong. 'Face' is of some importance in most
organizations and operating at a 'remote' staff level personnel managers can correct
industrial relations errors made at local level without occasioning any loss of dignity
(face) at the working level. 'Human resource management' and the obscurity of its
reasoning can be blamed for matters which go wrong at plant level and for
unwelcome changes, variations of comfortable 'arrangements' and practices and
unpopular interpretation of agreements.
6. To provide the impetus (and often devise the machinery) for the introduction of
joint consultation and worker participation in decision-making in the organization.
Formal agreement in respect of working conditions and behavior could never cover
every situation likely to arise. Moreover the more demanding the task (in terms of
the mental contribution by the worker to its completion) the more highly–educated
the workers need to be and the more they will want to be consulted about and
involved in the details of work life. Matters like the rules for a flexitime system or
for determining the correction of absenteeism and the contents of jobs are three
examples of the sort of matters that may be solely decided by management in some
organizations but a matter for joint consultation (not negotiation) in others with a
more twenty-first-century outlook and philosophy. Human resource management is
very involved in promoting and originating ideas in this field.
7. To provide statistics and information about workforce numbers, costs, skills etc. as
relevant to negotiations (i.e. the cost of pay rises or compromise proposals, effect on
differentials and possible recruitment/retention consequences of this or whether
agreement needs to be known instantly); to maintain personnel records of training,
experience, achievements, qualifications, awards and possibly pension and other
records; to produce data of interest to management in respect of personnel matters
like absentee figures and costs, statistics of sickness absence, costs of welfare and
other employee services, statements about development in policies by other
organizations, ideas for innovations; to advise upon or operate directly, grievance,
redundancy, disciplinary and other procedures.

FUNCTION 6: PROVISION OF EMPLOYEE SERVICES

Attention to the mental and physical well-being of employees is normal in many organizations as
a means of keeping good staff and attracting others.

The forms this welfare can take are many and varied, from loans to the needy to counseling in
respect of personal problems.

Among the activities regarded as normal are:

  Schemes for occupational sick pay, extended sick leave and access to the firm's
medical adviser;
 Schemes for bereavement or other special leave;
 The rehabilitation of injured/unfit/ disabled employees and temporary or
permanent move to lighter work;
 The maintenance of disablement statistics and registers (there are complicated legal
requirements in respect of quotas of disabled workers and a need for 'certificates'
where quota are not fulfilled and recruitment must take place);
 Provision of financial and other support for sports, social, hobbies, activities of many
kinds which are work related;
 Provision of canteens and other catering facilities;
 Possibly assistance with financial and other aid to employees in difficulty
(supervision, maybe, of an employee managed benevolent fund or scheme);
 Provision of information handbooks,
 Running of pre-retirement courses and similar fringe activities;
 Care for the welfare aspects of health and safety legislation and provision of first-aid
training.

The location of the health and safety function within the organization varies. Commonly a split
of responsibilities exists under which 'production' or 'engineering' management cares for the
provision of safe systems of work and safe places and machines etc., but HRM is responsible for
administration, training and education in awareness and understanding of the law, and for the
alerting of all levels to new requirements.

FUNCTION 7: EMPLOYEE EDUCATION, TRAINING AND DEVELOPMENT

In general, education is 'mind preparation' and is carried out remote from the actual work area,
training is the systematic development of the attitude, knowledge, skill pattern required by a
person to perform a given task or job adequately and development is 'the growth of the
individual in terms of ability, understanding and awareness'.

Within an organization all three are necessary in order to:

 Develop workers to undertake higher-grade tasks;

 Provide the conventional training of new and young workers (e.g. as apprentices,
clerks, etc.);
 Raise efficiency and standards of performance;
 Meet legislative requirements (e.g. health and safety);
 Inform people (induction training, pre-retirement courses, etc.);

From time to time meet special needs arising from technical, legislative, and knowledge need
changes. Meeting these needs is achieved via the 'training loop'. (Schematic available in PDF
version.)
The diagnosis of other than conventional needs is complex and often depends upon the intuition
or personal experience of managers and needs revealed by deficiencies. Sources of inspiration
include:

 Common sense - it is often obvious that new machines, work systems, task
requirements and changes in job content will require workers to be prepared;
 Shortcomings revealed by statistics of output per head, performance indices, unit
costs, etc. and behavioral failures revealed by absentee figures, lateness, sickness
etc. records;
 Recommendations of government and industry training organizations;
 Inspiration and innovations of individual managers and supervisors;
 Forecasts and predictions about staffing needs;
 Inspirations prompted by the technical press, training journals, reports of the
experience of others;
 The suggestions made by specialist (e.g. education and training officers, safety
engineers, work-study staff and management services personnel).

Designing training is far more than devising courses; it can include activities such as:

 Learning from observation of trained workers;

 Receiving coaching from seniors;
 Discovery as the result of working party, project team membership or attendance at
meetings;
 Job swaps within and without the organization;
 Undertaking planned reading, or follow from the use of self–teaching texts and video
tapes;
 Learning via involvement in research, report writing and visiting other works or
organizations.

So far as group training is concerned in addition to formal courses there are:

 Lectures and talks by senior or specialist managers;

 Discussion group (conference and meeting) activities;
 Briefing by senior staffs;
 Role-playing exercises and simulation of actual conditions;
 Video and computer teaching activities;
 Case studies (and discussion) tests, quizzes, panel 'games', group forums,
observation exercises and inspection and reporting techniques.

Evaluation of the effectiveness of training is done to ensure that it is cost effective, to identify
needs to modify or extend what is being provided, to reveal new needs and redefine priorities
and most of all to ensure that the objectives of the training are being met.

The quality of employees and their development through training and education are major
factors in determining long-term profitability of a small business. If you hire and keep good
employees, it is good policy to invest in the development of their skills, so they can increase
their productivity.

Training often is considered for new employees only. This is a mistake because ongoing
training for current employees helps them adjust to rapidly changing job requirements.

Purpose of Training and Development

Reasons for emphasizing the growth and development of personnel include

 Creating a pool of readily available and adequate replacements for personnel who
may leave or move up in the organization.
 Enhancing the company's ability to adopt and use advances in technology because of
a sufficiently knowledgeable staff.
 Building a more efficient, effective and highly motivated team, which enhances the
company's competitive position and improves employee morale.
 Ensuring adequate human resources for expansion into new programs.

Research has shown specific benefits that a small business receives from training and
developing its workers, including:

 Increased productivity.
 Reduced employee turnover.
 Increased efficiency resulting in financial gains.
 Decreased need for supervision.

Employees frequently develop a greater sense of self-worth, dignity and well-being as they
become more valuable to the firm and to society. Generally they will receive a greater share
of the material gains that result from their increased productivity. These factors give them
a sense of satisfaction through the achievement of personal and company goals.

The Training Process

The model below traces the steps necessary in the training process:

 Organizational Objectives
 Needs Assessment
 Is There a Gap?
 Training Objectives
 Select the Trainees
 Select the Training Methods and Mode
 Choose a Means of Evaluating
 Administer Training
 Evaluate the Training
Identifying Training Needs

Training needs can be assessed by analyzing three major human resource areas: the
organization as a whole, the job characteristics and the needs of the individuals. This
analysis will provide answers to the following questions:

 Where is training needed?

 What specifically must an employee learn in order to be more productive?
 Who needs to be trained?

Begin by assessing the current status of the company how it does what it does best and the
abilities of your employees to do these tasks. This analysis will provide some benchmarks
against which the effectiveness of a training program can be evaluated. Your firm should
know where it wants to be in five years from its long-range strategic plan. What you need is
a training program to take your firm from here to there.

Second, consider whether the organization is financially committed to supporting the

training efforts. If not, any attempt to develop a solid training program will fail.

Next, determine exactly where training is needed. It is foolish to implement a companywide

training effort without concentrating resources where they are needed most. An internal
audit will help point out areas that may benefit from training. Also, a skills inventory can
help determine the skills possessed by the employees in general. This inventory will help
the organization determine what skills are available now and what skills are needed for
future development.

Also, in today's market-driven economy, you would be remiss not to ask your customers
what they like about your business and what areas they think should be improved. In
summary, the analysis should focus on the total organization and should tell you (1) where
training is needed and (2) where it will work within the organization.

Once you have determined where training is needed, concentrate on the content of the
program. Analyze the characteristics of the job based on its description, the written
narrative of what the employee actually does. Training based on job descriptions should go
into detail about how the job is performed on a task-by-task basis. Actually doing the job
will enable you to get a better feel for what is done.

Individual employees can be evaluated by comparing their current skill levels or

performance to the organization's performance standards or anticipated needs. Any
discrepancies between actual and anticipated skill levels identifies a training need.

Selection of Trainees

Once you have decided what training is necessary and where it is needed, the next decision
is who should be trained? For a small business, this question is crucial. Training an
employee is expensive, especially when he or she leaves your firm for a better job.
Therefore, it is important to carefully select who will be trained.

Training programs should be designed to consider the ability of the employee to learn the
material and to use it effectively, and to make the most efficient use of resources possible. It
is also important that employees be motivated by the training experience. Employee failure
in the program is not only damaging to the employee but a waste of money as well.
Selecting the right trainees is important to the success of the program.

Training Goals

The goals of the training program should relate directly to the needs determined by the
assessment process outlined above. Course objectives should clearly state what behavior or
skill will be changed as a result of the training and should relate to the mission and
strategic plan of the company. Goals should include milestones to help take the employee
from where he or she is today to where the firm wants him or her in the future. Setting
goals helps to evaluate the training program and also to motivate employees. Allowing
employees to participate in setting goals increases the probability of success.

Training Methods

There are two broad types of training available to small businesses: on-the-job and off-the-
job techniques. Individual circumstances and the "who," "what" and "why" of your training
program determine which method to use.

On-the-job training is delivered to employees while they perform their regular jobs. In this
way, they do not lose time while they are learning. After a plan is developed for what
should be taught, employees should be informed of the details. A timetable should be
established with periodic evaluations to inform employees about their progress. On-the-job
techniques include orientations, job instruction training, apprenticeships, internships and
assistantships, job rotation and coaching.

Off-the-job techniques include lectures, special study, films, television conferences or

discussions, case studies, role playing, simulation, programmed instruction and laboratory
training. Most of these techniques can be used by small businesses although, some may be
too costly.

Orientations are for new employees. The first several days on the job are crucial in the
success of new employees. This point is illustrated by the fact that 60 percent of all
employees who quit do so in the first ten days. Orientation training should emphasize the
following topics:

 The company's history and mission.

 The key members in the organization.
 The key members in the department, and how the department helps fulfill the
mission of the company.
  Personnel rules and regulations.

Some companies use verbal presentations while others have written presentations. Many
small businesses convey these topics in one-on-one orientations. No matter what method is
used, it is important that the newcomer understand his or her new place of employment.

Lectures present training material verbally and are used when the goal is to present a great
deal of material to many people. It is more cost effective to lecture to a group than to train
people individually. Lecturing is one-way communication and as such may not be the most
effective way to train. Also, it is hard to ensure that the entire audience understands a topic
on the same level; by targeting the average attendee you may undertrain some and lose
others. Despite these drawbacks, lecturing is the most cost-effective way of reaching large
audiences.

Role playing and simulation are training techniques that attempt to bring realistic decision
making situations to the trainee. Likely problems and alternative solutions are presented
for discussion. The adage there is no better trainer than experience is exemplified with this
type of training. Experienced employees can describe real world experiences, and can help
in and learn from developing the solutions to these simulations. This method is cost
effective and is used in marketing and management training.

Audiovisual methods such as television, videotapes and films are the most effective means
of providing real world conditions and situations in a short time. One advantage is that the
presentation is the same no matter how many times it's played. This is not true with
lectures, which can change as the speaker is changed or can be influenced by outside
constraints. The major flaw with the audiovisual method is that it does not allow for
questions and interactions with the speaker, nor does it allow for changes in the
presentation for different audiences.

Job rotation involves moving an employee through a series of jobs so he or she can get a
good feel for the tasks that are associated with different jobs. It is usually used in training
for supervisory positions. The employee learns a little about everything. This is a good
strategy for small businesses because of the many jobs an employee may be asked to do.

Apprenticeships develop employees who can do many different tasks. They usually involve
several related groups of skills that allow the apprentice to practice a particular trade, and
they take place over a long period of time in which the apprentice works for, and with, the
senior skilled worker. Apprenticeships are especially appropriate for jobs requiring
production skills.

Internships and assistantships are usually a combination of classroom and on-the-job

training. They are often used to train prospective managers or marketing personnel.

Programmed learning, computer-aided instruction and interactive video all have one thing
in common: they allow the trainee to learn at his or her own pace. Also, they allow material
already learned to be bypassed in favor of material with which a trainee is having difficulty.
After the introductory period, the instructor need not be present, and the trainee can learn
as his or her time allows. These methods sound good, but may be beyond the resources of
some small businesses.

Laboratory training is conducted for groups by skilled trainers. It usually is conducted at a

neutral site and is used by upper- and middle management trainees to develop a spirit of
teamwork and an increased ability to deal with management and peers. It can be costly and
usually is offered by larger small businesses.

Trainers

Who actually conducts the training depends on the type of training needed and who will be
receiving it. On-the-job training is conducted mostly by supervisors; off-the-job training, by
either in-house personnel or outside instructors.

In-house training is the daily responsibility of supervisors and employees. Supervisors are
ultimately responsible for the productivity and, therefore, the training of their
subordinates. These supervisors should be taught the techniques of good training. They
must be aware of the knowledge and skills necessary to make a productive employee.
Trainers should be taught to establish goals and objectives for their training and to
determine how these objectives can be used to influence the productivity of their
departments. They also must be aware of how adults learn and how best to communicate
with adults. Small businesses need to develop their supervisors' training capabilities by
sending them to courses on training methods. The investment will pay off in increased
productivity.

There are several ways to select training personnel for off-the-job training programs. Many
small businesses use in-house personnel to develop formal training programs to be
delivered to employees off line from their normal work activities, during company
meetings or individually at prearranged training sessions.

There are many outside training sources, including consultants, technical and vocational
schools, continuing education programs, chambers of commerce and economic
development groups. Selecting an outside source for training has advantages and
disadvantages. The biggest advantage is that these organizations are well versed in training
techniques, which is often not the case with in-house personnel.

The disadvantage of using outside training specialists is their limited knowledge of the
company's product or service and customer needs. These trainers have a more general
knowledge of customer satisfaction and needs. In many cases, the outside trainer can
develop this knowledge quickly by immersing himself or herself in the company prior to
training the employees. Another disadvantage of using outside trainers is the relatively
high cost compared to in-house training, although the higher cost may be offset by the
increased effectiveness of the training.
Whoever is selected to conduct the training, either outside or in-house trainers, it is
important that the company's goals and values be carefully explained.

Training Administration
Having planned the training program properly, you must now administer the training to
the selected employees. It is important to follow through to make sure the goals are being
met. Questions to consider before training begins include:

 Location.
 Facilities.
 Accessibility.
 Comfort.
 Equipment.
 Timing.

Careful attention to these operational details will contribute to the success of the training
program.

An effective training program administrator should follow these steps:

 Define the organizational objectives.

 Determine the needs of the training program.
 Define training goals.
 Develop training methods.
 Decide whom to train.
 Decide who should do the training.
 Administer the training.
 Evaluate the training program.

Following these steps will help an administrator develop an effective training program to
ensure that the firm keeps qualified employees who are productive, happy workers. This
will contribute positively to the bottom line.

Evaluation of Training

Training should be evaluated several times during the process. Determine these milestones
when you develop the training. Employees should be evaluated by comparing their newly
acquired skills with the skills defined by the goals of the training program. Any
discrepancies should be noted and adjustments made to the training program to enable it
to meet specified goals. Many training programs fall short of their expectations simply
because the administrator failed to evaluate its progress until it was too late. Timely
evaluation will prevent the training from straying from its goals.

General Benefits from Employee Training and Development

There are numerous sources of online information about training and development.
Several of these sites (they're listed later on in this library) suggest reasons for supervisors
to conduct training among employees. These reasons include:

 Increased job satisfaction and morale among employees

 Increased employee motivation
 Increased efficiencies in processes, resulting in financial gain
 Increased capacity to adopt new technologies and methods
 Increased innovation in strategies and products
 Reduced employee turnover
 Enhanced company image, e.g., conducting ethics training (not a good reason for ethics
training!)
 Risk management, e.g., training about sexual harassment, diversity training

Training an employee to get along well with authority and with people who entertain
diverse points of view is one of the best guarantees of long-term success. Talent,
knowledge, and skill alone won't compensate for a sour relationship with a superior, peer,
or customer.

Employee Database: Information of Employee Needed For Organization

EMPLOYEE DATABASE

SURNAME…………………………………….…FIRST NAME………………………

FATHERS NAME ………………………………………………………………………...

DATE OF BIRTH…………………………………

PLACE OF BIRTH………………………………………………..

AGE …………………………SEX……………………… HEIGHT………………………WEIGHT…………………

NATINALITY……………………………………

MARITAL STATUS…………………………………………………………

LANGUAGES KNOWN……………………………………………………………………………………

PRESENT ADDRESS…………………………………………………………………………………

PERMANENT ADDRESS…………………………………………………………………………………
DESIGNATION……………………………………………………………………………

DATE OF APPOINTMENT……………………….

DATE OF CONFIRMATION……………………………………

DATE WHEN INCREMENT DUE……………………..………………………………..

DEPARTMENT IN WHICH POSTED………………….…….………………………….

DATE OF JOINING PERSON / PROVIDENT FUND……………………………..……

MONTHLY CONTRIBUTION…………………………………………………………………………

WHEN PAYABLE I(N CASE OF DEATH)…………………………………………………………………………….

MEMBERS IN FAMILY…………………..WIFE / SONS / DAUGHTERS………………………………………….

AGES OF CHILDREN………………………….SONS………………………..DAUGHTERS………………………

EDUCATIONAL QUALIFICATIONS………………………………………………………………………

PROFESSIONAL QUALIFICATIONS / TRAINING ACHIEVED…………………………………………………….

PROMOTIONS: TO……………………………… WITH EFFECT FROM……………………………………….

TRANSFERS: TO……………………………….WITH EFFECT FROM……………………………………….

LEAVE RECORD: FROM……………TO……………NO. OF DAYS…………..PAYMENT MADE…………

MEDICAL/ SICK LEAVE FROM………………….TO………………….DAYS…………………………….…..

PERIODICAL MEDICAL EXAMINATIONSWHEN DONE……………………………………………………………

MEDICAL HISTORY OF MAJOR ILLNESS……………………………………………………………………………

PERPORMANCE APPRAISAL………………………………………………………………………………

WARNINGS AND CENSURES: DATE…………………….. REMARKS……………………………………………

RECRUITMENT

RECRUITMENT - PLACING THE RIGHT PERSON IN RIGHT PLACE AT RIGHT TIME

A process to discover the sources of manpower to meet the requirements of the staffing
schedule and to employ effective measures for efficient workforce.”

Objective of Recruitment
To attract people with multi-dimensional skills and experience that suit the present and future
organizational strategies.

To induct outsiders with a new perspective to lead the company.

To infuse fresh blood at all levels of the organization.

To develop an organizational culture that attracts competent people to the company

To search people whose skills fit the company’s values.

To search for talent globally and not just within the company.

To anticipate and find people for positions that do not exist yet

1 vaccancy

 Vacancy arises. Impact on staffing plan? Job re-design, re-shuffle?

 Permission to recruit/replace?
 Exit interviews?

2Job analysis

 Is the post understood by participants in the process?

 What are the priorities, demands, competences required? Analyse the job.
 Produce/up-date job description, personnel specification.
 Define target groups - where are they and what will attract them to apply?

3 Employment terms

 Define the terms and conditions of employment.

 Agree the rewards package internally.
 Anticipate anomalous relationships with other jobs.
 Equal opportunities?

4 Communicate Vacancy

 Where will we get our candidates from (sources)?

 Should the vacancy be offered openly?
 Is there scope for internal promotions and job transfers. Knock-on effects?
 External sourcing. DIY and/or use agencies? Confidentiality?
 Determine budgets and placement schedules.
 Prepare copy and place. Advertising - standards?

5 Process applications
  Is the administrative machine ready to respond to applications? Is job documentation for
candidates prepared?
 Log applications/CVs. Compare each with personnel profile
 Follow-up on references/security clearances
 Decide on/organise recruitment programme. Who, when (meetings, appointments), where
(on-site, off-site).
 Short-list and invite candidates to selection activity
 Courteous rejections/on-hold candidates

6 Carry out selection programme

 Organise candidate accommodation, Cook's tour and arrangements for testing

 Brief reception staff.
 Finalise selector briefing/training and interviewer preparation/strategy
 Implement selection programme: conduct interviews, exercises, tests
 Review candidate data and make selection

7 Make job offer(s) and finalise contract

 Advise unsuccessful candidates of rejection or stand-by

 Process job acceptances
 Complete reference investigations
 Confirm terms and conditions of employment
 Confirm arrangements for job start
 Design new starter induction programme

8 Evaluate effectiveness of Recruitment

 recruitment process and methods. Validity, reliability and utility?

 the recruitment service - internal or external agency. Were all the costs necessary?
 the selection decisions. Is the new employee really suitable? If not how was the selection
process at fault?

Employee Appraisal-Performance- efficiency Measurement

Introduction

• Identifications : Areas of work that need to be examined.

• Measurement : Managerial judgements.
• Management : More than post mortem

What is a performance appraisal system?

 A performance appraisal system is a management tool which allows assessment of
employees’ job performance levels through a standardized rating of different dimensions
of the employees’ work at regular intervals


Performance appraisal is a powerful tool to help the supervisor meet the objectives of the
department and organization.

The benefits of conducting performance appraisals include providing information necessary
for improving performance and motivating employees.

Performance appraisals also provide important records for the company.

Managers use this information for decisions on raises, training, promotions, and
discipline.

Systematic Steps

First, performance and results expectations and standards of performance are established
and communicated to employees.

The supervisor then observes behavior and performance results, comparing them to the
standards set.

Finally, the supervisor provides reinforcement for acceptable or excellent performance and
works with employees to develop remedies for inadequate performance.

Types of Appraisals

Types of commonly used performance appraisal techniques include:

Graphic rating scales.

Paired-comparison approach.

Forced-choice approach.

A checklist appraisal

Essay appraisal.

Behaviorally Anchored Rating Scales

Critical-incident Appraisal

Work Standards Approach

360-degree Feedback

Peer Reviews:
 Graphic Rating Scale: A performance appraisal that rates the degree to which the
employee has achieved various characteristics.

The graphic rating scale is the most common type of appraisal used.

Various characteristics such as job knowledge or punctuality are rated by the degree of
achievement.

The rate usually receives a score of 1 to 5, with 5 representing excellent performance.

Some forms allow for additional comment


The advantage of this type of appraisal is that it is relatively easy to use.

However, the ratings themselves are subjective.

What one supervisor considers “excellent” may seem just “average” to someone else.

Also, many supervisors tend to rate everyone as being at least a little bit above average.

Additional descriptive information is an attempt to overcome these problems

• Paired-comparison Approach: A performance appraisal that measures the relative

performance of employees in a group.
This is a method of performance evaluation that results in a rank ordering of employees to come up
with a best employee.This type of approach measures the relative performance of employees in a
group.

• Employees are ranked by comparing the first two employees on the list.
The supervisor places a check mark next to the name of the employee whose performance is
better.

The process is repeated, comparing the first employee’s performance with that of the other
employees.

Then the supervisor compares the second employee on the list with all the others, and so on
until each pair of employees has been compared.

The employee with the most check marks is considered the most valuable

The paired-comparison approach is appropriate when the supervisor needs to find one
outstanding employee in a group for a promotion or special assignment.

The fact that paired comparison makes some employees look good at the expense of
others makes this technique less useful as a method of providing feedback to individual
employees

Forced-choice Approach: A performance appraisal that presents the appraiser with sets of
statements describing employee behavior; the appraiser must choose which statement is most
characteristic of the employee and which is least characteristic.
• This type of appraisal form gives the supervisor sets of statements describing employee
behavior.
For each set of statements, the supervisor must select the one that is most and the one
that is least characteristic of the employee.

• These questionnaires prevent the supervisor from saying only positive

things about employees. It is used when an organization finds that
supervisors have been rating an unbelievably high proportion of employees
as above average.Essay Appraisal
• Sometimes the supervisor must write a description of the employee’s performance.
The essay appraisal is often used along with other types of appraisals, notably graphic
rating scales.

They provide an opportunity for supervisors to describe aspects of performance not

thoroughly covered by an appraisal questionnaire.

The disadvantage of this method is that their quality depends on the supervisor’s
writing skills

• Behaviorally Anchored Rating Scales: A performance appraisal in which the employee is

rated on scales containing statements describing performance in several areas.
This is a method of performance appraisal that is tailored to the organization and
positions within that organization.

Some organizations pay behavioral scientists or organizational psychologists to create

behaviorally anchored rating scales.

These scales rate employee performance in several areas.

The supervisor selects the statement that best describes how the employee performs.

Each job title in the organization has a different set of rating statements.

• The advantage of using this technique is that it is tailored to the organization’s objectives
for employees.
• It also tends to be less subjective than some other approaches.
• However, developing the scales is time-consuming and therefore relatively expensive

A checklist appraisal

It is a record of performance, not an evaluation by the supervisor.

• It contains a series of questions about the employee’s performance.

The supervisor checks boxes to answer the questions yes or no.

The human resources department has a key for scoring the items resulting in a rating of
the employee’s performance.

• The advantage of this type of appraisal is that it is easy to complete.

• However, it has several disadvantages.
The checklist can be difficult to prepare, and each job category will probably require a
different set of questions.

Also, there is no way for the supervisor to adjust the answers for any special
circumstances that affect performance.

• Critical-incident Appraisal: A performance appraisal in which the supervisor keeps a

record of incidents that show positive and negative ways the employee has acted; the
supervisor uses this record to assess the employee’s performance.

• To conduct a critical-incident appraisal, the supervisor keeps a written record of incidents

that show positive and negative ways in which the employee has acted.
The record should include dates, people involved, actions taken, and any other details
that are relevant.

At the time of the appraisal, the supervisor reviews the record to reach an overall
evaluation of the employee’s behavior.

During the appraisal interview, the employee has a chance to respond to each of the
incidents recorded.

• The advantage of this method is that it focuses on actual behaviors.

However, the recordkeeping is time-consuming, and since negative behaviors are more
likely to be recorded than positive behaviors, it can be overly harsh.

• Work Standards Approach: A performance appraisal in which the appraiser compares the
employee’s performance to objective measures of what an employee should do.
This type of appraisal requires the supervisor to establish objective measures of
performance.

•
A typical work standard would be the quantity produced by an assembly-
line worker.
• The supervisor then compares the employee’s actual performance with the
standards.
• This approach works best with production workers
Management by Objectives (MBO)

In organizations where MBO is used to set goals and objectives for employees, the
supervisor will use this approach for performance appraisal also.

The appraisal is based on whether or not the employee has met his or her objectives.

The advantage is that employees know what to expect.

The supervisor focuses on results rather than more subjective criteria.

Agents by Someone Other than the Supervisor

• 360-degree Feedback: Performance appraisal that combines assessment from several
sources.
Because the supervisor cannot know all of an employee’s behaviors and their impact on
others in the organization, the supervisor may combine his or her appraisal with self-
assessments by the employee or with appraisals by peers or subordinates.

Combining several sources of appraisals is called 360-degree feedback.

The self-assessment may be done before the interview.

Then the supervisor and employee can compare the employee’s appraisal with his or her
own evaluation

Peer Reviews:

• Performance appraisals conducted by an employee’s co-workers.

• Peer appraisals are less common.
• In organizations that use teams, the members may appraise the performance of their team
members
•
Techniques for appraising performance

Usually the human resources department or higher-level management dictates which

type(s) the supervisor will use.

All supervisors will likely use the same approach because it is easier to keep records
showing performance over time.

The supervisor may be able to supplement the appraisal format with other techniques if
they seem helpful by using the “Comment” section of the form or an attached addition.

Further reasons why they fail

Lack of management commitment

Poor assessment criteria

No rater training

No appeals system

Confusing appraisal forms

Conflicting purposes – combining

salary review with motivation for work improvement

Managers not comfortable with face-to-face confrontation - Lack of feedback skills\

Rater bias
 Employee Evaluation and Selection

This article and the associated PDF will considerably help to improve employee
evaluation and selection processes. It will greatly assist in 'engineering' into the people
you are charged with, the skills, experiences, knowledge and other attributes you deem
important to success.
The schematic below is an example of the outcome from the technique. It shows (in blue)
the key dimensions of a job compared against the evaluated attributes (in red) of a
suitable candidate. It is immediately apparent where the strengths and weaknesses of the
candidate are, in relation to this one position. Actions and decisions can then be taken in
respect of the strengths and weaknesses.

f you believe the these processes, employee evaluation and selection, are not key components in
managing for success or you are looking for a better way to execute with a higher degree of
measurable success these HR processes, this technique is for you.

It will also enable you to conduct effective job interviews, focusing you on the interview
questions you need to ask in order to ascertain candidate appropriateness for the important job
dimensions you have analyzed as being important to success.