Human Resources Management (HRM







People are different: unique personalities; different emotional responses to diff stimuli; diff attitudes, values, motives, mode of thought Diff behaviour to reactions to promises, praise or criticism; behaviour neither consistent or readily predictable A human being him / herself determines what he / she contributes. Hence individuals, not orgns create excellence. Peter Drucker: ³Man, of all the resources available to man, can grow and develop´. Some aspects where humans are different: Motivation; Sociability; Morality; Development

Features of HRM

Pervasive force:
Present in all enterprises Permeates all level of mgnt in orgns


Action oriented:
Focuses on action rather than record keeping, written procedures


Individually oriented:
Helps individuals develop their potential fully Encourages individuals to give off their best


People oriented:
All about people at work; as individuals and groups Puts people on assigned jobs to produce good results

Features of HRM

Development oriented:
Aims to develop potential of individuals


Integrating mechanism:
Tries to build and maintain cordial relations between people within, between groups and across all levels


Auxiliary service:
Assist and advice operational groups / line functions on how to manage people effectively


Inter-disciplinary function:
A multi disciplinary activity, utilizing knowledge and inputs drawn from psychology, sociology, anthropology, economics, etc.


crèches. Transfer. Recreation facilities.Scope of HRM 1. Collective bargaining. Transport. etc. etc. Industrial relations aspect: Union management relations. rest rooms. Housing. Grievance and disciplinary procedures. Medical assistance. 2. joint consultations. induction. selection. . etc. Education. 3. Productivity. Health & safety. settlement of disputes. Recruitment. Welfare aspect: Working conditions & amenities like canteen. Training & development. Promotion. placement. Incentives. Personnel aspects: Manpower planning. Layoff & retrenchment. Remuneration.

HRM: Main activities

Getting in People:
Planning for people Analysing the assignment Understanding roles Understanding jobs Understanding role-job fit Recruitment, selection & placement


Retaining people:
Induction Training & development Performance management Rewards management

HRM: Main activities

Letting people go:
Retrenchment Outplacement Sacking Resignation


HR research:
Employee surveys HR audit Research on all above activities


Industrial Relations:
Equal opportunity Employee health Handling grievances & labour relations

Fundamental Roles: Line manager & HR function

Line manager¶s role:
Placing right people on the job Inducting people into the department Training people in functional areas Recommending and assisting for training in other areas Improving productivity of personnel Gaining creative cooperation and developing smooth working relationships Implementing & interpreting company¶s policies and procedures Controlling personnel costs Developing abilities in each personnel Appraising performance and providing constructive feedback Creating and maintaining department morale Protecting employees health and physical condition Assisting employees in their career planning

Fundamental Roles:

HR function roles:
Assist in HR plans for the entire orgn; integrate unit plans Assist top management in incorporating HR issues at corporate levels Assist line managers in sourcing for human resources Assist in inducting personnel in the orgn Organize for training & development: - compile trg needs; prepare trg calendar; administer trg implementation; assist line function in implementing learning; database of trg undergone Performance management: - work on appropriate perf evaluation systems & procedures; administer systems; prepare trg needs data; data for promotions, transfers, etc.


Coordination with finance for reward disbursement. Administer reward systems. new remuneration systems. collective bargaining. Designing new methods of appraisals. Working on salary & incentive design and administration Administration: .Fundamental Roles: 2. HR audit - - - . Travel policies and implementation.): Rewards management: .Welfare schemes design and admin. etc. - HR function roles (contd.Salary surveys. Job evaluation. canteen.Guide on labour issues. HR research: . Prepare systems for rewards. Industrial relations: . etc.Internal HR climate survey. terminating services. orgn structure design and modification.

- Training & development.HR process outputs: 1. Career development: Competent employees with up-to-date skills and knowledge 3. - Motivation. - Human resources planning. satisfactory union relations: Competent employees who are committed to the organization and satisfied with their jobs 5. - Benefits. Appraisal. Rewards & punishment: Competent employees who desire to exert high effort 4. Recruitment. induction: Competent employees adopted to organization culture 2. safety. Changing conditions requires on-going research and concern for the future . selection.

Organizing. Selection & Placement. - Human resources Development: Performance Appraisal Training & development Career planning & development Organizational development . - Managerial Functions: Planning.HRM functions: A. 1. Directing. Controlling Operative functions: Employment: Job Analysis. Induction & Orientation 2. Understanding roles Human resources planning Recruitment. B.

- Compensation: Job evaluation Wage & salary administration Incentives. 5. Bonus. Fringe benefits Social security measures 4.HRM functions: 3. - Human relations: Effectiveness of HRM: Organizational health Human resources accounting Human resources audit Human resources research .

Human Value .

starting from the most important: Employee satisfaction Customer satisfaction Cash flow .Human Value ‡ ‡ - ³Our people are our most important assets´ Problem: people do not fit the strict financial definition of an asset: Cannot be transacted at will Contribution is individual and volatile Cannot be valued according to traditional financial processes ‡ - Intangible assets: knowledge. enthusiasm Part of the intellectual capital Jack Welch: 3 key measures in business. competence.

Need to focus on long term in getting people Mergers & acquisitions Need to know how to obtain relevant and reliable data on intangible assets within the orgn . there is an impact on human µstock¶.Human Value ‡ ‡ ‡ ‡ ‡ ‡ ‡ People manage the tangible asset and also maintain and grow the intangible ones Need a balance: People as cost & as assets We lack a commonly accepted framework for assessing the value & contribution of people When one leaves and another joins.

Human Value ‡ - Need to measure the driver of performance as much as the outcome themselves: Acquiring new personnel Rebalancing the workforce Maximizing performance & productivity Developing individuals & groups Resource allocation & options for outsourcing Investing in people and organizational development Setting up partnership and alliances ‡ ‡ Difficult to measure human behaviour. number of assumptions need to be made. People loan their human capital to us and we provide an environment in which they can contribute value to the stakeholders .

mgnt should seek out those that are not value creators The way we provide value to people conditions their motivation. commitment and loyalty and hence their contribution and value to other stakeholders .Human Value ‡ ‡ ‡ ‡ ‡ People as assets + People motivation & commitment = People committed to added value People as asset: is the cost of a person more that the value they provide to the orgn? Motivation & commitment: the person¶s contribution is strongly influenced by their working environment When costs need to be reduced.

benefits. peers. bonuses Equity in the firm Challenges and interesting work Equipment and resources not otherwise available Being associated with an orgn of repute Status and self-esteem Recognition: managers. publically Opportunities for personal growth and career development Interesting colleagues to work with A satisfying and stimulating environment Social events Opportunities for travel .Human Value ‡ - Orgns can provide value to employees: Salaries.

Personnel Philosophy. Policies .

Personnel philosophy ‡ ‡ ‡ ‡ ‡ May or may not be in written form Should be for treating employees with dignity and securing willing cooperation Management¶s attitude to employee is one major area which relates to personnel philosophy of the company Employees need to be regarded as partners in production or as a precious asset with constructive potentials Personnel policies relate to the personnel philosophy accepted by the management .

Personnel policies relate to: Hiring of manpower Terms & conditions of employment Compensation payment Hours of work Training & development Promotions. . a statement of intention committing the mgnt to a general course of action. etc. travel. transfers. uniforms.) Concessions given to employees. Facilities (housing.Personnel Policy ‡ ‡ - A policy is a plan of action. etc. etc.

redefine. ± serve as a road map in regard to decision making on personnel matters & problems . break into details and decide a no of actions that govern the relationship with employees in the attainment of orgn objectives They are the statements of intention indicating what the orgn proposes to do and suggests the values & view points which dominate the orgn actions They act as guidelines which indicate the intentions of the orgn in recruitment.Personnel Policy ‡ ‡ ‡ Personnel policies are the principles and rules of conduct which formulate. selection. compensation. etc.

minimizes favouritism and discrimination among the personnel and ensures continuity of action They make a commitment on the part of the orgn There is no µpersonal interpretation¶ of orgn intents ‡ - Benefits of Personnel Policy manual: Clear explanation of existing policies Useful tool in supervisory training Document of company¶s faith on fair personnel policies Readymade guide to personnel policies & procedures Avoids indecision on personnel matters Acts as a communication device .Personnel Policy ‡ - Personnel policies framed by the mgnt should be always in writing: Written policies ensure uniformity of application.

transfers & layoffs Employee benefits & services . rewards & monetary incentives Promotions. practices & procedures on personnel matters Employee relations policies Hiring policies Job fundamentals & Job training policy Hours of work Pay policies & procedures.Personnel Policy Manual ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ Objectives of the manual Orgn philosophy How to use the manual Authority of the manual Privileges & resp of supervision & dept heads Existing policies.

disciplinary action and grievance addressal .Personnel Policy Manual ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ Attendance. punctuality & absenteeism Employee health and safety rules Security benefits and rules Company and plant rules Cost control Grievance & complaint procedure Internal communication Termination of employment Labour relations & employee participation Personnel forms Performance appraisal Discipline.

The HR manager is a Mentor / Coach / Counselor for line managers in the area of Human Resources issues .Strategic HRM An effective HR manager understands the business needs of the organization.

more competent personnel ‡ - Technological trends: Internet based organization Video conferencing ‡ ‡ ‡ ‡ ‡ ‡ ‡ Trends in nature of work: Automated plants Teamwork ± self-managed teams Self-oriented jobs Outsourcing Internet based ordering Knowledge based workers . More productivity.Changing environment of HRM ‡ - Globalization: More competition. Quality consciousness. need to be world class.

decentralized decision making Pay for performance. transformational leadership . safety issues Self managed teams. performance Call centers ± co emp can interact with HR personnel regardless of location Outsource activities to external agencies Personality teats. we want to be and how should we get there? Formulating & executing HR policies & practices that produce employee competencies & behaviours the company needs to achieve strategic aims HR partners top mgnt to design and execute company strategies ‡ ‡ ‡ ‡ ‡ ‡ ‡ Creating high performance work systems: Focus on productivity. training.Changing role of HRM ‡ - HRM role more strategic: Strategic HRM part of strategic planning Match internal strengths with external opportunities Where are we now in business.

Strategic HRM ‡ ‡ ‡ ‡ - Superior mgrs shape dept policies & practices so they make sense. in terms of (or align with) company strategic aims Strategic management: match company¶s capabilities with demands of the environment It is: decide what business you¶re in now and which ones you want to be in. formulate a strategy for getting there and execute your plan Some company strategies: Diversification Vertical integration Consolidation Geographical exmansion .

Intranet web application ± manager perform their own HR tasks - . work rules & salary structures - - - Today ± technology rarely sets an orgn apart: Toyota better because of culture. HR policies ‡ Strategic HRM: formulating & executing HR policies & practices that produce needed employee competencies & behaviour Southwest Airways: 15 mts turnaround strategy Dell: low cost leader.‡ Competitive advantage: factors that allow an orgn to differentiate its products & services: Southwest Airways ± low cost airlines ± employment policies: motivated and flexible force Larger airlines like Delta ± restrictive union rules.

training SWOT analysis ‡ HRM identifies scorecard measures to measure the extent to which new policies & practices are actually producing the reqd employee competencies and skills. thus supporting mgnt¶s strategic goals .‡ - HR managers must need an in-depth understanding of the value creation proposition of the firm Basics of strategic planning Basic business functions ‡ ‡ - Strategic execution imp part of HR role Another role is strategic formulation Supporting top management Retention. recruitment.

HR Scorecard .

emergent behaviours & resulting firmwide strategic outcomes & performance - - ‡ - To evolve the HR scorecard. Highlights casual link between HR activities. orgn outcomes and orgn perf. Mgr needs metrics to measure the activities and results involved - . employee behaviour.Scorecard ‡ Mgnt judges HR functions based on whether it creates value to the company ± contributing in a measurable way to achieving company¶s strategic goals: Scorecard shows the metrics the firm uses to measure HR activities & HR behaviours resulting from the activities & the strategically relevant orgn outcomes of these behaviours. need to know: The company¶s strategy Casual links between HR activities.

What are the co¶s required activities . and delivering the co¶s product or services 3. producing.HR Scorecard ² 10 steps 1. Define the business strategy: Outline the cos value chain: . 2. marketing.Each activity is part of the process of designing.South west airways: activities to deliver low-cost. convenient service 4. Outline a Strategy map: .Value chain: identifies the primary activities that create value for customers and the related support activities . Identify strategically reqd orgn outcomes: Dell: quick competent & courteous tech service by phone South West Airways: Cheapest airways. on time .A diagram that summarizes the chain of major inter-related activities that contribute to the orgn¶s success .

motivation. Create HR Score card: Make a visual or computerized score card Link in a casual way the selected HR activities & emergent employee behaviour and the resulting firm-wide strategic outcome & performance The points to work on include: .The basic strategic themes .Strategically relevant emergent employees capabilities & behaviours . Identify the reqd HR systems policies & Activities: - 7.Strategic performance metrics .10 steps 5.Strategic HR activities matrix . performance attitudes 6.Strategically relevant customer & orgn outcome metrics . Identify the reqd work force competencies & behaviour: To deliver the strategically relevant orgn outcomes Dell: Support in trg & providing relevant checklist to deliver tech service S W Airways: Multi tasking.

Employee productivity. Sample performance measures: .Employee attitude survey measures . etc. external & internal goals. attracting & keeping customers. on-time flgts 10.Level of cross-cultural teamwork . - Choose HR scorecard measures: Use a mixture of financial and non-financial measures: short & long term goals. predict & evaluate: . Monitor. - 9.Employee turnover .Level of organizational learning .10 steps 8. - Summarize the scorecard measure in a digital dashboard SW Airways: turnaround times.

store and disseminate information to support decision making. process.Human Resources Information System (HRIS) ‡ ‡ ‡ ‡ Need to incorporate all the forms in the processes HRIS: Interrelated components working together to collect. coordination. control. analysis and visualization of an organization¶s HRM activities Help shift HR¶s attention from transaction processing to strategic HR Remove the time spent in processing transactions .

Job .

places of residence. subject to change The job is what the incumbent makes of it Job Analysis: A formal and detailed examination of jobs ± tell the things that people do in human work Involves the identification of the required tasks. status and even one¶s sense of worth Jobs help orgns accomplish their objectives Jobs are not static. the knowledge and skills necessary for performing them and the conditions under which they must be performed .Analyzing & Designing Jobs ‡ ‡ ‡ ‡ ‡ ‡ Jobs determine standard of living.

Job duties Material and equip used on the jobHow a job is done Reqd personnel attributes Job relationship Mental skills reqd Education. hazards. etc. Important characteristics: location. resp. What the typical worker does: simplicity. experience reqd . routine. etc.Job Analysis ‡ - Job analysis provides the foll info: Job identification: title. supervision.

Job Analysis ² used in: ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ HR Planning Recruitment & Selection Placement & Orientation Training Career counseling Employee safety Performance & Potential appraisal Job design & re-design .

Usually contains such items as ± education. judgment. supervision given or received. communication skills. initiative. etc. machines.Job Analysis: ‡ 1. responsibilities. tools & eqpt used. 2. Process of Job Analysis results in two sets of data: Job Description: Statement about the job containing items such as ± job title. Job Specification: A statement of human qualifications necessary to do the job. . etc. duties. training. experience. location. job summary.

Job Design ‡ ‡ - Job design integrates work content. motivation and job satisfaction are affected by the match between job factors and personal needs . the rewards and the qualifications required for each job in a way that meets the needs of employees and the orgn It involves the foll steps: The specification of individual tasks The specification of the methods of performing each task The combination of tasks into specific jobs to be assigned to individuals ‡ ‡ ‡ While designing the job. requirements of the orgn and the individual needs of the job holder must be considered Can affect productivity and costs For an employee.

experience and ability to perform different jobs . errors. which enriches their skills. resignations Job Rotation: Systematic movement of employees from one job to another The employees are given an opportunity to perform different jobs.Work / Job simplification ‡ ‡ ‡ ‡ ‡ ‡ A job is divided into parts and distributed among individuals Work simplification is introduced when the job designers feel that the jobs are not specialized enough Over-simplification can result in boredom.

technical and clerical work .Job Enlargement: ‡ ‡ ‡ ‡ ‡ ‡ ‡ Expanding the scope of the job by aggregating two or more jobs into a single one Involves expanding the no of duties assigned to a given job Brings out some sense of wholeness in the job Reduces monotony & boredom by providing a more complete or whole job to perform Helps increase interest in work efficiency Involves assigning more tasks of similar nature Called horizontal loading ± is more appropriate in case of manual.

Job Enrichment: ‡ ‡ ‡ ‡ ‡ Based on the assumption that jobs should be more interesting and challenging: Will provide psychological satisfaction to employees Will mean making a job more interesting. higher in status and more rewarding Possible by widening the scope of the job and adding a sense of achievement. increasing responsibility and provide opportunities for advancement and growth Involves a vertical loading of the job so that job holder himself controls the planning and execution of the job . satisfying. responsible.

Job Enrichment:
‡ -

Characteristics of Job enrichment: Variety Task identity Task significance Autonomy Feedback

Autonomous, self-directed teams:

‡ ‡


An intact group of employees who are resp for a µwhole¶ work process or segment that delivers a product / service to an internal / external customer The team members work together and improve their operations They have a clear sense of purpose and are effective in taking decisions and ensure the quality of work assigned to the team With empowered teams managers lost in terms of status, authority and power

Job Evaluation



‡ ‡

Determining the relative worth of a job in an orgn by comparing it with the other jobs within the orgn and with the job market outside Jobs evaluated on the basis of their content and placed in the order of their importance A wage / salary hierarchy is based on such job evaluation ± employees given diff wages as per the relative imp of the jobs they perform The jobs are ranked, not the job holders Job analysis should precede job evaluation


Role ‡ ‡ ‡ ‡ ‡ A system of mutual obligations Role: a position in a social system defined by functions one performs in response to the expectations of the µsignificant¶ members of a social system. Role taking: receiving expectations and responding to them Role making: use expectations from own role and develop role behaviour influenced by these expectations Concept of a job ± prescriptive .

Some Role issues ‡ ‡ ‡ ‡ Mutuality vs Exclusiveness Creativity vs Conformity Confrontation vs Avoidance Exploration vs Expectation of readymade solutions .

6. Self-role distance: conflict between self-concept and expectations from the role Intra role conflict: conflict between two different roles in a job Role stagnation: need to outgrow earlier long term role Inter role distance: occupying more than one role Role ambiguity: not clear on expectations Role expectations conflict: conflicting expectations from diff role senders Role overload: too many expectations in too little time Role erosion: functions like to perform performed by others Resource inadequacy Personal inadequacy . 3. 9. 2.Role Stress 1. 7. 10. 8. 4. 5.

Manpower Planning .

at the right place.Human Resources Planning (HRP) ‡ ‡ - A process of forecasting an orgn¶s future demand for and supply of the right type of people in the right number It is a sub-system in the total orgn planning system Facilitates the realization of the co¶s objectives by providing the right type and right no of personnel ‡ Specifically. estimation of employee needs is merely guesswork - - . HRP is a process by which an orgn ensures that it has the right no and kind of people. capable of effectively completing and efficiently completing those tasks that will help the orgn achieve irts overall objectives Translates the orgn¶s objectives and plans into the no of workers needed to meet those objectives Without HRP. at the right time.

skill demands. and no & type of persons Shortages in some areas and surplus in others may be observed 3. - Future personnel needs: Planning is significant in that it helps determine future personnel needs Surplus/deficiency in staff is the result of the absence / or defective planning Orgns today are resorting to VRS Also there is an absence of succession planning in senior personnel 2. - Creating highly talented personnel: Talented individuals.Importance of HRP 1. - Coping with change: HRP enables coping with change in today¶s competitive. job hop. could create problems Planning succession of critical positions in the orgn vital . tech environment Generate changes in job content.

Foundation for HR functions: Provides essential info for designing and implementing HR functions. such as recruitment.4. - International strategies: Ability to fill key jobs with foreign nationals & the re-assignment of employees from within or across national borders is a major challenge affecting international business Enables effective process in meeting staff needs from foreign countries and the attended cultural. selection. personnel movement and training & development - . language & developmental considerations Growing competition for foreign executives may lead to expensive and strategically disruptive turnover among key decision makers - - 5.

6. productive force is difficult to determine - - 7. - Other benefits: Upper mgnt has better view of HR dimensions of business decisions Personnel costs. motivated. orgn needs to use its resources effectively throughout their careers The Re value of a trained. - Increasing investments in HR: Human assets as opposed to physical assets can increase in value An employee who gradually develops his/her skills & abilities becomes a valuable person With investment in training & development. mgnt can anticipate imbalances earlier More time provided to locate talent Better planning of assignments to develop managers Major and successful demands on local labour markets can be made .

layoffs.The Planning process ‡ ‡ ‡ - HRP essentially involves forecasting personnel needs. etc. reduced hours. VRS. assessing personnel supply and matching demand ± supply factors through personnel related programmes The planning process is influences by overall orgn objectives and the environment of business The process components: Organizational objectives and policies HR needs / HR supply forecasts HR programming HRP implementation Control & evaluation programme Surplus: restricted hiring. Shortage: Recruitment & selection - .

- Senior Management: Define orgn objectives Approves plans Amends plans through feedback 2.HRP system: main elements 1. - HR planning unit: Produces HR plans Basic requirement: Definition of time span Scope and details of plan Comprehensive & accurate info 3. statistics. - Demand forecast: Assessment of reqm to meet objectives based on: Manager¶s estimate. work study .

- HR plan: Matching of demand and supply forecasting Identify key areas Produce contingency plans Assess current utilization of employees . - Supply forecast: Assessment of current resources and probable losses.HRP system: 4. taking account of influential internal and external factors 5.

- Ratio ± trend analysis: Involves studying past ratios like between no of workers and sale and extrapolating into the future 3. top mgrs prepare forecast reviewed by dept mgrs Approach subjective but cost effective 2.Forecasting techniques (demand): 1. Work measurement to measure time taken to perform work ± arrive at no of persons reqd to perform job Technique useful for jobs done for the first time - . - Managerial judgment: Mgrs pool knowledge based on experience and various info. - Work study technique: Use Method study to understand how work is carried out. arrive at figure In ³bottoms up´ approach line mgrs submit dept proposals In ³top down´ approach.

Forecasting techniques (demand): 4. - Mathematical models: Markov models Venture analysis . - Delphi technique: Solicit estimate of personnel needs from a group of experts HRP experts summarize this feedback and give it back to the experts for a rethink The process repeated till the experts opinions begin to agree - 5.

internal movements & promotions.Supply forecasts: ‡ ‡ ‡ - Determine whether it is possible to procure the reqd no of personnel and the source of such procurement Supply forecasting measures the no of people likely to be available from within & outside the orgn after making allowance for absenteeism. wastage The supply analysis covers: Existing human resources Internal sources of supply External sources of supply ‡ - Present employees: HR audits Current inventories .

selection. development. placement.HR plan implementation ‡ - A series of action programs initiated: Recruitment. redeployment Retention plan. identify sources & search for suitable candidates Train and develop in functional & behavioural areas New skills to existing staff when tech changes Retention plans to help reduce avoidable separation of emp Need to keep good managers regardless of downsizing: takes years of grooming to get them . retraining. succession plan ‡ ‡ ‡ ‡ ‡ After vacancies known. Induction Training.

Requisites for successful HRP ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ HRP recognized as an integral part of corporate planning Backing of top mgnt essential HRP resp central to coordinate and consolidate between depts & levels Personnel records up to date. analysis. techniques of planning and the plans themselves need to be constantly revised and improved in the light of experience . and readily available Time horizon long enough to permit remedial action Planning techniques should be suited to data available and degree of accuracy reqd Plans should be prepared by the skill levels rather than aggregates Data collection.

Recruitment .

Promotion of existing employees ‡ - External: Employees in other organization Job aspirants with employment exchanges Students of educational institutions Candidates referrals Search firms. walk-ins . contractors Head hunters Candidate responding to adverts Unsolicited applications. Dependents of deceased.Sources of Recruitment ‡ - Internal: Retrenched employees. Retired. Up-gradation Transfer.

radio 4. - Third party methods: Pvt employment search firms Employee exchanges Gate hiring & contractors Unsolicited applicants / walk-ins Internet recruitment . TV. - Direct methods: Campus recruitment 3. - Internal methods: Promotions & transfers Job postings Employee referrals 2.Methods of Recruitment 1. - Indirect methods: Advertisements in newspapers.

Alternatives to recruitment ‡ ‡ ‡ ‡ ‡ Overtime Subcontracting Temporary employees Employee leasing Outsourcing .

Recruitment policies & Procedure .

Selection & Placement .

each one must be carefully cleared before the applicant proceeds to the next Steps: Reception: making a favourable impression among the candidates Screening interviews: Asking details for suitability.Selection ‡ ‡ ‡ ‡ - Process of picking individuals who have relevant qualifications to fill jobs in an orgn Choose individuals who can most successfully perform the job. from the pool of qualified candidates Selection is usually a series of hurdles & tests. screening biodatas to remove clutter. reduce time Application blank: Brief history sheet of the applicant¶s background. could be standardized to save time and ensure all data is informed - .

leaderless GD¶s. etc. emotional balance.Achievement tests: What can do in the current assignment .Simulation tests: Duplicate many activities employees face in workplace . self-confidence . simulate the type of work which the candidate is expected to do: --In-basket. Typing.Assessment centers: Group & individual exercises to test .Aptitude teats: Potential to learn certain skills: programming.Personality tests: Measure basic aspects like motivation. business games.Polygraph (lie-detector tests. performance or attitude: . presentation. inter-personal behaviour. etc. . intorversion.Selection ‡ - Steps (contd. interviews .Graphology . .Intelligence tests: Mental ability tests. Integrity tests . learning.) Selection tests: A standardized objective measure of a person¶s behaviour. taking instructions.

Assess subjective aspect of the candidate ± facial expression.Selection: ‡ - Steps (contd.Size up the interviewee¶s agreeableness .Give facts to the candidate regarding the company.Make judgments on the interviewee¶s enthusiasm & intelligence .) Interviews: Oral examination of candidates for employment Interviewer tries to obtain & synthesize information about the abilities of the interviewee & the requirements of the job Gives opportunity to the interviewer to: . programme.Obtain as much pertinent info as possible . policies. nervousness . and promote goodwill towards the company Medical Examination Reference checks - . etc.Ask questions that are not covered in the tests .

embarrassing.Types of interviews ‡ ‡ ‡ ‡ ‡ ‡ The non-directive: Ask questions as they come in the mind Directive / structured: a predetermined set of questions that are clearly job related Situational: Hypothetical incident ± how would the interviee respond Behavioural: Focus on actual work incidents Stress: Find how applicant would respond to aggressive. rude & insulting questions Panel interview .

Some interview mistakes ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ Favour applicants who share own attitudes Find difficult to establish rapport Not asking right questions Resorting to snap judgments Forgetting interview contents soon after the event Show leniency to candidate May have own bias Halo / Horn effect Candidate order error Being influenced more by unfavourable than favourable information Under pressure to hire candidates at short notice Being influenced by other factors. not job related .

Placement ‡ ‡ ‡ Posting of employee into a specific job Line managers take the decision ± match job and qualification of the candidate If improperly placed. jobs will suffer .

Induction / Orientation .

etc.Adjust and adapt to the new demands at the job . processes.Get along with people .Know more about the jobs.Induction ‡ ‡ - Introducing the new incumbent into the orgn.Know the people you will be working with . rules. systems & procedures. do¶s & don¶t¶s. .Feel at home . / section / dept Induction serves the foll purposes: Remove fear: . policies - - .Get off to a good start A valuable source of information .Role.Terms & conditions of employment Create a good impression: .

Internal Mobility ‡ ‡ - Transfer: Change in job assignment. may involve promotion / demotion. status Basis could be performance or tenure Need a policy on promotion . or no change in status Promotion: Upward movement. higher resp pay.

economic reason Outplacement: Training & assist get other job Suspension: Prohibiting emp from attending work.Employee separation ‡ ‡ ‡ ‡ ‡ ‡ Resignation: Decides to quit voluntarily Retirement: Compulsory ± superannuation. a kind of punishment. subsistence allowance given Discharge & termination: Punitive measure for misconduct . Voluntary Death Layoff: Temp removal from the payroll Employer ± employee relationship merely suspended for the period To trim extra fat and make orgn lean and mean ‡ ‡ ‡ ‡ Retrenchment: Permanent termination.

Organizational Culture .

Culture ‡ ‡ ‡ - How we do things around here Something holistic. soft and difficult to change Country Culture (Greet Hofstede): Power distance Individualism vs Collectivism Masculine vs Feminine Uncertainty avoidance Long term vs short term orientation . socially constructed. historically determined.

attitudes & priorities of its members 6 independents dimensions of practices: Process oriented vs result oriented Job oriented vs employee oriented Professional vs parochial Open systems vs closed systems Tightly controlled vs loosely controlled Pragmatic vs normative ‡ ‡ The position of the orgn on these dimensions is determined in part by the business or industry the orgn is in Managing intl business means handling both corporate and country culture .Corporate Culture ‡ ‡ - The moral. social and behavioural norms of an orgn based on the beliefs.

HP culture ‡ ‡ - Creates a conscious corporate culture: ³The HP way´ HP¶s corporate culture is based on: Respect for others A sense of communities Plain hard work .

caring relations with every employee Creating an open collaborative workplace where everyone¶s opinion is welcome Empowering senior executives to run far-flung businesses in an entrepreneurial fashion Liberating the work force. making everybody a participant through improving vertical communication & employee empowerment .GE culture under Jack Welch ‡ ‡ ‡ ‡ Redesigning the role of leader in the new economy: creating followers through communicating a vision and establishing open.

If you start with the type of person you want to hire. We are zealous about hiring.Herb Kelleher: Southwest Airways ³It starts with hiring. . We are looking for attitudes that are positive and for people who can lend themselves to causes. We are looking for a particular type of person regardless of which job category it is. We want folks who have a good sense of humour and people who are interested in performing as a team and take joy in team results instead of individual accomplishments. presumably you can build a workforce that is prepared for the culture you desire.

Corporate culture & Mergers  - Certain cultural issues during post merger phase: Disintegration of organization value system Low employee morale Benefits of synergy require time Rationalization & relocation of people may require time Flight of talented personnel Different culture Rigidity to learn things for blue collared worker Sentimental attachment Anxiety for pink slip Differences in HR style Broken faith in mgnt due to veil of secrecy in merger Stalemate in managerial positions Reduced employee enthusiasm .

if required. relocation.Making mergers effective ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ Ascertain differences in basic culture and differences Pre-assess the cost implications to integrate manpower of merging orgns Plan for VRS for people rendered surplus Make provisions for increased HR cost for training a re-deployment. even by redesigning . VRS benefits Accommodate employees of merging orgn in new environment Develop an integrated culture with inputs from two orgns Focus on training and learning process Develop a new orgn chart and make it transparent Align the compensation package.

- These are useful diagnostics for gauging the morae of a company¶s workforce .Organizational Diagnostics ‡ 1. monitoring long term trends in the workforce and determining where interventions are needed Attitudes towards work: Job satisfaction Role clarity Role conflict Autonomy Participation in decision making Job involvement . testing the impact of new policies and procedures.

- Organizational climate: Fairness Safety & support Communication Tolerance of risk Continuous learning .2. - Organizational commitment: Job security Loyalty Trust in management Identification Alienation Helplessness 3.

Human Resources Development .

to manage change and challenge.HRD ‡ ‡ A systematic approach to proactively deal with issues related to individuals and teams in orgns and as a movement to develop orgn capability. HRD efforts. as reflected in concepts and orgn practices. are based on certain values: Openness Confrontation Trust Authenticity Pro-activity Autonomy Collaboration - .

proactive. not costs HRS different from Personnel function: not routine. can enhance capability People are investment. all managers share resp for HRS. Organic connected with all other systems in organ. emphasizes dev of people. .The Concept People: important resource.

The HR dept .The boss .The orgn Effectiveness of managing HR will depend on the emphasis on development Personnel versus HRM function .Development as underlying concept The agents of development include: .the employee .

Development dimensions of Personnel Analyzing the role: Task Analysis Key Performance areas Critical Attributes Job Evaluation Matching the Role and the Person: Selection / Recruitment / Placement Potential Appraisal Promotion Career Planning / Succession Planning .

Performance Appraisal Feedback and Counselling Mentoring Career Development Training Developing the role for the person: Job Rotation Job Enrichment Job design / job redesign Role effectiveness & Efficacy .Development dimensions of Personnel Developing the person in the role: .

Development dimensions of Personnel Developing Equitability: Management of salary and amenities Management of incentives and reward Standardizing and administering procedures Developing Self-renewing capabilities: Organizational development HRM research Organizational learning Developing culture and climate Coping with collective power .

Role of developing Competence
Technical Competence: Technical skills, abilities Managerial Competence: Managerial skills and abilities Process Competence: Dealing with various issues as they happen; problems of commitment, cooperation, conflicts, etc. Helping Competence: Aware of strengths, weaknesses, feedback on perf, counselling Coping Competence: - Dealing with frustration, stress, burnout, etc.

The Concept of HRD
HRD in the ogranisational context is a process by which the employees of an organization are helped in, in a continuous planned way, to: 1. Acquire or sharpen capabilities required to perform various functions associated with their present or expected future roles. 2. Develop their general capabilities as individuals and discover and exploit their own and/or organizational development purposes 3. Develop an orgn culture in which the supervisor-subordinate relationships, teamwork, and collaboration among subunits are strong and contribute to the professional well-being, motivation and pride of the employee.

HRD as a process
HRD is a process, not merely a set of mechanisms or techniques The mechanisms and techniques such as PA, Counselling, T&D, OD, etc. are used to initiate, facilitate, and promote this process in a continuous way. Because the process has no limits, the mechanisms may need to be examined periodically to see whether they are promoting or hindering the process. Orgns can facilitate this process of development by planning for it, by allocating orgn resources for it, and by exemplifying an HRD philosophy that values human beings and promotes their development.

Goals of the HRD system: to develop:
The capabilities of each employee as an individual The capabilities of each individual in relation to his/her present and expected future role The dyadic relationship between each employee and supervisor The team spirit and functioning in every orgn unit Collaboration between different units in the orgn, and The orgns overall health and self-renewing capabilities, which, in turn, increases the enabling capabilities of individuals, dyads, teams and inter-teams and the entire orgn.

HRD process mechanisms / sub-systems Performance Appraisal Potential Appraisal and Development Feedback and Performance Coaching Career Planning Training Organizational Development Rewards Employee welfare and Quality of Work life Human Resource Information & Research .

HRD Beliefs: Human Resources are the most important assets in the organization Unlike other resources. proactivity. mutuality. characterized by the values of openness. and collaboration. trust. HR can be developed to an unlimited value A healthy climate. is essential for HRD Employees feel committed to their work and the orgn if the orgn perpetuates a feeling of belonging HRD can be planned and monitored in ways that are beneficial both to the individual and the orgn .

model behaviour. create a healthy and motivating work climate The higher the mgnt level the more attention to be paid to the HRD function to ensure effectiveness The maintenance of a healthy working climate and development of its human resources are the resp. of every orgn. .HRD Beliefs (contd): Commitment comes from orgn providing basic needs and higher needs through appropriate mgnt styles & systems Employees commitment increased with opportunity to discover and use one s capabilities & potential at work Every mgrs resp to ensure development and utilization of individual capability.

The Individual Key unit in an org. Competence building: for performing the job better. new skills Advancement: identifying and developing on potential . Development of individuals: three different aspects: Self-Management: develop competencies to manage own work learn to set realistic goals -.SMART analyse performance results on factors responsible for success/failures.

The Role Role is not synonymous with job. who have face-to-face relationship with the role occupant Three main aspects of role development: optimum stress: enough challenges to stretch linkages: among roles and of different organizational roles with challenging goals Autonomy: scope for taking initiative. solving problems and doing creative work . status or position in orgn Role is the position a person occupies as defined by expectations from significant persons.

proper feedback to each other.The Dyad The dyadic groups (employee and supervisor) basic building blocks in an orgn structure Focus will involving developing the foll three aspects: Trust: efforts to be made to develop such relationships Mutuality: free exchange of help between employee and supervisor. supervisor coaching mentoring and counselling the employee . support to each other Communication: Listening.

utilize individual competencies Building teams: Tuckman Resource Utilization: Maximize utilization of resources available with teams. Team roles .The Teams Primarily two aspects are important as focus of HRD: Cohesion:Producing synergy.

Interteams Develop cooperation among various groups Helps develop corporate identity Need to link team goals with orgn goals .

The Organization Need to observe the following three aspects: Growth: as per customer and orgn needs. providing quality service and maintaining leadership position Impact: on outside environment and stakeholders Self-renewal: observe working from time to time and update itself. analyse present and potential problems and take steps to meet challenges. .

The second axis is made up of the HRD systems and their activities. their advancement and training.The HRD Matrix Scope of HRD is to develop these six human units. HRD activities should be concerned with developing systems to make individuals (and the roles). The systems primarily concerned with individual employees (and their roles) relate to their appraisal. They form one of the axis. and the organization (and the teams) more effective. culture ad orgn renewal. The systems concerned with dev of the orgn (and its teams) would relate to mgnt of work. .

Performance .Identifying training needs . 2.Systems 1.Succession plans .Mentoring Training: .Evaluating training .Potential .Planning & delivering training .Performance Coaching / Counseling Career: . Appraisal: . 3.Charting career paths for individual employees .

Task analysis .Development of important values . 6.Productivity . 5.Developing consistent management practices Self-renewal: .Developing a strong corporate identity .Systems: 4. Work: .Developing healthy traditions .Role stress Cultural: .Quality of Working life .Organizational development .

Organizational Development .

legislation ‡ - An effective orgn needs to develop self-renewing properties: A capability to continuously reexamine itself. and taking both reactive and proactive actions in relation to its environment (internal & external) ‡ ‡ ‡ Need to reexamine existing structures. new technology. The function can be an independent one or be part of the HRM . even when the orgns are successful and have no apparent problems necessitating such an examination Orgns can develop internal mechanisms in this regard: establish a function of OD and research. systems & procedures from time to time.OD ‡ - Organizations are never completely static Continuous interaction with external forces Changing consumer tastes / attitudes.

coping capabilities.OD ‡ ‡ - Research is the most appropriate mechanism for systematising collection of information and data. linkage strategies in the form of temporary and semipermanent systems and a culture of mutuality . analysing these scientifically. and learning from them for improvement According to Udai Pareek: OD is a planned effort Initiated by process specialists To help an orgn develop diagnostic skills.

OD is an effort: - Planned Organization wide Managed from the top To increase orgn effectiveness & health Through planned interventions in the orgn¶s processes using behavioural science knowledge .

mutual confidence and collaboration Help orgn members interact more effectively Enable orgn to cope effectively with external environment .OD defined ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ A systematic. trust. integrated and planned effort Solve problems that adversely affect operational efficiency at all levels Based on scientific awareness of human behaviour and orgn dynamics An orgn wide effort Directed towards more participative management Integration of individual goals with orgn goals Create an internal environment of openness.

Components of OD process ‡ ‡ ‡ ‡ ‡ An OD expert needs to be invited as the orgn cannot handle the situation. The expert needs to think and plan Needs to apply knowledge and skills of applied behavioural science An internal change agent has to be appointed to carry on the process An emphasis of OD is on planning change on the basis of data. data are continuously collected about several aspects of the orgn and its problems You not only diagnose problems but also develop skills in the orgn to diagnose the problems as part of regular functioning .

by setting up temporary systems.OD process ‡ ‡ ‡ ‡ ‡ The main thrust of OD is on problem solving abilities of the orgn The orgn is helped to confront and cope with the problems encountered OD lays emphasis on building linkages between the individual goals and orgn goals amongst the individuals who work in the various roles. amongst several ways. like task forces. and among various groups which function in the orgn Problems in orgn can only be resolved through collaborative efforts. and by creating structural changes which may ensure continuing collaboration in the orgn . thus such efforts need to be made You do this.

OD processes ‡ ‡ - OD is based on certain values which are important for the development of orgns as open and proactive systems. OD makes effort to develop OCTAPACE: 8 diff values: Openness Confrontation Trust Authenticity Proaction Autonomy Collaboration Experimentation .

2. - - 3.Conditions for OD success 1. - - Commitment at the top Strong link pins: They are the roles which connect various levels and various parts of the orgn Change can flow through these key roles which can become the main media of communication Willingness and resources in the dept: A dept in the orgn is willing to experiment and has resources which can be used to stabilize change through OD Ensure at least one dept in the orgn stabilizes & continues with the change .

Conditions for OD success: 4. - Involvement of an external consultant: Brings in expertise from elsewhere Can take risks and confront organization Strong internal resources: To continue with the work To ensure orgn does not revert back to the existing paradigm Coordinators need to develop like internal OD facilitators . 5.

Performance Management .

and developing and enhancing perf and related competencies . planning.Performance Management (PM) ‡ ‡ An integrated process that: Sets objectives Appraises employees Translates objectives into individual key result areas (KRA¶s) Determines pay. and Helps orgn achieve business goals Involves thinking through various facets of performance. identifying critical dimensions of perf. reviewing.

improve.PM ‡ An ongoing communication process that involves both the manager and employee in: Identifying and describing essential job functions and relating them to the mission and goals of the orgn Developing realistic and appropriate perf standards Giving and receiving feedback about the performance Writing and communicating constructive performance appraisals Planning education and development opportunities to sustain. or build on employee work performance - - .

Relevant and Timed ± provides opportunity to scientifically measure the perf targets. the dept and for the orgn as a whole SMART: Specific. aligning people with the orgn Need to identify appropriate performance indicators: Cost: money spent to manufacture goods or provide service Input: The resources employed for the above Output: Goods / services provided to customers in terms of task accomplishment Outcome: The actual impact and value of the services delivery - . Measurable. Achievable. trace the possible loopholes in setting the targets and effectively map future strategies.Performance Objectives ‡ ‡ ‡ - Need to establish clear performance objectives for the individual.

Developing perf standards ‡ ‡ ‡ ‡ - An approach could be top-down or bottom-up collaborative Could benchmark standards with competing and other orgns Need to get the employees stretch to obtain value. process redesign. improved efficiency. productivity. customer service - - . project completion. Some guidelines: Perf stds should be related to the employee¶s assigned work and job reqms Reporting systems should be adequate to measure and therefore should have more quantitative data Quantifiable measures may not apply to all functions. Describe in clear and specific terms the characteristics of perf quality that are verifiable and would meet or exceed expectations Accomplishment of orgn objectives to be included such as: cost control.

Checklist for perf standards ‡ ‡ ‡ ‡ ‡ ‡ ‡ Are the standards realistic? Are the standards specific? Are the standards based on measurable data. observation or verifiable information? Are the standards consistent with orgn goals? Are the standards challenging? Are the standards clear and understandable? Are the standards dynamic? .

planning reviewing. developing and enhancing performance and related competencies . identifying critical dimensions. The main features include: Focus on objective setting Develops systems for ongoing review of objectives Develops personal improvement plans PMS aligns with training & development Ensures formal appraisal with feedback Helps in pay review Develops competence based orgn capability * PMS involves thinking through various facets of performance.Perf Management System (PMS) ‡ ‡ - A set of techniques and procedures for improving organizational performance.

2. Three fundamental processes: Confidential review system Self-assessment and review system 360 degree appraisal system . review. or evaluation of performance or behaviour analysis of an employee A formal process to evaluate the performance of the employee in terms of achieving orgn objectives. 3. PA means analysis.Performance Appraisal (PA) ‡ ‡ ‡ 1.

5. Focus on employee development . 2. bias free ratings Main characteristics of PA: A systematic process: Set work standards Assess employee actual perf relative to these standards Offer feedback to eliminate deficiencies & improve perf in due course of time Find out how well employee doing on the job. clear standards & measures. All appraisals are of judgment and not always fair Needs consistent approach. 4. 3. establish plan for improvement Appraisal carried out periodically Not a past oriented but future directed activity Not limited to ³calling the fouls´.PA ‡ ‡ ‡ 1.

bosses are not normally used to being evaluated by subordinates and will resisit its implementation Helps average out the biases Enables feedback from many stakeholders resulting in all round feedback of the employees performance Confidentiality on the person making the feedback is essential to elicit candid feedback The emperor¶s new clothes . also ensures total employee involvement and employee empowerment The implementation should be gradual.360 degree appraisal ‡ ‡ ‡ ‡ ‡ ‡ ‡ Requires performance feedback from all important stakeholders Effective in reporting performance.

taps the collective wisdom of those who work most closely with the employee.360 degrees ‡ ‡ ‡ ‡ ‡ The 360 degree feedback. fair. accurate & motivating Single source assessment reinforce employee accountability and service the single source: the boss There is perceived bias in its implementation . multisource assessment. The collective intelligence on critical competencies or specific behaviours and skills gives the employee a clear understanding of personal strengths and areas ripe for development Employee view this as credible.

specific and overall perf ratings Summarize the review on a performance & development form . Activities include: Review annual perf result compared with expectations Identify accomplishments and areas needing improvement Review the results of development activities Discuss significant factors affecting job performance Assign objective.Annual appraisals & reviews ‡ ‡ - An opportunity to compare overall perf results with objectives & expectations established in the perf plan.

decide what needs to be done.Perf & Dev Planning ‡ - The purpose is to: Make performance expectations explicit Tie individual perf to orgn & dept business plans Identify measurement or evaluation criteria for perf Identify gaps in knowledge. how each employee fit the plans Choose dev activities to enhance capabilities & competence Develop SMART goals Agree perf plans & discuss with each employee . skills reqd to achieve expectations Describe specific development activities Foster communication between manager & employee ‡ ‡ ‡ ‡ Review business plans.

Planning meetings: Manager·s responsibility ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ Develop objectives for the individual Schedule perf & dev planning discussions Assist in determining priorities Review each employee draft perf plan Assist in determining dev areas & activities Maintain real-time file of employee objectives Monitor methods to ensure progress Enable process to incorporate changing scenarios .

Planning meetings: Employee·s responsibilities ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ Familiarize with dept goals & objectives Develop SMART goals with clear perf stds & completion deadlines Prepare supporting data for each objective Decide what resources and coordination will be needed List questions & potential problems for discussion with manager Assess current skill level reqms to meet perf plan objectives. consider competencies needed to be developed Discuss draft plan with manager Renegotiate objectives for major changes .

Appraisal ² Discussion process ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ Control the environment State the purpose of your discussion Ask for the employee¶s opinion Present your assessment Build on the employee¶s strength Ask for the employee¶s reaction to your assessment Set specific goals Close the discussion .

Interim coaching ‡ ‡ - Need to give ongoing perf feedback Based on agreed plans Both positive & negative Could be formal or informal When to provide coaching: When strengths & accomplishments are recognized When performance needs improvement When growth and development are necessary When projects & priorities change ‡ The process should be continuous .

limit negatives to be manageable .Suggested feedback ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ Should be descriptive. not evaluative. evaluative defensive Should be specific then general Should be directed to behaviour that can be addressed Should be well timed Should be checked to ensure clear communication Should be owned by the giver Should be based on observed behaviour Should be balanced: positive & negative.

Vague praises could send mixed signals and seem manipulative . timely and genuine have the greatest impact.Constructive praising ‡ - Praising allows you to: Acknowledge positive behaviour Keep good performance on track Reinforce good performance Help people feel good about themselves Help people feel good about their job performances Motivate people to continue doing a good job ‡ - Praises which are specific.

´ Do not assign more work when praising To deliver constructive praises: Tell employees what was done right Tell how you felt about the behaviour Pause to allow praising to be felt Encourage employees to do more of the same Reaffirm that you value the employee & his/her performance . but «.Praising (cont..) ‡ ‡ ‡ ‡ ‡ - Learners should be praised when their performance is approximately right Seasoned employees when they are exactly right Do not say ³Yes.

Constructive criticism ‡ ‡ ‡ ‡ ‡ ‡ Need to occasionally point errors and reprimand when perf slips Need to communicate what expectations has not been met. for corrective action When reprimanding. need to: Make the facts surrounding the reprimand clear State what the reprimanded employee must do and why Reaffirm your belief in the reprimanded employee . its impact and expectations for future perf.

Ineffective reprimands ‡ ‡ ‡ ‡ ‡ ‡ ‡ Attacking personally rather than focusing on behaviour Reprimanding new learner when goal clarification or more direction is needed Saving up a list of problems & dumping them together Basing feedback on inference rather than on observed behaviour Reprimanding on something that occurred long ago Delivering the same reprimand over and over again Feelings or reactions: Defensive. Resentful. Upset. Getting even. Inadequate. Frustration. Demotivated . Decreased trust & comm. Focused on feelings rather than on correcting behaviour. Angry.

Management Assessment .

Need to assess management ‡ ‡ ‡ ‡ ‡ ‡ Most center around difficulties in precisely defining the job of a manager Identifying the differences in requirement at various levels in the hierarchy Some require admin work with heavy load of paperwork. others require coordination between people and still others negotiating with external personnel No one job description deals effectively with complexity of azll sets of reqm Managerial jobs difficult to analyze because of the long term cycle of activities Also a manager¶s job is seldom repeated in the same way .

Need to assess management ‡ Judgment of competence to perform in future mgnt position usually based on one of five sources of info: Evaluation of job success and potential by current supervisors Results from traditional paper-and-pencil tests Clinical evaluations by psychologists and related professionals Background interviews. and Observations in job simulations in an assessment center - ‡ ‡ Each of this approaches have strength that can be utilized in a coordinated program for the prediction of management potential There are also weaknesses like in equating perf effectiveness in a lower job with that of a higher level ± need assumptions Such assumptions lead to ³The Peter¶s Principle´ being made effective - .

Assessment Center (AS) ‡ ‡ ‡ ‡ An assessment center is a procedure (not a location) that uses multiple assessment techniques to evaluate employees for a variety of manpower purposes and decisions Most frequently approach applied for individuals being considered for selection. placement or special training and development in management Assessment centers have their greatest value when the participant is aspiring to a job significantly different from the position held The simulation of job reqm for the new positions provides an opportunity to evaluate skills that is not available from observation of performance on the current job . promotion.

role-playing exercises. . integrating the info and making predictions are difficult. Task of observing complex social behaviour. interviews & tests. leaderless group discussions. etc. simulation techniques.AS ‡ ‡ ‡ ‡ ‡ Individuals usually assessed in a group Group assessment affords opportunity to observe peer interactions and aids in efficiency of observation Staff members of the assesses to assessors (typically 2:1) is imp to the assessment center process because it allows close contact and observation of participant and makes multiple evaluation possible Assessment techniques employed include: management games.

AS ‡ ‡ ‡ ‡ Assessors report behavioural observations and dimension ratings for each exercise and then make independent ratings of overall dimensions of performance. Participating in the exercises may be a learning experience for the participants and may provide personal insights into managerial competence. The assessors then reach consensus on dimension ratings and finally make predictions of management success. Feedback of results in the form of oral and written reports to participants and immediate supervisors may clarify developmental needs .

aspect of one¶s selfimage or social role. skill. Behavioural dimensions that affect job performances . development and operation of the center Boyatzis: Competency: ³ An underlying characteristic of a person´ ± it could be a motive. trait. or a body of knowledge which he or she uses.Competency ‡ ‡ ‡ ‡ ‡ The starting point of the assessment center project is to get a clear and accurate specification of what the center is measuring The center primarily measures competency Need to get the list of competency right or the people will be looked at against the wrong requirements leading to incessant problems in the design.

motives and dispositions. if it is recognized that these qualities are only convenient inferences from people¶s behaviour . (e. Defining competency as a behavioural dimension encompasses traits.Competency ‡ ‡ ‡ Behaviour and traits are two sides of the same coin.g. trait of self-confidence can be said to be behind whether the person behaves in a self-confident manner) Aspects like creativity and sensitivity are only summaries of behaviour ± people behave creatively and so we know they have creativity.

Specifying the competencies ‡ ‡ ‡ ‡ For need of an assessment center: The primary objective is to design. which are essential to adequate perf but do not give rise to high perf Important to focus on the level of generality appropriate: e.g. communication skills include writing and face to face skills . processes for assessing people¶s levels of competence and developing their competence. within an integrated management development system. The competences should reflect present realities and the future rather than what might have been truly historical Distinguish between competencies that differentiate between performance levels and threshold competencies.

Hypothetical psychological variables are inappropriate. Too many and the accuracy of assessment may suffer The system of competencies and other types of variables should be easy to understand The competency dimension title must be backed up with the behaviours that make up the dimension (e. etc.g. incisiveness = gets a clear overview of an issue. e.g.) Devise orgn specific competencies . relates pieces of info. self-monitoring ± cannot be understood properly The no of competency dimensions must be kept within bounds.Specifying the competencies ‡ ‡ ‡ ‡ ‡ Need competencies measurements that can be assessed. grasps info accurately.

Training & Development .

The basic purpose is to bring about some change in the way the individual s currently functioning so that his/her performance / results improve Help individuals meet their growth needs and keep the organization viable Improve employability of individuals Target training in areas where good results will benefit the organization High payoffs areas will be where new technology. expertise and skills. expertise and / or skills are transferred by an expert to others who need that knowledge.Training Planned process by which knowledge. policies & procedures have created changes .

trainer and the supervisor Back on job.Training Focus training on few key concepts. facilitate implementation of learning Ensure good value for training . don t over train or give too much details Involve supervisors in helping to plan and carry out training All training must be evaluated by the trainees. supervisors must monitor progress.

Issues To survive. the manager needs to increase efficiency and reduce costs Organizations are only as good as their employees Training is not a quick fix.Why Train? --. it has to be budgeted like R&D Training must be planned to meet corporate goals and objectives Each of us have to be trained many times in our career or we will be replaced Training should be a development process rather than a series of unplanned events Workers need to be rotated through challenging assignments. Get them involved in their training .

one of the highest leverage activities a manager can perform.) . perhaps to training specialists. Most managers seem to feel that training employees is a job that should be left to others. is quite simply.Training. Andrew Grove (Intel Corp. I on the other hand strongly believe that the manager should do it himself.

The Training Triangle Individual Line Manager Individual: -Responsibility -Active involvement -Own interest Line Managers: -Responsibility -Local Knowledge ( functional training) Training Specialist: -Definition of training needs -Effective solutions -Effective training delivery Training Specialist .

Identifying Training Needs Identify Business needs Identify mandatory training Identify Divisional / Department needs Job Analysis Work profiling Identify individual needs Appraisal Counselling Requests Testing Selection of individuals Appropriate training provision .

is the programme developed appropriate and relevant Often.Identifying Training Needs & Analysis Without an effective training identification. Failure here is the commission of training. commitment and practive of the people who should be carrying out the work for which they have received training. . it is found that identification brings out that the solutions are not necessarily those of training and development * many are concerned with modification. not the omission. we cannot be sure that the learning opportunities we are providing are: needed by the organization needed by the individual on the scale required in the areas where some problems exist Also.

Training Needs Identification & Analysis Training needs identification detects and specifies the trg & dev needs of individuals within the orgn and the orgn as a whole Training needs analysis follows from the training needs identification and determines the most effective and appropriate ways in which the needs might be met Effective training and development in an orgn depends on the need for the improvement of human performance being identified by the provision of appropriate development opportunities .

Training needs identification and analysis Confirms or otherwise the stated problem Identifies a problem of training or commission Ensures effective direction to training Saves money by ensuring appropriate and effective action Identifies the size of the problem Identifies the type of the solution Provides the training objectives .

Training can also result from: A senior manager decides that a particular subject could be good for the employees A trainer who has learned a new subject may feel it is good for the organization Because there is some issue in a department a senior manager assumes it is a training problem A new work is introduced and some personnel have to be trained New procedures requires updation of skills Employees request for training for their self-development .

develop. consciously or otherwise. . some aims because of their own values and by setting norms? ‡ To what extent are training aims conceptual (cognitive) or emotional (usually personal)? Will affect the nature of design materials needed. both) To what extent can learning aims be determined prior to the training experience? What is the possibility of additional aims emerging during the training event? To what extent might the facilitators impose. or behave Predetermined / Emergent aims: Who should determine the learning objectives? (the facilitator. and the type of facilitation required.Training Objectives ‡ ‡ ‡ - What is to be the focus of the proposed training. The specific ways in which people should change. learner.

in which the facilitator has a special responsibility The extent to which the facilitator allows participants to experience the activity without heavily processing it ³What is expected to change because of this module?´ Three broad categories: Cognitive. Psychomotor. months. Affective . years)? What reinforcement will be available to participants to aid in the transition and refreezing processes? The extent to which the activity will be a joint learning experiment.Training Objectives ‡ ‡ ‡ ‡ ‡ ‡ Are the training objectives remedial or developmental? The extent should be considered and the implication of the focus How long is the group learning intended to have an effect (days.

and assure that all group members are heard Listeners are comfortable with all types of expression. easily expose their own emotions and expect learners to be self-directed and autonomous In training situations. Interpreters.Training Styles ‡ ‡ - One classification: Listeners. traners with the listening style appear relaxed and unhurried and ³go with the flow´. and the listeners characteristically are highly aware of individual group members Listeners tend to read nonverbal behaviour well. Coaches Listeners: Tend to create affective learning environments in which learners encouraged to express their personal needs openly The training focus is on the here and now. Directors. not appearing to worry about the training - - - - . show a great deal of empathy.

not feelings. theories & readings to present well-constructed interpretation and encourage independent thought. Training focus is on the how and why. delivered and evaluated ‡ - Interpreters: Tend to create learning envms in which learners are reqd to memorize and master terms. rules and concepts The training focus in on the there and then. share ideas. intellectual content . Separate self from trainees. interpreters provide info based on objective data Interpreters tend to integrate theory and events by making connections between past and present events Use case study.Training Styles ‡ - Directors: Create learning environment in which participation of the learner is limited. The directors take charge and become final judge of what is learned The training process is well planned.

problems. and projects based on real life Trainers who prefer a coaching style help trainees to verbalize what they already know and act as facilitators to make the learning experience more comfortable and meaningful. - - - - .Training Styles ‡ - Coaches: Tend to create behavioural learning environments in which trainees are encouraged to participate actively. learn and evaluate their own progress The training focus is on the what and how Coaches characteristically encourage trainees to actively experiment with practical application. Coaches tend to draw on the strengths of the group and utilize trainees as resources They are clearly in charge and make use of activities.

Special characterisitics .Training Process: Planning 1. Job Analysis: .Level of knowledge / skills / experiences? Training needs assessment: .How? .How well? Trainee Analysis: . 3.List weaknesses and ways of overcoming them .Why? .Who / Where are they? .What does the worker do? . 2.

3.Special characterisitics .Level of knowledge / skills / experiences? Training needs assessment: .How well? Trainee Analysis: .List weaknesses and ways of overcoming them .What does the worker do? . 2.Why? .Who / Where are they? .Training Process: Planning 1.How? . Job Analysis: .

How will it be evaluated? .Training Process: Planning 4.What has to be done? .Up to what standards? .Under what conditions? . Determine training objectives: .

Select & organize content: .Decide on training aids required Prepare lesson plans: .Decide on content .Select suitable methods .Decide how each lesson is being presented . methods and aids . 7.Organize content in a logical sequence Select training techniques.Set out each lesson step by step .Study sources of information .Allocate times for each activity .Training Process: Preparation 5.Decide on appropriate techniques . 6.

Decide when this should be allocated .Prepare questions which have to be answered .Decide on information required .Select methods to be used .Study methods of gathering information . Plan evaluation: .Training Process: Preparation 8.

10.Use demonstrations.Keep to your lesson plan . 11.Use a variety of methods .Conduct planned evaluation . Conduct training: .Revise to improve relevance .Training Process: Presentation 9.Sumarize training & review in the light of evaluations . models. visual aids Evaluate training: .Write evaluation reports Review & Summarize .Summarize results .Encourage participation .Discuss with other trainers involved .

hence the need for formal OJT . require evidence that the employee can do the job --.OnOn job Training the Oldest forms of training Roots in the apprentice systems of antient cultures Specially suited for training in the crafts and technical skills Help novice move through increasing levels of skills & knowledge Whenever one person conveys to another the skills or knowledge needed to do a task while both are on the job Informal OJT actions are part of orgn life When skills / knowledge being conveyed are complex and critical to the job.

and evaluation instruments informal or unstructured OJT cannot be relied on to convey the skills and knowledge to do a job OJT works well when the training objective is linked to developing cognitive and psychomotor skills through repetition and under supervision This includes training conducted in simulators or on a shop floor during equipment downtime .OJT Without the the key components of sound training programme design learning and performance objectives. targeted training materials.

design and production: . and production: Evaluations material selecting.Developing OJT programs Needs analysis: The need for the training Situation analysis: Assessing the training audience and analysing the resources available to design and implement training Job inventory and task analysis: Involves the skills and knowledge the employees must obtain to perform competently Behavioural objective specification: Writing measurable perf stds and specifying conditions for perf to occur Training material selection. design.

Comprehensive oral.Gives everyone a chance to participate Case study: . written or filmed account of an event or a series of related events . problem solving skills .Facilitator guides discussion after case is understood .Presents a situational problem for discussion .Training Methods 1.Best case studies build around actual problems . 2.Helps develop analytical. divide into small groups to discuss a topic .To involve large group. Buzz Session: .

Trg using computers for fast calculations .Study problems and come up with reco for solution .Ideal for distance learning.Small group selected to act on behalf of a large group/orgn .Learner can go at own speed .May be broken down into subcommittees or task forces .To plan promote organize a special event . dispersed workforce . travel.Training Methods 3.Good training ground for future managers Computer-based-training: . Committee: . trg anytime 4.Reduce time off. acco. .

6. Conference: .Provides individual chance to know orgn.Educational. plan policies.Group discussed narrow technical area .Early programme planning desirable .Training Methods 5. objectives .Assembly of representatives of regional groups of parent orgn .Large / small group of people with common interests meeting together by common consent .Helps share info and make contacts Convention: . And see it in action .

Debate: . 8.Trying to do something is a good way to learn .To teach a particular task .Formal contest in which participants present opposing views on a controversial topic .Develop team spirit in participants Demonstration: .To examine a subject in depth and work out arguments for and against a given point of view .Training Methods 7.To help participants think & speak concisely .To perform an action before an audience to enable viewers to perform the same action .What is seen more likely to be believed & remembered .

Could be an orderly discussion after a topic has been introduced by the speaker. . file.Help develop group opinion by testing ideas .A public assembly where everyone is given a chance to voice views . Exhibit: .Can help gauge public opinion on a controversial topic . panel.Training Methods 9.Information for conference / convention Forum: . 10.Display of visual information . etc.To reinforce a lecture .

Structured activity in which participants observe rules and compete to achieve an objective .Unrestrained offering of ideas by all members of a group .An efficient substitute for reality .To get trainees involved so they learn by doing .As a pre-evaluation discussion to max ideas .To encourage practical minds to think qualitatively . 12.To develop creative thinking Games & Simulations: .Simulation trg activity to mirror an actual situation .Training Methods 11. Brainstorming: .

A grp.A usually carefully prepared.To assist audience to understand a complex issue . in full view of audience holding an orderly conversation on a topic .To stimulate thoughts to open a subject for discussion . rather formal dissertation by one with claims to be an expert on the theme .To present factual material in a logical sequence .To entertain or arouse an audience .Training Methods 13. 14. (3 to 5 persons) knowledgeable.To identify & explore a topic.Audience role passive Panel: . Lecture: . issue or problem .

Members in audience invited to submit questions 15. sequential steps .An organized session that follows formal speeches or a forum or a panel .Training Methods Programmed Instructions: . Question Time: .Material presented as a series of small. carefully graduated.For learning at a distance. correspondence .Self-testing produces immediate feedback 16. .Mastering requires the active participation of learner at her own preferred pace .

Authority guides discussion and promotes learning .Training Methods 17.To examine a problem in human relationship .Helps role player assume another role and understand it Seminar: .A real life situation improvised and acted in front of a group. discussion on implication of performance for situation under consideration .A group whose members may be called upon to play a formal role under guidance of a recognized authority on the subject . 18.To study in depth under a expert . Role-Playing: .

explore and seek solns to work related problems .To identify.To present several differing views on same subject Workshop: .Training Methods 19. solve work related problems . Symposium: . 20.For in-depth study of a situation .A group in retreat from a common workplace to share work related common interests.A series of short prepared speeches by up to 5 authorities covering various aspects of a subject followed by audience involvement .To present new material concisely & logically .

HRD did not have to show results of their training efforts --.Transfer of Learning Earlier.Necessary support in the workplace .Clear performance specifications .Prompt feedback to performers .Right people on the right job .not so now Research show a poor track record of transfer of learning Factors enabling effective transfer: .Clear consequences for performance .Necessary skills and knowledge Above factors are necessary to support effective performance .

Barriers Lack of reinforcement for new behaviours on the job Problems and/or obstacles in the work environment Non-supportive organizational climate Trainee s perception of new skills as impractical or irrelevant Trainee s discomfort with change Separation from trainer at work site Poor training design and/or delivery Negative peer pressure .Transfer of Training -.

connects with the trainee s incorrect behaviour Manager organizes appropriate training intervention through the concerned agency Manager briefs the trainee on what to learn from the programme Manager debriefs the trainee on return from the programme Manager helps the trainee implement the learning on the job .Transfer of Training Line Mgr support For effective transfer of training on the job the following cycle of support is necessary from the trainee s manager: Manager discusses the deficiency with the trainee Manager gets the trainees buy-in.

Determining best schedules 6. Selecting appropriate instructors 8. Selecting appropriate facilities 7. Selecting participants 5.Evaluating Training Consider following factors for effectiveness in evaluating training 1. Determining subject contents 4. Setting objectives 3. Determining needs 2. Coordinating the program 10. Evaluating the program . Selecting and preparing audio-visuals 9.

What else can be done to improve the program? . Are the aids effective in improving communication and maintaining interest? 7. Are the facilities satisfactory? 5. To what extent does the content meet the needs of those attending the program? 2. Was the coordination of the program satisfactory? 8. Does the trainer use the most effective methods? 4.Evaluating Training In evaluation consider the following factors: 1. Is the trainer the one best qualified to teach? 3. Is the schedule appropriate for the participants? 6.

Level 1: Reaction Measures how those who participate in the program react to it A measure of customer satisfaction Reaction can make or break a program Need to get a positive reaction future of program depends on it If reaction not positive. will not be motivated to learn Positive reaction does not guarantee learning Sometimes the form called happiness sheets Tells trainees that the trainer wants to learn and improve Can be used to compare trainers Can provide feedback to improve the program .

What skills were developed or improved? . skills and attitudes Thus measuring learning means determining one or more of the following: .Level 2: Learning Learning defined as the extent to which participants change attitudes. the specific objectives must be determined Training programs can teach Knowledge.What attitudes were changed? Without learning there is no change in behaviour .What knowledge was learned? . and/or increase skill as a result of attending a program To evaluate learning. increase knowledge.

The person must be rewarded for changing The boss can create five diff types of climate: Preventing. Discouraging.Level 3: Behaviour Behaviour can be defined as the extent to which change in behaviour has occurred because the participants attended the program For a change to occur 4 conditions are necessary: .The person must know what to do and how to do it . Requiring Behaviour evaluation will be carried out after some time . Neutral.The person must work in the right climate .The person must have a desire to change . Encouraging.

reduced costs. motivation. Not an easy task to measure final results .Level 4: Results The final results that occurred because the participants attended the program Could include increased production. improved quality. communication. etc. etc. Need to be sure that these results are due to the program The final objective of the program must be stated in these terms Difficult to measure final results in programs such as leadership.

Compensation Management .

etc Long-term incentives: stock options. etc ‡ ‡ ‡ ‡ Firm performance is another determinant of executive compensation Compensation is a methodical approach to assigning a monetary value to employees in return for work performed Managers can use compensation as tool to enforce performance of employees at workplace to sustain competitive advantage Remuneration refers to monetary rewards .Basics ‡ - Exec compensation consists of three key components: Cash compensation: salary and onus Perquisites and supplementary benefits: insurance. club membership.

They also value aspects other than money Aligning compensation plans with business results is not the right option.Basics ‡ ‡ ‡ ‡ ‡ ‡ ‡ Employee compensation consists of value and not money A good compensation program aligns with orgn and people It makes a tradeoff between the expectations of employees and orgn HR outcomes result from a good compensation plan Orgns globally try to adopt innovative compensation plans to remain competitive in the market Employees do not want only expensive compensation plans. need to align with work performance .

Compensation concepts ‡ ‡ ‡ ‡ ‡ ‡ Compensation is the price for a factor of production ± it serves to allocate scarce human resources to productive use Economic concept: comp is governed by the same logic as any other purchase by the firm Psychological: represents the psychological contract between the individual & the orgn Sociological: Pay is a status symbol within orgns & society Political: Involves use of power & influence for pay Equity concept: Distributive justice. returns to be proportionate with contributions .

pay structure. pay system For supporting these. pay treatment for special groups. three other decisions: pay form. End result is a pay rate for each employee in the orgn Three core decisions: pay level. pay administration All these decisions influenced by a no of environmental and organizational variables: economic.Compensation Decisions ‡ ‡ ‡ ‡ Necessitates a series of decisions. socio/cultural. legal envms and orgn¶s structure and workforce .

g. involve internal & external standards . and. depts or the enterprise An average pay should be set to secure and keep a productive force Major consideration include: public policy. medical insurance) - - ‡ - Pay structure: Focuses on the relationships between jobs within the orgns Involve arraying jobs in a hierarchy and setting pay for these jobs relative to their status in the hierarchy.Comp decisions ‡ - Pay levels: Refers to the average pay for jobs. company response to economic. political and social issues These considerations may be weighed unitarily or together with the unions representing the employees Some of these decisions end with personal interactions (salaries). some are provided on a group basis (e. pay for comparable work in the community or industry (the going rate).

Comp decisions ‡ Pay system: Determining pay of individual employees on the same job How to differentiate among employees Whether to pay for time or for output - ‡ ‡ ‡ Pay form: composition of . and legality . professionals Pay achievement: seek answers to questions of efficiency. money. effectiveness. benefits Pay treatment of special groups: sales people.

helps to ensure pay equity. - Involves two main issues: controlling costs and leveraging pay Establish an agile compensation & benefits system that tracks costs. Some steps to do this: Categorize employees by job: Avoid tendency to define jobs very narrowly Fewer jobs better than more More jobs make system cumbersome and difficult to administer Consider the speed with which jobs change. is understood by employees. have an agile. flexible system Create few job levels for each job .Managing compensations ‡ ‡ ‡ 1. and keeps in touch with employee desires Another imp area is ensuring equity: managing employee perception.

industry Provide basis with which to establish financial values for jobs Tell how well we relate to the labour market Provide info for establishing salary ranges - 3. - Compare pay to the labour market: Benchmark against competitors.Managing compensations 2. Communicate how pay works . - Manage internal equity: High potential for morale problems and turnover Pay people within a salary range and pay for performance Need to act properly in case equity needs to be breached 4 - Link with job performance: Better performers should get the better salary 5.

incentive plans: Award depends on individual. the employee must understand how their individual performance can impact their variable paythe most effective systems have established team or business unit perf targets Formal bonus.Variable pay systems ‡ ‡ ‡ ‡ ‡ Employee compensation that varies with the orgn¶s business performance Basic salary is paid regardless of how well the orgn is performing System works well when the orgn¶s business perf is equal to or better that the industry average To be optimally successful. group and orgn wide perf .

offered shares exercised after a specified time. good when the value increases . award must be reearned every year Spot bonuses: Paid immediately after a significant job performance event Gain sharing plan: share productivity gains in accordance to predetermined formula Alternative plan: Skill based. pay-for-knowledge Stock plans: ESOP.Variable pay systems ‡ ‡ ‡ ‡ ‡ ‡ Profit sharing plans: funded by the orgns profits based on a specified formula. allocated usually as % of basic salary Lump salary merit awards: financial recognition for an individual¶s job in lieu of merit-based salary increases.

Sign up to vote on this title
UsefulNot useful