Management

Management may be defined as achievement of

organizational objectives through people and other
resources.
Management Functions
Decision making
Planning
Organizing
Staffing
Communicating
Motivating
Leading
Controlling
Manager
Is the one who plans, organizes, leads, and controls
other individuals in the process of pursuing
organizational goals.

The one responsible for accomplishing the objectives

of his particular unit, which could be the whole
organization, a particular department or a work group.

Are responsible for using materials and talents in most

economical and productive manner.
HUMAN RESOURCE
MANAGEMENT
Objectives
Understand the concept of Human Resource
Management.
Introduce the historical features and challenges of
Human Resource Management.
Understand the functions of Human Resource
Management.
“All corporate strengths
are dependent on
people”
Human Resource Management
Management of people at work.
Process which binds people with organizations to help
and achieve each other’s goal
Human Resource Management
People dimension in management
Aquiring
Developing skills
Providing motivation
Benefits and Compensation
Human Resource Management
Primary objective:
Utilize Human Resources to optimum extent feasible.
Human Resource Management
Can be concluded as:
“business oriented philosophy concerned with the
management of people in order to obtain added value
from them and achieve competitive advantage.”
History of HRM
England (middle ages)
Industrial Revolution
Considered as beginning of modern HRM
Scientific Management
Goal is to reduce waste, increase the process and
methods of production.
Human Relations Movement
Effect on social and psychological factors (non financial
stimuli)
Relations and respect = high productivity
History of HRM
Corporations began viewing employees as “Assets”
rather than cogs in a machine.
Challenges in HRM
Individuals differ from one another
Customization of stimulation and motivation
Technological advancement
Functions of HRM
Recruitment
Training
Professional development
Benefits and Compensation
Ensuring legal compliance
Performance Management
Performance management is a process by which
managers and employees work together to plan,
monitor and review an employee’s work objectives and
overall contribution to the organization. More than
just an annual performance review, performance
management is the continuous process of setting
objectives, assessing progress and providing on-going
coaching and feedback to ensure that employees are
meeting their objectives and career goals.
An effective performance management
system will:
Be job specific, covering a broad range of jobs in the
organization
Align with your organization’s strategic direction and
culture
Be practical and easy to understand and use
Provide an accurate picture of each employee’s
performance
Include a collaborative process for setting goals and
reviewing performance based on two-way communication
between the employee and manager
Monitor and measure results (what) and behaviors (how)
Include both positive feedback for a job well done
and constructive feedback when improvement is
needed
Provide training and development opportunities
for improving performance
Ensure that employee work plans support the
strategic direction of the organization
Establish clear communication between managers
and employees about what they are expected to
accomplish
Provide constructive and continuous feedback on
performance
Identify and recognize employee accomplishments
Identify areas of poor performance and establish plans
for improving performance
Support staff in achieving their work and career goals
by identifying training needs and development
opportunities
Support administrative decision-making about
promotions, terminations, compensation and rewards
Provide legal documentation to demonstrate due
diligence for legal challenges related to dismissal or
vicarious liability (an employer can be held liable for
the acts or omissions by its employees during the
course of employment)
The performance management cycle
Phase 1 — Plan
The planning phase is a collaborative effort involving both
managers and employees during which they will:
Review the employee’s job description to determine if it
reflects the work that the employee is currently doing. If
the employee has taken on new responsibilities or the job
has changed significantly, the job description should be
updated.
Identify and review the links between the employee’s job
description, his or her work plan and the organization’s
goals, objectives and strategic plan.
Develop a work plan that outlines the tasks or deliverables
to be completed, expected results and measures or
standards that will be used to evaluate performance.
Identify three to five areas that will be key performance
objectives for the year. The choice of areas may be
determined by the organization's strategic plan, by the
employee's desire to improve outcomes in a certain part
of their job, or by a need to emphasize a particular aspect
of the job at this time. These are objectives that are
critical to the overall success of the position. If the
employee does not meet his/her critical objectives then
overall performance will be evaluated as unsatisfactory.
Identify training objectives that will help the employee
grow his or her skills, knowledge, and competencies
related to their work.
Identify career development objectives that can be part
of longer-term career planning.
Objectives and indicators need to be
SMART
Specific
Specify clearly what is to be done, when it is to be done, who is to accomplish it and how
much is to be accomplished.
Measurable
Ask questions such as: How much? How many? How will I know when it is
accomplished? Multiple measures should be used if possible, for example, quantity,
quality, time frame and cost.
Attainable
Assure there is reasonable path to achievement and feasible odds that you will get there.
Realistic
The objective needs should match the level of complexity with the employee's
experience and capability and no insurmountable forces outside the control of the
employee should hinder its accomplishment.
Time-bound
Be clear about the time frame in which performance objectives are to be achieved. In
most cases, objectives are to be completed by the end of the performance review period.
Phase 2 — Monitor
For a performance management system to be effective,
employee progress and performance must be
continuously monitored. Monitoring day-to-day
performance does not mean watching over every aspect
of how employees carry out assigned activities and
tasks. Managers should not micro-manage employees,
but rather focus their attention on results achieved, as
well as individual behaviors and team dynamics
affecting the work environment. During this phase, the
employee and manager should meet regularly to:
Assess progress towards meeting performance
objectives
Identify any barriers that may prevent the employee
from accomplishing performance objectives and what
needs to be done to overcome them
Share feedback on progress relative to the goals
Identify any changes that may be required to the work
plan as a result of a shift in organization priorities or if
the employee is required to take on new
responsibilities
Determine if any extra support is required from the
manager or others to assist the employee in achieving
his or her objectives
Performance Management
Performance management is the process through
which supervisors and those they lead gain a shared
understanding of work expectations and goals,
exchange performance feedback, identify learning and
development opportunities, and evaluate performance
results.
It is through this process that organizations are able to
create and sustain a workplace environment that:
􀂾 Values continuous improvement
􀂾 Adapts well to change
􀂾 Strives to attain ambitious goals
􀂾 Encourages creativity
􀂾 Promotes learning and professional development
􀂾 Is engaging and rewarding for employees
What Employees Want
1. To know what’s expected of them
2. To have the tools they need to do their work
3. To have the opportunity to do what they do best
every day
4. To receive recognition and praise for doing
good work
5. To be seen and valued as people (not just job
functions)
6. To have someone encourage their development
7. To have their opinions count
8. To feel that what they do is important and
worthwhile
9. To have coworkers who are committed to
quality work
10. To have positive work relationships
11. To talk about their progress and receive
feedback
12. To have opportunities to learn and develop

 At least half of these (those in bold) can be directly achieved through the
performance planning and communication process.
The Performance Management Cycle
The performance management process provides a
vehicle through which employees and their
supervisors collaborate to enhance work results and
satisfaction. This process is most effective when both
the employee and the supervisor take an active role
and work together to accomplish the following:
1. Performance planning: Plan for the
coming year in the following areas:
Clarify the expectations and standards for the job
• what’s expected of someone in this role
• what standards must be maintained
Set performance goals
• what will the employee strive to achieve in the coming
year
Set development goals
• what knowledge/skills will the employee work to
develop or enhance in the coming year
2. Day-to-day coaching and feedback: Discuss
performance on a regular basis (not just during formal
reviews). Share feedback about the employee’s
successes and areas needing improvement. Seek
employee input about the work process and results.
3. Quarterly Performance Check-in: Have a “progress
check” conversation at least once per quarter. Identify
successes and needed improvements in each of the
following areas:
• Meeting expectations and standards
• Achieving performance goals
• Achieving development goals
4. Formal performance review: Meet annually to
review feedback from the previous year, document
performance outcomes and development results, and
plan for the coming year.
Performance Planning
1. Ensure a mutual understanding of the job
responsibilities
• What is the nature of the role?
• What are the primary responsibilities?
Performance Planning
2. Ensure a mutual understanding of standards
and expectations
• What expectations and standards must be met?
• What are the quality measures that will be used to
determine success?
• What are the customer expectations that must be
met?
• What are the time expectations?
Tips for clearly communicating
expectations and standards:
• Be specific – avoid overly broad and ambiguous
terms
Too broad:
Provide good customer service
Be courteous and friendly
Specific:
Smile and make eye contact when a new customer
enters the room
Return all client calls within 24 hours.
• Check to see what clarification is needed
• Ask for a summary to ensure understanding
I want to be sure I covered everything. Would you tell
me what you’ve
heard so far so I can be sure I didn’t miss anything?
3. Set performance goals
Performance goals define what results the employee
will strive to achieve by the
end of an established time period. Effective goals meet
each of the 5 SMART
criteria described below:
Day-to-Day Coaching & Feedback
1. Discuss performance often
Effective coaching occurs through conversation. Below are
key characteristics of effective performance coaching and
feedback conversations:
• They are dialogues, not monologues
• They occur regularly, rather than being reserved for
formal reviews
• They are balanced – address strengths as well as concerns
• They are collegial and conducted with respect, both in
words and non-verbal behavior
2. Provide appreciative feedback – recognize
successes
• Pay attention – catch people in the act of doing great work
• Attach praise to meaningful results
o Instead of just “good job”, try “the solution you offered helped
us to avoid a potential problem and exceed the client’s
expectation.”
• Thank people in person
o Use other forms of acknowledgement to supplement an in-
person thank you.
• Celebrate successes
o Celebrate small wins along the way to your goal. This can re-
energize and motivate continued commitment to success.
3. Address concerns and solve problems
Best Practices:
– Be timely
– Don’t overreact to an isolated incident
– Address a manageable number of concerns at one time
– Be specific and give examples
– Focus on observable actions and their impact
– Focus on problem resolution rather than blame
– Engage in a dialogue – not a monologue
– Collaborate to accurately define the problem and
brainstorm solutions
Conversation steps when addressing
performance concerns or problems:
1. Present your view of the problem. If the problem is a
concern you have about the other’s actions, use the
Action-Impact format to present your concern.
Action-Impact Format:
o State the Action (behavior) you observed
o Describe the Impact the action had on results
2. Invite and hear the other’s view of the problem.
o Listen non-defensively and seek to understand the
other’s perspective
3. Identify a definition of the problem that is agreeable
to both of you.
4. Brainstorm possible solutions.
5. Agree on a strategy to implement.
6. Schedule a follow-up meeting to check the success
of the strategy.
Quarterly Performance Check-In
Adopt the practice of meeting at least once per quarter
to review goals, progress, and results, acknowledge
successes, and identify improvement opportunities.
1. Check progress
What’s working well?
What’s not working?
2. Make mid-course adjustments where needed
What changes would enhance performance or
progress toward the goal?
The tools below can help to facilitate performance
check-in conversations:

Plus/Delta
Stop – Start – Continue
Formal Performance Review
During annual performance reviews managers and
employees work together to:
• Review the employee’s work achievements and
challenges over the past year,
• Establish work expectations and performance goals for
the coming year, and
• Define the employee’s professional development goals
and learning plan for the coming year.
Preparing for the Review
Review the following:
− Position description (PDQ)
− Standards and expectations
− Past year goals and objectives
− Other documentation gathered during review
period
Preparing for the Review
Request the employee complete Performance Self
Assessment
Ask the employee to prepare by reflecting on the
following:
− Successes and challenges over the past year
− Additional support he or she would like from you
− Additional skills/knowledge he or she would like to
develop or enhance
Preparing for the Review
Complete Performance Evaluation form
• Come prepared to share your perceptions and feedback about the
employee’s
performance over the past year, including:
− Key achievements and successes
− Performance concerns and/or challenges
− Changes and enhancements that you recommend (or require)
− Learning opportunities relevant to the employees job function
that would
help enhance current skills or develop new ones
− Key employee strengths and contributions over the past review
period
Formal Performance Review
Conducting the Review
1. Share your feedback about the employee’s
performance
a. Include information about strengths and successes as well
as areas needing improvement
b. Communicate the rating you’ve assigned for each of the
performance indicators
c. Provide rationale for each rating - Include behavioral
examples whenever a rating is above or below “achieves.”
Formal Performance Review
2. Invite and listen to the employee’s assessment of
his/her performance
3. Ask the employee to share his/her feedback for you,
including ideas for improvement
4. Re-enter the performance planning phase
a. Define expectations for the coming year
b. Set performance goals
c. Identify learning and development goals
Best Practices:
• Schedule evaluation meetings in advance
• Use a private, interruption-free setting
• Allow sufficient time for discussion
• Consider in advance how to present information
• Set tone for respectful, adult-to-adult interaction
• Start and end on positive note
END
Tips …..
The Angry or Defensive Employee

Let the employee blow off steam but don’t respond in kind
Calmly acknowledge the emotional behavior. (“You seem
very angry. I can see that this comment is very important
to you.”)
Listen and ask open-ended questions to identify the true
nature of the resistance.
State your point of view calmly.
Describe the impact the emotional behavior is having on
you and on the discussion. (“Your voice is so high that I
feel that I’m being shouted at. It’s hard to work on a
solution when it feels like I’m being attacked.”)
Determine if it’s possible to continue the discussion
constructively. (Do you think we should reschedule
and wait for a better time to finish this appraisal?)
Don’t try to reach agreement if the employee stays
angry. Set a second meeting.
If it’s possible to continue, share examples supporting
your ratings and comments on the appraisal. (“We
need to work together. I want to help. Let’s start from
the beginning. This is what I have observed…”)
Express support and reassurance. (“I’m sure this will
improve. I’m glad you spoke up. You have my
support.”)