1.

Introduction
Human Resource Management (HRM) is a structure established in a company to ensure the
welfare of its members. Its functions include employee recruitment, maintaining employee
relations, and safeguarding a peaceful environment within an organization. It conducts
activities such as training and development, which provide sessions for newcomers to improve
their talents and perform much better in order to increase productivity, which is critical for
individuals working in the hotel industry. (Bhanu, 2015).

The origins of human resource management can be traced back to prehistoric times. An
elaborate procedure was involved in the selection of tribe leaders. The practice of hunting
safely and healthfully has been passed down from generation to generation. The Chinese used
personnel screening practises from 2000BC until 1500BC. (The History of Human Resource
Management, 2010). As time passed, trends shifted considerably, and the notion of manpower
planning evolved into personal management. Personal management is now referred to as
human resource management. (Aslam et al, 2014). Human resource management evolved as a
result of an increase in competitive forces and variables such as globalisation, deregulation,
and swift technological innovation.

In the service industry, HRM will assist a company in accomplishing its goals by instilling a
good attitude in its employees. Because the service industry is customer-driven and quality-
focused, HRM ensures that the right people are assigned to proper jobs where they excel and
focuses on enhancing the abilities to existing workers. (Máchová et al,2019)
2. Findings
2.1 Learning, Training, and Development in an
Organization

2.1.1 Training and Development Concept

The formal and systematic alteration of behaviour via learning that occurs as a result of
education, development, and intentional experience is referred to as training. Personal
development is the process of enhancing an individual's current performance and preparing
individuals for future responsibilities. (Armstrong, 2012). Development, on the other hand, is
defined as a process that aims to increase the ability to implement and sustain a new technique
that benefits the firm and the environment in which it operates. (Salas et al, 2012). This
demonstrates that training and development are critical for both employee morale and
organisational productivity. This is in recognition of the notion that people are the most
valuable assets in any business, and their worth may be increased by spending time and money
on their development for maximum usage in the firm.
Through training, employees can acquire new skills, perform better, raise productivity, and
become more effective candidates. Companies must make sure that individuals achieve the
maximum potential since a firm's total is the sum of its workers' triumphs.

2.1.2 Methods of Training and Development

2.1.2.1 On-the-Job Methods

2.1.2.1.1 Mentoring and Apprenticeship

Mentorship is indeed the ideal approach to apply whenever a company wants to train its
employees for progress and promotion. Trainees gain from a personalised learning
environment that strengthens the mentor-trainee bond and promotes trainee progress.

2.1.2.1.2 Internship
Internships are mutually compatible. Employee support can benefit organisations, while
business counselling and training can benefit employees. However, in certain circumstances,
this is unappealing and inconsistent. When learners have basic comprehension and employers
are cooperative, this is an excellent training method.

2.1.2.1.3 Job Rotation

Employee motivation and loyalty are significantly influenced by job rotation. This is a time-
consuming technique with a high margin for error that encourages people to learn and strive
for advancement while also encouraging happiness and collaboration. However, with the right
prior knowledge, each one of these concerns may be eliminated, or at the very least alleviated.

2.1.2.1.4 Committee Assignments

The approach through which trainees are asked to tackle a genuine organisational problem is
referred to as "committee assignments." In this, trainees must work as a group to address a
problem. This technique helps trainees establish a spirit of teamwork to achieve a common
corporate goal.

2.1.2.2 Off-the-Job Methods

2.1.2.2.1 Roleplay
Role-playing encourages learners to improve their skills in a personal and realistic context.
Learners may still fail, but the consequences will be minimal with strong material and suitable
role-playing. (Martin et al,2014).

2.1.2.2.2 Stimulus Based Training

Stimulus-based training is unique, but it has gained popularity. It is a common method that
makes employees apprehensive, but it also helps them acquire comprehensive training
materials faster than other training strategies.

2.1.2.2.3 Simulation
Simulation is becoming more affordable by the dayTherefore, it is frequently used for training
objectives that are too costly or dangerous to carry out in the real world. This is a risk-free
approach to doing something that may otherwise be hazardous.

2.1.2.2.4 Case Study

A case study is a written narrative of a true occurrence from the past, either in the same
company or elsewhere, and trainees are required to investigate and record the findings. This is
yet another wonderful strategy for ensuring the complete and enthusiastic engagement of
employees and generating enthusiasm among them. It is an excellent tool for developing
decision-making skills within the limits of limited data (Kirti, 2012).

2.1.3 The Advantages of Workplace Training and

Development

2.1.3.1 Orientation for New Employees

Recruits, in particular, require extensive training. This is done internally and serves as a means
of bringing new employees up to speed on the company's operations and filling any skill
shortages,
2.1.3.2 Employee Satisfaction
Employees are satisfied when the organisation invests in employee training and development.
However, the training should be relevant to the employees and something from which they can
both profit and learn. The company should prioritise industry-specific training and send a large
number of employees to relevant worldwide conferences and seminars.

2.1.3.3 Increased Productivity

Productivity enhancement entails producing more with the same quantity of input. The greatest
enhancements help the company increase productivity by cutting costs. Learning new
technologies, enhancing how they use existing ones, and eliminating obsolete ones all
contribute to increased productivity.

2.1.4 Developing a High-Impact Strategy for Employees

2.1.4.1 Organizational Analysis

This type of study focuses on the entire efficacy of the organisation and looks for irregularities.
It is used to determine the competencies, knowledge, and skill sets required by the firm to
address any gaps. (Chia, 2014). External concerns such as the economy, environmental
legislation, technology improvements, and changing worker demographics are also included in
organisational evaluations. These assessments decide where training is required, how it will be
delivered, and when it will be delivered.

2.1.4.2 Task Analysis

Task analysis is a strategy that refers to a group of procedures that are used in a wide range of
situations. A task analyst comprehends a job or job function, its context, and performance to
improve or promote effectiveness, efficiency, and safety through design or training (Hoffman
and Militello,2009).

2.1.4.3 Individual Analysis

Individual evaluations are used to measure how effectively a particular employee is
performing. This type of evaluation assesses a person's current talents and competences,
learning style, and capacity to do new activities (Denby, 2010). Individual analysis determines
who inside the organisation needs training and what type of training is required.

2.1.5 Organizational Requirements for a Training Cycle

2.1.5.1 Determining Training Requirements

The first phase of the training cycle is to assess and determine the training needs. This stage is
critical because if the issues are not addressed properly or actual training needs are not
identified, the training will not achieve the desired results.

2.1.5.2 Creating a Training Plan

This stage comprises developing content and training materials. Everything is handled
throughout the development stage, from setting up the correct atmosphere to selecting the
appropriate tools. Some of the most effective techniques for achieving learning objectives are
• Virtual Training
• Self-Study
• On- the- Job Training
• Instructor-led classroom training

2.1.5.3 Implementation and Recording

Following considerable planning and design, this step focuses on conducting sessions or
enrolling in a training course. Organizations provide in-house training or outsource it.
Employee engagement and training KPI (Key Performance Indicator) throughout programme
execution, objectives, as well as careful design of training sessions and any relevant materials,
should all be considered (Explorance, 2021).

2.1.5.4 Training Outcome Evaluation

This step is critical because if the impact of training is not evaluated, no one will know whether
the training is having the desired impact and efficacy. Without an evaluation procedure,
training quality cannot be guaranteed, and relevant modifications to maintain standards cannot
be implemented. (Dhawan, 2016).

2.1.6 Learning Processes and Learning Styles

Learning is a continuous process that improves an organization's ability to notice and recognise
all internal and external changes (Bhasin.2020). The goal of learning is to discover how much
an organisation can learn (Huang 2010) and for businesses to operate in a participative manner
to take advantage of learning opportunities.
According to Karmen, organisational learning allows employees to question the status quo,
think critically, and guarantee that the team does not become trapped in place; instead, it builds
the capacity and agility required for change. Among the many advantages of establishing a
strong organisational learning culture are:
• Increased productivity
• Efficiency Gains
• Increased Profit

2.1.6.1 Different Learning Styles

2.1.6.1 Diverging Style

This learning method takes a unique and original approach. Individuals like to evaluate actual
events from a variety of perspectives rather than through the activities they engage in. They
value emotions and are interested in other people. As an example, see Brain Storming. Such
people prefer to work in groups, observe with an open mind, and receive personal opinions.

2.1.6.2 Assimilating Style

This learning method focuses on logic. Individuals using this learning style can study the
information and evaluate the event as a whole. They appreciate devising experiments and
working on projects from beginning to the conclusion. These people prefer readings, lectures,
and exploring analytical models.

2.1.6.3 Converging Style

This learning style emphasises problem-solving as a method of learning. Individuals who like
this learning approach may make judgments and adapt their concepts to new situations. In this
style, people like to experiment with new ideas, simulate them and work with practical
applications.

2.1.6.4 Accommodating Style

This type of learning is adaptive and intuitive. These individuals like to uncover the answers
for themselves by using trial and error to guide their experiences. They can change their course
depending on the situation and have strong people skills in general. To finish projects, people
with this personality type like to work in groups. They create goals and actively work in the
field to explore alternative approaches to achieving those goals. (Appendix 2).

2.1.7 Learning Taxonomy

According to Benjamin BloomBloom's taxonomy is a set of three-level frameworks for
categorising educational learning objectives based on their complexity and specificity. The
three components address cognitive, emotional, and sensory learning goals. The cognitive
domain list, which is frequently used to construct curricular learning objectives, assessments,
and activities in traditional education, receives the most attention. The terminology has recently
been changed to cover the six stages of learning. (Appendix 3).
• Remembering
• Applying
• Understanding
• Analysing
• Evaluate
• Creating

2.1.8 Evaluation of Learning and Development Strategies

• Reaction
It's the first stage in evaluating whether or not training is helpful, how employees engage in it,
and what information employees learn as a result of it.

• Learning
This level is concerned with what the trainees did and did not learn. This evaluates how the
training contributed to the development of skills, knowledge, and behaviour. This level collects
data, and then choices are made about whether or not the trainee should obtain credit.

• Behaviour
Behaviour is one of the essential stages in the Kirkpatrick Model since it determines whether
the participants are affected by the learning and whether the employees are implementing what
they have learned or not. Assessing behavioural changes not only helps the employer assess
whether or not the abilities were learnt, but also whether the employees can logistically apply
them on the job or not.

• Results
It evaluates how well the training programme adds to the company's overall success. This is
relevant to the company's results, such as sales, overall customer ratings, and even return on
investment. (ROI).

2.2 Performance Management System

2.2.1 The Concept of Performance Management and Employee
Motivational Plan

Performance management is a methodical as well as continuous process that aims to fulfil an

organization's goals by categorising employee performance and properly matching it to stated
goals. Selden and Sowa (2011) describe it as a means of communication between the
employee and management to achieve the organization's goals.

The Ability, Motivation, and Opportunity (AMO) theory has gained widespread acceptance
as a viable explanation for the complex link between subsequent performance outcomes, and
how employees are managed. (Ashlea et al, 2019). These three criteria have an impact on
employee performance. Hence, this model is comprised of fundamental psychological notions
(Kroon et al., 2013). HRM researchers frequently apply AMO theories to help understand the
impact of HRM practises on employee performance, with the conclusion that HRM practises
must be aligned to endorse and boost employees' ability, motivation, and opportunity to
perform in exchange for a higher return on investment in HRM programmes. (Juan, 2016)
(Appendix 5)

2.2.2 Methods of Performance Management

• Coaching
Coaching is a one-on-one on-the-job technique that assists people in developing their abilities
and levels of competence. It is the process of teaching, motivating, and offering feedback for
employees to improve business skills and performance. (Appendix 6)

• Benchmarking
This tool improves performance by discovering and defining the best practices. For instance, a
manager analyses the performance of his company's services, products, and processes against
those of competitors, as well as internally to the many divisions within his own company that
do equivalent activities. (Bogetoft, 2013).

• 720-Degree Feedback
The conventional multidimensional performance review technique evaluates an employee
based on input from his superior officers, customers, and peers, which is known as 360-degree
feedback. However, a 720-degree feedback method is now used, which requires analysis by
stakeholders as well as those outside the firm. The outside group, which includes investors,
clients, suppliers, and others, evaluates a company's overall success. It energises the workplace
and brings out the best in each individual. (Appendix 7).

• Balance Scorecard
This is a study that focuses on the language that businesses use to describe the objectives and
ambitions of their firm, as well as organise their day-to-day operations, and guarantee that their
products and services are given the right importance to determine how effectively they perform.
It examines historical performance data and advises firms on how to make better decisions.
(Bhasin, 2020).
2.2.3 Setting Performance Management Process

• Planning
This stage comprises identifying objectives for employees and communicating those goals to
them, as well as outlining essential employee tasks and strategic plans for the department or
firm as a whole.

• Monitoring
During this phase, managers must monitor employees' progress toward the goal. Ongoing
performance management comes into effect at this stage. With the right performance software
solutions, one can monitor the performance of the team in real-time and alter their route as
needed.

• Developing
This stage involves using the data collected during the monitoring phase to improve employee
performance. Giving them a task that will help them enhance their knowledge and performance
on the job, as well as modifying the path of employee growth to raise performance or sustain
excellence, are examples of this.

• Rating
Each employee's performance must be examined regularly. Ratings are crucial during
evaluations for assessing employee performance and making necessary adjustments. For 360-
degree feedback, these ratings may be offered by both peers and management.

• Rewarding
Recognizing exceptional performance is critical to the performance management
process. There are numerous ways to do this, such as social recognition or a total employee
incentive programme that acknowledges and promotes good performance in the business
regularly.

2.2.4 Impact of Motivational Theory on Employee Performance

Hertzberg’s two-factor theory

The Two-Factor Theory of Motivation by Frederick Herzberg is a content theory of motivation

that separates aspects generating work pleasure and dissatisfaction. According to Herzberg,
when variables of motivating factors are present, it has the power to make people satisfied or
even happy at work. He also coined the phrase "hygiene factors" to describe components that,
in the absence of them, might lead to individuals becoming unsatisfied or unhappy at work.
(Appendix 9)
• The Hygiene Factor
These include company planning and management, technical supervision, remuneration, job
security, personal life, working circumstances and scenarios, and so forth. Hygiene elements
are functional variables that are critical for workplace motivation. These do not result in long-
term good fulfilment. However, if these characteristics are absent from the job, it leads to
discontent.
 • The Motivational Factor
According to Herzberg, motivators are conditions that drive employees to perform more.
Motivational elements may boost work satisfaction, and motivation is dependent on an
individual's desire for growth.

2.3 Employment Laws

2.3.1 Minimum Wages Act

Post-World War II, India enacted this legislation in 1948 to establish the minimum pay for
workers in the sector, both skilled and unskilled. It also aims to ensure that workers are paid
enough to maintain a basic quality of life, covering their healthcare, comfort, and everyday
requirements. (Preetha, 2020).

In the United Kingdom, the act was introduced in 1998 to establish the national minimum wage
per hour that businesses must legally pay their employees. According to Rozman (2019), the
application of this regulation is viewed as one of the most significant recent advancements for
employees.

2.3.2 Maternity Benefit Act

In India, this regulation was adopted in 1961 to offer female employees twelve weeks of paid
leave after giving birth to a new child. The law applies to female employees employed on a
contract, permanently, or through an agency. A female employee must have worked for an
established firm for at least 80 days in the previous 12 months to be eligible for this.

Employees in the United Kingdom can accrue up to 52 weeks of maternity leave under the
Maternity Act. In this instance, the whole 52-week period is unpaid, with only around 39 weeks
reimbursed. The first 26 weeks are referred to as "normal leave," while the following 26 weeks
are referred to as "additional pregnancy leave."

2.3.3 Equal Remuneration Act

This 1976 act discusses equitable salary payments to both men and women to eliminate
prejudice and treat them as equals. No company may discriminate against employees based on
their gender throughout the hiring process. (Vikram, 2019). If an employer fails to provide
equal wages or discriminates against its employees, they must accept the consequences of
"Rs.10,000–20,000" or three months in prison.

This regulation was enacted in the United Kingdom (UK) in 1970, permitting women to seek
wage equality with men in the same class, if their work is assessed to be similar to someone
else's under the employment assessment system (Colman, 2020).
2.3.4 The Data Protection Act
These laws were enacted in India in 2019. Its goal is to protect individuals' privacy. According
to the Act, the right to privacy is a basic human right, and personal information about an
individual would not be shared or processed unless the individual’s consent. (Tunggal, 2020).
The United Kingdom, on the other hand, enacted this act in 2018. It specifies that information
gathered from a person must be completely transparent, taken on legal grounds, and with the
individual's agreement, and that the collected data should be placed on the firm's website under
the Privacy Policy, and that the data must be erased once the purpose of the collection is
completed.
3. Conclusion

One of the most important sectors in the service industry is human resource
management. Since it assists organisations in hiring and choosing the best candidate
for the job, as well as training staff to achieve goals, As stated in the report, employee
skill sets, and knowledge are improved through training and development. The above-
mentioned training methodologies are extremely beneficial to the organization's
ability to generate large profits while also contributing to the firm's ability to operate
logically. Employees gain from performance management because it keeps them
interested at work. Motivated people can achieve their full potential at work. All of
the laws stated here are aimed at people residing in the United Kingdom and India.
However, they are used more frequently in the United Kingdom than in India.
s
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5. Appendix

APPENDIX 1 APPENDIX 2 APPENDIX 3

Training Cycle Kolb’s Learning Cycle Blooms Taxonomy

APPENDIX 4 APPENDIX 5 APPENDIX 6

Kirkpatrick Model AMO Theory Purpose of Coaching

APPENDIX 7 APPENDIX 8 APPENDIX 9

720-Degree Feedback in Performance Management Hertzberg Two Factory
Perform Cycle Theory