ASIAN DEVELOPMENT FOUNDATION COLLEGE

GRADUATE SCHOOL
TACLOBAN CITY

PERSONNEL
ADMINISTRATIO
N
1ST SEM GROUP 12
(2021-2022)

VIOLETA R. SUYOM, Ph.D

Instructor

TOPICS NAMES PAGE NUMBER

1. Meaning, Concept and Theory 1201- ABADINES, ARCY 4-13
 Personnel Administration and T.
Management
 Personnel Administration and the
Line Organization
 Management Functions 1202- BANDIVAS, 14-21
 Personnel Functions MAGDALENE JEAN N.
 Importance of Human Resource
Management
2. Personnel Progress and Policies 1203- BERJA, CHEM E. 22-25
 Personal Program Defined
 Factors to Consider in personnel
Programs
 Guidelines for a Satisfactory 1205- CALAPRE, LEAH 26-46
Personnel Program MANUELA R.
 Personnel Policies Defined
 Personnel Policies of DepED

3. The Individual in the Organization 1207- CAYA, JOSEPHINE 47-53

 Organizational Objectives M.
 Organizational Climate
 Communication

 Types of Motivation 1209- COMENDADOR, 54-58

 Leadership Styles MERLE J.
 Employee and Labor
Organizations
4. Recruitment, Selection and NO REPORT
Placement
 Responsibilities and Procedure
for Recruitment
 Selection Process of
Program/Practice
 Appointment of Personnel
5. Salary, Administration and NO REPORT
Conditions of Employment
 Factors Affecting Financial
 Basic Compensation
Wages Rates Under RA 6727
Wage Order No. NCR-01
Variable or Incentive
Compensation
 Conditions of Employment 1212- DEGRACIA, 59-60
 Holidays, Service Incentives, CHERYL N.
Leaves Service Charges
6. Personnel Movement Policies 1214- DELA PEÑA, 61-72
 Transfer RACHEL F.
 Promotion Ranking/System
 Demotion
 Separation
 Leave of Absence
7. Training and Development of 1215- REGIS, MARILOU 73- 74
Personnel D.
 Need for Training Development
 Procedure for Employee Training
 Types of Training
  Training Techniques 1216- GABATBAT, 75-76
 Development Principles MYLENE B
8. Employee Complaints and 1217- GABIETA, GIRLIE S. 77-81
Grievance
 Grievance and Complaints
Machinery
 Causes
 Grievance Procedure
 Disciplinary Procedure NO REPORT
 Penalties
 Characteristics of Effective
Disciplinary Procedures
9. Employee Discipline 1220- MABAG, JEDAHME 82-83
 Personnel Discipline Policies C.
 Personnel Disciplinary Practices,
Rules and Regulations
10. Personnel Employee, faculty 1221- MAURILLO, 84-90
Morale MISHELLE A.
 Theory of Morale Development
 Factors Influencing Morale

 Indicators of Morale 1222- OLINO, MERIAN FE 91-99

Morale Builders A.
Morale Destroyers
11. Personnel Relationship 1224- QUITORIANO, RIA 100
 Administrative Personnel T.
 Administrative-Teacher
Relationship
 Personnel- Community
Relationship

PERSONNEL ADMINISTRATION AND MANAGEMENT

Personnel Administration

Personnel administration is another term for a human resources (HR) job. Duties of a personnel
administrator include hiring and training employees, carrying out evaluations and handling employee
grievances.

Duties

A personnel administrator will usually be charged with the task of keeping employee files up-to-date.
They also may be in charge or involved with the hiring process; these duties include interviewing
potential candidates and developing training protocol. Workers in personnel administration also perform
employee evaluations, counsel employees on their benefits such as health care, and ensure employees are
content and comfortable in their place of work by addressing grievances and resolving conflicts between
employees.

Training and Education

Most workers in personnel administration come to the field with at least a bachelor's degree. Most
universities to not offer undergraduate degrees in HR or personnel administration, but behavioral and
social sciences as well as business administration classes are useful. Many employers look for experience,
which can be gained through work-study jobs, internships or by performing basic administrative duties
for a company.

Employees form the core and the backbone of any organization and public organizations are no
different. According to authors William Mosher and J. Donald Kingsley, the key to better governance lies
in effective personnel management.

For effective personnel administration there are certain criteria that need to be fulfilled like:

 Highly qualified workforce of civil servants

 Fair and equitable wages
 Rights of representation
 Work conditions to be decided taking the employee choices and needs in consideration
 Establishing the prestige of civil service employment

Classification is the first step in personnel management wherein similar kinds of posts are grouped
together based on their duties and responsibilities. A formal classification plan shows all the classes with
each existing job and position suitably placed with respect to each other in an orderly manner. This in turn
is supplemented by rules, regulations for their administration, interpretation and amendment.

The second step becomes position classification which explains the individual position of that role
within the public administration machinery. It also defines the duties and responsibilities for which the
individual holding the position shall be accountable for.
The third step is the process of recruitment. Recruitment in government organization is all about finding
the right people for the right job. It involves having good public relations, employment campaigns and
effective systems of selection of the people.

The next step is the training. Training develops skills and habits and also develops the requisite mental
attitude and morale of the civil servants. Training helps the civil servants to carry out their day to day job
related transactions with precision, adapt to the changing socio-economic needs, and understand the larger
and broader picture of administration and also to make their job interesting and be able to take newer
responsibilities.

Next comes, the promotion or the increase in rank or status. It is essential that the employees are
provided with timely promotion to develop their talent and increase their morale and motivation levels.
While the process means increase in pay grade and responsibilities for the employees, the same process
allows the management to select and pick the best suitable person from an available pool to fulfill higher
responsibilities.

The last step is the pay and service of the civil servants. The salary scales of civil servants are based on
several factors like:

1. Cost of living
2. Equal pay for equal work
3. Man-power availability which means that if the manpower for a particular job is in abundance
then everybody gets low wages which maintains parity
4. Legislation like minimum wages act or the Pay Commission’s directives in India
5. Social considerations of accepted difference between the high and the low salaries
6. Relativity with respect to similar positions in other organization and countries
7. Regional variation

The service conditions include leave, holidays, hours of work, accommodation, healthcare, working
conditions and other miscellaneous aspects.

One of the oldest problems that plague the personnel administration in all countries is the liberal seepage
of politics in all its aspects. Despite of the attempts of the scholars to separate politics and administration,
the divorce exists only in textbooks and on paper. The personnel administration of the public organization
has emerged as a triumph of technique over purpose. While the civil servants are selected through
rigorous methods of written examination, personal interviews, scores, the rule of three, split-digit ranking
etc, but the question remains whether they actually serve the objectives of the organization.

The system which cites itself as based on merit degenerates into a protectionist system. The entrance
exams are designed to test competence for jobs at junior levels only and later there is no system of
objective evaluation of desired competence level for senior and complex roles. For most parts, these
exams rarely test the attitude and seem outdated and redundant to meet the challenges of the current
needs. The career growth as well, within the system is based on patronage and politics rather than
qualification and merit. The disqualification based on incompetence is rarely ever heard in public
organizations and even when it happens, the government bears heavy expenditure for the same. The
presence of an unnecessarily large workforce also is a problem with the government organizations. A lean
structure in these organizations would mean efficient and timely performance.

Personnel management 

can be defined as obtaining, using and maintaining a satisfied workforce. It is a significant part of
management concerned with employees at work and with their relationship within the organization.

According to Flippo, “Personnel management is the planning, organizing, compensation,

integration and maintainance of people for the purpose of contributing to organizational, individual and
societal goals.”

According to Brech, “Personnel Management is that part which is primarily concerned with human
resource of organization.”

Nature of Personnel Management

 Personnel management includes the function of employment, development and compensation-

These functions are performed primarily by the personnel management in consultation with other
departments.
 Personnel management is an extension to general management. It is concerned with promoting
and stimulating competent work force to make their fullest contribution to the concern.
 Personnel management exist to advice and assist the line managers in personnel matters.
Therefore, personnel department is a staff department of an organization.
 Personnel management lays emphasize on action rather than making lengthy schedules, plans,
work methods. The problems and grievances of people at work can be solved more effectively
through rationale personnel policies.
 It is based on human orientation. It tries to help the workers to develop their potential fully to the
concern.
 It also motivates the employees through it’s effective incentive plans so that the employees
provide fullest co-operation.
 Personnel management deals with human resources of a concern. In context to human resources, it
manages both individual as well as blue- collar workers.

Role of Personnel Manager

Personnel manager is the head of personnel department. He performs both managerial and operative
functions of management. His role can be summarized as :

 Personnel manager provides assistance to top management- The top management are the people
who decide and frame the primary policies of the concern. All kinds of policies related to
personnel or workforce can be framed out effectively by the personnel manager.
  He advices the line manager as a staff specialist- Personnel manager acts like a staff advisor and
assists the line managers in dealing with various personnel matters.
 As a counsellor,- As a counsellor, personnel manager attends problems and grievances of
employees and guides them. He tries to solve them in best of his capacity.
 Personnel manager acts as a mediator- He is a linking pin between management and workers.
 He acts as a spokesman- Since he is in direct contact with the employees, he is required to act as
representative of organization in committees appointed by government. He represents company in
training programs.

Functions of Personnel Management

Following are the four functions of Personnel Management:

1. Manpower Planning
2. Recruitment
3. Selection
4. Training and Development

Following are the elements of Personnel Management:

a. Organization- Organization is said to be the framework of many activities taking place in view of

goals available in a concern. An organization can be called as a physical framework of various
interrelated activities. Right from manpower planning to employees’ maintainance, all activities
take place within this framework. The nature of the organization is dependent upon it’s goal. The
business concern goal being profit- making. Clubs, hospitals, schools,etc. their goal being service.
The objective of consultancy being providing sound advice. Therefore, it is organizational
structure on which the achievement of goals of an enterprise depends upon. In personnel
management, a manager has therefore to understand the importance of organizational structure.
b. Job- The second element, i.e., jobs tell us the activities to be performed in the organization. It is
said that the goals of an enterprise can be achieved only through the functional department in it.
Therefore, seeing the size of organization today, the nature of activities are changing. In addition
to the three primary departments, personnel and research department are new additions. Various
types of jobs available are :
a. Physical jobs
b. Creative jobs
c. Proficiency jobs
d. Intellectual jobs
e. Consultancy jobs
f. Technical jobs
c. People- The last and foremost element in personnel management is people. In a organizational
structure, where the main aim is to achieve the goals, the presence of manpower becomes vital.
Therefore, in order to achieve departmental goals, different kinds of people with different skills
are appointed. People form the most important element because :
 a. The organizational structure is meaningless without it.
b. It helps to achieve the goals of the enterprise.
c. It helps in manning the functional areas.
d. It helps in achieving the functional departmental goals.
e. They make a concern operational.
f. They give life to a physical organization.

The different types of people which are generally required in a concern are :

g. Physically fit people

h. Creative people
i. Intellectuals
j. Technical people
k. Proficient and skilled people

In personnel management, a personnel manager has to understand the relationship of the three elements
and their importance in organization. He has to understand basically three relationships:-

 Relationship between organization and job

 Relationship between job and people
 Relationship between people and organization.

Relationship between organization and job helps making a job effective and significant. Relationship
between job and people makes the job itself important. Relationship between people and organization
gives due importance to organizational structure and the role of people in it.

Theory of Administrative management

The current understanding of management functions is based in large part on a third classical
management theorist, Henri Fayol. A mining executive and engineer, Fayol’s administrative management
theories were developed after observing a work stoppage that he judged to be a management failure. In
his 1916 book, Administration Industrielle et Générale (Industrial and General Administration), Fayol
proposed the following 14 principles of management:[1]

- Division of Work. When employees are specialized, output can increase because they
become increasingly skilled and efficient.
- Authority. Managers must have the authority to give orders, but they must also keep in
mind that with authority comes responsibility.
- Discipline. Discipline must be upheld in organizations, but methods for doing so can vary.
- Unity of Command. Employees should have only one direct supervisor.
- Unity of Direction. Teams with the same objective should be working under the direction
of one manager, using one plan. This will ensure that action is properly coordinated.
 - Subordination of Individual Interests to the General Interest. The interests of one
employee should not be allowed to become more important than those of the group. This
includes managers.
- Remuneration. Employee satisfaction depends on fair remuneration for everyone. This
includes financial and non-financial compensation.
- Centralization. This principle refers to how close employees are to the decision-making
process. It is important to aim for an appropriate balance.
- Scalar Chain. Employees should be aware of where they stand in the organization’s
hierarchy, or chain of command.
- Order. The workplace facilities must be clean, tidy and safe for employees. Everything
should have its place.
- Equity. Managers should be fair to staff at all times, both maintaining discipline as
necessary and acting with kindness where appropriate.
- Stability of Tenure of Personnel. Managers should strive to minimize employee turnover.
Personnel planning should be a priority.
- Initiative. Employees should be given the necessary level of freedom to create and carry
out plans.
- Esprit de Corps. Organizations should strive to promote team spirit and unity.

Although the majority of these management principles still hold true today, Fayol’s most
significant contribution to the field of management theory is his identification of the duties of
management. His original list of five management duties: foresight, organization, command, coordinate
and control, has been modified over time. Current theory identifies six management functions: planning,
organizing, staffing, leading, controlling and motivating. This list reflects the addition of two functions—
staffing and motivating—and the recategorization of the command and coordinate duties as leading.

In contrast to scientific management, with its focus on optimizing man as a machine, behavioral
management focuses on worker behavior and motivations. Specifically, behavioral management theory is
concerned with how to manage productivity by understanding worker motivation, including expectations,
needs and interests, and group dynamics. Behavioral management theory is sometimes referred to as the
human relations movement due to its focus on the human dimension of work.[1] Theorists who contributed
to behavioral management include Mary Parker Follett, Elton Mayo, and Abraham Maslow.

Mary Parker Follett

Although she was a contemporary of Taylor and the Gilbreths, author and advisor Mary Parker
Follett had a very different frame of reference and her ideas form the basis of our understanding of
modern organizational behavior. A former social worker, she understood power dynamics and stressed
the importance of human psychology and human relations rather than a mechanical or scientific approach
to work and management-employee interactions. In its biography, ThoughtCo. notes that “Follett was one
of the first people to integrate the idea of organizational conflict into management theory.”[2] And, indeed,
her idea of conflict as a place of opportunity is even more relevant today. Specifically, Follett proposed
that conflict, rather than requiring compromise, could be a stimulus for innovation. In an essay written in
1924, Follett coined the terms “power-over” and “power-with,” differentiating between coercive and
participative power and demonstrating how “power-with” can be greater than “power-over.” Although her
work is rarely or only marginally covered, her ideas have shaped theories in psychology and management,
including Abraham Maslow’s work. For perspective, management consultant Peter Drucker,
whom BusinessWeek referred to as “the man who invented management” called Follett the “prophet of
management” and his “guru.”[3]

Follett’s theory of management included the following principles:[4]

 Genuine power is not “coercive” (power over) but coactive (power with)

 True leaders create group power rather than expressing personal power

Elton Mayo

In 1924, Australian sociologist Elton Mayo, who later became an industrial research professor at
Harvard, began a series of studies that demonstrated that employee motivation is heavily influenced by
social and situational factors. Mayo’s findings, referred to as the “Hawthorne Effect,” marked a radical
change in motivational theory and management practice.

For example, Frederick Taylor’s principles focused on individual workers and how to optimize that
person’s work performance. The Hawthorne studies observed workers in a social context—as part of a
group—and determined that employee performance is influenced by not only innate ability but by the
work environment and their co-workers. Specifically, the studies found that management attention and
engagement with workers and the group dynamic had more of an impact on productivity than factors such
as lighting or benefits.
Maslow’s Hierarchy of Needs

Figure 2. Maslow’s hierarchy of needs. 

In his 1943 paper “A Theory of Human Motivation,” psychologist Abraham Maslow proposed what is
considered the classic theory of needs: Maslow’s Hierarchy of Needs.[5] He proposed that people are
motivated by five categories of needs: physiological, safety, love, esteem, and self-actualization. These
needs are represented as a pyramid, with basic physiological needs such as food, water and shelter at the
base and the need for self-actualization at the top.

Maslow further classified the bottom four levels of the pyramid “deficiency needs,” noting that “a person
does not feel anything if they are met, but becomes anxious if they are not.” He classified the fifth level
“a ‘growth need’ because it enables a person to ‘self-actualize’ or reach his fullest potential as a human
being.[6]

Maslow proposed that human behavior is purposeful and is motivated by the desire to satisfy needs and
that lower-level needs must be met before a person can focus on the next level of needs. A need that is
satisfied no longer motivates. An unmet need is a primary motivator. Thus, Maslow’s hierarchy provides
managers with a visual representation of employee motivation.

LINE ORGANIZATION

Line organization is the oldest and simplest method of administrative organization. According to
this type of organization, the authority flows from top to bottom in a concern. The line of command is
carried out from top to bottom. This is the reason for calling this organization as scalar organization
which means scalar chain of command is a part and parcel of this type of administrative organization. In
this type of organization, the line of command flows on an even basis without any gaps in communication
and co-ordination taking place.

Features of Line Organization

a. It is the simplest form of organization.

b. Line of authority flows from top to bottom.
c. Specialized and supportive services do not take place in these organization.
d. Unified control by the line officers can be maintained since they can independently take decisions
in their areas and spheres.
e. This kind of organization always helps in bringing efficiency in communication and bringing
stability to a concern.

Merits of Line Organization

1. Simplest- It is the most simple and oldest method of administration.

2. Unity of Command- In these organizations, superior-subordinate relationship is maintained and
scalar chain of command flows from top to bottom.
3. Better discipline- The control is unified and concentrates on one person and therefore, he can
independently make decisions of his own. Unified control ensures better discipline.
4. Fixed responsibility- In this type of organization, every line executive has got fixed authority,
power and fixed responsibility attached to every authority.
5. Flexibility- There is a co-ordination between the top most authority and bottom line authority.
Since the authority relationships are clear, line officials are independent and can flexibly take the
decision. This flexibility gives satisfaction of line executives.
6. Prompt decision- Due to the factors of fixed responsibility and unity of command, the officials
can take prompt decision.

Demerits of Line Organization

 Over reliance- The line executive’s decisions are implemented to the bottom. This results in over-
relying on the line officials.
 Lack of specialization- A line organization flows in a scalar chain from top to bottom and there is
no scope for specialized functions. For example, expert advices whatever decisions are taken by
line managers are implemented in the same way.
 Inadequate communication- The policies and strategies which are framed by the top authority
are carried out in the same way. This leaves no scope for communication from the other end. The
complaints and suggestions of lower authority are not communicated back to the top authority. So
there is one way communication.
  Lack of Co-ordination- Whatever decisions are taken by the line officials, in certain situations
wrong decisions, are carried down and implemented in the same way. Therefore, the degree of
effective co-ordination is less.
 Authority leadership- The line officials have tendency to misuse their authority positions. This
leads to autocratic leadership and monopoly in the concern.

Reference:

https://www.managementstudyguide.com/line_organization.htm

https://www.managementstudyguide.com/elements-of-personnel-management.html

https://courses.lumenlearning.com/wmopen-humanresourcesmgmt/chapter/administrative-management-
theories/

https://careertrend.com/facts-7185330-meaning-personnel-administration-.html#:~:text=Personnel
%20administration%20is%20another%20term,evaluations%20and%20handling%20employee
%20grievances.
3. Management Functions
Management has been described as a social process involving responsibility for economical and effective
planning & regulation of operation of an enterprise in the fulfillment of given purposes. It is a dynamic
process consisting of various elements and activities. These activities are different from operative
functions like marketing, finance, purchase etc. Rather these activities are common to each and every
manger irrespective of his level or status.

Different experts have classified functions of management. According to George & Jerry, “There are four
fundamental functions of management i.e. planning, organizing, actuating and controlling”.

According to Henry Fayol, “To manage is to forecast and plan, to organize, to command, & to control”.
Whereas Luther Gullick has given a keyword ’POSDCORB’ where P stands for Planning, O for
Organizing, S for Staffing, D for Directing, Co for Co-ordination, R for reporting & B for Budgeting. But
the most widely accepted are functions of management given by KOONTZ and O’DONNEL
i.e. Planning, Organizing, Staffing, Directing and Controlling.

d. Planning

It is the basic function of management. It deals with chalking out a future course of action &
deciding in advance the most appropriate course of actions for achievement of pre-determined
goals. According to KOONTZ, “Planning is deciding in advance - what to do, when to do & how
to do. It bridges the gap from where we are & where we want to be”. A plan is a future course of
actions. It is an exercise in problem solving & decision making. Planning is determination of
courses of action to achieve desired goals. Thus, planning is a systematic thinking about ways &
means for accomplishment of pre-determined goals. Planning is necessary to ensure proper
utilization of human & non-human resources. It is all pervasive, it is an intellectual activity and it
also helps in avoiding confusion, uncertainties, risks, wastages etc.

e. Organizing

It is the process of bringing together physical, financial and human resources and developing
productive relationship amongst them for achievement of organizational goals. According to
Henry Fayol, “To organize a business is to provide it with everything useful or its functioning i.e.
raw material, tools, capital and personnel’s”. To organize a business involves determining &
providing human and non-human resources to the organizational structure. Organizing as a
process involves:

a. Identification of activities.
b. Classification of grouping of activities.
c. Assignment of duties.
d. Delegation of authority and creation of responsibility.
e. Coordinating authority and responsibility relationships.
f. Staffing

It is the function of manning the organization structure and keeping it manned. Staffing has
assumed greater importance in the recent years due to advancement of technology, increase in size
of business, complexity of human behavior etc. The main purpose o staffing is to put right man on
right job i.e. square pegs in square holes and round pegs in round holes. According to Kootz &
O’Donell, “Managerial function of staffing involves manning the organization structure through
proper and effective selection, appraisal & development of personnel to fill the roles designed un
the structure”. Staffing involves:

a. Manpower Planning (estimating man power in terms of searching, choose the person and
giving the right place).
b. Recruitment, Selection & Placement.
c. Training & Development.
d. Remuneration.
e. Performance Appraisal.
f. Promotions & Transfer.
g. Directing

It is that part of managerial function which actuates the organizational methods to work efficiently
for achievement of organizational purposes. It is considered life-spark of the enterprise which sets
it in motion the action of people because planning, organizing and staffing are the mere
preparations for doing the work. Direction is that inert-personnel aspect of management which
deals directly with influencing, guiding, supervising, motivating sub-ordinate for the achievement
of organizational goals. Direction has following elements:

a. Supervision
b. Motivation
c. Leadership
d. Communication

Supervision- implies overseeing the work of subordinates by their superiors. It is the act of

watching & directing work & workers.

Motivation- means inspiring, stimulating or encouraging the sub-ordinates with zeal to work.

Positive, negative, monetary, non-monetary incentives may be used for this purpose.

Leadership- may be defined as a process by which manager guides and influences the work of
subordinates in desired direction.

Communications- is the process of passing information, experience, opinion etc from one person
to another. It is a bridge of understanding.
 h. Controlling

It implies measurement of accomplishment against the standards and correction of deviation if any
to ensure achievement of organizational goals. The purpose of controlling is to ensure that
everything occurs in conformities with the standards. An efficient system of control helps to
predict deviations before they actually occur. According to Theo Haimann, “Controlling is the
process of checking whether or not proper progress is being made towards the objectives and
goals and acting if necessary, to correct any deviation”. According to Koontz & O’Donell
“Controlling is the measurement & correction of performance activities of subordinates in order to
make sure that the enterprise objectives and plans desired to obtain them as being accomplished”.
Therefore controlling has following steps:

a. Establishment of standard performance.

b. Measurement of actual performance.
c. Comparison of actual performance with the standards and finding out deviation if
any.
d. Corrective action.

4. Personnel Functions
The term personnel department refers to the function of the organisation that is responsible for the
management and motivation of people in the workplace. Increasingly today the term Human Resource
Management has come to replace personnel - because personnel management is seen as an old fashioned
way of managing people, giving priority to organisational rather than individual development needs.

Typically personnel work is concerned with:

1. The recruitment and selection of new employees, e.g. helping to prepare job advertisements and job
descriptions for new posts, and helping to organise the interview process.

2. The induction of new employees where they are introduced to the company, and aspects of the job they
will be doing as well as essential requirements such as health and safety training.

3. Training and development. Training focuses on the needs of the organisation whereas development is
more concerned with identifying and meeting the needs of individual employees.

4. Organising the appraisal process to identify development needs of employees.

5. Representing the organisation as a go between on disciplinary issues e.g. when a worker has
continuously been late for work. Dismissing and making workers redundant where necessary.
6. Managing payment systems, although this will probably be the responsibility of a separate payroll
section.

7. Taking responsibility for the motivation of employees by outlining motivational work practices.

8. Organising the termination of work, and retirement of employees, as well as job redundancies where
appropriate.

Nowadays the emphasis is on the Human Resources Department providing a service, which enables many
of the activities to be carried out by relevant departments within an organisation but with support and
guidance from Human Resources

Functions of the Personnel Department

A well-organized personnel department of an organization performs the following functions. Typically
personnel work is concerned with:

i. Manpower Planning: – This is the first function of the personnel department. It has to do with the
process by which a firm ensures that the required staff in terms of qualification and number is available at
the right time. It involves determining personnel needs in relations to the objectives of the organization. It
therefore deals with the qualification or education, skills and the appropriate number of personnel a firm
should engage. It is therefore the process of assessing, predicting, or forecasting an organization’s
manpower needs in a relation to its plans.

ii. Employment/Recruitment: – After the manpower needs of the organization have been determined, the
next stage is the make an attempt to employ the right caliber of personnel into the organization. This
involves identifying sources of labour supply, carrying out recruitment, selection and placement into the
organization.

iii. Education/Training and Development: – The personnel department is responsible for the training,
education and the development of employees. It is the training needs have been determined, it is the
responsibility of the department to design an appropriate programme by determining the method to be
used, the course content, the duration and the institution or person to conduct the training. Training
enables employees to adjust to new trends, improve their performance on the job and prepare them for
promotion.

iv. Wage and salary administration: – Wage and salary Administration is one of the important functions
of the personnel department. It is responsible for designing equitable and attractive wage and salary
schemes for employees in an organization. It also determines how overtime payments. Bonuses and other
fringe benefits are to be paid. It is also responsible for surveying the labour market and making the
necessary changes and adjustments to the wage and salary structures to reflect the wages and salaries
policies of the government of the day.
 v. Health, Safety and Welfare of Employment:- Another important function of the Personnel department
is to ensure that there are measures to take care of the health, safety and welfare of its employees. It
ensures these by providing first-aid facilities, good ventilation, lighting, drainage and proper working
conditions. It also provides protective gadgets for employees to reduce the occurrence of accidents and
injuries. Canteen, sports, transport, pension schemes, group insurance schemes and other recreational
programmmes are provided for the welfare of its employees.

vi. Industrial Relations: – The personnel department plays an important role in maintaining a cordial and
harmonium working relationship between workers and management. The term industrial relations are
used to describe the relationship that exists between employers, employees (trade unions) and the
government.

 Performance appraisal: – organizing the appraisal process to identify development needs of

employees.
 Personnel administration: – record-keeping and monitoring of legislative requirements related to
equal opportunities and possibly pensions and tax.
 Communication: – providing an internal information service, perhaps in the form of staff
newspapers or magazines, handouts, booklets, videos.

i. Importance of Human Resource Management

HR management helps bridge the gap between employees’ performance and the organisation’s strategic
objectives. Human resource operations contribute significantly to the success of an organisation. Hence,
human resource management has emerged as a popular course of study

What is human resource management (HRM)?

HRM can be defined as the effective management of people in an organisation. HR management helps
bridge the gap between employees’ performance and the organisation’s strategic objectives. Moreover, an
efficient HR management team can give firms an edge over their competition.

Role of HR managers

 Recruitment: One of the major responsibilities of a HR manager is to recruit personnel. The

success of an organisation largely depends on the workforce employed, so it is essential that the
right people are hired for the right role.
 Learning and development: Learning is a continuous process and essential to enhance
employees’ productivity. HR managers are responsible for the orientation and induction of new
employees, as well as the professional development of existing employees. They are responsible
for strategising development programmes. Furthermore, they must have the ability to identify and
analyse the areas that employees need training for.
  Building employee relations: Effective employee relations go a long way in boosting
productivity and contributes significantly to an organisation’s success. Employee relations
strategies are implemented to ensure that an organisation caters to the overall well-being of
employees.

 Compensation and benefits: A major component of a HR manager’s job role is handling

compensation and benefits. They are responsible for devising compensation strategies,
performance management systems and compensation structures, as well as negotiating pay and
benefit packages with potential employees.

Importance of HR managers in organisations

- Strategy management: This is an important aspect of any organisation and plays a vital role in
human resource management. HR managers manage strategies to ensure the organisation reaches
its business goals, as well as contributing significantly to the corporate decision-making process,
which includes assessments for current employees and predictions for future ones based on
business demands.
- Benefits analysis: HR managers work towards reducing costs, such as with recruitment and
retention. HR professionals are trained to conduct efficient negotiations with potential and existing
employees, as well as being well-versed with employee benefits that are likely to attract quality
candidates and retaining the existing workforce.
- Training and development: Since HR managers contribute significantly to training and
development programmes, they also play a pivotal role in strengthening employer-employee
relationships. This contributes to the growth of employees within the company, hence enhancing
employee satisfaction and productivity.
- Interactivity within employees: HR managers are responsible for conducting activities, events
and celebrations in the organisation which gives way to team building opportunities. Moreover, it
enhances interactivity within employees and instils a sense of trust and respect among peers.

 Conflict management: The department to go to when any kind of professional conflict arises

between employees is HR. They ensure that issues and conflicts are resolved effectively,
approaching the problem with an unbiased attitude and encouraging effective communication to
reach a solution. In addition, they help employees understand various ways of developing
effective work relationships and the importance of not letting personal judgement affect their
behaviour.
 Establishing a healthy work culture: A healthy work culture is pivotal in bringing out the best
in employees. HR managers contribute significantly in setting up a healthy and friendly work
culture, which further translates into better productivity among employees.
 Compliance: HR professionals work towards making the organisation compliant with
employment laws, as well as maintaining records of hiring processes and applicants’ log.

Importance of Human Resource Management

Human Resource Management (HRM) is a modern approach of maintaining people at workplace which
focuses on acquisition, development, utilization and maintenance of human resource.
HRM is development oriented. It is concern of managers of all level and provides space for employee
involvement, performance and growth. Several companies nowadays prefer HRM to personnel
management because HRM plays vital role in maintaining quality team of working experts. Besides, it
has several importance which are discussed below.

a. To maintain quality of work life

Quality of work life is the perception of employees regarding the relationship between working condition
with management. Simply, it is the relationship between employees and total work environment.
Quality of work life is concerned with the employee’s perception of physical as well as psychological
wellbeing at workplace and it can be obtained by maintaining work autonomy, work freedom, job
recognition, belongingness, rewards, etc.

b. To increase productivity and profit

Human resource management ensures right quality and quantity of personnel in workplace, apart from
which, it creates opportunities to facilitate and motivate individual and group of employees to grow and
advance their career. Motivated employees work hard to meet their personal career goal which directly
influences productivity of organization. Minimizing cost and maximizing profit is the essence of
productivity.

c. To produce employees who are easily adaptable to change

Human resource management performs various functions, among which training and development of
employees is one of the vital ones. Training and development programs keep employees updated with
skills necessary to adjust with alteration of organization’s environment, structure and technology.

d. To match demand and supply of human resource

Human resource management probes existing human resource in certain interval of time to identify if the
company has adequate number of workers or not. In case when company has inadequate human resource,
human resource management performs activities like recruitment and selection to balance the need. In the
same way, it lay-off inefficient employee in case when the company has excessive employees.

E. To retain employees and motivate them to accomplish company’s goal

Utilizing human resource to their fullest and maintaining them in the company for a long term is a major
function of human resource management. Under this function, HRM performs tasks like providing fringe
benefits, compensation and rewards to the deserving employees. These activities do not only help in
retaining employees in the company but also in achieving organization’s goal effectively.
To recognize merit and contribution of employee

Human resource management performs timely appraisal of employee’s performance in order to recognize
excellent and poor workers. The excellent workers are then rewarded as a return for their contribution.

To create a feeling of belongingness and team spirit in the employee

Human resource management designs job on the basis of teamwork. As teamwork demands contribution
from every team member, HRM focuses on making each and every employee feel valued so that
employee contributes best from their side.

To sustain business in the market

Human resource management makes sure that the company has the best employee because promising
employees are capable of taking their company ahead in the race by delivering excellent results. This
guarantees organization’s success and stability in future.

To resolve conflicts

In any company, either big or small, conflicts may arise between any parties/group. Conflicts are
inevitable and they should not be ignored. Human resource management acts as a consultant to sort out
such conflicts timely and conduct other organizational activities smoothly.

To develop corporate image

Every company should maintain good public image in order to sustain in the market. Any individual
would like to work for companies which are known for moral and social behavior. On the other hand,
companies that do not treat their employees in a good manner can run through employee deficiency and
even collapse.

References:

https://www.managementstudyguide.com/management_functions.htm
https://businesscasestudies.co.uk/personnel-functions/
https://ukdiss.com/examples/personnel-management.php

https://www.gisma.com/blog/the-importance-of-human-resource-management

https://www.businesstopia.net/human-resource/importance-human-resource-management
 Personnel Programs and Policies

Program personnel means all persons directly involved with the development and implementation of the
program.

Program personnel means any staff member directly involved in camp programming and camper
supervision who either receives compensation for duties performed in a camp or a person who is assigned
specific working hours or duties in a camp. The administrator shall show documentation of the following
for all program personnel:

Examples of Program personnel in a sentence He/she shall have appointing and removal authority over
all personnel working for the Substance Abuse Program personnel, and shall be responsible for the
supervision of the SAP. Upon resumption of the Program after suspension, the Program Manager will
take all reasonable efforts to maintain the same Program personnel. Program personnel must identify and
respond to changes in the needs and/or expectations of its communities of interest. Coordinate with
Strategic National Stockpile Program personnel to ensure the maintenance of proper security and
environmental conditions for CHEMPACK materiel during any non-emergency movement (to include
pre-positioning assets for special events). Ensure pre-coordinated access for Strategic National Stockpile
Program personnel to cache locations as needed to monitor CHEMPACK materiel and provide this
information to the Strategic National Stockpile Program.

References:

https://www.lawinsider.com/dictionary/program-personnel#:~:text=Program%20personnel%20means
%20any%20staff,or%20duties%20in%20a%20camp.

5 Factors that Must be considered for Assessing the Future Personnel Needs in an Organization.

The primary purpose for forecasting manpower needs is to prepare for employment, training and
development of human resources as the need arises. Forecasting has become very important due to
organizational requirement for more skilled personnel which are in short supply.
In the forecasting process, organizations need to consider past use of human resources, future
organizational plans and general economic trends. Large organizations use sophisticated econometric
models and computer software for forecasting their future need for human resources.

Some of the factors taken into consideration for assessing the future personnel needs are:

1. Anticipated growth of the organization:

The growth rate can be calculated from the past trends on the assumption that all variables affecting this
growth will remain constant.

2. Budget constraints and allocations:

The budget allocation, specifically for the purpose of new employees will determine the number of new
workers that can be hired, thus putting a ceiling on the maximum number.

3. Anticipated internal turnover:

This turnover of employees may be due to retirement, transfers, and promotions, termination of service or
death. Some of these numbers can be calculated to some extent accurately, in advance by taking
information about individuals. The turnover due to retirement and promotions can be more accurately
forecast by preparing profiles for personnel who may be up for retirement, promotion or transfer in the
near future.

4. Introduction of new technology:

With continuous technological developments, innovation and automation, the personnel needs are
constantly changing. At many places, computers are either replacing workers or reducing their numbers.
The type of new technology introduced would determine the number as well as qualifications of the
people that may be hired or transferred.

5. Minority hiring goals:

The goals established by the organization about hiring minorities or the handicapped, as a part of the
affirmative action policies may affect the demand for the total number of employees, especially when it is
difficult to match the skills of such minority workers to the specific job requirements.

References:

https://www.yourarticlelibrary.com/business-management/5-factors-that-must-be-considered-for-
assessing-the-future-personnel-needs/3461

These seven factors serve as a valuable measuring stick, and can be used to identify gaps or weaknesses
in your training program. Without further adieu, here are the 7 Key Factors for Learning Program
Success!
1. Top-Level Management Support

Regular readers of our blog and listeners of our podcast might be growing weary from hearing us talk
about leadership buy-in so often, but the reason leadership buy-in comes up so much is that it’s an
incredibly important part of building a successful training program.

Having leadership buy-in means you have support to drive results, and you have leaders to champion
and advocate learning to employees. If you’re struggling to demonstrate the value of training to your
leaders, be sure to check out our article, “10 Tips to Gain Leadership Buy-In for your Training Program.”

2. Effective Communication and Marketing

It’s 2018, and training has never been more accessible! Online courses, powerful learning management
systems, and other technology has made it much simpler than it used to be to deliver great learning
content.

Your learners have never had more options to turn to for learning, between social media, YouTube, and
your training content – and that’s a great thing.

Most of the time.

Consider if one of your sales reps is struggling with a particular concept. Would you rather they learn the
techniques from content that you’ve thoroughly vetted and approved, or from a talking head on LinkedIn?

The difference between this individual making a good call (going to your content) or a bad call (listening
to some random “expert” on LinkedIn) all depends on how you market your training program.

For tips on marketing your training program, be sure to check out our recent podcast episode, “Marketing
Your Employee Training Program.”

3. Managing Change Through Program Management

When your organization is going through change, your training program should be able to help senior
leadership, middle management, and entry-level employees navigate through that change.

Your managers should be equipped with the tools they need to implement, explain, and ultimately find
success in a changing workplace.

Employees throughout your organization should be prepared to be flexible, and through soft skills
training, your program can provide incredible value to a changing company.

To learn more about preparing your company for change, be sure to check out our article, “How to
Prepare Your Team for Organizational Change.”
4. Aligning Training Program and Business Objectives

Your business objectives are your “why” behind training. Every training initiative should start with a
business objective, and the eventual outcome of your training initiatives should revolve around those
business objectives.

Particularly in organizations where leadership views training as a luxury, being able to position your
training as a solution to certain problems in your organization is crucial in securing leadership buy-in.

Be sure to check out our recent podcast episode on how you can align training with your business
objectives!

5. Well-Defined Key Objectives and Benefits

One of the best ways to prove that your training isn’t some sort of luxury add-on program is to know the
exact benefits of your efforts.

A well-defined benefit isn’t “Morale seems to be up.” A well-defined benefit is significantly more
specific than that. For instance: “Net promoter score of our workplace is up two points from last quarter
and up four points year-over-year.” This is more along the lines of what your leadership wants to hear.

Your objectives should be just as specific. We’ve already mentioned how your training should be
aligned with business goals, but those objectives need to be specific too. Instead of, “We want to reduce
turnover,” a specific goal would be, “We want to decrease turnover by four percent by Q2 of next year.”
These well-defined goals with a timeline give you the objectives you need to build a training program that
will deliver results.

For more on this, check out our free infographic, “Creating Goals and Metrics in 10 Steps.”

6. Set Vision and Goals

We’ve already talked about the benefits of having well-defined objectives, but it’s equally important to
create a vision and eventual goal of your training program. Define the “why” behind your training, so
that when leadership, middle management, and individual contributors ask, you can be prepared with a
great answer.

Check out this cheeky blog post from Jeff Havens, “Your 2-Step Process to Becoming a Visionary.”

7. Building Alliances and Partnerships

Building alliances within your organization gives you leaders who want to see your training program
succeed. When you can offer them goals and clearly defined benefits in a way that gets them on board
with your training, you are doing your training efforts a massive service.
Every alliance you are able to create takes work off your plate, and makes sure that the people who might
be implementing and measuring your training have a little skin in the game.

Additionally, building partnerships with people in your industry, or who have similar buyers as you do gives you
the chance to network with other professionals to learn ways to further enhance your training program.

For tips on building relationships within your organization, be sure to download our free ebook, “Connected
Leadership: How to Invest in Your Management Teams.”

These seven factors are all nuanced and require your devotion and dedication to be completely present in your
organization. However, using these factors, you can begin to evaluate the needs of your training program, and
improve the way that employees view training.

References:

https://www.bizlibrary.com/blog/training-programs/factors-for-evaluating-training-programs/

Guidelines for Satisfactory Personnel Program

SECTION 21. Recruitment and Selection of Employees.—(1) Opportunity for government employment

shall be open to all qualified citizens and positive efforts shall be exerted to attract the best qualified to
enter the service. Employees shall be selected on the basis of fitness to perform the duties and assume the
responsibilities of the positions.

(2) When a vacancy occurs in a position in the first level of the Career Service as defined in Section 8, the
employees in the department who occupy the next lower positions in the occupational group under which
the vacant position is classified, and in other functionally related occupational groups and who are
competent, qualified and with the appropriate civil service eligibility shall be considered for promotion.

(3) When a vacancy occurs in a position in the second level of the Career Service as defined in Section 8,
the employees in the government service who occupy the next lower positions in the occupational group
under which the vacant position is classified and in other functionally related occupational groups and
who are competent, qualified and with the appropriate civil service eligibility shall be considered for
promotion.

(4) For purposes of this Section, each department or agency shall evolve its own screening process, which
may include tests of fitness, in accordance with standards and guidelines set by the Commission.
Promotion boards shall be formed to formulate criteria for evaluation, conduct tests or interviews, and
make systematic assessment of training experience.

(5) If the vacancy is not filled by promotion as provided herein the same shall be filled by transfer of
present employees in the government service, by reinstatement, by re-employment of persons separated
through reduction in force, or by appointment of persons with the civil service eligibility appropriate to
the positions.

(6) A qualified next-in-rank employee shall have the right to appeal initially to the Secretaries or heads of
agencies or instrumentalities including government-owned or controlled corporations with original
charters, then to the Merit System Protection Board, and finally to the Civil Service Commission an
appointment made in favor of another employee if the appellant is not satisfied with the written special
reason or reasons given by the appointing authority for such appointment; Provided, however, that the
decision of the Civil Service Commission may be reviewed on certiorari only by the Supreme Court
within thirty (30) days from receipt of the decision of the aggrieved party. For purposes of this Section,
“qualified next-in-rank” refers to an employee appointed on a permanent basis to a position previously
determined to be next-in-rank and who meets the requirements for appointment thereto as previously
determined by the appointing authority and approved by the Commission.

(7) Qualification in an appropriate examination shall be required for appointment to positions in the first
and second levels in the career service in accordance with the Civil Service rules, except as otherwise
provided in this Title: Provided, That whenever there is a civil service eligible actually available for
appointment, no person who is not such an eligible shall be appointed even in a temporary capacity to any
vacant position in the career service in the government or in any government-owned or controlled
corporation with original charter, except when the immediate filling of the vacancy is urgently required in
the public interest, or when the vacancy is not permanent, in which cases temporary appointments of non-
eligibles may be made in the absence of eligibles actually and immediately available.

(8) The appropriate examinations herein referred to shall be those given by the Commission and the
different agencies: Provided, however, That nothing herein shall affect those eligibilities acquired prior to
the effectivity of the Civil Service Law: Provided, further, That a person with a civil service eligibility
acquired by successfully passing an examination shall be qualified for a position requiring a lower
eligibility if he possesses the other requirements for appointment to such position.

SECTION 22. Qualification Standards.—(1) A qualification standard expresses the minimum

requirements for a class of positions in terms of education, training and experience, civil service
eligibility, physical fitness, and other qualities required for successful performance. The degree of
qualifications of an officer or employee shall be determined by the appointing authority on the basis of
the qualification standard for the particular position.

Qualification standards shall be used as basis for civil service examinations for positions in the career
service, as guides in appointment and other personnel actions, in the adjudication of protested
appointments, in determining training needs, and as aid in the inspection and audit of the agencies’
personnel work programs.

It shall be administered in such manner as to continually provide incentives to officers and employees
towards professional growth and foster the career system in the government service.

(2) The establishment, administration and maintenance of qualification standards shall be the
responsibility of the department or agency, with the assistance and approval of the Civil Service
Commission and in consultation with the Wage and Position Classification Office.

SECTION 23. Release of Examination Results.—The results of any particular civil service examination
held in a number of places on the same date shall be released simultaneously.

SECTION 24. Register of Eligibles.—The names of the competitors who pass an examination shall be
entered in a register of eligibles arranged in the order of their general ratings and containing such
information as the Commission may deem necessary.

SECTION 25. Cultural Communities.—In line with the national policy to facilitate the integration of the
members of cultural communities and accelerate the development of the areas occupied by them, the
Commission shall give special civil service examinations to qualify them for appointment in the civil
service.

SECTION 26. Personnel Actions.—All appointments in the career service shall be made only according
to merit and fitness, to be determined as far as practicable by competitive examinations. A non-eligible
shall not be appointed to any position in the civil service whenever there is a civil service eligible actually
available for and ready to accept appointment.

As used in this Title, any action denoting the movement or progress of personnel in the civil service shall
be known as personnel action. Such action shall include appointment through certification, promotion,
transfer, reinstatement, re-employment, detail, reassignment, demotion, and separation. All personnel
actions shall be in accordance with such rules, standards, and regulations as may be promulgated by the
Commission.
(1) Appointment through certification.—An appointment through certification to a position in the civil
service, except as herein otherwise provided, shall be issued to a person who has been selected from a list
of qualified persons certified by the Commission from an appropriate register of eligibles, and who meets
all the other requirements of the position.

All such persons must serve a probationary period of six months following their original appointment and
shall undergo a thorough character investigation in order to acquire permanent civil service status. A
probationer may be dropped from the service for unsatisfactory conduct or want of capacity any time
before the expiration of the probationary period: Provided, That such action is appealable to the
Commission.

(2) Promotion.—A promotion is a movement from one position to another with an increase in duties and
responsibilities as authorized by law and usually accompanied by an increase in pay. The movement may
be from one department or agency to another or from one organizational unit to another in the same
department or agency.

(3) Transfer.—A transfer is a movement from one position to another which is of equivalent rank, level,
or salary without break in service involving the issuance of an appointment.

It shall not be considered disciplinary when made in the interest of public service, in which case, the
employee concerned shall be informed of the reasons therefor. If the employee believes that there is no
justification for the transfer, he may appeal his case to the Commission.

The transfer may be from one department or agency to another or from one organizational unit to another
in the same department or agency: Provided, however, That any movement from the non-career service to
the career service shall not be considered a transfer.

(4) Reinstatement.—Any person who has been permanently appointed to a position in the career service
and who has, through no delinquency or misconduct, been separated therefrom, may be reinstated to a
position in the same level for which he is qualified.

(5) Reemployment.—Names of persons who have been appointed permanently to positions in the career
service and who have been separated as a result of reduction in force or reorganization, shall be entered in
a list from which selection for reemployment shall be made.

(6) Detail.—A detail is the movement of an employee from one agency to another without the issuance of
an appointment and shall be allowed, only for a limited period in the case of employees occupying
professional, technical and scientific positions. If the employee believes that there is no justification for
the detail, he may appeal his case to the Commission. Pending appeal, the decision to detail the employee
shall be executory unless otherwise ordered by the Commission.

(7) Reassignment.—An employee may be reassigned from one organizational unit to another in the same
agency: Provided, That such reassignment shall not involve a reduction in rank, status or salary.

SECTION 27. Employment Status.—Appointment in the career service shall be permanent or temporary.

(1) Permanent status.—A permanent appointment shall be issued to a person who meets all the
requirements for the positions to which he is being appointed, including the appropriate eligibility
prescribed, in accordance with the provisions of law, rules and standards promulgated in pursuance
thereof.

(2) Temporary appointment.—In the absence of appropriate eligibles and it becomes necessary in the
public interest to fill a vacancy, a temporary appointment shall be issued to a person who meets all the
requirements for the position to which he is being appointed except the appropriate civil service
eligibility: Provided, That such temporary appointment shall not exceed twelve months, but the appointee
may be replaced sooner if a qualified civil service eligible becomes available.

SECTION 28. Salary Increase or Adjustment.—Adjustments in salaries as a result of increase in pay

levels or upgrading of positions which do not involve a change in qualification requirements shall not
require new appointments except that copies of the salary adjustment notices shall be submitted to the
Commission for record purposes.
SECTION 29. Reduction in Force.—Whenever it becomes necessary because of lack of work or funds or
due to a change in the scope or nature of an agency’s program, or as a result of reorganization, to reduce
the staff of any department or agency, those in the same group or class of positions in one or more
agencies within the particular department or agency wherein the reduction is to be effected, shall be
reasonably compared in terms of relative fitness, efficiency and length of service, and those found to be
least qualified for the remaining positions shall be laid off.

SECTION 30. Career and Personnel Development.—The development and retention of a competent and
efficient work force in the public service is a primary concern of government. It shall be the policy of the
government that a continuing program of career and personnel development be established for all
government employees at all levels. An integrated national plan for career and personnel development
shall serve as the basis for all career and personnel development activities in the government.

SECTION 31. Career and Personnel Development Plans.—Each department or agency shall prepare a
career and personnel development plan which shall be integrated into a national plan by the Commission.
Such career and personnel development plans which shall include provisions on merit promotions,
performance evaluation, in-service training, including overseas and local scholarships and training grants,
job rotation, suggestions and incentive award systems, and such other provisions for employees’ health,
welfare, counseling, recreation and similar services.

SECTION 32. Merit Promotion Plans.—Each department or agency shall establish merit promotion
plans which shall be administered in accordance with the provisions of the Civil Service law and the
rules, regulations and standards to be promulgated by the Commission. Such plans shall include
provisions for a definite screening process, which may include tests of fitness, in accordance with
standards and guidelines set by the Commission. Promotion Boards may be organized subject to criteria
drawn by the Commission.

SECTION 33. Performance Evaluation System.—There shall be established a performance evaluation

system, which shall be administered in accordance with rules, regulations and standards, promulgated by
the Commission for all officers and employees in the career service. Such performance evaluation system
shall be administered in such manner as to continually foster the improvement of individual employee
efficiency and organizational effectiveness.

Each department or agency may, after consultation with the Commission, establish and use one or more
performance evaluation plans appropriate to the various groups of positions in the department or agency
concerned. No performance evaluation shall be given, or used as a basis for personnel action, except
under an approved performance evaluation plan: Provided, That each employee shall be informed
periodically by his supervisor of his performance evaluation.

SECTION 34. Responsibility for Training.—The Commission shall be responsible for the coordination
and integration of a continuing program of personnel development for all government personnel in the
first and second levels.

Central staff agencies and specialized institutes shall conduct continuing centralized training for staff
specialists from the different agencies. However, in those cases where there is sufficient number of
participants to warrant training at department or agency or local government levels, such central staff
agencies and specialized institutes shall render the necessary assistance, and consultative services.

To avoid duplication of effort and overlapping of training functions, the following functional
responsibilities are assigned:

(1) Public and private colleges and universities and similar institutions shall be encouraged to organize
and carry out continuing programs of executive development.

(2) The Commission, the Commission on Audit, the Department of Budget and Management, the General
Services Administration, and other central staff agencies shall conduct centralized training and assist in
the training program of the Departments or agencies along their respective functional areas of
specialization.

(3) In coordination with the Commission, the Department of Local Government and Community
Development shall undertake local government training programs.
(4) In coordination with the Commission, each department or agency, province or city shall establish,
maintain and promote a systematic plan of action for personnel training at all levels in accordance with
standards laid down by the Commission. It shall maintain appropriate training staffs and make full use of
available training facilities.

Whenever it deems it necessary, the Commission shall take the initiative in undertaking programs for
personnel development.

SECTION 35. Employee Suggestions and incentive Award System.—There shall be established a

government-wide employee suggestions and incentive awards system which shall be administered under
such rules, regulations, and standards as may be promulgated by the Commission.

In accordance with rules, regulations, and standards promulgated by the Commission, the President or the
head of each department or agency is authorized to incur whatever necessary expenses involved in the
honorary recognition of subordinate officers and employees of the government who by their suggestions,
inventions, superior accomplishment, and other personal efforts contribute to the efficiency, economy, or
other improvement of government operations, or who perform such other extraordinary acts or services in
the public interest in connection with, or in relation to, their official employment.

SECTION 36. Personnel Relations.—(1) It shall be the concern of the Commission to provide leadership
and assistance in developing employee relations programs in the department or agencies.

(2) Every Secretary or head of agency shall take all proper steps toward the creation of an atmosphere
conducive to good supervisor-employee relations and the improvement of employee morale.

SECTION 37. Complaints and Grievances.—Employees shall have the right to present their complaints
or grievances to management and have them adjudicated as expeditiously as possible in the best interest
of the agency, the government as a whole, and the employee concerned. Such complaint or grievances
shall be resolved at the lowest possible level in the department or agency, as the case may be, and the
employee shall have the right to appeal such decision to higher authorities.

Each department or agency shall promulgate rules and regulations governing expeditious, fair and
equitable adjustment of employees’ complaints or grievances in accordance with the policies enunciated
by the Commission.

In case any dispute remains unresolved after exhausting all the available remedies under existing laws and
procedures, the parties may jointly refer the dispute to the Public Sector Labor Management Council
constituted under section 46, for appropriate action.

Reference:
https://www.officialgazette.gov.ph/1987/07/25/executive-order-no-292-book-vtitle-isubtitle-achapter-5-
personnel-policies-and-standards/

Personnel Policies Defined

Personnel policies include key information that gives your small business some guidance on
personnel management and serves as documentation that can provide some protection when employees
present grievances. In addition to serving as handy decision-making tools, your personnel policies share
basic terms of employment and help educate staff on proper conduct, safety and discipline. When creating
your personnel policies, tailor them to your business and get input from other staff before finalizing them
for your employee handbook.
TL;DR (Too Long; Didn't Read)
Personnel policies serve as a reference for both employees and managers on how to behave at work,
answer common human resources questions, handle complaints and disciplinary problems, and promote
safety and health.

What Is a Personnel Policy?

Personnel policies communicate to managers and employees the terms for expected employment conduct.
They also convey key information about record-keeping, workplace safety and health, benefits and
compensation systems, relevant employment laws, employee scheduling and performance management.

Note that personnel policies differ from personnel procedures. Policies simply describe the rules to follow
and offer some guidance without dictating how you administrate them. On the other hand, procedures
give you concrete steps to take to follow a policy in your business.

You'll likely dedicate several sections in your employment manual to covering personnel policies by
category. You can also communicate policies verbally, post them on an employee portal or take
advantage of visual aids like posters and signs as needed.

Why Companies Need Personnel Policies

In addition to letting employees know how they should act on the job, personnel policies help managers
handle disciplinary issues and can provide companies some legal protection. For example, these policies
lay out the employee conduct rules that managers can reference when determining the need for actions,
such as warnings and terminations. They also address laws regarding at-will employment, workplace
harassment, job safety, the formation of unions and nondiscrimination in hiring that can prevent
confusion and avoid potential legal issues and fines.

Having personnel policies can also ensure that fair treatment is standard in your company and that
employee morale remains high. Without clear policies on issues such as attendance, compensation and
work performance, managers may show bias and let some workers get away with behaviors while others
face discipline. The organization and fairness that policies offer help ensure the workplace runs more
smoothly with less frustration among workers.

General Employment Policies

Some of the elements of personnel policy fall under the category of general employment terms. This
includes topics such as job requirements, compensation, scheduling, performance management and hiring
and firing.

Hiring: Personnel policies for hiring can include those for background checks, orientation and pre-
employment health and drug screening. Your hiring policies should also clarify that your company
doesn't use age, disability, gender or other protected characteristics to discriminate in its hiring practices
and that it verifies workers for eligibility to work in the United States.

Termination: These policies encompass grounds for termination including any disciplinary steps taken
beforehand as well as procedures, such as the removal of system access and return of company property,
for employees leaving the company. If leaving voluntarily, employees should know how to give notice
and whether they receive any unused benefits.
Job roles: This includes topics such as non-exempt vs. exempt employee classification, procedures for
promotion and transfer, clarification of job duties, length of employment (if temporary), allowance of
overtime and policies for on-call or remote work.

Scheduling: Scheduling policies give insight on whether employees will have set, flexible or rotating
shifts, how many hours of work they can expect, how many days off they get, whether they can swap
shifts and when schedules are published. They also indicate policies for requesting vacation time or days
off as well as asking for an extended leave.

Performance assessment: This includes the quality and performance expectations for employees as well as
the types of performance reviews and their frequency.

Record-keeping: This covers the storage of personnel files, including personal data and performance
reviews, who can access them and what usage is appropriate.

Conflict resolution: Your company's personnel policies should explain how managers and employees
should handle conflicts, including the use of reporting processes and formal meetings and how to respond
to unresolved issues.

Compensation: Policies for compensation explain which pay systems the company uses, how often
employees receive payment, which payment methods are available and how pay increases work.
Provisions for any special pay, such as for irregular hours or holidays, and reimbursement for expenses
are also important.

Benefits: Detailed policies should explain benefits — including retirement options, insurance plans, paid
time off, tuition reimbursement and any special employee assistance — along with how to qualify and
request them.

Personnel policies may be defined as “guides who chart the course of an organization and govern its
activities towards the achievement of the purpose for which it was set up.” Policies are not the
objectives; they are merely means to an end.

Policies are formulated to achieve personnel and organization objectives. It is very important that all the
supervisors must know the established personnel policies in order to assure the uniform application and
results.

It is the policy:

1. To pay all employees adequately for services rendered.

2. To maintain reasonable hours of work and safe working conditions.

3. To provide continuous employment consistent with business conditions.

4. To place employees in the kind of work best suited to their abilities.

5. To help each individual to progress in the company’s service.

6. To aid employees in times of need.

7. To encourage thrift.

8. To co-operate in social, athletic and other recreational activities.

9. To accord to each employee the right to discuss freely with executives any matter concerning his
welfare or the company’s interest.

10. To carry on the daily work in a spirit of friendliness.

References:
Employment Law Information Network: Employee Discipline Sample
NOLO: Personnel Policies and Practices FAQ
MissionBox: Personnel Policies and Procedures for Your Nonprofit
CleanLink: Personnel Policies: Protect Your Company and Your Employees
UC Berkeley: Personnel Policies & Procedures
County Technical Assistance Service: Sample Personnel Policies
Brody and Associates: Personnel Policies

References:
https://bizfluent.com/list-6728116-types-company-policies.html
https://www.preservearticles.com/education/what-do-you-mean-by-personnel-policies/21809

Personnel Policies DepEd

March 31, 2011

DO 32, s. 2011
Policies and Guidelines on Training and Development (T&D) Programs and Activities
To: Bureau Directors
Directors of Services, Centers and Heads of Units
Regional Directors
Schools Division/City Superintendents
Heads, Public Elementary and Secondary Schools
All Others Concerned

The Department of Education (DepEd) has reviewed and reformulated policy guidelines on designing
training and development (T&D) programs and in conducting activities for the capacity and capability
building of the DepEd personnel and staff. These policies are implemented in consonance with the
existing policies and guidelines prepared by the Civil Service Commission (CSC), National Economic
Development Authority (NEDA), Department of Budget and Management (DBM), Commission on Audit
(COA), and this Department, among others. The following are the given definition and concept of T&D:
Training and Development (T&D) is the process by which an organization or institution provides
professional development activities to enhance individuals with knowledge, skills and attitudes to enable
them to perform their functions effectively.
Activities under this are trainings, seminars, workshops, conferences, scholarships and job-embedded
learning. Conduct of these activities shall involve a systematic process of competence/needs assessment,
planning, designing, resource development and the actual delivery of the programs.
The need to expedite the progress towards the achievement of the Education for All (EFA) and
Millennium Development Goals (MDGs) by 2015 is the main driver of training and development at each
level. Anchored on these goals and on the principle of decentralization, the following professional T&D
activities shall be integrated in the existing education development plans prepared at each level:
The DepEd Central Office shall integrate the Philippine Development Plan (PDP) in the Central Office
Master Plan for Professional Development (CO-MPPD);
The Regional Offices shall integrate the Regional Educational Development Plan (REDP) in the Regional
Office Master Plan for Professional Development (RO-MPPD);
The Division Offices shall integrate the Division Educational Development Plan (DEDP) in the Division
Office Master Plan for Professional Development (DO-MPPD); and
The School Heads shall integrate the Schools Improvement Plan (SIP) in the School Plan for Professional
Development (SPPD).
In support of individual personnel development, which is an integral part of T&D, each office shall be
responsible for ensuring the relevance and adequacy of T&D programs and activities for its respective
personnel. Thus, the conduct of T&D activities in relation to ensuring organizational effectiveness,
efficiency and maintaining systems or enabling environment shall be shared by the different levels. The
following are the main functions and responsibilities of each level:
Central Office (CO): standard setting, policy directions, competence/needs assessment and conduct of
T&D activities for CO target personnel based on CO-MPPD, technical assistance, quality-assurance and
monitoring and evaluation (process observation of decentralized T&D activities);
Regional Office (RO): competence/needs assessment and conduct of T&D activities for RO target
personnel based on RO-MPPD, technical assistance, quality assurance, and monitoring and evaluation
(process observation of Division T&D activities);
Division Office (DO): competence/needs assessment and conduct of T&D activities for DO target
personnel based on DO-MPPD, technical assistance, quality assurance and monitoring and evaluation
(process observation of District and School T&D activities);
District Office: support Division T&D activities ensuring transfer and application of T&D gains, quality
assurance and monitoring and evaluation (process observation of School T&D activities); and
Schools: competence/needs assessment and conduct of T&D activities for teachers and staff based on
SPPDs integrated in the school improvement plans.
The DepEd personnel are categorized as either teaching or non-teaching.
Teaching personnel refers to all persons engaged in classroom teaching, in any level of instruction, on
full-time basis, including guidance counselors, school librarians, industrial arts or vocational instructors,
and all other persons performing supervisory and/or administrative functions in all schools, colleges and
universities operated by the government or its political subdivisions; but this shall not include school
nurses, school physicians, school dentists, and other school employees as defined in Republic Act No.
4670 entitled, “Magna Carta for Public School Teachers”.
Non-Teaching personnel are categorized as allied services personnel such as accountants, planning
officers, human resource management officers (HRMOs), records officers, cashiers, budget officers,
engineers, architects, dentists, school physicians, nutritionists, nurses, legal officers, etc. and other
support personnel.
The Training and Development Standards shall be the bases for the following T&D programs and
activities:
Personnel Category Competency Standards and Tools
Teachers
National Competency-Based Teacher Standards (NCBTS)
NCBTS Teachers Strengths and Needs Assessment (NCBTS-TSNA)
School Heads
National Competency-Based Standards for School Heads (NCBS-SHs)
Training Needs Analysis (TNA)
Regional, Division and District Supervisors
Competency Standards for Supervisor
Training Needs Analysis (TNA)
Non-Teaching Personnel
Competency Standards for Non-Teaching Personnel
Training Needs Analysis (TNA)
The different types and delivery of T&D programs and activities are as follows:
Trainings, seminars, workshops, conferences, scholarships and job-embedded learning shall be made
available to all DepEd personnel with plantilla appointment. For personnel under Contract of Service
(COS) and other non-permanent employees, their respective offices shall provide opportunities for job-
embedded or workplace learning to upgrade their competencies.
These trainings may be classified into long-term and short-term trainings.
(1) The long-term trainings refer to Degree or Non-Degree Certificate Programs, which can be completed
within six (6) months to (3) years. These include the credit-courses and graduate degree programs in
different disciplines provided by the teacher education institutions (TEIs) or similar institutions such as
the Centers of Excellence (COEs), SEAMEO INNOTECH among others. These shall be conducted
during summers or throughout the year through distance learning programs or other accepted alternative
delivery modes.
(2) The short-term trainings focus on the development and enhancement of competencies as part of the
implementation of SPPDs and/or the MPPDs based on the identified priority needs of the target
personnel. An example of these is the training on the multi-grade, or multilingual-education. Such
activities are provided to increase access to training to address the immediate needs of DepEd personnel
who are not participating in long-term training programs.
The implementation of the T&D activities shall be conducted at the different levels:
(1) At the school level, attendance of school personnel to trainings, workshops and conferences shall be
based on the teacher’s Individual Plan for Professional Development (IPPD). Likewise, these T&D
activities must be consistent with the School’s Plan for Professional Development (SPPD) integrated in
the SIP. Depending on the kind of T&D program or activity, school heads may request technical
assistance from their division/district office or service providers such as training institutions and/or
universities. Technical assistance shall be in the form of program designing, resource package
development and actual program delivery. Budget for such activities shall come from the school’s
Maintenance and Other Operating Expenses (MOOE) or other local funds.
(2) At the division level, trainings, workshops and conferences shall be conducted to respond to the
competencies of the division office (DO) target personnel including those of school staff that cannot be
addressed at the school level. These T&D activities must be consistent with the DO-MPPD. The
designing, resource materials development and the conduct of these activities must be guided by the core
principles of T&D and to be supported by the division or regional offices (ROs). Budget for such
activities shall come from the DO’s MOOE or other local funds.
(3) At the regional level, the T&D activities shall be conducted to respond to competencies/needs of the
RO target personnel including those of division staff that cannot be addressed at the division level. These
T&D activities must be consistent with RO-MPPD. The designing, resource materials development and
the conduct of these activities must be guided by the core principles of T&D and to be supported by
service providers such as training institutions and universities/colleges identified by the ROs or CO.
Budget for such activities shall come from the ROs MOOE or other local funds.
(4) At the central office level, the T&D activities shall be conducted to respond to the competencies of the
CO target personnel including those of regional staff that cannot be addressed at the regional level. These
T&D activities must be consistent with the CO-MPPD. The designing, resource materials development
and the conduct of these activities must be guided by the core principles of T&D and may be supported
by service providers such as training institutions and universities/colleges identified by the Central Office.
Budget for such activities shall come from the Central Office’s MOOE or other funds. The Central Office
may conduct T&D activities directly to teachers, school heads, and education supervisors of the regional,
division and district levels and non-teaching personnel only on the following conditions: (a) policy or
standard setting or program implementation; (b) modeling; (c) training of trainers (TOT); and (d) piloting
of new programs and approaches.
Modeling is defined as a training delivery mode characterized by the provision of training
design/template that contains the prescribed topics, competencies, contents, strategies, and duration. It
also prescribes the criteria for the selection of trainers.
TOT is the establishment of a pool of experts to deliver extensive trainings of teachers. All TOT
programs shall be supported by the provision of modules, training manuals, guides and handbooks.
Accredited training providers, such as TESDA or learning institutions, e.g. Teacher Training Institutions
(TEIs), and Security and Exchange Commission (SEC)-registered training providers who comply with the
qualifications set by this Department, may be engaged by the Central Office to conduct identified TOT
programs. TOT programs that can be accredited for graduate units shall be prioritized.
Piloting of new programs and approaches initiated by the Central Office to the field levels shall be
aligned to the Department’s reforms and directions. The pilot implementation shall follow a systematic
process that includes monitoring and evaluation, results of which shall be utilized for developing policies
for wider implementation.
(5) International trainings, workshops and conferences may be offered to concerned DepEd personnel
through existing projects that have the aforementioned components or through special invitations.
(6) T&D programs and activities in line with the new government thrusts shall be done before the opening
of classes. Offices involved shall work towards providing integrated activities such as the (a) Orientation
on new programs or projects; and (b) Introduction of newly-developed manuals.
(7) The National Educators Academy of the Philippines (NEAP) shall manage the development and
implementation of the training plan for school heads and supervisors following the curriculum content or
specifications incorporated in the CO-MPPD.
(a) Training institutions may be engaged by NEAP to provide technical assistance in the form of program
designing, resource materials development and the actual program delivery.
(b) Other training needs for school heads and supervisors identified in the RO and DO MPPDs that
cannot be addressed by these levels shall be endorsed to NEAP.
(c) The NEAP shall evaluate these needs, develop integrated training programs, identify service providers
as required, and recommend the appropriate T&D activity for approval by the management. Once
approved, the NEAP shall manage the conduct of these trainings. Budget for such activities shall come
from the NEAP budget.
(8) The Department’s Staff Development Division-Human Resource Development Service (SDD-HRDS)
shall coordinate the conduct of trainings for non-teaching personnel following the content or
specifications incorporated in the CO-MPPD.
(a) Other training needs identified in the RO and DO MPPDs that cannot be addressed at these levels
shall be endorsed to SDD- HRDS.
(b) The SDD-HRDS shall evaluate these needs, develop integrated training programs, and recommend
appropriate T&D activity for approval by the management.
(c) It will only conduct trainings for Central Office personnel and only for purposes of modeling or
training of trainers at the regional and division levels.
(d) Trainings or seminar-workshops involving field personnel shall be provided with technical assistance
by SDD. Budget for such activities shall come from the SDD-HRDS budget.
All invitations for local and foreign scholarships for both teaching and non-teaching personnel shall be
forwarded to SDD-HRDS. This Office shall serve as the Scholarship Secretariat. Its roles include the
following: (a) receiving of invitations from sponsoring agencies/donor countries; (b) dissemination of
such invitations or information; (c) initial screening of nominations re documents and credentials; and (d)
scheduling of screening and maintenance of database.
The criteria for screening of nominees shall consider (1) age, (2) length of service, (3) employment status,
(4) performance rating, and (5) service obligation, and shall include having no pending service
requirement from previous scholarship attended.
Final decisions on scholarship grants shall be made by the DepEd Scholarship Committees per DepEd
Order Nos. 13 and 31, s. 2007 or succeeding issuances. All grantees are subject to scholarship contracts
specifying service obligation, agreements and other responsibilities during and after the scholarship
duration.
The existing Regional and Division Screening Committees shall submit the names of their nominees for
the different fields of study every first week of January. These nominees shall be considered in the pool of
candidates whenever a scholarship program is available.
Capability Building for implementers of the T&D programs and activities shall be provided for key
personnel across all levels to support the effective implementation of the T&D programs and activities,
which are as follows:
competency/needs assessment;
planning, designing, resource development; and
actual conduct of trainings, seminars, workshops, conferences, scholarships and job-embedded learning.
The NEAP in collaboration with the SDD-HRDS, and other designated offices under the Office of the
Undersecretary for Programs and Projects, shall be the lead office in planning and managing the provision
of the capability building programs at the central and regional levels. The ROs shall be responsible for the
capability building of the Division and School T&D Implementers.
The budget for the capability building programs shall come from DepEd Central Office’s MOOE and/or
Human Resource Development and Training (HRDT) Funds.
The budget allocation for T&D programs and activities shall be determined by the DepEd Management
depending on the availability of funds.
The budget allocations for each level (central, region, division, district, and schools) shall also be
determined by the Management and guided by the T&D activities and budget estimate in the
SPPD/MPPD at various levels.
Trainings and scholarships may either be fully-funded or co-shared by DepEd with its personnel: (1)
fully-funded T&D activities mean DepEd pays for tuition fee, miscellaneous expenses, allowances or
stipend; and (2) co-shared trainings are those trainings in which DepEd pays for tuition fee only.
Allocation through stipends, vouchers or other forms shall be awarded to both teaching and non-teaching
personnel to give them the professional autonomy in selecting T&D activities within the framework of
approved programs, competency assessments and IPPDs.
A Training Passbook for listing priority training needs and corresponding T&D activities attended shall
be accomplished by the DepEd personnel. Each head of office such as school head for school-based T&D
activities, or by the Director or Coordinator for other level T&D activities shall sign the Training
Passbook for accountability purposes. Please see enclosure.
Accounting and monitoring and evaluation shall be essential requirements.
Each head of office at the central, region, division, or school levels, shall be proactive stewards of T&D
programs, and their involvement shall include the following:
Management of T&D activities based on priorities in the SPPDs or MPPDs of each office in collaboration
with the training institutions, NEAP, and/or SDD-HRDS;
Practice of equitable access to T&D activities for all personnel;
Use of systematic mechanisms for transfer of technology;
Maximizing training gains;
Maintenance of records or database on training; and
Submission of reports following the prescribed schedule or deadlines.
The Regional Office shall be responsible for ensuring that the T&D activities undertaken both in the
school and division levels respond to the teachers, school heads and other staffs perceived needs, and are
consistent with the schools’ SPPDs and divisions’ MPPDs.
The Division Office shall prepare reports on T&D activities and submit these to the Regional Office,
which shall in turn consolidate reports for submission to Central Office. All Central Office initiated T&D
activities shall be consolidated by the Office of the Assistant Secretary for Programs and Projects
supported by the NEAP, SDD-HRDS and other designated offices.
The Department’s Office of Planning Service (OPS) shall take charge of consolidating all T&D activities
which will be a part of the Training and Development Information System (TDIS), and which shall be
integrated into the Human Resource Information System (HRIS). Likewise, the DepEd National Reports
on Trainings and Development (T&D) shall be prepared by the OPS.
For clarifications, please contact the Office of Undersecretary for Programs and Projects at telephone no.:
(02) 687-4146.
Immediate dissemination of and compliance with this Order is directed.

CHAPTER VII: Human Resource Management and Development Policies

Terms, Notations and Important Concepts

1. Notes on the Coverage of the Civil Service

There are two general categories of service in the government as provided for in Section 6, Chapter 2,
Book V, Executive Order 292. These are the career service and non-career service.

Career Service – it is based on merit and fitness determined as far as the practical competitive
examinations, as based on highly technical qualifications.
Positions in the career service are grouped into First Level Positions, Second Level Positions and Third
Level Positions.
First Level Positions – it includes clerical, trades, crafts, and custodial positions, entrance to which
requires less than four (4) years of college work. The nature of work is sub-professional or non-
supervisory.
Second Level Positions – it includes professional, technical, and scientific positions which involve
professional, technical and scientific work in non-supervisory or supervisory capacity and requires at least
four (4) years of college work.
Third Level Positions – it covers those in the career Executive Service which include ; undersecretary,
assistant secretary, bureau director, assistant regional director, chief of department service, schools
division superintendent, assistant schools division superintendent and other officials of equivalent rank.
Non-career Service – it includes the department secretaries and their personal and confidential staffs,
contractual personnel, emergency and seasonal personnel.

2. Notes on Recruitment and Selection

Recruitment – it is the process of searching for, and identifying job candidates in sufficient quantity and
quality to meet current and future organization needs.

If covered by Republic Act 7041, the vacant position shall be posted in three (3) conspicuous places in the
offices for a period of ten (10) days. Vacant positions shall not be filled-up ten (10) working days have
lapsed from the time of publication.
In case of chain promotion, anticipated vacancies may be published simultaneously with the existing
vacant position(s).
In case of renewal of appointments, publications may be done prior to its expiration.
When the position is in the first level of the career services becomes vacant, selection is department-wide.
When the positions in the career service become vacant, employees, whether incumbents of next-in-rank
positions or not, who meet the minimum position requirement may apply and be considered for
promotion/appointment.
Qualified next –in-rank employees in the office where the vacancy exists are automatically included in
the ranking.
When the position is in the second level of the career service becomes vacant, selection is government-
wide.

3. Notes on the Comparative Degree of Competence used

Performance – this is based on the last performance rating. To qualify for promotion, performance ratings
should at least be Very satisfactory.
Outstanding Accomplishment – includes accomplishments worthy of special commendations.
Relevant Experience and Specialized Trainings – this consists of the performance of duties/functions
relevant to the next higher position over a period expressed in years with every year given a point but not
to exceed five (5) points equivalent to five (5) years.
Education and Training – education refers to the educational background, trainings refers to the
completion/attendance of trainings/programs/seminars/conferences. Such education and training should
be relevant to the duties of the position to be filled.
Physical Characteristics and Personality Traits – these refer to the physical fitness, attitudes and
personality traits of the applicant/candidate which have a bearing on the position to be filled.
Potential – this takes into the account the applicant’s/candidate’s capacity to perform the duties and
assume the responsibility of the higher and more responsible positions.

4. Notes on Instruments/Tools Used

Merit Promotion Plan – it was issued through DECS Order No. 8, s. 1993 which provides guidelines,
policies and procedures for recruitment, selection and appointment.
System of ranking Positions – it was issued through DECS Order No. 54, s. 1993 which includes
alignment of positions into their hierarchical order in function and grade allocation and sets of criteria and
procedures in ranking of applicants/candidates.
Qualifications Standards Manual – it contains the minimum requirements set for each position expressed
in terms of education, training and experience, and civil service eligibility. CSC QSM of 1997 for
common positions is used and DECS QSM of 1995 is used for unique DECS positions.
Performance Appraisal System (DECS Order No. 101, s. 1990)

5. Notes on Documents Required of the Applicant/Candidate for Ranking

Personal Data Sheet (Civil Service Form 212)
Certified true copies of the following;
Transcript of Records
CSC Report of Ratings
Certificate of completion of attendance in conference/training program/seminar/workshop
Certificate of scholarship enjoyed/awards received
Complete service records
Latest performance rating
Forms used in evaluation/ranking
Evaluation Form Nos. II and III (DECS Order No. 54, s. 1993)

6. Notes on Common Requirements for Regular Appointments

Form – The appointment in triplicate copies shall be in the prescribed CS Form 33(Revised 1998) for the
regular employees or the Plantilla Form 001 for casual employees. Original copies shall not be filled out
using photocopied forms.
Signature of the appointing authority- The original copy of the appointment must be signed and at least
the succeeding two (2) copies initialed by the appointing authority.
Position title – The position title shall conform to the approved Position allocation List. The salary grade
shall be indicated after the position title.
Employment status – The employment status shall be indicated on the space provided thereof.
Date of signing – It is the date of the issuance of the appointment, shall be indicated below the signature
or the initial of the appointing authority.
Personal Data Sheet (Civil Service Form 212 (Revised 2005)
Read: List of Requirements for Teachers You Must Know

7. Notes on Employment Status in General

Permanent Appointment – It is issued to a person who meets all the minimum qualification requirements
of the position to which he is being appointed including the appropriate eligibility.
Temporary Appointment – It is issued to a person who, except for the appropriate eligibility, meets all
other requirements the education, experience, and training requirements for the position to which he is
being appointed.
Substitute Appointment – It is issued when the regular incumbent of a position is temporarily unable to
perform the duties of his position, as when he is on approved leave of absence/suspension/scholarship
grants/secondment. It is issued only if the leave of absence of the incumbent is at least three (3) months,
except in the case of the teachers.
Coterminous Appointment – It is issued to a person whose entrance and continuity in the service is based
on the trust and confidence of the appointing authority or head of unit or co-existential with the
incumbent; or limited by the duration of the projects; or co-existent with the period for which an agency
or office was created.
Contractual Appointment – It is issued to a person who shall undertake a specific work or a job for a
limited period not to exceed one (1) year. The inclusive period shall be indicated on the appointment for
purposes of crediting services.
Casual Appointment – It is issued only for essential and necessary services where there are not enough
regular staffs to meet the demands of the service.

8. Notes on the Employment Status of Teachers

Regular Permanent – It is issued to a teacher who meets all the requirements of the position.
Provisional – It is issued to a teacher who meets all the requirements of the position except of the
eligibility.
Substitute – It is issued to a teacher when the regular incumbent is temporarily unable to perform the
duties of the position.

9. Notes on Nature of Appointment

Original – It refers to the initial entry into the career and non-career service. However, for those in the
career service, the first six (6) months of service following an original appointment shall be probationary
in nature and the appointee shall undergo a thorough character investigation. A probationer may be
dropped from the service for unsatisfactory conduct or want of capacity anytime before the expiration of
the probationary period. Such action is appealable to the Civil Service Commission.

Promotion – It is the advancement of the employee from one position to another with an increase in duties
and responsibilities and usually accompanied by an increase in salary.

Transfer – It is the movement of employee from one position to another which is of equivalent rank, level
or salary without the break in service.

The transfer may be from one department or agency to another or from one organizational unit to another
in the same department or agency. Any movement from non-career to the career service shall not be
considered a transfer.
An employee who seeks to transfer to another office shall first secure permission from the head of the
department or agency where he is employed stating the effective date of his transfer. If the request of
transfer is not granted by the head of office where is employed, it shall be deemed approve after thirty
(30) days from the date of notice to the agency head.
If the employee fails to transfer on the specified date, he shall be considered resigned and his
reemployment shall be at the discretion of the head of office. A transfer is effective on the day following
the last day of service of the employee in his former office.
Reemployment – It is reappointment of a person who has been previously appointed to a position in the
career or non-career service and was separated therefrom as a result of reduction in force, reorganization,
retirement, voluntary resignation, non-disciplinary actions such as dropping from the rolls and other
modes of separation. Reemployment presupposes the gap in the service. No prior authority shall be
required for the reemployment of a person who has been previously retired and who has not reached the
compulsory retirement age of 65.
Reappointment – It is the re-issuance of an appointment during reorganization, devolution, salary
standardization, re-nationalization or similar events. Reemployment presupposes the gap in the service.
Reinstatement – It is the issuance of an appointment to a person who has been previously appointed to a
position in the career service and who has through no delinquency or misconduct, been separated
therefrom or to one who has been exonerated of the administrative charges unless the decision
exonerating him specifies restoration to his previous station. An employee who has been exonerated or
who has been illegally terminated is deemed not to have left the service.
Renewal – It refers to the subsequent appointment issued upon the expiration of the contractual/casual
personnel or temporary appointment, if qualified eligible is not actually available as certified by the Civil
Service Regional Director or Field Officer. Renewal presupposes no gap in the service.

10. Notes on Change of Status

Temporary to Permanent – It is issued to a temporary employee when he acquires the appropriate
eligibility or becomes fully qualified for the position to which he is appointed.
Provisional to regular (permanent) – It is issued when a provisional teacher qualifies and is registered as a
professional teacher.
Demotion – It is the movement of an employee from one position to another with reduction in salary and
is not disciplinary in nature. In case a demotion involves reduction in salary and is non-disciplinary, a
written consent shall be secured from the demoted employee.

11. Upgrading Reclassification

It refers to the change in position title with the corresponding increase in salary grade.
This requires an issuance of appointment.

12. Notes on Other Personnel Movements

Reassignment – It is the movement of an employee from one organizational unit to another in the same
department or agency which does not involve a reduction in rank, status or salary.
Detail – It is the temporary movement of an employee from one department or agency to another office or
agency and does not involve a reduction in rank, status or salary. The detailed employee receives his
salary from his mother unit or agency. Detail shall be allowed only for a maximum period of one (1) year
in the case of the employees occupying professional, technical or scientific. Detail beyond one (1) year
may be allowed provided it is with consent of the detailed employee.
Secondment – It is the movement of an employee from one department or agency to another which is
temporary in nature which may either involve increase in compensation and benefits. Acceptance thereof
is voluntary on the part of the employee.
NOTE: Renewal of (temporary) appointments require prior publication under Republic Act 7041

13. Job Rotation

It is the sequential or reciprocal movement of an employee from one office to another or from one
division to another within the same agency as a means of developing and enhancing the potentials of
people in an organization by exposing them to other work functions in the organization.
14. Designation
It is merely an imposition of additional duties to be performed by a public official with corresponding
title, or position which is temporary and can be terminated anytime at the pleasure of the appointing
authority.

15. Notes on Modes of Separation

Resignation – It is the relinquishing of one’s position from an agency or department.
Dropping from the Rolls – It is where officers and employees who are either habitually absent or have
unsatisfactory or poor performance or have shown to be physically and mentally unfit to perform their
duties may be dropped from the rolls.
NOTE:
An official or employee who is given two (2) consecutive unsatisfactory ratings may be dropped from the
rolls after due notice.
An officer who is continuously absent for more than one (1) year by reason of illness may be declared
physically unfit to perform his duties and the head of the office in the exercise of his sound judgment may
consequently dropped him from the rolls.
An officer or employee who is intermittently absent by reason of illness for at least twenty (20) working
days during a 24-month period may also be declared unfit by the head of office.
An officer or employee who is behaving abnormally for an extended period which manifests continuing
mental disorder and incapacity to work as reported by his co-workers or immediate superior and
confirmed by the head of office, may likewise be dropped from the rolls.

16. Republic Act No. 1080

It provides that the names of those who passed the bar or board of examinations shall be automatically
entered in the corresponding register of eligibles.
17. Presidential Decree 907
It provides automatic eligibility to those who are honor graduates subject to the provisions of this Act as
amended.
18. Republic Act No. 7836
It is otherwise known as the “ Philippine Professionalization of Teachers Act of 1994”.
It provides that no person shall practice or offer to practice the teaching profession in the Philippines
without a valid certificate of registration and a valid professional license from the PRC.
19. Notes on Professional Growth
All regions and divisions shall set aside five (5) percent of MOOE budget for HRD trainings to assure the
planning of realistic results-oriented and relevant training proposals.
Induction Program – It refers to the program for new entrants in government to develop their pride, sense
of belonging and commitment to the public service.
Orientation Program – It refers to the activities and courses designed to inform new employees about
agency/government programs, thrusts and operations, as well as on their duties and responsibilities as
well as the benefits and privileges.
Reorientation – It refers to courses designed to introduce new duties and responsibilities, new policies and
programs to employees who have been in the service for quite some time.
Professional/technical/scientific Program – It refers to the substantive programs in specific
professional/technical/scientific areas for enhancement of skills and knowledge of second level personnel
in the career service.
Employee Development Program – It refers to the courses aimed at maintaining a high level of
competence on basic workplace skills among employees at the first level in the career service.
Middle-management Development Program – It refers to a set or series of planned human resource
interventions and training courses designed to provide division chiefs and other officials comparable rank
with management and administrative skills and to prepare them for greater responsibilities.
Values Development Program – It refers to courses which are designed and harness to public service
values of participants to be effective government service.
Executive Development Program – It refers to activities and experiences, and continuing education in
tended to enhance the managerial skills of government officials or executives who belong to the third
level.
Career Pathing Program – It is a set of professional activities on the skills and capabilities of an employee
to enhance and maximize his professional growth and promotion in the service.

20. Notes on Employees Welfare, Benefits, Incentives, Recognitions and Awards

In general, appointive officials up to the level of heads of executive departments, heads of departments,
undersecretaries and employees of the government whether permanent, temporary or casual who render
work during the prescribed office hours, shall be entitled with 15 days vacation and 15 days sick leave
annually with full pay exclusive of Saturdays, Sundays and public holidays, without limitation as to the
number of days of vacation and sick leave they may accumulate.

Employees rendering services on part-time basis are entitled to vacation and sick leave benefits
proportionate to the number of work hours rendered. A part-time employee who renders four (4) hours of
work, five (5) days a week or a total of 20 hours a weeks, is entitled to 7.5 days vacation and 7.5 days of
sick leave annually with full pay.
Married women in the government service who have rendered an aggregate of two (2) or more years of
service shall, in addition to the vacation and sick leave granted them, be entitled to maternity leave of
sixty (60) calendar days with full pay.
Maternity leave of those who have rendered one (1) year or more but less than two (2) years of service
shall be computed in proportion to their length of service, provided, that those who have served for less
than one (1) year shall be entitled to 60-days leave with half pay.
The enjoyment of maternity leave cannot be deferred, it should be availed either before or after the actual
period of delivery in a continuous and uninterrupted manner, not exceeding 60 calendar days.
Employees who render less than two (2) years of service may only receive full pay for a number of days
based on the ratio of 60 days to two (2) years of service.
A married woman employee is entitled to maternity leave of absence with pay even if she has a pending
administrative case.
Married women who are contractual employees whether or not receiving 20% premium on their salary,
shall be entitled to maternity leave benefits like the regular employees, in accordance with the provisions
of Section 18, Rule XVI, CSC-MC No. 41, s. 1998.
Every married male employee is entitled to paternity leave of seven (7) working days, for the first four (4)
deliveries of his legitimate spouse.
Legitimate spouse refers to a woman validly entered a contract of marriage with male government
employee availing the paternity leave benefits under the Law.
Married male employees with more than one (1) legal spouse shall be entitled to avail of paternity leave
for an absolute maximum of four (4) deliveries regardless of whichever spouse gives birth.
The first of the four (4) deliveries shall be reckoned from the effectivity of the Paternity Leave Act on
July 15, 1996.
Paternity leave of seven (7) days shall be non-cumulative and strictly non-convertible to cash.
Officials and employees, except teachers and those covered by special leave laws, are granted the
following leave privileges subject to the conditions hereunder stated;

Funeral/mourning leave
Graduation leave
Enrolment leave
Wedding/anniversary leave
Birthday leave
Hospitalization leave
Accident leave
Relocation leave
Government transaction leave
Calamity leave

That the official/employee may be granted a maximum of three (3) days within a calendar year of any or
combination of special leave privileges of his choice which he could opt to avail of.
That the official/employee shall submit the application for the said special leave privileges at least one (1)
week prior to its availment except in emergency cases.
Officials and employees in the career and non-career service whether permanent, temporary, casual or
coterminous, who have accumulated fifteen (15) days are allowed to monetize a minimum of ten (10 )
days; provided that at least five (5) days is retained after monetization and provided that a maximum of
thirty (30) days may be monetized in a given year.

The mandatory annual five (5)-day vacation leave shall be forfeited if not taken during the year.
Terminal leave is applied for by an official or an employee who intends to sever his connection with his
employer.
Teachers who have at least seven (7) years of continuous service are entitled to study leave of absence
with pay not exceeding one (1) school year subject to approval of the head of office.
An indefinite sick leave of absence shall be granted to teachers when the nature of the illness demands a
long treatment that will exceed one (1) year at the least.
Teacher’s vacation service credits refer to the leave credits earned during summer or Christmas vacation,
as authorized by proper authority.
The study leave is a time off from work not exceeding (6) months with pay for the purpose of assisting
qualified officials and employees to prepare for their bar/board examinations or complete their masteral
degree.
All applications for sick leave of absence for one (1) full day or more shall be made on the prescribed
form and shall be filed immediately upon employee’s return from such leave.
Notice of absence, however, should be sent to the immediate supervisor and/or to the agency head.
Application for sick leave in excess of five (5) successive days shall be accompanied by a proper medical
certificate.
Absence on a regular day for which suspension of work is announced. Where an official or an employee
fails to report to work on a regular day for which suspension of work is declared after the start of the
regular working hours, he shall not be considered absent for the whole day. Instead, he shall only be
deducted leave credits or the amount corresponding to the time when official working hours start up to the
time of suspension of work is announced.
The official/employee who has reached the compulsory retirement age of sixty (60) but whose service has
been extended by the Commission for another six (6) months, no longer earns leave credits.
An official or employee with pending administrative case/s is not barred from enjoying leave privileges.
Teachers exposed to hardship to the place of worked determined by the Secretary of Education shall be
compensated hardship allowance equivalent to at least 25% of their monthly salary (R.A. 4670, Section
19 – Magna Carta for Public School Teachers)
Teachers assigned to places declared by the President as calamity areas shall be granted the equivalent of
five (5) days additional salary per month but payable only for the duration of the calamity period (R.A.
5447 – The Special Education Fund Act).
Teachers exposed to hardship or extreme difficulty in the place of work and teachers assigned to handle
multi-grade classes as determined by the Secretary of DECS shall be compensated special hardship
allowance equivalent to at least 25% of the basic pay.
Hazard Duty Pay – This refers to the compensation premium or allowance paid to officials and
employees actually assigned or stationed in a work area which exposes them to great danger, occupational
risks, or perils in life.
Productivity Incentive Benefits – It shall be based on the individual personnel productivity and
performance as evaluated and determined by the heads of the respective offices/agencies in accordance
with the policies and standards set by the Civil Service Commission.
Cash Allowance to Teachers – It is provided for the teachers for the purchase of the chalk, erasers,
forms, and other classroom supplies directly used shall be paid only to classroom teachers.
Year-end Bonus and Cash Gift – All government personnel, whether appointed or elective under
regular, temporary or casual status and contractual personnel whose employment is in the nature of the
regular employee, who are still in the service as of October 31 each year, are granted with this incentive.
Automatic Annuity – Monthly pension is paid guaranteed for five (5) years from the date of retirement.
After the five (5) year period, payment of the monthly annuity continues if the retiree is still living.
Five-Year Lump Sum – This is available only to those who are at least sixty-three (63) years of age or
over on the date of retirement. After five (5) years, if still living, retiree is paid monthly annuity for life.
Initial Three-Year Lump Sum – This is available to those who are at least sixty (60) years of age on the
date of retirement. The subsequent two-year lump sum is paid to the retiree on his 63rd birthday. . After
five (5) years, if still living, retiree is paid monthly annuity for life.
Salary Adjustment – It is based on approved ERF of Teachers Appropriation provided annually in
General Appropriations Act (GAA).
Step Increment – It shall be granted to all deserving officials and employees based on merit and length
of service. Appropriations provided annually in the General Appropriations Act (GAA).
DECS Provident Fund – It aims to provide DECS official and employees benefits and loans for
emergency needs, and that of their immediate dependents and that of their children, for their
hospitalization, and that of their immediate dependents, and for other similar purposes to be determined
by the Board of Trustees.
DECS Shelter Program – It aims to provide affordable and decent housing to employees through
coordination with government housing and financing institutions and private subdivision developers.
Automatic Upgrading of Positions for Eligible Public School Teachers through the ERFs Scheme –
This is the automatic position upgrading granted to Teacher I who have rendered twenty (20) years or
more with satisfactory teaching service without the need for filing an application for ERF upgrading.
References:
DepEd Order Nos. (13 and 31, s. 2007)
https://www.deped.gov.ph/2011/03/31/do-32-s-2011-policies-and-guidelines-on-training-and-
development-td-programs-and-activities/
https://www.teacherph.com/deped-manual-reviewer/7/

A. ORGANIZATIONAL OBJECTIVES

Every organization has short-term, medium-term, and long-term goals. These are the

goals organizations seek to accomplish and are otherwise known
as organizational development objectives. Objectives play a significant role in determining policies and
allocation of resources in the future.

School Human Resource Management (SHRM) are strategies of allocating and maximizing the
utilization of available human resource (human skills) in the most effective manner among various tasks
to achieve School goals and.. School Human Resource Management to performing the activities that are
necessary in the maintenance of that workforce within the School Human Resource Management are
activities that are necessary in the maintenance of the school workforce to achieve its goals are: School
Human Resource Management(SHRM), Administering Teachers’ & Staffs’ work-life needs,
Identification of staffing requirements, Education & Professional Development, Performance appraisal,
Planning and oversight of payroll & benefit. School Human Resource Management from DepEd, the
Department of Education (DepED) strongly supports capacity building activities that are meant to
enhance the knowledge and skills of the teaching and non-teaching personnel to ensure a more effective
and efficient delivery of basic education services.

Human resource management depend on policies and operations and systems that influent on staff’s
behavior, attitude and performance. Human resource management is a process include 4 tasks: attract,
develop, motivate and retain human resources. Therefore Human resource management objectives is
achieve the desired results of the collective efforts of staff conduct:

Supply of staff at low cost;

Nurture and develop the talents and skills of people;

Maintaining of competent personnel good and create of relations between them;

Providing material and spiritual needs of staff satisfaction that to be created necessary alignment between
their personal goals and objectives of the organization.

OBJECTIVES OF HRM:

1. Help organization in attaining its goal by providing well trained & motivated
employees

2. Employed the skills and knowledge of employee efficiently and effectively.

3. Enhance job satisfaction & self-actualization by encouraging and assisting every

employee to release his potential.

4. Establish & maintaining productive, self-respecting & internal satisfaction. Working

relationship among all the member of organization

5. Bring out maximum development of members of organization by providing

opportunities for training and advancement.

6. Develop and maintain quality of work line

7. Maintain high moral & good human relation with the organization.

8. Help maintain ethical policies & behavior inside & outside the organization.

9. To recognize & satisfy individual needs and group goals by appropriate monitoring
and non- monitoring incentives.

10.To manage change to mutual advantage of individual, group, management, society

What are HRM organizational objectives?

1. Achieve Organisational Goals

HRM function starts here. One major HRM objective is to fulfil organisational
goals. Utilizing human resource to achieve business requirements and goals is very important for an
effective HRM. Organisational objectives include workforce handling, staff requirements like hiring and
onboarding, payroll management and retirement. To succeed at organisational objective, HR requires
efficient planning and execution. Without a set parameter for goals and mission and resources, HRM is
incomplete. After you know your resources and planning at place, achieving HRM objective is not so
difficult.

2. Work Culture
When it comes to handling HRM effectively and following objectives, employee
and work environment are the prior factors. Work culture plays an important role in defining HRM and
business performance. An HR manager needs to be active while calling for strategies to foster better work
culture. Automated activities like leave approvals, reimbursement request acknowledgement, etc. can help
you. Quick operations and empowerment to employees help in creative positive vibes at workplace.
Developing and maintaining healthy and transparent relations among team members and teams contribute
to building a good example of work culture. Adopting right solutions like employee management
software can solve more than half of your job. Small steps like short and sound onboarding process can
help build good image of workplace.

3. Team Integration
One of the prime roles and objectives of HRM is to make sure team co-ordinate
efficiently. Easy communication is the need for teams at an enterprise. An HR here must ensure a tool to
assist in making the integration easier and smooth. Proper connect between individuals is a must to ensure
productivity. To make the HR management a success, you need to search better integration portals to
make data availability easier for people. Functional objectives like team integration is to produce
streamlined operations and tasks. With right tool like self-service portal can bring employees closer to HR
folks.

4. Training and Development

Workforce being effective and performing are two important and basic elements to
work upon for achieving your basic objectives at an organisation. With proper training and providing
future opportunities, employees feel safe and organised. Effective employment is highly dependent upon
the training practices. Providing opportunities to employees is one great step to ensure workforce
management. There might be difficulties such as planning, scheduling, training sessions, and evaluation
of each on-boards. To lessen the pain, solution like training management software can help you with auto-
reminders, easy scheduler, reporting, and tracking capability. The HR manager can ensure effective
training practice at firm.

5. Employee Motivation
 The prime objective of an HR folk is to keep things on right path. Keep distractions
and negative vibes away. For this the employees need to be attended and kept motivated throughout. How
can an HR motivate employees?
Give powers to them. Take their views on things. Involve them into weekly meets
or decisions. Even if it is a fresher, let them join. Keep the morale always high. Employee recognition like
yearly appraisal based on their performance can too help. Automated feedback system for performance
appraisal management can keep your employees motivated and ensure productivity throughout service.
When the employees are satisfied and fulfilled, nothing else can prevent you from losing your objectives
and goals.

6. Workforce empowerment
Talking about employee motivation, nothing can work better than empowering
them. Empowering them with tools like ESS (employee self-service) portal can help save HR efforts too.
With the portal, employees can themselves apply for approvals and track them through their mobile
phone. Be it leave request, generating payslip, checking PF account, remaining leaves, upcoming
holidays, manager details, or anything, HR intervention is least required. Now, you no more need to
knock on HR’s desk for small queries. What else could empowering workforce take? How would you
ensure right workforce engagement? Effective HRM measures can definitely help.

7. Retention
Providing leadership qualities and opportunities, healthy working area, and
employee retention are some prime objectives and deliverables of HR manager. Keeping employees
retained and motivated needs to be a top priority for HRM. Other than employee hiring, onboarding, and
training cycle, keeping the employees retained for long is the biggest challenge AKA objective of the HR
people. It often occurs that employees leave the organisation within 2 months of onboarding. It can be due
to ineffective training management or rough hiring process. Employee experience needs to be carefully
attended. Keeping your employees retained can help maintain good state of employee turnover. To keep it
stable, the HR manager needs to learn the best retention tips for business.

8. Data and compliance

Functional and organisational objectives also include managing company/
employee data and managing compliances. Managing payroll compliances and keeping the company out
of any penalties or fine is huge challenge for HR people and managers. Even a small error or
miscalculation can owe you huge penalties and even may lose respect. When committing to tasks like
employment and payroll, you need to be careful about laws and regulations. Objective here is to keep any
unwanted claims at bay for smooth functioning. Automated software like HRMS system can help you
keep errors at side and leave no window for owing any penalty from IRS. It is the responsibility of HR to
follow IRS guidelines and standards for effective employment at company. Stay assured with all the
legalities.
B. ORGANIZATIONAL CLIMATE

Organizational climate is concerned with large units; it characterizes properties of an entire

organization or major sub units. Organizational climate describes a unit of organization rather than
evaluates it or indicates emotional reactions to it. It arises from routine organizational practices that are
important to the organization and its members. It influences members’ behaviors and attitudes. Put
simply, the set of internal characteristics that distinguish one school from another and influence the
behavior of members is the organizational climate of the school. Personality is to individual and climate is
to organization.

Organizational Climate Frameworks

Four School Climate Frameworks:

1. The Openness of Interpersonal Relations measured by the OCDQ
School Climate: Open to Closed- An Open School Climate is characterized by
teacher relations that are professional, collegial, friendly, and committed to the education of students. The
principal is supportive and professional and does not restrict or direct teachers with orders.A Closed
School Climate is characterized by teacher relations that are disengaged, distant, suspicious, and not
professional. The principal is directive, restrictive, and not supportive.
2. The Health of Interpersonal Relations measured by the OHI.
School Climate: Healthy to Unhealthy- A Healthy School Climate is characterized
by institutional integrity--teachers are protected from disruptive outside forces. The principal has
influence with superiors, gets needed resources, and has an integrated leadership style that is concerned
with both the task at hand and the social well-being of teachers. Morale is high and there is a general
press for academic achievement by teachers, parents, and students. An Unhealthy School Climate is
vulnerable to disruptive outside forces. The principal has little influence with superiors, resources are
scarce, and the principal neither sets direction nor is supports teachers. Morale is poor and there is limited
attention to academic matters because the teacher have given up.

3. Openness and Health Synthesis is measured by the OCI

The OCDQ measures openness of school relations whereas the OHI measures the
health of those relations. A quick way to get a sketch of both openness and health is to use the short
Organizational Climate Index (OCI), which measures aspects of climate at the institutional, principal,
teacher, and student level.
Teacher Level
Professional Teacher Behavior— is marked by respect for colleague competence, commitment to
students, autonomous judgment, and mutual cooperation and support. Teachers respect the professional
competence of their colleagues. Teachers in this school exercise professional judgment.
Student Level
Achievement Press— describes a school that sets high but achievable academic standards and goals.
Students persist, strive to achieve, and are respected by each other and teachers for their academic
success. Parents, teachers, and the principal all press students for high standards and school
improvement .Sample items: The school sets high standards for academic achievement. Academic
achievement is recognized and acknowledged by the school.

4. A Climate of Citizenship measured by the OCB

A Climate of Citizenship refers to a school in which the teachers generally behave
in helpful ways. They typically go beyond routine duties, voluntarily help others, and embrace extra
work. Their behavior is characterized by altruism, conscientiousness, courtesy, and good citizenship.
Voluntarism is dominate character of teacher behavior.

C. COMMUNICATION

Communication is a vital management component to any organization. Whether the

purpose is to update employees on new policies, to prepare for a weather disaster, to ensure safety
throughout the organization or to listen to the attitudes of employees, effective communication is an
integral issue in effective management. To be successful, organizations should have comprehensive
policies and strategies for communicating with their constituencies, employees and stakeholders as well
as with the community at large. Most HR professionals and organizational leaders agree that linking
corporate communication to business strategy is essential to effective and consistent business operations.
With a formal and comprehensive communication strategy, organizations can ensure that they:

 Communicate consistent messages.

 Establish a recognizable employment brand.
 Deliver messages from the top that are congruent with the organization's mission, vision and
culture.

THE IMPACT OF EFFECTIVE COMMUNICATION

Effective communication may contribute to organizational success in many ways.

Builds employee morale, satisfaction and engagement.

Helps employees understand terms and conditions of their employment and drives
their commitment and loyalty.

Educates employees on the merits of remaining union-free (if that is the

organization's goal).

Gives employees a voice—an increasingly meaningful component of improving

employees' satisfaction with their employer.

Helps to lessen the chances for misunderstandings and potentially reduces

grievances and lawsuits.

Improves processes and procedures and ultimately creates greater efficiencies and
reduces costs.

TWO-WAY COMMUNICATION
HR professionals may initially think of communication mainly in the context of delivering messages to
employees about business issues, policies and procedures, but two-way communication plays an essential
role in a comprehensive communication strategy. Listening to employee issues and concerns builds
loyalty and drives improved productivity. Organizational leaders can learn through listening about issues
or concerns before they become formal grievances or lawsuits. They can also discover potential employee
relations issues and learn about attitudes toward terms and conditions of employment.

Human Resource Communication

Communication is key to a successful career as a human resource manager (HRM)

or as a manager. One major way companies communicate with employees is through the use of meetings.
One of the most important aspects to good communication is emotional intelligence.
- Emotional Intelligence (EI)
There are five main aspects or domains to EI:
1. Knowing your emotions (impacts our body language as well as our verbal communication)
2. Managing your emotions
3. Motivating yourself (the key not only to career success but also to personal success)
4. Recognizing and understanding other people’s emotions
5. Managing relationships
Four Main Types of Communication
 Upward communication is when the lower levels of an organization communicate with the upper
levels of an organization.
 Downward communication is the opposite of upward communication, in that the communication
occurs from the upper levels of an organization down to the lower levels of the organization
 Diagonal communication is when interdepartmental communication occurs with people at
different levels of the organization.
 Horizontal communication occurs when people of the same level in an organization, for example,
a marketing manager and a human resource manager, communicate usually to coordinate work
between departments.
HRM as Communication System-a 3-D Model 
 The figure shows that the whole organization is affected including the employees,
community and the environment. It gives us the glimpse of how an organization is being managed
through communicating and gaining success.

REFERENCES:
1. https://www.slideshare.net/timothywooi/school-human-resource-management
2. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4384864/
3. https://www.slideshare.net/AdityaMaduriya/hr-47783690
4. https://www.google.com/search?
q=organizational+objectives+of+HR+in+philippines&tbm=isch&ved=2ahUKEwiy8pSQnuLxAhV6xIsBH
VNCCT4Q2-cCegQIABAA
5. https://www.pockethrms.com/blog/8-primary-objectives-of-human-resource-management-hrm/
6. https://slideplayer.com/slide/2838425/
7. https://www.google.com/search?q=Organizational+climate+in+schools&tbm=isch&ved=2ahUKEwj-
zcWPp-LxAhUOyIsBHeESD5QQ2-cCegQIABAA
8. https://www.google.com/search?q=HRM+communication&tbm=isch&ved=2ahUKEwi-
r8mwruLxAhUOxYsBHbXJC1wQ2-cCegQIABAA
9. https://www.iedunote.com/10-c-of-human-resource-management
10. https://www.shrm.org/resourcesandtools/tools-and-samples/toolkits/pages/
managingorganizationalcommunication.aspx

What is Motivation?
Motivation is the fuel that drives the accomplishment of a goal and if it isn't there, achieving any
goal becomes a difficult task. It is a force that makes people act, set goals, and achieve them. It is a
psychophysiological process that controls human behavior, as well as sets its direction, actions, and
constancy. Motivation is heavily influenced by culture, society, and lifestyle. Different cultures have their
own motivation drivers. Education, social environment, and lifestyle affect it even more.

2 TYPES OF MOTIVATION
1. INTRINSIC MOTIVATION
- is most easily defined as those things that motivate a person with the aim of being rewarded
internally. This is any activity based on personal gratification or just for the fun of it without expecting
external praise. Anything at all that makes you feel good within yourself is fueled by intrinsic
motivation.
 Intrinsic motivation example:
Peter is a young footballer who loves what he does but isn't good enough. Everybody trains for two
hours a day at the stadium, but Peter takes an extra one hour after the training to do some more
practice. He wants to be good at his passion, not for applause, but himself. This is a typical example
of intrinsic motivation. In the end, he will get better because he is self-motivated to do so.

Types of Intrinsic Motivation

1. Competence Motivation
Basically, competence motivation is driven by curiosity, willingness to know more or have some
skills.
This kind of motivation is also known as learning motivation as it involves building more expertise
on a subject matter and is not a competition among peers. So, if a promotion happens because of the
skills garnered, it is a plus, but was not the primary goal.

2. Creative Motivation
Creative motivation is often known to be prompted by a sense of wanting to say or express
something.
It could be in the form of words, art, song, business, or production, but it always starts from trying to
express oneself.

3. Achievement Motivation
The achievement motivation is somewhat like competence motivation in that it aims to achieve a
goal just for personal development.
If the goal is to pursue a remarkable feat just because of the feeling of attaining that height, then it is a
practical illustration of achievement motivation.

4. Attitude motivation
This type of motivation is based on the willingness to change the world, make something good, or
help people.
It doesn't matter what people will say, how they feel, or what vibes seep from within.
The main thing is that a person sees something that is wrong and wants to fix it, help, or change it.

5. Affiliate Motivation
The feeling of belonging to a group or society and being accepted is ignited by affiliate
motivation.
For example, Theresa needs to make money, but she also wants to do meaningful things with her
life. She’s been interviewing at different jobs, and now two different employers are offering her a
job.
Company A is a well-known company, and they make good money. Company B can pay her
decent money, but the company mission also includes supporting the community and group
volunteering.
Theresa likes the ethics of Company B, and chooses to work there instead. That is just what
affiliate motivation is all about.

6. Physiological Motivation
Physiological motivation focuses on satisfying basic physiological needs: air, food, water,
sleep, warmth, sex.
Therefore, as the primary needs of life, the main goal for them is to survive.
In physiological motivation, the reward might not be always tangible but it is always felt.

2. EXTRINSIC MOTIVATION
- stands for all the things that serve as an external drive, which is classified into two categories:
compensation and punishment.
For compensation, it can be salary, bonuses, goods, money, and an appraisal.
Punishment might include fines, blame, judgment, and many others. This side of extrinsic motivation
is usually mistaken to be negative, but it has quite a lot of positivity.
Extrinsic motivation is shown when an employee does his job well and gets fairly paid. At the same
time, he comes to work on time because he knows if he comes late, he will lose money or even be
fired. Also, he will be able to get a bonus from the supervisor if he achieves the goals set for him.
 Either way, extrinsic motivation comes from someone or something else outside of the person being
motivated.
Extrinsic Motivation Example
John has trouble waking up on time, and frequently sleeps through his alarm. As a result, he’s
often late to work. He’s received plenty of warnings from his boss, but he still comes in late. One day,
John’s boss is tired of giving him warnings and tells him that the next time he’s late, he’ll be fired.
John knows he needs the job, and the money, and resolves to be on time from then on.

Types of Extrinsic Motivation

1. Reward-Based Motivation
This is probably the only motivational type that many are aware of, because of its
popularity and that it is the easiest way to get a fast motivational boost.
Promise employees a bonus in their salary or set a bonus for a specific result, and people will start
working harder.

2. Power-Based Motivation
Just as the name already states, this is based on the human desire to have power
over other people. Or, change the situation around their lives.
It can be said that controlling other people is not always bad, even if it has some negative
connotations.
It doesn't always mean control; sometimes, it means they are motivated to lead.

3. Fear-Based Motivation
It is a motivational type that drives people to achieve something they otherwise won't have
been able to. It is not based on any monetary reward, but on the fear of pain or awkward feeling.
Fear-based motivation is always tagged to be negative, but it isn't.
Though fear-based motivation could involve a negative result to motivate, it usually ends up
producing positive results.

References:

1] ^ Indeed: Incentive Motivation Theory: Everything You Need to

Know
[2 ^
Indeed: A Guide to Affiliation Motivation
]
https://www.lifehack.org/articles/productivity/6-types-of-motivation-explained.html

What is Leadership?
- is the art of motivating a group of people to act toward achieving a common goal. In a business
setting, this can mean directing workers and colleagues with a strategy to meet the company's needs.
LEADERSHIP STYLES
1. Autocratic Style
The phrase most illustrative of an autocratic leadership style is "Do as I say." Generally, an
autocratic leader believes that he or she is the smartest person at the table and knows more than others.
They make all the decisions with little input from team members.
2. Authoritative Style
 The phrase most indicative of this style of leadership (also known as "visionary") is "Follow me."
The authoritative leadership style is the mark of confident leaders who map the way and set expectations,
while engaging and energizing followers along the way.
In a climate of uncertainty, these leaders lift the fog for people. They help them see where the company is
going and what's going to happen when they get there.
3. Pacesetting Style
"Do as I do!" is the phrase most indicative of leaders who utilize the pacesetting style. This style
describes a very driven leader who sets the pace as in racing. Pacesetters set the bar high and push their
team members to run hard and fast to the finish line.
While the pacesetter style of leadership is effective in getting things done and driving for results, it's a
style that can hurt team members. For one thing, even the most driven employees may become stressed
working under this style of leadership in the long run.
4. Democratic Style
Democratic leaders are more likely to ask "What do you think?" They share information with
employees about anything that affects their work responsibilities. They also seek employees'
opinions before approving a final decision.
There are numerous benefits to this participative leadership style. It can engender trust and promote team
spirit and cooperation from employees. It allows for creativity and helps employees grow and develop.
5. Coaching Style
When you having a coaching leadership style, you tend to have a "Consider this" approach. A
leader who coaches views people as a reservoir of talent to be developed. The leader who uses a coach
approach seeks to unlock people's potential. Leaders who use a coaching style open their hearts and doors
for people. They believe that everyone has power within themselves. A coaching leader gives people a
little direction to help them tap into their ability to achieve all that they're capable of.
6. Affiliative Style
A phrase often used to describe this type of leadership is "People come first." Of all the leadership
styles, the affiliative leadership approach is one where the leader gets up close and personal with people.
A leader practicing this style pays attention to and supports the emotional needs of team members. The
leader strives to open up a pipeline that connects him or her to the team.
7. Laissez-Faire Style
The laissez-faire leadership style is at the opposite end of the autocratic style. Of all the leadership styles,
this one involves the least amount of oversight. You could say that the autocratic style leader stands as
firm as a rock on issues, while the laissez-faire leader lets people swim with the current.

References:

https://www.americanexpress.com/en-us/business/trends-and-insights/articles/the-7-most-common-leadership-styles-and-how-
to-find-your-own/

TOPIC: EMPLOYEES AND LABOR ORGANIZATIONS

Labor Organization refers to any union or association of employees in the private sector which

exists in whole or in part for the purpose of collective bargaining or of dealing with employers concerning
terms and conditions of employment. It is classified into FORMAL and INFORMAL sector labor
organization.
Organized labor is an association of workers united as a single, representative entity to improve the
economic status and working conditions of employees through collective bargaining with company
management. Organized labor groups are also known as unions.
Labor Management Council Under Republic Act No. 6715 or “An Act to Extend Protection to
Labor, Strengthen the Constitutional Rights of Workers to Self-Organization, Collective Bargaining and
Peaceful Concerted Activities, Foster Industrial Peace and Harmony, Promote the Preferential Use of
Voluntary Modes of Settling Labor Disputes, and Reorganize the National Labor Relations Commission,
Amending for These Purposes Certain Provisions of Presidential Decree No. 442, As Amended,
Otherwise Known as The Labor Code of the Philippines, Appropriating Funds Therefore and for Other
Purposes”, the operating mechanism of labor-management cooperation program in organized
establishments is called a Labor-Management Council (LMC). In unorganized establishment, the
mechanism is called Labor-Management Committees (LMC).
The LMC aims to foster better relations between labor and management to supplement the grievance
process when necessary and to supplement the CBA.
Commonly, an LMC has the following organizational features:
 It is composed of an adequate number of representatives from labor and management.
 Labor representatives are elected by at least the majority of the workers in the establishment.
 Management is represented by top level officials, the personnel or industrial relations manager, the
production manager and other officers including supervisors.
 There are two co-chairmen -- one from labor and one from management -- who serve concurrently or on
a rotating basis. A secretary is also appointed.
 A third party facilitator acceptable to labor and management may assist the LMC particularly in the
early stages of its operation
 Sub-committees may be formed to address specific concerns. The National Conciliation and Mediation
Board, an attached agency of the DOLE, provides promotional and technical services for the
LMC.

Right to Self-Organization
1.What is Right to self-organization?
It is the right of workers and employees to form, join or assist unions, organizations or associations for
purposes of collective bargaining and negotiation and for mutual aid and protection. It also refers to the
right to engage in peaceful concerted activities or to participate in policy and decision-making processes
affecting their rights and benefits.
2.What is Workers’ Association?
A workers’ association means any group of workers, including ambulant, intermittent, self-employed,
rural workers and those without definite employers, organized for mutual aid and protection of its
members or for any legitimate purpose other than collective bargaining.
3.Who may join a labor organization or workers’ association?
The following may join a labor organization:
 a) all employees employed in commercial, industrial and agricultural enterprises and in religious,
charitable, medical or educational institutions whether operating for profit or not;
 b) government employees in the civil service;
 c) supervisory personnel;
1. d) security personnel; and,
 e) aliens with valid working permit provided there are nationals of a country which grants the
same or similar rights to Filipino workers as certified by the Department of Foreign Affairs
(DFA).

4.Is there a required number of workers in an establishment for a union to be formed?

None, provided that the required 20% membership of the bargaining unit is complied with.
5.How do labor organizations and workers’ associations become legitimate?
Federation, national union or industry or trade union center or an independent union and workers’
associations become legitimate upon issuance of the certificate of registration by the Department of Labor
and Employment (DOLE).
6.What are the rights of legitimate labor organizations?
A legitimate labor organization shall have the following rights:
 j. to act as a representative of its members for collective bargaining;
 to be certified as the exclusive representative of all the employees in an appropriate collective
bargaining unit for collective bargaining;
8. to be furnished by the employer, upon written request, with annual audited financial statements
within 30 calendar days from date of receipt of the request, or within 60 calendar days before the
expiration of the existing CBA, or during the collective bargaining negotiation;
5. to own property, real of personal, for the use and benefit of the labor organization and its
members; and
 to sue and be sued in its registered name; and (6) to undertake all other activities to benefit the
organization and its members, and other projects not contrary to law.
7.How are locals/chapters of federation or workers association created?
A duly registered federation or national union may directly create a local/chapter by issuing a charter
certificate indicating the establishment of the local/chapter. a duly registered workers’ association may
also charter any of its braches upon filing of the documents prescribed in chartering and creation of a
local/chapter.
8.When does a local\chapter acquire legal personality?
The local/chapter shall acquire legal personality only for purposes of filing a petition for certification
election from the date the duly registered federation or national union issued a charter certificate.
The local/chapter shall be entitled to all other rights and privileges of a legitimate labor organization upon
the submission of the following:
 charter certificate
f. the names of the local/chapter’s officers, their addresses, and the principal office of the
local/chapter; and
- the chapter constitution and by-laws is the same as that of the federation, this fact shall be
indicated accordingly.
The Genuineness and appropriate execution of the supporting requirement shall be certified under oath by
the secretary or treasurer of the local/chapter and attested to by its president.
9.When may the Regional or BLR Director Inquire into the financial activities of a legitimate labor
organization?
The regional or BLR Director may inquire into the financial activities of any legitimate labor organization
and examine their books of accounts and other records to determine whether they are complying with the
law and the organization’s constitution and by-laws upon the filing of a request or complaint for the
conduct of an accounts examination by any member of the labor organization, supported by the written
consent of at least twenty (20%) percent of its total membership ( Art. 274 of the Labor Code, as
amended).
10.What are the grounds for the cancellation of union registration?
The grounds for the cancellation of union registration are:
a) misrepresentation, false statement or fraud in connection with the adoption or ratification of the
constitution and by-laws or amendments thereto, the minutes of ratification, and the list of members who
took part in the ratification;
b) misrepresentation, false statement or fraud in connection with the election of officers, minutes of
election of officers, and the list of voters; and
c) voluntary dissolution of the members. However, at least 2/3 of its general membership should vote to
dissolve the organization in a meeting called for that purpose and that the application to cancel the
registration is submitted by the board of the organization. It shall be attested to by the president.
11.Who may file an intra/inter union complaint or petition?
Any legitimate labor organization or its concerned member(s) may file a complaint or petition involving
intra/inter-union disputes or issues. When the issue involves the entire membership of the labor
organization, the complaint or petition shall be supported by at least thirty percent (30%) of its members.

References:
https://blr.dole.gov.ph/2014/12/11/right-to-self-organization/
https://blr.dole.gov.ph/wp-content/uploads/2018/02/2015-LR-Overview-FINAL.pdf

Topic: Salary Administration and Conditions of Employment

  Salary administration is a collection of practices and procedures used for planning and
distributing company-wide compensation programs for employees. Wage and salary administration is
 defined as the process by which wage and salary levels and structures are determined in organisational
settings.
The main objective of wage and salary administration is to establish and maintain an
equitable wage and salary system. This is so because only a properly developed compensation system
enables an employer to attract, obtain, retain and motivate people of required calibre and qualification in
his/her organisation.

Three types of salary
6. Net Salary: Simply speaking, this is the salary you get in your hands and thus also sometimes called an
in-hand salary. ...
7. Gross salary: This is the salary which is shown in the payslip. ...
8. CTC: CTC or cost-to-company is the total monetary benefit provided by the employer for the complete
financial year.

- Condition of Employment

Conditions of employment are the rules, requirements, and policies an employer and

employee agree to abide by during the employee's service to the company. ... Conditions of
employment are also known as terms of employment.

A condition of employment refers to something that both the employee and employer agree
to at the beginning of a worker’s employment. Examples of items that might be brought up when
discussing conditions of employment include dress code, number of vacation days, hours worked each
day, break policies, work-related responsibilities and number of sick days. These conditions can also
encompass certain benefits such as retirement plans and health insurance coverage. A condition may also
include a contract that states that an employee is given employment for a certain length of time so long as
the employee does not violate the terms of the contract. Workers with more valuable workplace skills are
more likely to be able to negotiate better employment conditions.

- Holidays Service Incentives, Leaves Charges

Service incentive leave is a leave benefit with pay for employees who have rendered at least one
year of service. Under the present law, eligible employees are entitled to a yearly service incentive
leave of at least five days, which may be converted to cash if unused. In general, all employees who
perform work on regular workdays are entitled to receive holiday pay as mandated by the government.
However, there are several employees who are exempted from receiving holiday pay benefits, such as:
Employees for retail and service companies with less than ten (10) regular employees. In computing,
the basis shall be the salary rate at the date of conversion. The service incentive leave is commutable to
its money equivalent if not used or exhausted at the end of the year. The SIL should be converted to cash
if unused at the end of the year. For example, X was hired January 1, 2017 based in NCR .
However, Service Incentive Leave (SIL) is no longer applicable to those who are already enjoying the
benefit herein provided, those enjoying vacation leave with pay of at least five days and those employed
in establishments regularly employing less than ten employees or in establishments exempted from
granting this.
Service incentive leaves are given to employees who may want to take a leave from work and
still get paid on their absences. ... The employer is required to pay the cash equivalent of the
unused leave credits. he SIL is the alternative option for employers who don't grant their employees sick
or vacation leaves. ... These five days can be used either as sick or vacation leave. If not used during the
year, employers can pay it's money equivalent when the year ends.Service Incentive Leave of five (5)
days with pay is given to every employee who has rendered at least one (1) year of service in the
company. This is a mandatory benefit as lay down in Article 95 of the Labor Code with the title “Right
to service incentive leave”.

References:
https;//www.investopedia.com
https://www.laborlaw.ph
https://www.lgconsult.ph.com

PERSONNEL MOVEMENT POLICIES

 Promotions, temporary assignments, and planned efforts to transfer best practices are some of the
myriad reasons why employees increasingly move within and across contemporary organizations. At the
same time, compared to other learning mechanisms, individuals have unique capabilities for conveying
knowledge and adapting it to new contexts. Accordingly, this chapter examines how and when the
movement of individuals into organizational units influences learning. From a review of personnel
movement in the organizational learning literature and learning in the team receptivity to newcomer
literature, we uncover general tendencies in how personnel movement influences learning processes and
key moderators of these effects. Centered on points of convergence and divergence, we present an
overarching theoretical viewpoint on when personnel movement is most likely to result in learning that
integrates across the two literatures, noting what each can learn from the other. The chapter concludes by
outlining managerial implications.

TRANSFER

Transfer is a process of placing employees in positions where they are likely to be more effective
or where they are to get more job satisfaction. In transfers, there is no change in the responsibility,
designation, status or salary. It is a process of employee’s adjustment with the work, time and place.
Transfer may also be made as a disciplinary action. According to Edwin Flippo, a transfer, “is a change in
job where the new job is substantially equal to the old in terms of pay, status and responsibilities”.

Transfer is a movement of the employee from one job to another job or some other place without
change in status, responsibilities and salary. Transfer means a change in job assignment. It refers to a
horizontal or lateral movement of an employee from one job to another in the same organization without
much change in his status or pay package. Transfer causes a shift of individual from one job to another
without there being any marked change in his responsibilities, skills and other benefits. Transfers must be
ordered based on certain company-specific principles or dogma. Transferring an employee without
adhering to policies or norms may lead to deteriorated industrial relations. The management might think
of issuing transfer orders, treating each case on its own merit.

However, this difference between promotion and transfer should be treated as a broadly conceived
idea only. Sometimes, transfers may (and often do) involve some changes in responsibilities and duties.
Sometimes they may involve change in pay also. For example, in permanent personnel transfers, an
employee normally receives the rate of pay on the job to which he is transferred. In case of production
transfers rate of the earlier job, or that of the new job whichever is higher, is paid. On temporary transfers,
employees may continue receiving their usual rate. Transfers are an important source for internal
recruiting. Often the most suitable candidate for an existing opening may be someone already working in
one or the other department of the working organisation. Transfer of such an employee to fill the job is
preferred by managers of the organisation.

If a newly hired employee, assigned to a certain job at the initial stage of placement is left there in
spite of his desire for a change, it may create resentment This resentment may be expressed in terms of
reduced work, formal complaints or increased rate of labour-turnover. By transferring such an employee
maladjustment problem can be solved. Transfers may be initiated by the organization or employee. When
the organization feels that an employee is required at another job in the same department or another, it
transfers him/her there where they are likely to be more effective. But sometimes, employees demand it
on account of their ill health, change in their work load, family issues etc. General public these days is
empowered to initiate transfer if an employee’s behaviour has been proved to be objectionable, or against
the public interest.

Changes in organization structure, technology and also changes in the knowledge, skill, aptitudes
and values of employees need movement of employees from one job to another and from one place to
another. This movement, of an employee from one job to another in the same organisation without any
change in the nature of duty, responsibility and pay is called transfer. Transfer may be permanent or
temporary and it may be within the same department or across the department. Transfer takes place due to
change in work load or death, retirement or resignation of employees.

Transfer may be made to achieve the following objectives:

1. To meet or fulfill organizational needs – To fulfill organizational needs arising out of change in
technology, volume of production, production schedule, quality of product etc., an employee may have to
be transferred.

2. To satisfy employee needs – Sometimes employees themselves demand transfer due to their personal
problems like ill health, family problem native attractiveness or non-co-operation from boss or fellow
workers. To satisfy their needs employees may have to be transferred.

3. To adjust the workforce – Employees for excess or surplus in one department may have to be
transferred to other department or section where there is shortage of workforce.

4. To reduce monotony and to make the employees versatile – If the employees have stayed on a job
continuously for a longer duration, to reduce their monotony and to widen their knowledge and skill,
employees are transferred.
5. For effective use of employees – If the management feels that the service of the able employee is to be
used in different branches of the same organisation, then such employees will have to be transferred.

6. To punish Employees – If employees are found indulged in undesirable activities like fraud, bribery,
duping etc., such employees are transferred to remote places as a disciplinary action.

7. To give the relief to the employees – Employees who are overburdened and doing complicated or risky
work for long period are relieved from such work by transferring such employees to a place of their
choice.
8. To improve employees background by placing them in different jobs of various departments and units.

Transfers are generally made to acquire some purposes that are as follows:

1. To Increase Productivity of Employees:

Transfer may be made for the proper utilization of the services of an employee when he is not
performing satisfactorily and ample and when the management feels that he may be more beneficial or
suitable elsewhere, where his capacities would be better utilised.

2. To Fulfil Employee’s Request:

Sometimes transfers is made to meet an employee’s own request, when he feels uncomfortable on
the job because of his dislike of his boss or his fellow workers or because better opportunities for his
future advancement do not exist there or because of family circumstances which may compel him to
change the place of his residence.

3. To Meet Organisational Requirements:

Sometimes transfers are made to satisfy such needs of an organisation as may arise out of a
change in the quantity of production, fluctuations in work requirements and changes in the organisational
structure; the introduction of new lines of production, etc.

4. Maintenance of a Tenure System:

Transfer may be made for the maintenance of a tenure system. In senior administrative services of
the government and also in industries or where there is a system of annual intake of management trainees
such transfers are generally exist.

5. For Adjusting the Work Force:

Transfer may be made to adjust the workforce of one plant with that of another, particularly when
one is closed down for reasons beyond the control of the employer.

6. For Penalising Employees:

Transfer may be made to penalise employee under which either a difficult trade union activist or
sea lawyer may be transferred to a remote branch or office where he cannot continue his further activities.

7. For Adjusting the Employee’s Timing:

Transfer may be made at the requests of the employees to help work according to their
convenience so far as timings are concerned, e.g., an employee is transferred from night shift to morning
shift or from the first to the second shift (as in the case of women workers who may like to look after their
children and do the necessary household work in the morning hours).

8. To Make Employee’s more Versatile:

 Transfer may be made to increase the versatility of the employee, by shifting him from one job to
another so that he may have sufficient chances for gaining a varied and broader experience of work.

The transfers are generally affected for the following reasons:

9. Personal Transfer:
Personal Transfers are those which occur by desire of the employee and are primarily in his interest.

The reasons for such requests could be:

(1) To correct erroneous placement.
(2) To relieve the monotony of a job, acquire better working conditions and join friends/spouse.
(3) To avoid interpersonal conflicts.
(4) In consideration of the interests of age/health, education of children, housing difficulties or to join
immobile dependents.
(5) The feeling that opportunity for advancement is better in another department.
(6) A search for creative opportunities.

10. Organisation Initiated Transfer:

The organization may initiate transfers for the following reasons:

(1) The need for temporary adjustment for the convenience or benefit of the organisation or the employee,
such as leave replacement or very short assignments.
(2) To meet emergencies or charges in operations or to deal with fluctuations in works requirements,
necessitate either by volume of output or separation.
(3) To make use of the increasing versatility and competence of key employees.

Advantages and Disadvantages of Transfer

Advantages:
1. Increases Motivation – It increases motivation and productivity through avoidance of monotony
2. Relations Improvement – It improves supervisor-employee relations.
3. Ensures Future Promotions – It develops the employees for future promotions.
4. Increases Productivity – It increases the productivity and effectiveness of the organisation overall.
5. Improvement – It improves the skills of the existing employees.
6. Provides Job Satisfaction – It provides greater job satisfaction to the existing employees.
7. Stabilisation – It helps to stabilise fluctuating work requirements.
8. Remedial – It remedies faulty placements.

Disadvantages:
1. Adjustment Problems – Adjustment problems to the employee to the new job, place, environment,
superior and colleagues.
2. Inconvenient – Transfers from one place to another is caused much of inconvenience and cost to the
employee and his family members relating to housing, education to children, etc.
3. Loss of Time – Transfer from one place to another result in loss of many days.
4. Reduces Contribution of Employees – Company initiated transfers result in reduction in employee
contribution.
5. An Adverse Effect – Discriminatory transfers affect employee morale, job satisfaction, commitment
and contribution.

PROMOTION RANKING SYSTEM

Employee Promotion means the ascension of an employee to higher ranks. It involves an

increase in salary, position, responsibilities, status, and benefits. This aspect of the job drives employees
the most—the ultimate reward for dedication and loyalty towards an organization.

In theory, a promotion requires more work and effort in a job. Based on organizational policies,
these promotion-based decisions are taken on different aspects. These can be the length of service,
experience, seniority, performance, etc.

Owing to this, there are four different types of promotions for employee development.

Types of Employee Promotion

1. Horizontal Promotion:
This kind of promotion rewards an employee with a pay increase but little to no change in
responsibilities. It is also regarded as an up-gradation of an employee. In the educational sector, an
example of this is the move from lecturer to senior lecturer.

2. Vertical Promotion:
This refers to an upward movement of employees with a change in skills and experience. It brings
a change in salary, responsibility, status, benefits, etc. In the marketing industry, this can be the
promotion of a marketing supervisor to the marketing manager.

Due to its nature, it can change the nature of the job as well. This can be a shift from functional
head to the chief executive, both being very different jobs.

3. Dry Promotion:
 A Promotion that employees aren’t particularly fond of. This promotion refers to an increase in
responsibilities and status without the benefits. It means no increase in pay or any financial benefits for
that matter.

4. Open and Closed Promotion:

Open Promotion is a situation wherein every individual of an organization is eligible for the
position. Closed Promotion is a situation wherein only selected team members are eligible for a
promotion.

Benefits of Employee Promotion

1. Expectation:
Employee Promotion is one of the main goals of employees working hard. Thus, it turns into their
expectation. When employers don’t fulfill these expectations, they end up losing employees.

A study conducted shows that 40% of millennials expect a promotion in one to two years. It also
states that if not provided with one, they will leave a company searching for opportunities elsewhere.

2. Reduce Attrition:
Employee Promotion often includes a pay raise which acts as a huge motivation. This, in return,
further reduces attrition. A survey published shows 35% of employees quitting their job because of no
pay raise in a year.

3. Motivation & Productivity:

As stated above, employee promotion is a big tool for career advancement and employee
retention. It is because when employees get a chance to grow, they stick with a company. This motivation
ultimately correlates to higher productivity.

4. Cost-Efficient:
Internal employee promotion involves less cost than hiring new ones. This is a fact that is shown
in a study published by The Wall Street Journal. It was found that companies pay 20% more in
onboarding a new hire instead of internally promoting one. This harms the desired cost-cutting measures
of a company.

5. Career Growth:
Employee promotion facilitates the critical career path and growth of an individual. A statistic in
2017 showed that lack of career development is one of the key reasons for attrition. Even in this day and
age, it is bound to be one of the main concerns of employees.\
6. Need to Manage:
Employee Promotion often brings new responsibilities that initiate a sense of management. This
sense of management is a key factor in employee satisfaction as it helps them grow. In a detailed study, it
was found that 45% of millennials are keen on managing others.

7. Rewards and Recognition:

Employee promotion is a crucial element of an organization’s rewards and recognition program.
This is because a study shows more than a quarter of employees leave the organization for lack of
rewards recognition.

This reduces retention, employee engagement, and motivation.

These were a few of the reasons why employee promotion is so important in a company.

Who to Promote in your next Employee Promotion Phase?

Now that we have covered the benefits and types, let’s get on to the final topic- Which individual
contributors promote an organization?

As discussed earlier, the human resources department can base its decision on many levels. To
help you here, our pointers are on how to choose which individual to promote next.

1. Role:
While searching for individuals to promote, you must look at their current roles. Sometimes, it so
happens that an employee is doing much more than his/her title requires. In reality, that employee absorbs
more responsibilities.

If such employees exist who are already doing the vacant job title, then you must promote them.

2. Appraisal:
While taking into account employee promotion, managers must also look into the last appraisal of
employees. It is human nature to desire higher positions. If you find a person who has gone long enough
without promotion, it will harm their employee satisfaction.

This leads to attrition. If you find an employee whose last appraisal has been quite a while and fits
an ongoing promotion, choose them.
3. Emotional Intelligence:
Emotional Intelligence is essential in a higher-level job. It refers to the skill set required to connect
with others. This is a key aspect of managers as they must be able to connect well with others. If your
managers can’t connect with the team, how will they lead them?

In your next employee promotion cycle, keep an eye out on the Emotional Intelligence of your
candidates.

4. Performance Review:
Statistics- The oldest trick in the book to come last. When all else fails, you must always turn to
the employee performance numbers. In these cases, there are several methods you can utilize to analyze
employees.

These are 360-degree review, Assessment Centre Method, Management by Objectives, etc. After
analyzing, you must promote the ones who fit well for a promotion.

5. Company Culture:
Promoting someone means showing a welcome sign to further invest in a company. Here, you
should always keep an eye out for how an employee fits into the corporate culture. His behavior with
colleagues, managers, bosses, and how he/she looks up to the company.

Is that person able to sit well with the entire company culture and the level positions that the job
requires? If you find that the employee fits well, you should consider a promotion to the higher
management role.

These were our pointers on choosing the right internal candidate for employee promotion.

Conclusion

Employee Promotion plays a big role in Employee Satisfaction. It aids in employee engagement,
boosts morale, reduces absenteeism, and ultimately in productivity.

Employee Promotion is also a helpful tool for reducing attrition retention. Attrition has been a
dominant problem in all companies. By practicing proper performance appraisals and employee
promotion, this problem can be tackled.

So, for the reasons stated above, companies must promote deserving employees in timely
intervals. Promoting equals progress, and progress is what’s best for business.
DEMOTION

Demotion is just opposite to promotion. In demotion, the employee is shifted to a job lower in
status, grade and responsibilities. “Demotion refers to the lowering down of the status, salary and
responsibilities of an employee.”
In the words of Dale Yoder, “Demotion is a shift to a position in which responsibilities are
decreased. Promotion is, in a sense, an increase in rank and demotion is decrease in rank.”
When an employee is demoted, his pride suffers a more severe jolt than it does when he is
superceded by his junior. Some managers hesitate to demote a man. They prefer to discharge him rather
than to demote him on the lower job because he will not accept the lower job and will turn to be a
disgruntled employee and his position will not be good for better industrial relations.

Causes of Demotion:

There are several reasons for demoting a man from his present position.

Some of these reasons are as follows:

 Inadequacy on the part of the employees in terms of job performance, attitude and capability. It
happens when an employee finds it difficult to meet job requirement standards, following his
promotion.
2. Demotion may result from organisational staff reductions. Due to adverse business conditions,
organisations may decide to lay off some and downgrade some jobs

3. Demotions may be used as disciplinary tools against errant employees.

4. If there is a mistake in staffing i.e., a person is promoted wrongly.

5. When, because of a change in technology, methods and practices, old hands are unable to adjust or
when employees because of ill health or personal reasons, cannot do their job properly.

Demotion Policy:

Demotion is very harmful for the employees’ morale. It is an extremely painful action, impairing
relationships between people permanently. While, effecting demotions, a manager should be extremely
careful not to place himself on the wrong side of the fence. It is, therefore, necessary to formulate a
demotion policy so that there may be no grievance on the part of the trade unions.

Yoder, Heneman, Turnbull and Stone have suggested a five-fold policy in regard to demotion
practice:
1. A clear list of rules along with punishable offences be made available to all the employees.

2. Any violation be investigated thoroughly by a competent authority.

3. In case of violations, it is better to state the reasons for taking such a punitive step clearly and
elaborately.

4. Once violations are proved, there should be a consistent and equitable application of the penalty.

5. There should be enough room for review.

Demotions have a serious impact on need fulfillment. Needs for esteem and belongingness are
frustrated leading to a defensive behaviour on the part of the person demoted. There may be complaints,
emotional turmoil, inefficiency or resignation. Hence, demotions are very rarely resorted to by managers.
Managers prefer to discharge employees rather than facing the problems arising from demotion.

SEPARATION

Employee Separation is the process of ensuring that an employee who quits the company is
exited in a structured and orderly manner. The process of employee separation is taken quite seriously by
many firms and there is a dedicated department to handle employee exits from the company. In this
article we discuss the process of employee separation and the differences between voluntary and
involuntary exits.

Voluntary and Involuntary Separation

Employee separation can be voluntary as well as involuntary. The former is when the employee
quits the company on his or her own accord. This is the most common form of employee separation
though in these recessionary times, involuntary separation or the act of asking the employee to leave by
management is quite common. This form of employee separation where an employee is asked to quit is
called involuntary separation. The difference in these two forms of separation is that for voluntary exits,
the employee stands to get most of the benefits and perks due to him or her whereas when an employee is
asked to leave, he or she might get a separation package or in instances where disciplinary or performance
related exits take place, the employee might not get anything at all.

Components of the Employee Separation Process

The employee separation process starts from the time the employee gives notice to his or her employer
about the intention to quit. This is usually called “putting in one’s papers” because in earlier times, an
employee was required to submit a formal resignation letter, though in recent times, this is being done by
email. Once the employee gives notice, all the financial transactions and records of the employee are
“frozen” by the HR department and the employee’s manager is tasked with the process of ensuring proper
handover and closure of work tasks allotted to the employee. Usually, the notice period ranges from a
month to two to three months depending on the level at which the employee is working. Further, there has
to be a well defined handover plan drawn up by the employee’s manager that covers all aspects of closing
out on the work that the employee is performing.

Participants in the Employee Separation Process

Typically, the employee separation process proceeds along two parallel tracks. One involves the
employee and the manager and is concerned with the handover of work and other tasks. The other track is
by the separations team and deals with the employee benefits accruing as a result of separation as well as
other benefits like PF (Provident Fund), Gratuity (If applicable) etc. The HR manager is needed at all
steps of this process and in the final exit interview that is conducted to assess the reasons for the
employee leaving the company and taking the employee’s views on work and the company in general as
well as any “de-motivating” factors that might have caused the employee to resign.

Conclusion

In recent years, with the high levels of attrition in the service sector, it has become imperative for
firms to have a structured separation plan for orderly exits of employees. Of course, the concept of “pink
slips” or involuntary exits are another matter altogether and involve some bitterness that results because
of the employee losing his or her job. In conclusion, it is our view that employee separations must be
handled in a professional and mature manner and though attrition is a fact that concerns everyone in the
industry, once an employee decides to leave, the separation must be as smooth as possible.

LEAVE OF ABSENCE

A leave of absence is a period of time which employees can spend away from their normally
scheduled work without jeopardizing their job standing. Frequently shortened to the single word “leave,”,
leaves of absence fall into several categories.

Mandatory Leave of Absence Examples

Under certain circumstances, employers are required to provide employees with a leave of
absence. In the United States, there are several situations that require leave by law. These include the
following:
 Medical conditions covered in the Family Medical Leave Act of 1993 (FMLA)
  Leave necessary to meet reasonable accommodations for employees covered by the Americans
with Disabilities Act

 Legal summons for jury duty

 State-mandated leave scenarios
 Military leave from work

Voluntary Leave of Absence Examples
Building on mandatory leave, employers can create policies for voluntary leave. These policies can
also determine whether or not employees will receive compensation for their leave. Voluntary leave
includes the following categories:

- Paid time off (PTO)

- Sick leave
- Additional maternity leave (after mandatory FMLA leave)
- Paternity leave
- Bereavement leave
- Compensatory time off

Paid vs. Unpaid Leave of Absence

Each leave of absence has another classification:

Paid leave, where the employer provides compensation as if the employee was working during that period

Unpaid leave, where employees are not required to come to work, but also earn no compensation
for that period from the employer.

When Are Employers Required to Pay for a Leave of Absence?

Rules for paid and unpaid leave are almost solely at the discretion of the employer. While many forms of
leave mandate that an employer keep an employee’s position available until the end of the specified
period, there are very few regulations around whether or not employers must pay employees their normal
compensation during a leave of absence.
 TRAINING AND DEVELOPMENT OF PERSONNEL

An effective training and development program always involves follow-up. Start tracking an
employee as soon as they complete the initial training and development program. Tracking helps you
determine if the employee understands his or her role and employer expectations and gives you feedback
on the process so you can make adjustment, if necessary. You should also track progress on existing
employees who go through a new training program. By training and developing your workers, you can
increase productivity, reduce employee turnover and decrease the need for supervision.

Types of Training
 
Health and safety
 
Induction
 
Communication skills
 
Problem-solving skills
 
Team working
 
Ability to improve personal learning and performance
 
Motivation, judgement and leadership skills
 
As the major purpose of training is to enhance the ability of employees to perform
their jobs at peak levels. Training for immediate performance improvement is particularlyimportant to
organizations with stagnant or declining rates of productivity or customer satisfaction. Training for
performance improvement is also important to organizations that are rapidly incorporating new
technologies and, constantly, increasing the likelihood of employee obsolescence. Merger and acquisition
are another event that may make training needs more salient, as is expansion into global markets.
 
 New technology. New technologies account for much of the enhanced levels of productivity achieved in 
recent years but new technology seldom cannot be introducedwithout also providing training in how to
use it. For examples at Gillette, significant training was needed when the company introduced the new
technology it used to produce theMACH3 razor, and similar scenarios are repeated in manufacturing
firms every month.

Training Techniques
 
1. Set clear expectations and communicate them well, then continue to manage expectations.
Frequent communication is critical. Ensure employees understand their objectives by asking them
to explain them in their own words.
 
2. Train managers and give them the tools to help their employees excel. Be on the lookout for
managers who have underperforming teams and see what the root cause is.

3. Utilize employee handbooks to keep everyone on the same page and help to ensure employees
understanding of company policies.
 
4. Consistently follow the company’s employee discipline policy, and always
discipline promptly if necessary. This step maintains consistent and fair treatment of employees so
they see that they do not have to tolerate or pick up slack for poor performers. Perhaps
counterintuitively, a consistently applied and fair disciplinary policy can keep morale up
(assuming of course it is appropriate and not overreaching). A disciplinary policy does this by
ensuring everyone is held accountable for their actions.
 
5. Conduct regular and timely employee performance appraisal so employees know where they stand
and what their goals are.
 
6. Use SMART goals SMART stands for specific, measurable, achievable, realistic, and time-bound.
When employee goals are realistic, it gives them ownership and encourages them to achieve their
goals.
 
7. Prioritize employee development. In other words, help them help you. You can do this by
ensuring your employees know how to achieve their career goals within the organization and,
likewise, ensuring that employee goals are known so you can both plans accordingly. Work with
the employee to close any skills gaps that exist that would be an impediment to achieving their
long-term career goals. This improves employee skills, which benefit both the employer and
employee, and it also helps maintain and improve employee satisfaction levels.
 
8. Give frequent and time feedback. When an employee does something worth recognizing, give him
or her that recognition. If appropriate, consider giving a reward for employee service that exceeds
expectations. It’s also important to ensure that when an employee steers slightly off course, he or
she knows that too. Even negative feedback (as long as it’s not the only feedback!) helps because
it ensures employees understand
expectations.

Development Principles
You may have heard that you will elevate your station in life to the degree that you elevate yourself.
Personal Development is how you do that.
Here are some easy ideas to move you forward:
1) Acknowledge that all emotions come from within you.
2) Seek out someone you respect. Use them to stay honest.
3) Recognize there is life after failure.
4) Read purposefully. Apply your knowledge.
5) Challenge yourself to be brutally honest.
6) Reflect on what you spend the most time on.
7) Remind yourself: you weren’t meant to procrastinate.
8) Put the phone away. Be present.
9) Remind yourself that time is your most precious resource.
Can you imagine how much you can change in your life when you live by those principles?

Reference:
www.google.com
VIII. Training and Development of Personnel
1. Need for Training and Development
Training and development involves improving the effectiveness of
Organization and the individuals and teams with them.
Training and development programs provide a host of benefits. They
enhance employee performance, boost employee productivity, reduce employee turn-
over, and improve company culture. Explore the importance of training and
development.Programs for employees and employers by pursuing a career in human
resources.
The benefits and value of training and development act like domino
effect; leaders feel competent and can efficiently influence employee performance;
skilled and engaged employees [result in a high job satisfaction, commitment, and
thus retention; workforce improvement and engagement benefits an organization’s overall.
Training and development programs provide a host of benefits. They enhance
employee performance, boost employee productivity, reduce employee turnover, and improve company
culture. Explore the importance of training and development programs for employees and
employers by pursuing a career in human resources.

2. Procedure for Employee Training

An effective Program is built buy following a systematic, step-by-step process.

Training initiatives that stand alone(consisting of one-off events) often fail to meet
organizational objectives and participant expectations. The need for effective, on- going training that can
be delivered online is especially important with today’s increasingly remote workforce.
Here are the five necessary to creating effective training programs that both result in
positive business impacts support the drive for a comprehensive experience management strategy.
a. Asses training needs:
The first step in developing a training program is to identify and asses needs.
Employee training needs may already be established in the organization’s strategic, human
resources or individual development plans. If you’re building the training program from scratch
(without predetermined objectives), you’ll need to assess which areas to focus on.
b. Set organizational training objectives:
The training needs assessments (organizational, task and individual) will identify
any gaps in your current training initiatives and employee skills sets. These gaps should be
analyzed, prioritized, turned into the organization’s training objectives. The ultimate goal is to
bridge the gap between current and desired performance through the development of a training
program. At the employee level, the training should match the areas of improvement, which
can be comprehensively identified through 360 feedback and evaluations.
c. Create training action plan:
The next step is to create a comprehensive action plan that includes
learning theories, instructional design , content, materials and other training elements.
Resources and training delivery methods should also be detailed. While developing the
program, the level of training and participant’s learning styles need to also be considered.
Many companies pilot their initiatives and gather feedback to make adjustments well before
launching the program company-wide.
d. Implement Training Initiatives:
 The implementation phase is where the training program comes to life.
Organizations need to decide whether training will be delivered in-house or externally
coordinated. Program implementation should consider employee engagement and learning
KPI goals, as well as thoroughly planning the scheduling of training activities and any related
resources (facilities, equipment, create questionnaire process etc.). The training program is then
officially launched, promoted and conducted. During training, participant progress should be
monitored to ensure that the program is effective.
e. Evaluate and revise training:
As mentioned in the last segment, the training program should be continually
monitored. In the end, the entire program should be evaluated to be to determine if it was successful
and met training objectives. Feedback should be obtained from all stakeholders to determine
program instructor effectiveness, plus knowledge or skill acquisition. Analyzing this
feedback alongside an employee performance review will allow the organization to identify any
weakness in the program. At this point, the training program or action plan can be revised if
objectives or expectations are not being met.
 PERSONNEL ADMINISTRATION

VIII. Employee Complaints and Grievances

Employee complaints are inevitable even in the most work-friendly companies or wok place.
Some complaints are quickly and easily resolved, while others take more time, energy and patience.
Grievances are formal and official statement of a complaints over something made by employees when
they believe it is wrong or unfair. Moreover, grievance is any dissatisfaction or feeling of injustice having
connection with one’s employment situation that adversely affects organizational relations and
productivity.
Grievances are alarm bells warning you about large problems that require immediate attention so
it must be addressed in a timely manner. If you receive a grievance, be grateful because it allows you to
work out the problem within your company rather than in a courtroom. A prompt response that leads to
quick resolution of a complaint or grievance will boost employee morale and productivity and can
forestall costly legal action.

GRIEVANCES AND COMPLAINTS MACHINERY

Article 260 of the Labor Code (PD 442) Grievance machinery and Voluntary arbitration requires
parties to establish a grievance machinery for the adjustment and resolution of grievances arising from the
interpretation or implementation of a collective bargaining agreement or the interpretation or enforcement
of company personnel policies.

Grievance Machinery
k. is a committee within the agency created primarily for the early appreciation of
complaint/grievance filed by a dissatisfied employee.
l. an orderly process established in the CBA whereby the employer, the employee and the union,
present to each other a complaint or dissatisfaction, in the hope of getting it settled quickly.
m. is designed to give employees every opportunity to be heard.
n. aims to eliminate or reduce dissatisfaction, misunderstanding, or complaint, which can affect
the employee’s morale and reduce efficiency.

In line with the Revised Policies on Settlement of Grievance in the Public Sector contained in
CSC Resolution No. 010113, and implemented through CSC Memorandum Circular No. 02, s. 2001, the
Agency hereby adopts the herein Grievance Machinery.

Basic Policies
 A grievance shall be resolved expeditiously at all times at the lowest level possible.
However, if not settled, an aggrieved party shall present his/her grievance step by step
following the hierarchy of positions.
 All agencies shall establish a grievance machinery that is the best way to address grievance
between or among government officials and employees.
 The aggrieved party shall be assured freedom from coercion, discrimination, reprisal and
biased action on the grievance.
 Grievance proceedings shall not be bound by legal rules and technicalities. Even verbal
grievance must be acted upon expeditiously.
 A grievance shall be presented verbally or in writing in the first instance by the aggrieved
party to his/her immediate supervisor. The latter shall, within three (3) working days from
the date of presentation, inform verbally the aggrieved party of the corresponding action.
  The following cases shall be acted upon through the grievance machinery:
a. Non-implementation of policies, practices and procedures on economic and financial
issues and other terms and conditions of employment fixed by law including salaries,
incentives, working hours, leave benefits, and other related terms and conditions;
b. Non-implementation of policies, practices and procedures which affect employees from
recruitment to promotion, detail, transfer, retirement, termination, lay-offs, and other
issues;
c. Physical working conditions;
d. Interpersonal relationships and linkages;
e. Protests on appointments; and
f. All other matters giving rise to employee dissatisfaction and discontentment outside of
those cases enumerated in Item No. 6.
 The following cases shall not be acted upon through the grievance machinery:
a. Disciplinary cases which shall be resolved pursuant to the Uniform Rules on
Administrative Cases;
b. Sexual harassment cases as provided for in Ra 7877; and
c. Union-related issues and concern
 Only permanent officials and employees, whenever applicable, shall be appointed or elected
as members of the grievance committee.
 Agencies with regional offices shall establish separate grievance committees in their head
and regional offices.
 The agency head shall ensure equal opportunity for men and women to be represented in the
grievance committee.
 The agency grievance committee shall develop and implement pro-active measures that
would prevent grievance, such as employee assembly which shall be conducted at least once
every quarter, “talakayan”, counseling, HRD interventions and other similar activities.
 The personnel unit, in collaboration with the agency grievance committee, shall conduct a
continuing information drive on grievance machinery among its officials and employees.
 The grievance committee may conduct an investigation and hearing within ten (10) working
days from receipt of the grievance and render a decision within five (5) working days after
the investigation.
 The grievance may be elevated to the Civil Service Commission Regional Office concerned
only upon submission of a Certification on the Final Action on the Grievance issued by the
grievance committee.
 The personnel unit of the agency shall extend secretariat services to the grievance
committee.
 The grievance committee shall establish its own internal procedures and strategies
 The grievance committee shall submit a quarterly report of its accomplishments and status
of unresolved grievances to the CSC Regional Office.
 Supervisors or officials who refuse to take action on a grievance brought to their attention
shall be liable for neglect of duty in accordance with existing civil service law, rules and
regulations.
 The agency grievance machinery shall be submitted to the CSC Regional Office concerned
for approval.

The grievance machinery is expected to conform with these principles:

a. An employee/union may, without resorting on formal grievance procedures, discuss
informally any problem relating to his conditions of employment with the supervisor.
b. In presenting a complaint or grievance, the employee is assured freedom from coercion,
discrimination and of a speedy and impartial settlement of such complaint or grievance.
c. Complaints and/or grievances must be resolved at the lowest possible level in the agency.
d. Grievances are not bound by formal legal rules and technicalities.
e. An employee has the right to appeal decisions or grievances to such competent authorities
f. A complaint or grievance is considered not only in relation to its alleged object but also in
relation to the personal situation on the complaint.

CAUSES
 A grievance is often just a symptom of an underlying problem. Broad J. Chapman observes, “An
employee’s concern for his job security may prompt a grievance.
Grievances typically could arise because of a variety of reasons:
g. Grievances resulting from working conditions
A. Unhygienic working conditions
B. Poor production standards
C. Non-availability of tools, materials, equipment
D. Unacceptable changes in work schedules, procedures, methods
E. Failure to enforce discipline at work spot

h. Grievances resulting from personal maladjustment

11. Excessive self-esteem
12. Over-ambition
13. Impractical attitude to life

i. Grievances resulting from management policy

 Wage rates and methods of wage payments
 Overtime and incentive payments
 Promotion, seniority, transfer issues
 Lack of opportunities for career growth
 Leave
 Issues relating to employee conduct
 Unhappy relations with bosses/union
 Violation of company rules, regulations, established traditions and accepted practices
 Violation of labor laws
 Irresponsible actions of management

j. Grievances resulting from alleged violation

7. Past practices
8. Responsibility of manager
9. The collective bargaining agreement
10. Company rules
11. Central or state laws

k. Grievances resulting during concerning wages

- Demand for individual adjustment; the worker feels that he is underpaid;
- Complaints above incentives; piece rates are too low or too complicated;
- Mistakes in calculating the wages of a worker

l. Grievances resulting during supervision

 Complaints against discipline; the supervisor picks on him; inadequate instructions given for
job performance;
 Objection to having a particular supervisor; the supervisor playing favorite; the supervisor
ignores complaints;
 Objection to the manner in which the general methods of supervision are used-there are too
many rules; regulations are not clearly posted; supervisors indulge in a great deal of snooping.

m. Poor working environment

Employees have right to work in safe and comfortable work surroundings. Employees may
enter into conflict with management on account of poor lighting, faulty ventilations, poor
sanitation facilities, use of faulty tools and machines, lack of restrooms and drinking water
facilities etc.

n. Poor quality of manager

 Poor employee-manager relationship adversely affects employee’s physical, emotional and
mental state. The managers who are interfering, dominating and short-tempered make the work
environment unfriendly. It causes mental stress which adversely affects employees’ performance.

o. Unfair practices
Unfair promotion practices, forced transfers, lack of adequate training, unsuitable job
design etc. creates unnecessary stress and dissatisfaction in employees. It also leads to increased
absenteeism and employee turnover.

p. Work overload
Forceful assignment of additional tasks and responsibilities burdens the employees.
Sometimes, employees are unable to handle the work pressure, which adversely affects their
mental and physical health. It also causes employee dissatisfaction & affects their performance.

q. Favoritism
Some employees unnecessarily flatter their managers in order to gain favour or undue
advantage. Further, the management may adopt unfair practices of favouritism and nepotism. Such
practices adversely affect morale and performance of competent employees.

r. Disciplinary actions
Sometimes, management takes certain disciplinary action due to regular absenteeism,
conflict of interest, rash behaviour and lack of punctuality etc. The management may be required
to demote or suspend the employee for certain period. This causes shame and embarrassment for
employee and he may view the punishment in a wrong manner. Such misunderstanding must be
addressed and solved immediately.

GRIEVANCE PROCEDURE
Dealing with a grievance promptly and fairly is vital for employers aiming to reduce the risk of
employment tribunal claims. In responding to complaints, never assume that a complaint is groundless. If
someone took the time to point out a problem, assume that there is at least one concern that needs
addressing.
Zeba Sayed sets out a five-step guide for HR on how to conduct a successful grievance procedure.
1. Informal Action
Act on the problem. Listen to the facts from the worker. If the grievance is relatively minor, the
employer should have a discussion with the employee to see if it can be resolved informally. In most
cases, a quiet word is all that is needed to prevent an issue from escalating. An employer should keep a
paper trail of all stages of the grievance procedure, including any informal resolution that has been
agreed.

If the grievance is serious, or the employee feels that it has not been satisfactorily resolved, the
employer should deal with the complaint under its formal grievance procedure, and ask the employee to
put his or her grievance in writing. All employers should have a written grievance procedure in place and
HR should ensure that line managers familiarize themselves with it.

 Can an employer deal with a grievance informally?

 Model grievance policy
 Letter confirming to an employee that a grievance has been dealt with informally

But if you decide not to act on their complaint, provide an update. Explain the reasons why.

2. Investigation

As soon as possible after receiving a grievance, the employer should carry out an investigation.
Look for the root of the problem. In many cases, this will be a relatively straightforward fact-finding
exercise. If the grievance involves other members of staff, they should be informed and given an
opportunity to provide their own evidence.

The investigation process will depend on the specific circumstances of the case. Ultimately, the
aim of the investigation is to establish the full facts of the grievance before any decision is taken. Consult
your company lawyer and HR professional. It is important to take specific steps when following up to
validate a grievance.

 Task: Investigate an employee’s grievance (who was involved? why is it a grievance? when did it
happen? what settlement is wanted?)
 Letter inviting an employee to an investigatory meeting regarding another employee’s grievance

o Grievance Meeting

After the investigation, present the grievance. The employer should hold a meeting with the
employee so that he or she has an opportunity to explain the complaint. The employee should be asked
how he or she thinks the grievance should be resolved and what outcome he or she is seeking.

The Acas code of practice on disciplinary and grievance procedures states that an employee

should be given a statutory right to be accompanied by a companion at a grievance meeting.
Tribunals take the code into account when considering relevant cases, and can increase awards of
compensation by up to 25% for an unreasonable failure to comply with it.

 How to prepare for and conduct a grievance hearing

 Letter inviting an employee to attend a grievance meeting
 Can an employer reject an employee’s choice of companion for a disciplinary or grievance
hearing?

o Decision

Having considered the evidence, the employer will need to decide whether to uphold or reject the
grievance. The decision should be communicated to the employee, in writing, as soon as possible. If the
grievance is upheld or partially upheld, the employer should tell the employee what action it proposes to
take and how this will be implemented. The letter should also provide the employee with a right of
appeal. It is important to cheek and see if the complainant is satisfied with the results.

2. Task: Inform an employee of the outcome of his or her grievance.

3. Letter informing an employee of the employer’s decision and right of appeal following a
grievance

5. Appeal

If the grievance has been rejected or partially rejected, the employer should be prepared for an
appeal. This should be dealt with by an impartial manager and, where possible, a more senior manager
than the person who dealt with the grievance. Most appeal hearings will be in the form of a review but
can take the form of a rehearing if the initial stage was procedurally flawed. After the hearing, the
employee should be informed in writing of the outcome of the appeal.

 How to handle appeals against grievance decisions

 How many appeal stages are appropriate for a grievance procedure?
 Letter informing an employee of the employer’s decision following a grievance appeal meeting

References
https://www.yourarticlelibrary.com/human-resources/grievance-handling-definition-features-causes-and-
effects/32387
https://www.slideshare.net/jmcarlie/the-grievance-machinery
https://www.personneltoday.com/hr/grievance-procedures-five-step-guide-employers/
https://www.businessmanagementideas.com/employee-grievance/causes-of-employee-grievance/20564
http://www.csc.gov.ph>phocadownload

EMPLOYEE DISCIPLINE

Discipline is the backbone of healthy industrial relations. The promotion and maintenance of employee
discipline is essential for smooth functioning of an organization. Employee morale and industrial peace
are definitely linked with a proper maintenance of discipline.
In the Organization ‘Discipline’ refers to the State of employee’s self-control and effectiveness in his
work. It indicates the development of genuine team work. Discipline implies a state of order in an
organization. It means proper appreciation of the hierarchical superior subordinate relationship. The
willing cooperation for and the observance of the rules of the organization constitutes the essence of
discipline.
Discipline is the orderly conduct by an employee in an expected manner. It is the force or fear of a force
that deters an individual or a group from doing things that are detrimental to the accomplishment of group
objectives. In other words, discipline is the orderly conduct by the members of an organization who
adhere to its rules and regulations because they desire to cooperate harmoniously in forwarding the end
which the group has in view.

Approaches of Workplace Discipline

Positive discipline
12. Positive discipline fosters appropriate behavior by encouraging employee participation. The first
step is to lay out clear protocol and ethical guidelines to ensure your employees fully understand
what you expect. The next step is to use constructive criticism to instill correct behaviors. In
“positive” discipline, there is willingness to comply that comes from the desire to cooperate in
achieving the common goal of the organization. The emphasis here is on cooperative efforts to
secure compliance to organizational norms.
Progressive Discipline
g. The process for correcting single and repeat episodes of employee failure to comply with rules
and/or to meet specific workplace expectations for conduct. Corrections to unacceptable behavior
may be addressed under this policy or the Performance Accountability & Commitment Policy,
depending on the individual circumstances and the nature and extent of correction that is needed.
Progressive Discipline is a step-by-step process designed to modify unacceptable employee
behaviors, which also allows for discipline to start at a higher step based on the severity and
circumstances of the situation.
Staff Rules and Regulations
1.  Working Hours
Observe your working hours faithfully. 
Arrive punctually at your work area, ready to begin the day’s work, and do not leave before dismissal
time. 
2.  Time Records
 Keep daily time records, and make only true and correct entries in your time records.
3.  Leaves and Absences 
All leaves, whether with or without pay, are subject to prior authorization.  If, for any reason, you cannot
report for work, send word to your supervisor as soon possible, either by telephone or by personal
messenger, informing him of the reason for your absence and indicating, if possible, how soon you can
report back to work.  Such notification does not mean automatic approval of the leave.  Secure formal
approval for your leave not later than the day you return to work. 
4.  Behavior
In the performance of your duties, and in your working relations with others, observe    
the basic rules of courtesy and good behavior.  Give due regard to the well-being of
others regardless of position and rank.
5.  Personal Integrity
 Observe high ethical standards and act in good faith in your dealings with others.
6.  Confidential Matters 
If you are in custody of confidential records, safeguard any information in such records as well as those
conveyed to you in confidence.  Examples of records classified as confidential are:  personnel records,
salary records, examination papers, student grades, psychological test reports.
7.   Work Performance
Know the duties of your position, make productive use of time and equipment, give a good day’s work,
and maintain services at an acceptable level of competence.  Apply yourself to the official business of the
school, deferring personal business outside of working hours.
8.  Responsibility for Funds or Property 
Exercise care and diligence in handling University funds and property entrusted to your custody by virtue
of your position or by direct authorization or assignment.  Likewise, respect each other’s personal
property. 
9.  Security and Safety Measures 
Take reasonable security and safety precautions.  Report any security or safety hazards promptly to your
supervisor.  Report any accident or injury immediately.
10.  Health and Sanitation
Safeguard your health, and show consideration for the well-being of your fellow employees.  Practice
good health habits and help in keeping your workplace clean.
11.  Various Employee Activities
Exercise discretion should you engage in individual or group employee activities in the school. 
REFERENCES:
12. https://www.economicsdiscussion.net/human-resource-management/employee-discipline/31795
13. https://www.slideshare.net/JithinOmanakuttan/employee-disciplin-echanged-120977914
14. https://www.ateneo.edu/central-administration/hrmod/policy-devt-hr-relations/staff-rules-and-
regulations

THEORY OF MORALE DEVELOPMENT

Professional responsibility is the area of legal practice that encompasses the duties of attorneys to act in
a professional manner, obey the law, avoid conflicts of interest, and put the interests of clients ahead of
their own interests.

Examples of professional standards include:

Accountability – takes responsibility for their actions.
Confidentiality – keeps all sensitive information private and away from those who shouldn't have access
to it.
Fiduciary duty – places the needs of clients before their own.
Honesty – always being truthful.

Teachers are keenly alert to and advocate for the needs of their students. Educators demonstrate a
commitment to professional standards, problem solving and decision-making. Professional educators
comply with school, district, state and federal regulations and procedures.

Professional ethics are important for several reasons. First, most professionals have an informational
advantage over those they serve. Professional ethics will provide the useful function of identifying these
moral hazards and providing the appropriate avoidance or work-around strategies

Teaching is a mixture of art and science. There is no certainty as to what can happen in a classroom at any
time. Effective teachers adjust to whatever conditions present themselves. To operate in these situations
requires that teachers act as professionals, having maximum freedom. Teachers should be given the
responsibilities that define a profession. Here they are:
1) The first and most important responsibility is to show love, respect and caring for each student. This
requires that teachers help each student to identify his or her strengths, abilities, talents and interests.
Teachers assist students to aspire to become productive members of society and contribute to the public
good. Working in tandem with parents, teachers have the responsibility of providing learning activities
that make it possible for each student to achieve his or her amazing, genius potential. These services are
characteristic of effective schools and extraordinary teachers.
2) It is important that teachers have complete control over curriculum and teaching strategies because
every child is different from all others and has different interests, strengths and talents to be developed.
Schools should provide an array of learning possibilities: self-selected learning, project experimentation,
the arts, mentoring experiences and adult-directed learning. When a child is ready to learn a particular
item is a professional judgment made by a teacher or a selection made by the student. Similarly, what
teaching strategies are to be used and the materials to accompany them are the responsibility of teachers.
Teachers have the knowledge and the appreciation to determine the appropriate time an item ought to be
taught. The teacher also knows what materials will result in maximum learning. Without having control
of curriculum, teachers cannot be held accountable.
3) Professions are self-evaluation systems. Individuals in any profession evaluate the work of their
colleagues. They bring charges against those who do not follow professional standards and/or ethics. It
has been shown by studies (Rand Corporation) that teachers can evaluate the work of other teachers as
well as, or better than, school administrators. Teachers are also more aggressive in terminating colleagues
who should be terminated.
4) Evaluation of learning is a judgment, not a test. These judgments are much more accurate than
standardized tests. Teachers develop their own assessment measures. There is no greater absurdity than
having a test score be considered more important than teacher judgment. A teacher teaches a child for 185
days and then the state gives the child a test. The teacher's judgment is far superior to the certainty of a
test score given on a particular day. There may be some variability in the teacher's judgment, but the
certainty of the test score is absurd. No test is more meaningful than the teacher's judgment about the
child's attitudes and what the child has or has not learned.

Teachers who are not willing or able to take on these responsibilities should find a different line of work.
Education, as the Founders back to the ancient Greeks believed, is the fundamental ingredient that makes
democracy possible. That is also the belief of all national leaders, particularly those in political office. It
is the work of teachers that makes general education possible. It is time to give teachers the professional
responsibilities that will enrich our nation with a learned and effective citizenry.

References:

https://www.deseret.com/2017/11/7/20622748/op-ed-what-are-the-professional-responsibilities-of-
teachers
 Factors Influencing Morale

Morale: Definitions, Types and Factors Affecting Morale

Morale is defined by various terms from different standpoints. In military situation morale means

enthusiasm to accomplish the assigned task or esprit-de-corps in sports it may mean self-confidence of a

team, in education it may be the eagerness to learn by students, in business it is associated with the desire

to achieve the goals. So it is an overall attitude of an individual or group towards all aspects of their work

e.g., the company, the job, the supervisors, fellow workers, working conditions, etc.

Definitions:

Flippo has described morale “as a mental condition or attitude of individuals and groups which

determines their willingness to co-operate. Good morale is evidenced by employee enthusiasm, voluntary

confirmation with regulations and orders, and a willingness to co-operate with others in the

accomplishment of an organization’s objectives. Poor morale is evidenced by surliness, insubordination, a

feeling of discouragement and dislike of the job, company and associates.” In the words of Yoder,

“morale is a feeling, somewhat related to esprit de corps, enthusiasm or zeal. For group of workers,

morale, according to a popular usage of the word, refers to the over-all tone, climate or atmosphere of

work, perhaps vaguely sensed by the members.’

According to Prof. Jucius, morale consists of:

What is it? What does it do? Where does it reside? Whom does it affect? And what does it affect?

 He answers his own questions as:

(i) What is it? It is an attitude of mind, an esprit de corps, a state of well being, and an emotional force.
 (ii) What does it do? It affects output, the quality of a product, costs, co-operation, enthusiasm,

discipline, initiative and other ingredients of success.

(iii) Where does it reside? It resides in the minds and emotions of individuals and in the reactions of their

group or groups.

(iv) Where does it affect? It affects the employees and executives in their interactions. Ultimately it

affects consumers and the community.

(v) Whom does it affect? It affects an employee’s group’s will to work and co-operate in the best interests

of the individuals or groups and the organizations for which they work.

Types:

The following are the two types of morale:

1. Individual and Group Morale:

Individual morale is a single person’s attitude towards work, environment etc. Whereas group
morale reflects the general attitude of a group of persons. Group morale is everybody’s concern and may

go on changing with the passage of time. Individual and group morale are interested but not necessarily

identical. They have an effect on each other. The individual’s personal perception of the present

conditions may be high but the group’s perception may be low or vice-versa.

2. High or Low Morale:

Morale may be referred to high morale or low morale. In the words of McFarland, high morale

exists when employee attitudes are favourable to the total situation of a group and to the attainment of its

objectives. Low morale exists when attitudes inhibit the willingness and ability of an organization to

attain its objectives. The words such as zeal, enthusiasm, loyalty, dependability denote high morale. Low

morale may be described by words like lack of interest, laziness, apathy, bickering, jealousy,

quarrelsome, pessimism, etc.

Morale and Motivation:

Morale and motivation are inter related but differ from each other. Morale refers to the attitude of

a person towards his work and environment while motivation is a process to inspire people. Motivation is

an inner feeling which energizes a person to work more for satisfying his unsatisfied demands.

Motivation revolves round needs and incentives while morale will determine the willingness to co-

operate.
 Morale is a group phenomenon while motivation is an individual’s readiness to work more. Moral

is related to the combination of various factors operating at work but motivation concerns to the job only.

Motivation helps in mobilizing energy while morale is concerned with the mobilization of sentiments.

Morale and Productivity:

Morale reflects the attitude of employees towards their work, it will be of interest to know if it has

any bearing on productivity. A number of research studies reveal that there is no direct relationship

between morale and productivity. High morale may lead to higher productivity but in some cases

production may go down even. It is generally felt there is a positive relation between morale and

productivity but the degree may not be the same. For example, 10 per cent increase in morale may lead to

higher productivity but production may not necessarily increase by 10 per cent.

Miller and Form have given four combinations of productivity and morale viz:

(i) High productivity-high morale

(ii) Low productivity high morale

(iii) High productivity-low morale; and

(iv) Low productivity-low morale.

The first situation occurs when the individual is satisfied from the job and prevailing environment.

He will try to achieve high standards of performance which will lead to higher productivity. In the second

situation (low productivity and high morale) the employee may be satisfied from his work and situations

prevailing, showing high morale. Lack of proper teaching of the employee, lack of administrative skill of

the supervisor, defective materials, out-dated technology may lead to low productivity in-spite of high

morale.

In the third-situation, management may use strict supervision, prescribe punishments for low

productivity and use better technology for raising productivity in-spite of low morale. The fourth situation

occurs where factors obtained in combination of high productivity high morale are lacking. There is a

complexity of relationship between morale and productivity. This relationship cannot always be

predicted. It may differ from organization to organization and from one time to another time.

Factors Affecting Morale:

 The employee morale is a very complex phenomenon and is influenced by many factors. Different

authors like McFarland. Bradshaw and Krugman. Roach and Apple white name given different criterion

for the determination of morale.

On the basis of all these classifications, the important factors in the determination of levels of

morale are as describe below:

1. The Organization:

The first factor affecting the employee morale is the organization itself. The organization

influences the worker’s attitudes to their jobs. The public reputation of an organization may build up for

better or worse, their attitudes towards it.

2. The Nature of Work:

The nature of the work, the worker is expected to perform also affects his attitude towards the job

as well as his morale. If the employee is expected to perform routine or specialized jobs, he will feel

bored and alienated. Repetition of the same task again and again makes the working situation worse for

the employees. Another factor is the large impersonal organizational structure. Sometimes, if the

employee feels that he is just a cog in the machine instead of a person, his morale will become very low.

Lack of understanding of organizational goals may also affect the morale. Another factor which causes

low morale is the assembly line operations moving at a constant speed.

3. The Level of Satisfaction:

The level of satisfaction, a worker derives from his job is another determinant of morale. If the job

factors and the satisfaction they bring is perceived to be favourable by the employee morale will tend to

be higher than if there factors seem to be unfavourable. The job factors include the factors such as

opportunities for promotions, job security, steadiness of employment, opportunities to learn the job and to

use his own ideas, pay working conditions, recognition, cooperativeness of co-workers, group

relationship etc.

4. The Level of Supervision:

The level of supervision received by an employer has a tremendous influence on his morale. High

rate of employee turnover indicates that the leadership is ineffective. On the other hand, if employees are

given freedom to do the job, their morale will be high. Nobody likes to be supervised all the time.

5. Concept of Self:
 What is the employee’s concept of himself? The answer to this question influences the attitudes of

the employees to the organizational enrolment. How an employee perceives himself, is a very important

question. The morale of persons who have lots of self-confidence or who enjoy good mental and physical

health is generally high as compared to those who lack self confidence or suffer from poor physical or

mental health.

6. Worker’s Perception of Rewards System:

The worker’s perception of past rewards and future opportunities for rewards affect their morale

to a substantial extent. If the workers regard the rewards as fair and satisfactory, their morale will tend to

by higher than if the perception is in the opposite direction. Moreover, if the rewards and opportunities for

the future tend to be bleak, morale will tend to be low as compared to the situation where the worker

perceives opportunities for satisfaction and for attainment in the rewards that lie ahead in the future.

6. The Employee’s Age:

Studies have reported that age and morale are directly related. Other things being equal, elder

employees seem to have higher morale. This is because of the reason that perhaps younger workers are

more dissatisfied with higher expectations than their elders. The older employees have more stability

which comes with maturity, a serious attitude towards job. more reliability, less absenteeism, proven

steady work habits, a sense of responsibility and loyalty and less tendency to be distracted by outside

interest as influences.

7. The Employee’s Educational Level:

Studies have concluded an inverse relationship in the educational level of the employee and his

morale. Higher the educational level lower will be the job satisfaction and vice versa. The higher he

thinks he should be the more dissatisfied he will be.

8. The Employee’s Occupational Level:

The occupational level of the employee also influences his level of morale. The higher up in

organizational hierarchy an employee is higher will be his morale. The morale of the people who are

lower in the levels of hierarchy is generally low because they compare their own attainments with those

of others.

10. The Off the Job Activities of the Employee:

The relationship of an employer with his family and work group influences his behaviour and

attitude while he is on the job. His off the job activities e.g. whether his family life is happy or not,
whether he has excessive drinking habits etc. The influences and pressures of a formal and informal group

have a significant effect on the morale of workers.

References:

https://www.yourarticlelibrary.com/management/morale/morale-definitions-types-and-factors-affecting-

morale/53295

3. Indicators of Morale
Morale indicators are the factors which tend to show the opinions of employees towards the organization
and its management.
These factors include absenteeism, labour turnover, fluctuations in production, quality records,
excessive waste and scrap, training records, accident rate and number of grievances.
These factors are sound indicator of any major variation in morale, but they are not as precise as
morale surveys. The main cause for using such indicators is that their data are easily available and trend
can be understood very easily. Management can easily analyses the causes of high fluctuations in any
indicator.

3.1 Morale Builders

High morale in the workplace improves staff productivity, helps retain employees and can lure
employment candidates. To encourage high workplace morale, develop a culture based on positive
habits.

Implement morale builders to instill an productive attitude in your staff.

Enhance the Positive

Employee challenges present an excellent opportunity for the employee to learn from his
mistakes, but enhancing positive accomplishments can motivate, as well.
Accomplishments become models of good performance, and using them to explain the proper way
to perform a task can help build morale among the staff. For example, pointing out the positive
aspects of a sales presentation will help a sales associate create better meeting materials and instill
confidence.

Obtain Input

While it is not practical to get every employee involved in all company decisions, managers can
obtain staff input on efficiently performing tasks. If the employee receives a say in improving
efficiency, she is more motivated to help the company succeed. For example, working with the
manufacturing staff to improve efficiency lowers company costs and gives employees the chance
to develop more efficient job duties.

Advance on the Job

Workplace morale gains strength when the company make an investment in employee career
development, according to Jane Applegate, writing on the "Forbes" website. This includes
increasing employee training opportunities and employee tuition assistance programs for higher
education. The company gives employees the resources necessary for career advancement and
utilizes current staff members for company growth.

Celebrate Achievements

A workplace atmosphere that marks milestones and accomplishments can improve employee
morale. Celebrating employee birthdays, years of service to the company and significant
employee events, such as a wedding or the birth of a child, adds a personal touch to the workplace.
Professional accomplishments, such as reaching sales goals or working without a time-lost
accident, improve morale if they are, for example, mentioned in the company newsletter and if
employees receive rewards for their achievements on the job.

6 Proven methods for boosting employee morale

Numerous studies have shown that positive work cultures are more productive than those that
aren’t.
Here are six strategies that companies with strong positive employee morale have used to make
their employees love working for them.
d. Promote work-life balance among employees
Matthew Ross, the co-founder and COO of mattress review site The Slumber Yard, says that
he and his co-founder both come from the investment-banking world, where late nights at
work were commonplace. “However, for our company,” he says, “we feared the late nights
would burn out our employees and eventually make them resent us.” When one employee
 resigned because of what Ross suspected was burnout, he says, “we knew we had to make a
change or else other people would likely starting leaving as well.”

e. Invest in trust building

According to a Slack study on the future of work, 80% of workers want to know more about
how decisions are made in their organization, and 87% want their future company to be
transparent. And employee morale can only reach a certain level without trust in leadership.
After all, employees aren’t likely to communicate or contribute if they don’t feel safe
expressing themselves honestly at work.
That’s why at the authentication and authorization platform Auth0, managers are coached in
offering actionable feedback and recognition. “Feedback should never be so generic that the
person who receives it has no idea what they should do with it,” says Melinda Starbird,
Auth0’s vice president of people and culture
3. Go beyond “My door is always open”
. “The thing that works best in my experience is actually getting to the front lines and talking to
employees,” says Marissa Letendre, an independent human resources consultant who has worked with
Fortune 500 companies like Amazon. “Stay interviews are a great way to start,” she says, especially in
companies that have already built trust with their employees.
4. Give teammates a chance to interact outside the office
The financial services company Acuity has received positive reviews on Glassdoor from employees
about the opportunities it provides for team members to get to know one another. These interactions come
in the form of picnics, lunchtime trivia events, and monthly happy hours where family and friends are
invited.

5. Support employee-led initiatives

PricewaterhouseCoopers (PwC) began its Be well, work well health initiative in part because its
employees were doing it on their own. “Our people know they need to be healthier, so that kind of stuff
started happening in the offices,” says Anne Donovan, a people experience leader at the accounting and
consulting firm.

6. Don’t ignore the power of small gestures

Whether it’s swag like Bluetooth speakers to promote a continuing-education video or a pre-
Thanksgiving pumpkin pie, Lindstrom says, Acuity also likes to surprise its employees with something
small that lets employees know “We’re thinking of you; we appreciate your value.”

15 Effective Ways to Boost Employee Morale in 2021

Establishing a positive work environment and building a company culture that helps boost employee
morale is key to avoiding mindless drones from clocking in and out each day.
What is employee morale?
 Forbes magazine defines it as, “…the attitude, satisfaction, and overall outlook of employees
during their association with an organization or a business.” As a manager, the responsibility falls in your
lap to hire good people and to create a space where everyone feels confident to perform at their very best.

1. Be Transparent

Don’t attempt to hide problems or avoid conversations when morale is low. You have to remain
transparent to boost staff morale. Your employees will respect honesty while you work together to fix any
issues. Inform them about company updates, new protocols, customer feedback, and more.

2. Communicate Often

Going off the last tip to boost employee morale, be sure to communicate! Share positive company
announcements, like a new product in development or a glowing customer review. Your employees are
human beings too and you need to treat them that way too.

3. Use The Right Tools

With all of the information we’ve outlined so far, it can seem a little daunting to make employee morale a
priority at your company. However, studies prove that a positive work culture leads to more productivity
than those that aren’t.

4. Give Employee Recognition

Focus on the good! When employees feel truly appreciated, they have more self-worth and become more
productive employees.

5. Get Employee Feedback

Getting employee feedback is a great way to boost employee morale. When you show employees that
you’re listening, they will feel heard and are far more likely to be motivated. But it isn’t enough just to
collect feedback, you need to act on it as well. Even if you don’t implement each piece of feedback, be
sure to thank your employees for sending in their thoughts and suggestions.

6. Offer Employee Growth

Boost employee morale by giving them a sense of purpose so they have a goal to work towards and
something to look forward to. It doesn’t have to be a job promotion. Instead, you can send them to a
course or conference to improve their professional skills. Employees want to feel a sense of growth to be
truly motivated.

7. Run A Calm, Healthy & Organized Company

Offer an EAP (employee assistance program) that helps employees work through problems and stress,
whether it’s work or home-related. An EAP is designed to help your team work through issues that may
impact their health and wellness, or even their work performance.

8. Train Managers

If managers are not the direct cause of the low morale, the responsibility to fix employee morale is. Be
sure to train all your managers in emotional intelligence, communication, giving feedback and
recognition, and different leadership styles.

9. Organize Team-Building Activities

What’s the importance of team building games? For starters, it leads to collaborative and motivated work
culture, aids in problem-solving among team members, fosters meaningful and open communication
among peers, leads to creativity and out-of-the-box thinking, enhances productivity, boosts employee
morale and it helps to keep creative juices flowing!

10. Provide Amazing Employee Incentives

Now, this isn’t a long term solution, but when morale is low, dishing out some fun employee incentives
can do the trick. Bring in some puppies from the local shelter, give out some scratch-offs, let employees
work from home for the day – it’s amazing what these employee incentives can do.

11. Encourage Genuine Breaks

Research has found that only a mere one in five people take a lunch break and that white-collar workers
are actually the least likely to take a break. That means that there are far too many staff members eating
lunch at their desks!

12. Promote Workplace Diversity

By promoting workplace diversity your employees will feel and understand that thinking outside the box
or being different is an asset to the company. A Forbes article notes that “teams and companies that make
diversity a priority offer a variety of ideas, perspectives and learning opportunities.

13. Let Go Of Workplace Bullies

No one likes getting bullied, and this is especially true when it comes to the office or any workplace. A
Forbes article mentions that “workplace bullying not only impacts one’s happiness but injures their
health, productivity and self-confidence leaving victims feeling stuck and powerless”.

14. Buy Some Green Office Plants

Research from Live Science has shown that “people who toiled in offices with plants and window views
reported they felt better about their job and the work they performed compared to those in windowless
offices without shrubbery around”.

15. Make A Designated Decompression Room For Breaks

Create a separate space for employees to go to and relax for a few minutes every day or when they need
to take a break. Jeff Pochepan, president of StrongProject, notes that these decompression or recharge
rooms “are more than a simple café or chair grouping in a convenient place for conversation between
colleagues or that morning java that gets the juices flowing.

3.2 Morale Destroyers

The Top 5 Ways Companies Destroy Morale

A strong, cohesive, and engaged team is a team that makes money! Keeping the morale of the group up,
keeping employees engaged, and making sure they are motivated to go the extra mile is the fastest way to
set you and your company up to beat the competition.

Here are 5 common ways companies erode trust, and what to do about it

5. Treating people differently

This is where the same infraction carries a different sentence depending on the position someone holds, or
more specifically, a lighter sentence for more senior employees.

4. Extended Hours

Sometimes overtime is unavoidable. Also, as a budget owner, making the decision to hire a new
employee is a difficult one that incurs significant costs and cannot be taken lightly.

Multiple studies have been conducted on this, and once you go over 50 hours, productivity sharply
declines and even goes to ZERO over 55 hours.

3. Unrealistic Expectations

No one likes to fail.

Employees want to do well, but sometimes we saddle people with unrealistic expectations to appease
clients, particularly when it comes to timelines.
2. Indifference

What happens when an employee brings up a problem that they are facing, either personal or business
related? Are they met with concern and action from their supervisor?

1. Lack of Trust

This is it, the mother of all destroyers of morale. Lack of trust.ee supervisors ignore employee problems
all the time, in every industry, at all levels.

9 Surefire Ways To Destroy Employee Moral

Here are nine guaranteed ways to completely ruin employee morale. Many of them come down to two
basic ideals: treat your employees with respect and dignity, and that's how they'll treat you back.

1. Not accepting responsibility for mistak

The blame game can ruin a company's workplace. If a subordinate makes a mistake, the blame
shouldn't fall solely on him or her—it's on the whole team. That includes the others working on
the project, and the person in charge of them.

2. Calling employees out in public

There's no reason to put people on the spot publicly. Don't try to teach people a lesson or make an
example of them—they aren't children. Instead, pull them aside and deal with the situation in
private. Public embarassmentcan only serve to make employees scornful and ruin the office
environment.

3. Dishonesty

Tell your employees the truth, always. It's okay to keep things from your employees if they're
sensitive topics, but never lie to your employees about them or their nature.

4. Setting impossible goals

Goals exist to encourage people to perform, but when employees are consistently coming up short
because the bar's set too high, their morale is going to plummet. They'll feel like they're
underperforming, even though they probably aren't.

5. Threatening their jobs

 Making someone fear for their livelihood only causes fear, anxiety and distrust. When you make
people feel like they're instantly replacable, they have little incentive to perform. It's easy to crush
someone's spirit if you treat them like a number, and not a unique individual with distinct abilities.

6. Giving vague or incomplete instructions

Clarity is important in the workplace. Some managers feel like they're entitled to give instructions
that lack specific direction because they're busy, but their employees' time is equally as important
as theirs.

7. Micromanaging

There are few ways to demoralize a worker faster than micromanaging their every move. Nobody
wants someone looking over their shoulder, combing through everything they do and second
guessing their work.

8. Never offering any praise

People need some sort of reinforcement that they're doing a good job. If they go through their
entire work life without any, it can take a toll on their spirit.

9. Holding workers back if they're doing well

It's frustrating for someone when they feel bottled up. If people have initiatives they want to
propose, or ideas to make things better, at least let them have their say.

9 Things That Destroy Successful Teams

Ego.

When someone’s ego is more important than the team, the project, or the goal, things break down quickly.

Negative competition.

Lighthearted competition can be a good thing, especially for certain kinds of teams

Poor communication.
When the left hand doesn’t know what the right hand is doing, it causes all sorts of problems: duplicate
work, forgotten work, missed deadlines, etc. Communication is absolutely key to a team that works.

Micromanagement.

When employees have to get approval or sign-off on every single thing they do, it slows down the
workflow considerably. Team leaders need to be able to trust employees to make the right choices, and
employees need to feel comfortable asking for help when they need it. The right balance here is key.

Criticism without praise.

I’ve known managers in my career whose entire management philosophy was to criticise everything and
rarely if ever dole out praise. I think you can imagine how well that went over with their team.
Constructive criticism (keyword: constructive) is vital to helping employees grow, but generous and well
timed praise is also important for maintaining enthusiasm and morale.

Unreasonable expectations.

As a member of a team, nothing feels worse than the sinking feeling of knowing that you will never reach
your targets, no matter how hard you work. Goals that are a stretch and require a lot of the team are good,
but goals that are way out of reach are depressing. It won’t make employees work harder; it will make
them want to give up.

Half-hearted work.

Having one or more member of the team who only puts in half an effort — showing up late, leaving early,
checking email all day, etc. — has a decidedly negative impact on the whole team. It’s important that
everyone is putting in a full, equal effort.

Stubbornness.

When members of a team adopt a “my way or the highway” approach, no one benefits. When working in
a team, everyone needs to be open to new ideas, new approaches, and experimentation — even, and
perhaps especially, the leader. Just because you’ve always done it that way doesn’t mean that’s the best
way to do it.

Leading with emotions.

Instinct, emotions, and gut feelings all have their place, but bringing emotions too much into the team can
have a deleterious effect.

References:

https://www.yourarticlelibrary.com/employee-management/top-6-ways-to-measure-the-morale-of-
employees-explained/34684
https://smallbusiness.chron.com/workplace-morale-builders-12336.html
https://slack.com/intl/en-ph/blog/collaboration/methods-boosting-employee-morale
https://connecteam.com/boost-employee-morale/
https://www.linkedin.com/pulse/top-5-ways-companies-destroy-morale-louis-j-fernandez
https://www.americanexpress.com/en-us/business/trends-and-insights/articles/9-surefire-ways-to-destroy-
employee-morale/
https://www.bernardmarr.com/default.asp?contentID=990

ADMINISTRATIVE PERSONNEL- Means employees who are charged by the employer with
performance of work entailing responsibility for taking decisions of an administrative nature in the
conduct of any activity.
Individuals responsible for the development of policy and supervision of the execution of plans and
functional operations.
ADMINISTRATOR- TEACHER RELATIONSHIPS- administrator can have a harmonious
relationship with the teachers by embracing and empowering them. Happy teachers mean happy students
and better performance. It is therefore, essential to have a healthy relationship between the pillars of the
school- teachers and the administrators. The purpose and nature is to foster learning in group or
individuals.
4 ways for administrators to foster positive relationship with their Teachers;
1. Transparency. administrators have to make many important decisions to ensure their schools are
effectively serving students
2. Seeking out teachers’ professional input
3. Being present
4. Celebrating success

PERSONNEL COMMUNITY RELATIONSHIP-refers to the various methods companies use to

establish and maintain a mutually beneficial relationship with the communities in which they operate. The
underlying principal of the community relations is that when company accepts its civic responsibility and
takes an active interest in the well-being of its community, then it gains a number of long term benefits in
terms of community support, loyalty, and good will.’’ Community involvement builds public image and
employee morale, fosters a sense of teamwork that is essential in long term success”
REFERENCES:
https://www.lawinsider.com
https://www.definitions.net
https://www.progressive.teacher.in
https://www.referenceforbusiness.com