HR DEVELOPMENT AND TRAINING

HR Development and Training

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III Semester Assignment

HR TRAINING AND DEVELOPMENT INDEX Question 1:................. 1:................................... .................................... .................................... .................................... ..................................... .......................................................... .......................................2. (a) Explain the importance and scope of “Human Resource Development” in an organisation.............2 ............2 (b) What is meant by HRD Audit?................ Audit?.................................. .................................... .................................... ..................................... ...................................... ................... 4 .. (a) Explain the relevance of “Human Resource Planning” in an industry............................................... industry...............................................6 (b) What are the stages in the career of an employee? Explain each stage? ............................................7 (a) What is meant by Performance Appraisal? What are the objectives of a Performance Appraisal System?.................. System? .................................... .................................... ..................................... ..................................... .................................... .................................... ........................................... ......................... 10 (b) Explain the concept of 360 degree appraisal and its relevance in t he industry................................11 ...............................11 Question 4:................. 4:................................... .................................... .................................... .................................... ..................................... ..................................................... .................................. .... 12 (a) Explain the process involved in an Appraisal Interview?.................................................................. Interview?..................................................................12 (b) What are the objectives of Potential Evaluation? .................. .................................... .................................... .......................................... ........................14 (a) What the main elements that should be included in an Employee Induction Programme?............ Programme?............15 15 (b) Explain the different stages of Systematic Recruitment Process....................................................... Process.......................................................17 (a) Explain the importance of Job Description and Person Specification.............................................. Specification..............................................23 23 (b) Discuss the relevance of innovative Employee Reward System......................................................... System.........................................................25 Many such various schemes are innovatively discovered, within the limits of the organisation to praise and understand the efforts of its employees. This ensures that the t he employees are treated with respect and concern and motivates him to be a better, bet ter, devoted and honest employee of the organisation. These are rewards for his actions and a form of gratitude shown by the organisation to him. .................. .................................... .................................... ..................................... ..................................... .................................... .................................... .............................................. ............................28 .. (a) Explain how the Training needs can be identified?............................................................................ identified?............................................................................ 29 (b) What are the ways a Training programme can be evaluated?.......................................................... evaluated?..........................................................32 32 Question 8:................. 8:................................... .................................... .................................... .................................... ..................................... ..................................................... .................................. .... 35 (a) What is system approach to t o training?................. training?................................... ..................................... ..................................... ....................................... ..................... .... 35 (b) Explain briefly different training and development methods............................................................ methods............................................................ 37 (a) MBO:.................. MBO:.................................... .................................... .................................... ..................................... ..................................... .................................................... .................................. ...... 39 (c) Selection Process:................ Process:.................................. ..................................... ..................................... .................................... ........................................................... ......................................... 40 Analyse anyone of the cases given in the study material.................. material..................................... ..................................... ..................................... ...................42

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Question 1: (a) Explain the importance and scope of “Human Resource Development” in an organisation. (b) What is meant by HRD Audit? (a) Explain the importance and scope of “Human Resource Development” in an organisation. Introduction: HRD Means Developing The Human Resources Upgrading Their Skills And Extending Their Knowledge Would Lead To Economic Development And Organizational Development. Therefore Human Resource Development  (HRD)  Is  Key   To  Optimize  Utilization  Of  Human   Intellectual  Technological  And Entrepreneurial Skills.

(HRD) is the means used to support the mission of human resource management, which is to maximize employee performance. HRD is also defined by four functions: Education. Training. Development. Career Management. • • • •

Scope of HRD: In 1970 Len Nadler published his now-classic book Developing Human Resources, in which he coined the term "human resource development" (HRD). The term HRD provided a conceptual umbrella under which the field began to unify, using the three-fold notion of training, education, and development. HRD provided purpose and direction for the continued growth of the field: organized learning to provide the possibility of  performance change. It further idententified a core discipline from which a field of study could develop: adult learning in the workplace. McLagans HRD studies in 1983 and 1989 reflected a shift taking place in HRD work. In 1983 the assumptions in the competency models focused on change in technology. In 1987 Patricia McLagan proposed the following narrative definition of HRD: HRD  is  the   integrated  use  of   training  and  development,  career   development,  and  organization development to improve individual effectiveness In HRD Emphasis On: Improving Existing Skills and Exploring Potential Skills of an Individual. • Attachment of Organizational and Individual Goals. • Acquire or Sharpen Their Capabilities Required To Perform Various Obligations, Obligations, Tasks and Functions. • Develop Their Capabilities As Individual So That They May Be Able To Discover Their Potential And • Exploit them To Full Their Own and/or Organizational Development Purpose And To Develop An Organizational Culture Where Superior Subordinate Relationship Team Work And • Collaboration Among Different Sub Units Are Strong And Contribute to Organizational Wealth, Dynamism And Pride To The Employees. Supporting the business • Supporting (informal) learning • Supporting knowledge sharing (as a special form of supporting informal learning) • Development and coordination of training • Changing HRD practices • Develop their general capabilities as individuals, so as to discover and exploit their inner potentials for  • their own organizational development purposes.

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Question 1: (a) Explain the importance and scope of “Human Resource Development” in an organisation. (b) What is meant by HRD Audit? (a) Explain the importance and scope of “Human Resource Development” in an organisation. Introduction: HRD Means Developing The Human Resources Upgrading Their Skills And Extending Their Knowledge Would Lead To Economic Development And Organizational Development. Therefore Human Resource Development  (HRD)  Is  Key   To  Optimize  Utilization  Of  Human   Intellectual  Technological  And Entrepreneurial Skills.

(HRD) is the means used to support the mission of human resource management, which is to maximize employee performance. HRD is also defined by four functions: Education. Training. Development. Career Management. • • • •

Scope of HRD: In 1970 Len Nadler published his now-classic book Developing Human Resources, in which he coined the term "human resource development" (HRD). The term HRD provided a conceptual umbrella under which the field began to unify, using the three-fold notion of training, education, and development. HRD provided purpose and direction for the continued growth of the field: organized learning to provide the possibility of  performance change. It further idententified a core discipline from which a field of study could develop: adult learning in the workplace. McLagans HRD studies in 1983 and 1989 reflected a shift taking place in HRD work. In 1983 the assumptions in the competency models focused on change in technology. In 1987 Patricia McLagan proposed the following narrative definition of HRD: HRD  is  the   integrated  use  of   training  and  development,  career   development,  and  organization development to improve individual effectiveness In HRD Emphasis On: Improving Existing Skills and Exploring Potential Skills of an Individual. • Attachment of Organizational and Individual Goals. • Acquire or Sharpen Their Capabilities Required To Perform Various Obligations, Obligations, Tasks and Functions. • Develop Their Capabilities As Individual So That They May Be Able To Discover Their Potential And • Exploit them To Full Their Own and/or Organizational Development Purpose And To Develop An Organizational Culture Where Superior Subordinate Relationship Team Work And • Collaboration Among Different Sub Units Are Strong And Contribute to Organizational Wealth, Dynamism And Pride To The Employees. Supporting the business • Supporting (informal) learning • Supporting knowledge sharing (as a special form of supporting informal learning) • Development and coordination of training • Changing HRD practices • Develop their general capabilities as individuals, so as to discover and exploit their inner potentials for  • their own organizational development purposes.

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Develop organization culture in which superior subordinate relationships, team work and, collaboration among sub-units are strong and contribute to the professional well being, motivation and pride of  employees.

Objectives: 1. Maxi Maximi mise se the the uti utili lisa sati tion on of huma human n res resou ourc rces es for for the the achi achiev evem emen entt on on ind indiv ivid idua uall and and organisational goals. 2. Provi Provide de an oppo opport rtun unit ity y and and comp compre rehe hens nsiv ivee fram framew ewor ork k for for the the deve develo lopm pmen entt of huma human n resources in an organisation for full expression of their talent and manifest potentials. 3. Develo Develop p constr construct uctive ive mind mind and an overal overalll person personali ality ty of the the employ employees ees.. 4. Develo Develop p the sense sense of team team spirit spirit,, team team work work and inter inter team team collab collabora oratio tions. ns. 5. Deve Develo lop p the the orga organi nisa sati tion onal al heal health th,, cult cultur uree and and effe effect ctiv iven enes ess. s. 6. Gene Genera rate te syst system emat atic ic info inform rmat atio ion n abou aboutt huma human n reso resour urce ces. s. Importance of HRD: Human resource development (HRD) can be defined as a set of systematic and  planned activities designed by an organization to provide its members with the opportunities to learn necessary skills to meet current and future job demands.  Learning is at the core of all HRD efforts. HRD activities should begin when an employee joins an organization and continue throughout his or her career, regardless of whether that employee is an executive or a worker on an assembly line. HRD programs must respond to job changes and integrate the long term plans and strategies of the organization to ensure the efficient and effective use of  re-sources.

All resources of production are important like machine, capital, money, land and building etc. in order to ensure the achievement of production of a running factory. Over all supremacy has to be given to the element of human resource. Man itself ensures the economical use of resources by applying wisdom. Hence, any amount of efforts spent on training of human resources will yield its appropriate result and higher productivity of the organisation The prospects and growth, productivity and profitability of an organisation depend maximum on effective utilisation of such resources employed in the effort of achieving company objectives. The achievement of an organisation can be seen as a result of cooperation and hard work work at all the levels levels of functi functioni oning ng of an organi organisat sation ion.. Any huge capita capitall invest investmen mentt in develo developin ping g infrastructure of a training institute and its running will, in the years to come, show its results in achieving higher productivity and profitability. HRD is a process in which the employees of an organization are continuously helped in a planned manner  •

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Acquire or sharpen their capabilities that are required perform various functions associated with their  present expected future roles. HRD helps in maximizing the utilization of human resource for the achievement of individual and organizational goals. HRD helps to provide an opportunity and comprehensive framework for the development of human resource in an organization for full expression of their talent and manifest potentials. HRD helps in increasing skills of employees it helps to develop the constructive mind and an overall personality of the employees. HRD develop the sense of team spirit team work and inter team collaborations. HRD also used to develop the organizational health culture and effectiveness and to generate systematic information about human resources. HRD helps in creating the healthy working environment it helps to build good employee, employees relationship so that individual goals matches with organizational goal.

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Conclusion: Human resources are the assets which do not find a place for mentioning in the balance sheet of a company. But it is one of the most important assets as human resources are a resource of production as well as they are utilising other resources of production like a material, machines, money etc. (b) What is meant by HRD Audit?

HRD audit starts with and understanding of the future business plans and corporate strategies while HRD audit can be done even in organizations that look well formulated future plans and strategies it is most effective as a tool when the organization already has such long term plans. HRD audit is a comprehensive evaluation of the current human resource development strategies, structure, systems, styles and skills in the context of the short and long-term business plans of a company. HRD audit attempts to find out the future HRD needs of the company after assessing the current HRD activities and inputs available. In the last few years the author along with his colleague Dr. Udai Pareek pioneered in India, a methodology for auditing HRD function and implemented the same in a good number of Indian companies. HRD audit is cost-effective and can give many insights into a company's affairs. The auditors come for one to two weeks, camp at the organization and give a report in a month's time. They normally make a preliminary presentation at the end of their visit. HRD audit can lead to several benefits: 1. Getting the top management to think in terms of strategic and long-term business plans It may sound ironical that the HRD audit should begin with such strategic plans, but in some cases it has compelled the top management to think about such plans. While some companies started thinking about them, a few others started sharing these plans with a larger number of persons. Since the employees cannot participate in an HRD audit without some sharing of these plans, the audit has forced the top management to share their plans which has resulted in increased employee involvement. In a few cases a new system of  annual planning and sharing of business plans with the management staff have been initiated to enable them plan their own activities and competency development programmes. 2. Clarifying the role of the HRD department and line managers in HRD In almost all cases the HRD audit has been found to draw the attention of employees at various levels to the important role of the HRD department and current as well as the future. Enhanced role clarity of HRD department and HRD function and increased understanding of line managers about their HRD role have been the uniform results of HRD audit. The degree may vary from organization to organization depending on other factors. 3. Streamlining of other management practices Most often HRD audit identifies the strengths and weaknesses in the some of the management systems existi existing ng in the organi organizat zation ion.. It also also point pointss out to the absenc absencee of system systemss that that can enhanc enhancee human human productivity and utilisation of the existing competency base; for example, the MIS, rules and procedures, etc. which may have an effect on the functioning of the employees. In a few cases an HRD audit has helped the management look at some of these sub-systems and work procedures. Preparation of a manual of  delegation of powers, clarification of roles and responsibilities, developing or streamlining the manuals of  financial and accounting procedures and systems, strengthening the information systems, and sharing of  information are some of the resultant activities in this direction. 4. Better recruitment policies and more professional staff  An HRD audit points out to the competence base required. It sets the stage and gives direction for the competency requirements of employees at various levels and thus provides a base for recruitment policies and procedures. In some companies, it has resulted in strengthening the recruitment policies and procedures. As a result of HRD audit, new recruitment and retention strategies have been worked out.

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5. Changes in the styles of top management One of the objectives of HRD is to also create a learning organization. A learning culture can be created only if the top managers of the company exhibit an HRD style of management. Such a style requires an empowering attitude, participative style of management, and an ability to convert and use mistakes, conflicts and problems as learning opportunities. Some of the top-level managers in India have been found to block employee motivation and learning through coercive, autocratic and even paternalistic styles of  management. In such cases the HRD audit has pointed out the difficulties in developing and preparing the employees for the future. This has helped to provide subtle feedback to the top management and to initiate a change process. 6. Improvements in HRD systems The HRD audit has helped most of the organisations in taking stock of the effectiveness of their HRD systems and in designing or re-designing the HRD systems. The most frequently changed or renewed systems include performance appraisal, induction training, job-rotation, career planning and promotion policies, mentoring, communication, and training. 7. More planning and more cost-effective training HRD audits have been found to raise questions about the returns on training. One of the aspects emphasised in the HRD audit is to calculate the investments made in training and ask questions about he returns. The process of identifying training needs and utilisation of training inputs and learning for organisation growth and development are assessed. As direct investments are made in training, any cost-benefit analysis draws the attention of the top management and HRD managers to review the training function with relative ease. One organization strengthened its training function by introducing a new system of post-training follow-up and dissemination of knowledge to others through seminars and action plans. Many organisations have developed training policies and systematised their training function. Assessment of training needs has also become more scientific in these organisations. 8. Increased focus on human resources and human competencies One of the results of an HRD audit is to focus on new knowledge, attitudes and skills required by the employees in the organization. Comments are made about the technical, managerial, human and conceptual competencies of the staff at various levels. This differentiation has been found to help organisations identify and focus sharply on the competency requirements and gaps. The audit establishes a system of role clarity and fixing of accountabilities. This can take place through separate role clarity exercises or through the development of an appropriate performance appraisal system. In any case the attention of the organization gets focused on developing the competency base of the organization. More sensitivity are developed to the missing aspects of competencies. For example, one organization has been found to neglect human relations competencies of their staff, resulting in a large number of human Problems leading to wastage of time. Some of these got streamlined and various HRD policies also got strengthened. 9. Strengthening accountabilities through appraisal systems and other mechanisms An HRD audit can give significant inputs about the existing state of the accountabilities of employees. This gets assessed through performance appraisals as well as through the work culture and other cultural dimensions. A number of organisations have introduced systems of performance planning, sharing of  expectations and documenting the accountabilities of staff. 10. TQM interventions Quality improvements and establishing TQM systems require a high degree of employee involvement. In a number of cases the HRD audit has pointed out to the linkages between TQM and other developmental programmes and helped in strengthening the same. Due to improvements in the training system, group work  and appraisal systems, TQM programmes have also improved. In a few organisations the performance appraisals have been so changed as to integrate quality aspects and internal customer satisfaction dimensions into the appraisal system. Thus, an HRD audit leads to the strengthening of the quality systems.

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Question 2: (a) Explain the relevance of “Human Resource Planning” in an industry (b) What are the stages in the career of an employee? Explain each stage. (a) Explain the relevance of “Human Resource Planning” in an industry

Human resource planning is the process by which management ensures that it has the right personnel, who are capable of completing those tasks that help the organization reach its objectives. (a) Current assessment involves reviewing the organization's current human resource status. • This is typically done through a human resource inventory. • Another part of the current assessment is the job analysis which is an assessment that defines jobs and the behaviors necessary to perform them. • From this information, management can draw up a job description which is a written statement of what a jobholder does, how it is done, and why it is done. • Also, management can develop a job specification which is a statement of the minimum acceptable qualifications that an incumbent must possess to perform a given job successfully. (b)Future assessment involves a determination of future human resource needs by looking at the organization's objectives and strategies. (c)Developing a future program involves matching estimates of shortages of needed personnel with forecasts of future labor supply. The relevance of Human Resource Planning is described as follows –  Determine recruitment needs: - An essential prerequisite to the process of recruitment is to avoid problems of unexpected shortage, wastage, blockage in the promotion flow and needless redundancies. Determining training needs: - This is fundamentally important to planning training programmed for  which it is necessary to not only quality but also quantity in terms of the skills required by the organization. Management development: - A succession of trained and experienced manager is essential to the effectiveness of the organization and this depends on accurate information about present and future requirement in all management parts. Balancing the cost between the utilization of plant and workforce: - This in values comparing costs of  these two resources in different combinations and selecting the optimum. This is especially important when costing projects. Industrial relations: - The business plan will of necessity make assumptions about productivity of the human resource. it will have an impact on the organization industrial relations strategies

In practice, hr planning is concerned with the demand and supply of labor and problems arising from the process of reconciling these factors. any system has to be based on analyses of demand and supply and the plans and decisions, which follow these analyses. A system of human resource planning The main elements of a system are: • Defining the organisational objectives. • Assessing the future requirements to meet objectives. • Assessing the current resources and availability of resources in the future. • Producing and implementing the plan in detail, i.e. balancing forecasts for demand and supply, related to short term and/or long term timescales. • Monitoring the system and amending as required.

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(b) What are the stages in the career of an employee? Explain each stage? A career is defined as a sequence of positions occupied by a person during the course of a lifetime. The popular way of analyzing the career is to look at them as made up of stages. There are five stage models that is applicable to the most people during their work life. Career stages model is the most popular way to view careers. • Exploration is when individuals are exploring possible career options and making critical choices. • Establishment begins with the search for work and getting that first job. • Mid-career is when an individual is no longer seen as a "learner." • Late career is when an individual can share his or her knowledge with others in the organization. • Decline is when an individual leaves the work f orce. Career stages: Stage 1: Exploration This stage includes a person’s earliest recollection of “what I want to be when I grow up” and the revisions on that dream as the person commits to his or her career work. This stage is usually heavily affected by spoken and unspoken messages that people receive from family or significant others regarding what their  life path or journey should be. The messages are usually from a person’s elders about their desire for the type of work the person should do, where he or she should live, and spiritual dimensions and lifestyle such as choice of a partner, number of children, and so forth.

Many to the critical choices individual make about their carrier are made prior to every entering the work  on a paid basis our parents relatives, teachers as well as what we see on television and films very early in our parents their interests, their aspirations and their financial resources will be heavy factors in determining out planets, their interests, their aspirations and their financial resources will be heavy factors in determine out perception of what carriers are available. The exploration period ends for most in our mid-twenties as we get employed. From an organisation stand point. This stage has less relevance, since it occurs prior to employment. It is of course not irrelevant. The exploration period is when a number of expectations abt ones career are developed, many of which are unrealistic. Stage 2: Establishment The establishment period begins with the search for work and includes getting your first job being accepted by your peers, learning the job and gaining the first tangible evidence of success of or failure in the 'real world'. It is a time that brings the uncertainties and anxieties. Additionally it also marked by the making of  mistakes, learning from these mistakes and gradual assumption of increased responsibilities. However  individuals in this stage have yet to reach their peak productivity and rarely are they given work assignment that carry great power or high stages. At this stage, people bring with them a list of potential life and work options. The activities of this stage help people assess and understand their competency strengths; personality traits; abilities; interests; learning-style, work-style, and work-environment preferences; and personal, interpersonal, work, and cultural values. At this stage, people usually receive detailed information from having completed formal or  informal appraisal instruments, checklists, simulations, interviews, and so forth. The output contains highly specific information about a person, including the effect of his or her value systems on personal preferences. People can use that appraisal information to revise the options they developed in the exploration stage. Stage 3: Mid-Career Most people do not face their first career dilemmas until they reach the mid-carrier stage this is a time where individual may continue their prior improvements in performance level off or begin to deteriorate. At

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this stage the first dilemma is accepting that on is no longer seen as a learner. Mistakes carry greater  penalty. At this point in a career one is expected to have moved beyond apprenticeship to journeyman status. To those who make the successful transition go greater responsibilities and rewards. For others it may be a time of reassessment, job changes, adjustment of priorities or the pursuit of alternative life styles. This is a delicate stage of career work because the outputs must be grounded in reality to the greatest degree possible. If they aren’t realistic, people are likely to experience frustration or disappointment later on. That could cause them to be discouraged, which could lead to abandoning any further effort. Thus, the decisionmaking process should result in a set of realistic career work goals, given the information available at the time. Stage 4: Late Career For those who continue to grow through the mid-carrier stage the late carrier usually is a pleasant time when one is allowed the luxury to relax a bit and enjoy playing the part of the elder state man. It is a time their one rest on one's laurels and both in the respect given by younger employees. During the late career  days, individuals are no longer learning nor is it expected that they should out do their levels of  performance from previous years. Their value to the organisation lies heavily in their judgment, built up over so many years  and through varied experiences and sharing with and teaching others based on the knowledge they have gained. For those who have stagnated or deteriorated during the previous stage the late career brings the reality that they will not have an everlasting impact or change the world as they had once thought. It is a time when individuals recognize that they have decreased work mobility and may be locked to their current job. One begins to look forward to retirement and the opportunities of doing something different life off the job is likely lot carry for greater importance then it did in earlier days. Stage 5: Decline The final stage in one's carrier is difficult for everyone but ironically is probably hardest on those who had continued successes in earlier stages. After several decades of continued achievements and high level of  performance, time for retirement has reached. These individuals are forced to step out of the limelight and give up major component of their identity. For the most performers or those who have seen their  performance deteriorate over the years. It may be pleasant time. The frustrations that have been associated with work will be left behind. Adjustments of course will have to be made regardless of whether one is leaving a sparkling career or a dismal career. The regimentation that work provides will no longer be there. Responsibilities will be fewer  in life and will be less structured. As a result it is a difficult stage for anyone to confront.

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Stages in career Development

High P E R  F O R  M A N C E

5                     25                     35      AGE Low Keys to a successful management career include the following aspects. • Select your first job judiciously. • Do good work. • Present the right image. • Learn the power structure. • Gain control of organizational resources. • Stay visible. • Don't stay too long in your first job. • Find a mentor. • Support your boss. • Stay mobile. • Think laterally. • Think of your career in terms of skills you're acquiring and continue upgrading those skills. • Work harder than ever at developing a network.

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Question 3: (a) What is meant by Performance Appraisal? What are the objectives of a Performance Appraisal System? (b) Explain the concept of 360 degree appraisal and its relevance in the industry.

(a) What is meant by Performance Appraisal? What are the objectives of a Performance Appraisal System? Performance appraisal may be defined as a structured formal interaction between a subordinate and supervisor, that usually takes the form of a periodic interview (annual or semi-annual), in which the work  performance of the subordinate is examined and discussed, with a view to identifying weaknesses and strengths as well as opportunities for improvement and skills development.

In many organizations - but not all - appraisal results are used, either directly or indirectly, to help determine reward outcomes. That is, the appraisal results are used to identify the better performing employees who should get the majority of available merit pay increases, bonuses, and promotions. By the same token, appraisal results are used to identify the poorer performers who may require some form of counseling, or in extreme cases, demotion, dismissal or decreases in pay. (Organizations need to be aware of laws in their country that might restrict their capacity to dismiss employees or decrease pay.) Performance appraisal for evaluation using the traditional approach has served the f ollowing purposes: 1. Promotion, separation, and transfer decisions 2. Feedback to the employee regarding how the organization viewed the employee's performance 3. Evaluations of relative contributions made by individuals and entire departments in achieving higher level organization goals 4. Criteria for evaluating the effectiveness of selection and placement decisions, including the relevance of the information used in the decisions within the organization 5. Reward decisions, including merit increases, promotions, and other rewards 6. Ascertaining and diagnosing training and development decisions 7. Criteria for evaluating the success of training and development decisions 8. Information upon which work scheduling plans, budgeting, and human resources planning can be used Objectives of Appraisal System: 1. To give employees the opportunity to discuss performance and performance standards regularly with their supervisor. 2. To provide the supervisors with a means of identifying the strengths and weaknesses of an employee’s performance. 3. To provide a format enabling the supervisor to recommend a specific program design to help an employee improve performance. 4. To provide a basis of salary recommendations. 5. Salary Administration 6. Performance Feedback   7. Identification of Individual Strengths and Weaknesses 8. Recognition of Individual Performance 9. Determination of Promotion 10. Identification of Poor Performance 11. Assistance In Goal Identification 12. Evaluation Of Goal Achievement 13. Identification of Individual Training Needs

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14. Determination of Organizational Training Needs. (b) Explain the concept of 360 degree appraisal and its relevance in the industry. Typically, performance appraisal has been limited to a feedback process between     employees and supervisors. However, with the increased focus on teamwork, employee development, and customer  service, the emphasis has shifted to employee feedback from the full circle of sources depicted in the diagram below. This multiple-input approach to performance feedback is sometimes called “360-degree assessment” to connote that full circle. The 360 degree appraisal is based upon performance feedback from multiple sources. The term 360 degree refers to feedback from all directions, rather than dependence on an employee's supervisor or other single source. In a 360 degree appraisal, feedback may come from peers, staff, internal customers, external customers, supervisors, and the individual. Initially, 360 degree appraisals were conducted in writing and required complex and time consuming procedures for the assessments to be successful. As name implies, 360 degree feedback is intended to provide employee with as accurate a view of their  performance as possible by getting input from all angles = superiors beers subordinates customer and the like although in the beginning 360 degree systems were purely developmental and were restricted mainly to management and carrier development they have migrated to performance appraisal and other administrative applications. Pros:  The system is more comprehensive in that response are gathered from multiple perspectives  Quality of information better (quality of respondents is more important than quantity)  It complements TQM intestines by emphasizing internal/external customer and teams.  It may lessen bias/prejudice since feedback comes from more people not one individual.  Feedback from peers and other m ay increase employee self-development. Cons:  The system complex in combining all the responses  Feedback can be intimidating and cause resentment if employee feels the respondents have "ganged up  These may be conflicting opinions, though they may all be accurate from the respective standpoints.  The system requires training to work effectively.  Employees may collude or game the system by giving invalid evaluation to one another.  Appraisers may not be accountable if their evaluations are anonymous. Safeguards to be observed to ensure maximum quality and acceptance:  Assure anonymity  Make respondents accountable  Prevent " gaming " of the system  Use statistical procedures  Identify and quantify biases Based on the experience of companies it appears as though 360 degree feedback can provide a valuable approach to performance appraisal its success, as with any appraisal technique depends on how managers use the information and how fairly employees are treated.

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Question 4: (a) Explain the process involved in an Appraisal Interview? (b) What are the objectives of Potential Evaluation? (a) Explain the process involved in an Appraisal Interview? Appraisals have three main purposes. These are often misunderstood. The first is to measure the extent to which an individual may be awarded a salary increase compared with his or her peers. This is the reward review component.

The second purpose of an appraisal is to identify any training needs and, if appropriate, to provide training and development to enable an individual to help the organisation to achieve its objectives. This is the performance review component. Finally, appraisals are also important to aid an individual's career development by attempting to predict work that the individual may be capable of in the future. This is the potential review component. Employees often question the value and usefulness of the time and effort taken up by an appraisal. However, it establishes key results that an individual needs to achieve within a time period while also comparing the individual's performance against a set and established standard. The employee is not the only beneficiary - the organisation benefits through identifying employees for promotion, noting areas for  individual improvement, and by using the system as a basis for human resource planning. Conducting the appraisal interview: There is often misunderstanding as to how an appraisal should be conducted. Appraisees sometimes perceive their annual appraisal as a threat. However, this can be overcome if the appraisal system is wellconstructed, and seen to be fair to the individual and consistent across the organisation. A typical negative response to appraisals is that they are confrontational. This is often due to a lack of agreement on performance or poor explanation by management. Additionally, it is sometimes seen as a judgement - a one-sided process based entirely on the manager's perspective. At the other extreme it is simply regarded as a chat. Process Involved In Appraisal Interview: Ask for a self-assessment: It is useful to have employees evaluate their own performance prior to appraisal interview. Eve if this information is not used formally, the self appraisal starts the employee thinking about his or her  accomplishments. Self appraisal also ensures that against what criteria he or she is being evaluated, thus eliminating potential surprises.

It gives employees a form of self-assessment according to it employee has evaluated his or her own performance the interview can be used to discuss those area where the manager and the employee have reached different conclusion not so much to resolve the truth but to work towards a resolution of problem. Invite participation: The core purpose of a performance appraisal interview is to initiate a dialogue that will help an employee improve her or his performance. To the extent that an employee is an active participant in that discussion, the more likely it is that the roof cause and obstacles to performance will be uncovered and the more likely it is that constructive ideas for improvement will be raised. Research evidence suggests that participation is strongly released to an employee’s satisfaction with the appraisal feedback, the extent to which the employee believes it is fair and useful as well as his/her intention to improve performance. As a thumb rule, the supervisors should spend 30-35 percent of time talking during the interview, the rest of the time he should be listening to employees’ respond to questions. Express appreciation: -

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Praise is a powerful motivator and in an appraisal interview, particularly employees are seeking positive feedback it is frequently beneficial to start the appraisal interview by expressing appreciation for what the employee has done well. in this way he or she may be less defensive and more likely to talk about aspects of the job that are not going so well. Minimize criticism: Employees who have a good relationship with their managers may be able to handle criticism better than those who do not if an employee has many areas in need for improvement, managers should focus on those few objectives issues that are most problematic or most important to the job some tips for using criticism constructively include the following. Consider whether it is really necessary Don't exaggerate Make improvement your goal Changing the behavior not the person: When dealing with problem area, in particular it is important to remember that it is not the person who is bad, but the actions exhibited by him. Avoid suggestions and personal traits to change; instead suggestion of more acceptable ways of performing would prove effective. It is difficult for employee to change who they are but it will e easier for them to change the way they act. Focus on solving problems: In addressing performance issues, it is frequently tempting to get into the blame game in which both manager and employee enter into a potentially endless discussion of why a situation has arises. Frequently solving problems requires and analysis of the causes but ultimately the appraisal interview should be directed devising a solution to the problem. Establish goals:Major portion of the interview is to make plans for improvement, it is important to focus the interviews attention of future rather than past. In setting goals with an employee, the manager should:  Emphasize strengths on which employee can build rather than weaknesses to overcome.  Concentrate on opportunities for growth that exists within the frame work of the employee’s present position.  Limit plans for growth to a few important items that can be accomplished within a reasonable period of  time.  Establish specific action plans that spell out how each goal will be achieved. These action plans may also include a list of contact, resources, and timetables for follow up. Follow up:Ideally performance feedback should be an ongoing part of a manager’s job. Feedback is most useful when it is immediate and specific to a particular situation. Unfortunately both manager and employee are generally happy to finish interview and file away. Better approach is to have informal talks periodically to follow up on issues raised during the interview. Factors that influence Performance Motivation:  Career ambition  Employee conflict  Frustration  Fairness/ Satisfaction  Goals/Expectations

Perf = f (A, M, E)

Environment:  Equipment. Materials  Job design  Economic condition  Unions  Rules and policies  Management support  Laws and regulations

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Assessing rewards: The reward review is the process by which managers have to decide who deserves increments, bonus and other tangible incentives based on individual performance. It is potentially uncomfortable and contentious situation because inevitable there will be winner and losers. These problems are likely to occur, however  sound the schemes may be but it is obviously vitally important to give thought in preparation and practice to ensure that any scheme for the reward review is fair and efficient. (b) What are the objectives of Potential Evaluation? Potential-evaluation measures the aptitude of an employee (or a candidate), highlights his personality, character   traits,   and   the   strong-points   of   his   professional   The evaluation aids to orientate him towards the functions in which he can most fully use his capacity and talents. The evaluation optimizes the use of the em ployee and avoids errors in promotion.

Potential evaluation refers to an individuals behavior, skills, abilities in meeting the requirements of the job which the individual currently holds on the other hand potential refers to the abilities present but not currently utilized or not required to that degree in the present job as would be required in possible future higher jobs which the individual may hold. it refers to the abilities to discharge higher responsibilities in future roles. Objective of Potential Evaluation: Potential evaluation poses a number of problems, nobody has ever questioned the need for assessment of  potential for vital personnel decision it is in fact pre-requisite to the very survival of an organization. It is an important area because people have to be prepared to take up higher responsibilities. It also helps in identifying high fusers and the dead wood early. Some of the major areas where potential evaluation plays a critical role and help in handling the employees of organization. Promotions  Transfer   Placement  Training And Development  Carrier Planning  Succession Planning  Salary Increase  Organization Planning 

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HR Development and Training Question 5: (a) What the main elements that should be included in an Employee Induction Programme? (b) Explain the different stages of Systematic Recruitment Process.

(a) What the main elements that should be included in an Employee Induction Programme? Employee induction and orientation is as much about creating an impression as it is about providing information. The impressions that you create become information that employees act on.

And before they can become a productive member of the workforce they do need a lot of information. Do you want them to do it the way that always did it? Or do you have a better way? If they have a better way, do you want to know about it? When a new employee commences his job, an effective induction process is essential to maintain their  enthusiasm, motivation and enabling them to get on with the work they were employed to do. Induction is a major factor in that employee's ability to perform effectively and their desire to remain with the organisation. An inadequate induction - one that is not designed to meet either their or our needs - may demotivate the person before they have even started! The induction phase is broadly classified into three elements: Training Work Experience and Social Adaptation

INDUCTION PROGRAM

Social Adaptation

Training

Work Experience

Training: Induction training is mainly vocational and designed in order to give new employees the skills and knowledge required for productive employment. It may take the form of short Full-Time courses or very much longer programmes where a high level of performance is essential, such as: During engineering apprenticeships, Flying training, etc. Sometimes induction training is given on the job itself, such as CallCenter training, BPO, etc. More often than not the programme is a combination of both forms of training. Work Experience: This covers a wide range of possibilities and is a matter of each organisation to decide whether new employees remain with one occupation or are rotated to meet particular requirements of experience, am imaginative approach is necessary to widen new employee’s knowledge of their organisational environment as much as possible. This could include a schedule of visits or short attachments to other units. Increased knowledge of the organisation will help to develop confidence and is a significant means of stimulating interest and motivation.

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Social Adaptation: As we have already seen, this is a particular source of difficulty in the induction phase. Managers cannot expect to control subtle interplay of intra-group relationships, but they need to develop a psychological awareness of group and individual behaviour in order to assist their groups, the ability to anticipate where interpersonal difficulties could arise and how the social forces within the group could be used to advantage. In this way, the varied experience and strengths of the different members of the team may be used skillfully to help newcomers to adapt. The more members of the group that can be usefully involved in this process the better.

Finally, because of the complexity and variability of the initial phase of employment from the individual’s point of view, employers cannot naively assume that a formally planned induction programme coincides with each individual employee’s induction phase, as though the programme covers a fixed period at the end of which new employees cross as it were a boundary that separates the novitiate from null membership. The process of socializing is infinitely subtle and varied with each individual. Although new employees often undertake part of the induction programme together, their induction into the organisation still has to be recognised as an essentially individual process. Induction training provides many benefits: Makes the employee aware of the health and safety hazards of the job and how these affected the safety of others. . Helps to reduce the high risk potential of injuries to young employees, new/transferred or re-hired employees, and seasonal or temporary employees. Helps to meet legal requirements. Helps to reduce the anxiety or stress experienced in a new or changed working environment or  situation.

Helps to balance the company’s need for productivity with the worker’s needs for self esteem and security.

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HR Development and Training Summary of main elements of an induction Initial Interviews__________________________  Conducted by the line manager and HRM, covering Details of the induction program Organisational objective and functions Personal objectives and job Work conditions and facilities Personal needs problems etc.

Training:___________ 

Training:__________  Work Experience:_____ 

On the job specific courses. ( Internal/External ).

Job variety attachments

visits

and

Assistance by the manager  and members of the work  group

Follow up interviews:_______________________ 

Conducted by the line manager and personal officer in the form of performance appraisal and career  development interviews Check programmes and general welfare

(b) Explain the different stages of Systematic Recruitment Process. Interviews are a crucial part of the recruitment process for most organisations. Usually applicants are interviewed after sending in an application form or CV for a particular position. The purpose of an interview is to give the selector a chance to assess you and for you to demonstrate your abilities and personality. It is also an opportunity for you to assess them and to make sure their organisation and the position are what you want. Not to forget that to have reached the interview stage you have already impressed the recruiters and they believe you have the ability to do the job. All you need to do is show them they are right!

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The recruitment process for most organisations is designed along the same path; applications are received, either via an online application form, a postal form or a CV. Candidates are short listed and invited for  interview. The interview format can vary considerably, as we discuss later, and can include assessment centers. The number of interviews also varies. Some companies are satisfied after just one interview whereas others will want to bring back a further shortlist of candidates for one or more interviews. If you are successful at the interview stage you will receive an official letter offering you the job. This information describes what you can expect at interviews and assessment centers, and takes you through to making a decision about any offers that may result. HR best practice has always been that organisations should not discriminate in their recruitment procedures, and should always strive to recruit and retain the most qualified staff. Most qualified was never to be interpreted as indicating a preferred race, age or gender for the job. A diverse workforce has always been a key feature of the best practice organisation. As such, those who shudder when they hear reference made to legal recruitment procedures, should actually see this as an opportunity to get their recruitment function in line with HR best practice. General Recruitment policy: A company should recognize its staff as being fundamental to its success. A strategic and professional (i) approach to recruitment processes help enable the organisation to attract and appoint staff with the necessary skills and attributes to fulfill its strategic aims, and support the organisational values. The organisation must be committed to ensuring that the recruitment and selection of staff is conducted (ii) in a manner that is systematic, efficient, and effective and promotes equality of opportunity. (iii) Recruitment should be treated as a key public relations exercise as the way it is managed affects the organisation’s image, and consequently its ability to attract and appoint high caliber staff. (iv) This policy has been designed to provide a flexible framework which promotes good practice, adopts a proactive approach to equality and diversity issues and supports fully the organisation’s core business. Guidelines which form the basis for the implementation of this policy are also provided. They have been (v) designed to maximise flexibility to meet the needs of all areas. For these reasons, while still ensuring that the organisation complies with relevant legislation any significant variations in practice must be discussed with the Senior HR Advisers to m inimise risk to the organisation (vi) Professional advice and support is available at all stages of the recruitment process from the Senior HR  Advisers.

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HR Development and Training Systematic recruitment process flow chart Job Description

Person specification

Sourcing Strategy

Internal/External Advertisement Agency/Consultant/Search

Send Application form Request CV

Pre - Selection

Short List

Tests

Interviewing/Group Selections

References/Medical

Appointment

Induction programme

Follow-up

Steps of Recruitment: Step 1: Vacancy This stage decides what resources are required. Details of requirements will emerge from the compilation and regular revision of HR plan. In practice job vacancy may occur when: 1. An organisation or work unit is set up. 2. An employee resigns from the post. 3. An employee reaches retirement. 4. An organisation takes place through changes in policy. 5. Technology 6. Mergers

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7. Acquisitions. Because of the subtle changes that take place within an organisation the existence and nature of job vacancies should be accepted. The first step in any recruitment process is to define the job requirements. A job and person specification should be prepared, bearing in mind the actual requirements of the job, for example required qualifications, skills and experience. It is allowable to include desired qualifications, but be careful to avoid mentioning “requirements” which are not actually necessary for the job, or which may indirectly exclude a portion of  society Step 2: Sources This stage concerns with the general questions about supply and availability of resources and particular  avenues through which these are likely to be obtained. The human resource plan is to provide general information about the types of factor that influence the supply of labour at macro and micro levels. Even when it is feasible to fill job vacancies from within the organisation, transfers and promotions which this usually involves will more often not produce a vacancy at the end of the chain. Nevertheless filling of  vacancies internally should always be given careful considerations. Care should always be exercised when using images or photographs as a tool in recruitment advertising. It is important that these do not reflect negative stereotypes, which may indicate an intention to discriminate. On the other hand, correct use of imagery can enhance an organisations perception as an equal opportunities employer.   Many   employers   now   include   an   “equal   opportunities   employer”   statement   in   their  advertisements, which indicates an acknowledgement of, and compliance with, equality legislation. There are 2 types of recruitment noted while sourcing the resources: 1. Internal recruitment:  Existing employees are known to the organisation are generally familiar with the customs and practices.  The costs and time that external recruitment, selection and induction procedures consume can be reduced.  Internal recruitment to fill vacancies may be used as a means of career development, widening the opportunities and stimulating motivation among existing employees. 2. External employees: When organisation has to use external sources, 2 means of conducting the search is done:  Through employment and consultancies and agencies  By contacting the public directly through advertisements in newspaper, journals, posters, radio, and television and on the internet. Step 3: Application form/Resume/CV Many organisations use application forms in an effort to ensure an equal footing for all applicants, while at the same time also ensuring that all required information is captured in relation to the position. Again it is essential that the form is prepared in a style which complies with the legislation. Questions which could be seen as discriminatory against potential candidates include those requesting information regarding marital status,  family status   and nationality.  Questions should be  carefully worded  to  avoid  any hint  of  discriminatory practices, and it is often worth including a statement indicating that the organisation is an equal opportunities employer.

Design of an appropriate application form will clearly depend on particular situation and needs. Different forms may be necessary for different kinds of work. The items that are normally needed in application forms are: 

Job title

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

Applicant’s full name  Date of birth  Contact address and phone number   Nationality  Education  Academic qualifications  Professional qualifications  Present employment – details  Previous employment – details in chronological order from latest  Main interests  Health  Certifications  Awards and achievements  References Step 4: Processing and assessing application (Pre-selection) Once completed applications have been received, the next step in the process is to screen them in order to identify those most suitable for interview for the post. This process is usually conducted by the hiring manager in conjunction with HR. The screening involves cross-checking the applications against the job description and choosing the most suitable candidates for interview. Another intervention which HR may take in order to ensure equity, would be to reformat CV’s, in order that they remove information which could result in discriminatory selection by those screening them. Some organisations have a practice of removing surnames, addresses, marital status, date of birth, and any other  details which may lead to discriminatory selection prior to passing them on to the managers selecting interviewees. Step5: Short listing Short listing must be undertaken by at least two individuals who are involved in the interviewing process. Interviews should normally be conducted by at least two people, and all interviews for one post must be conducted by the same people. In order to promote equality of opportunity selection committees should, wherever possible, be of mixed race and gender composition. A further important point has to be made concerns the need of flexibility in making final decisions about acceptance or rejections. Best is not be stubbornly inflexible about length of experience, age etc. when job requirements are established then room must always be left to decide the individual cases on their merits. Finally a word needs to be said about the use of testimonials and referee reports. Referee reports are usually required as supplementary evidence for use in the assessment of candidates during selection procedure. Employees are often more frank on telephone conversations so over-emphasis must note on written reference. Step6: Tests Any skills tests (e.g. presentations, in-tray exercises) must be directly related to the role and measured against objective criteria, and presentations for one post must be assessed by the same persons. Candidates must be notified of the details of any skills test when they are invited for interview and the selection process for lectureships and senior lectureships must include a presentation or short lecture. Step 7: Interviewing/Group selections The interview should always be viewed as a two way process. Not only is it an opportunity for the candidate to present themselves in pursuit of the position, but it is also an opportunity to ensure that the candidate has a positive experience of the organisation. Part of this experience should be that the organisation presents itself as an equal opportunities employer. Studies have shown that an unsuccessful applicant, who feels that they were treated fairly by a company, is more likely to reapply should another  position arise in the future.

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The first step in ensuring that interviews are conducted within the law is in the selection of the interviewer, or interview panel. Where an interview panel is used it is worth trying to form the panel in order that it reflects the diverse make up of the applicant pool, i.e. there should be gender balance. As a minimum, organisations should attempt to have one woman and one man on a panel to ensure that gender  discrimination is avoided. The next step is to ensure that the interviewers are trained in interview techniques. This helps avoid them asking questions which could be deemed unnecessary, and potentially discriminatory. A member of HR  should always attend interviews, and where an interviewer has not been trained in interviewing techniques, this becomes even more important. Agreeing questions in advance of the meeting avoids any discriminatory questions being asked out of the blue. The whole interview process should be transparent and interview notes should reflect this. Interview questions must relate to the job requirements as exemplified in the person specification and the candidate’s suitability for the position. The person specification should be used as the basis for determining the interview questions. Step8: References/Medical The next step in the recruiting process is investigation of those applicants who appear to be potential employees. This may involve contacting the former organisations to confirm the candidate’s work record and obtain their appraisal of his/her performance, contacting other job related and personal references and verifying the educational accomplishments shown on application. Background investigation has major  implications.

Last step prior to appointment decision may be the medical examination of the person. For most jobs, this is a screening device in selection process. It is assumed that the applicant can pass the physical examination however it is intended to screen out those individuals who are unable to comply physically with the requirements of the job and the organisation. Step 9: Appointment The individuals who perform successfully on the employment tests, interview and reference/medical examination  are  chosen  to  be  appointed  into  the  organisation  formally through  a  legally drafted Appointment order. For administrative purposed the draft should be made by the personnel department, but their roles should only be administrative. At the end of the recruitment process all records must be handed to the Human Resources Department who will retain them for six months in case of requests for feedback or the threat of litigation. Offers of employment are conditional upon receipt of satisfactory references, medical assessment and any other appropriate checks. This normally excludes visiting and other casual appointments of less than three months duration. In accordance with employment legislation, appointments will only be offered on a fixed term basis where objective grounds exist for not making the appointment permanent. Step 10: Induction This step involves formal introduction of the employee to the organisation. The employee is given an overview of all the departments within the organisation, his role and designation, Training requirements and other elements which the new comer has to absorb. This also paves way for the employee to understand the rules and regulation of the organisation which he is required to follow. Step 11: Follow up The last step in the recruitment process is the follow up on the employee, who has moved into the organisation successfully after all the above processes. This gives information about the performance of the employee in the organisation, his likes and dislikes, requirements (if any). This completes the process of  recruitment, with successfully absorbing an employee with the laid regulations and benefits and perks, etc.

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Question 6: (a) Explain the importance of Job Description and Person Specification. (b) Discuss the relevance of innovative Employee Reward System. (a) Explain the importance of Job Description and Person Specification. Job Description A job description describes the major areas of an employee's job or position. A good job description begins with a careful analysis of the important facts about a job, such as the individual tasks involved, the methods used to complete the tasks, the purpose and responsibilities of the job, the relationship of the job to other  jobs, and the qualifications needed for the job.

It's important to make a job description practical by keeping it dynamic, functional, and current. Don't get stuck with an inflexible job description! A poor job description will keep an organisation and its employees away from trying anything new and learning how to perform their job more productively. A well-written, practical job description will help you avoid hearing a refusal to carry out a relevant assignment because "it isn't in my job description." Realistically speaking, many jobs are subject to change due either to personal growth, organizational development, and/or the evolution of new technologies. Flexible job descriptions will encourage your  employees to grow within their positions and learn how to make larger contributions to your company. For  example: Is your office manager stuck "routinely ordering office supplies for the company and keeping the storage closet well stocked " or is she/he "developing and implementing a system of ordering office supplies that promotes cost savings and efficiency within the organization?" When writing a job description, it should be kept in mind that the job description will serve as a major basis for outlining job training or conducting future job evaluations. A job description should include a: Job Title Job Objective or Overall Purpose Statement - This statement is generally a summary designed to orient the reader to the general nature, level, purpose, and objective of the job. The summary should describe the broad function and scope of the position and be no longer than three to four sentences. List of Duties or Tasks Performed - The list contains an item by item list of principal duties, continuing responsibilities, and accountability of the occupant of the position. The list should contain each and every essential job duty or responsibility that is critical to the successful performance of the job. The list should begin with the most important functional and relational responsibilities and continue down in order of significance. Each duty or responsibility that comprises at least five percent of the incumbent's time should be included in the list. Description of the Relationships and Roles the occupant of the position holds within the company, including any supervisory positions, subordinating roles, and/or other working relationships. Importance of Job Description: Job Identification: - Job identification or original position, which includes 1. the job title, department, division plant and code number of the job. The job title identifies and designates the job properly the departments division etc. indicate the name of the department where it is situated - whether it is the maintenance department, mechanical shop etc. Job duties and responsibilities: - Job duties and responsibilities are two 2. important purposes. First it provides a short definition which is useful as an additional identification information when a job title in not adequate. • •

•

•

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Job duties and responsibilities: - Job duties and responsibilities gives a comprehensive listing of the duties together with some indication of the frequency of occurrence or  percentage of time devoted to each m ajor duty. Relation to other jobs: - This helps to locate the job in the organization 4. by indicating the job immediate below or above it in the job hierarchy. Supervision: - Under it is given the number of persons to be supervised 5. along with there job titles and the extent of supervision involved general intermediate or close supervision. Machine, tools and equipments: - Job description also defines each major  6. type or trade name of the machine and tool and the raw material used. Person Specification: This involves relating to a range of organisations, groups and individuals, including, but not exclusively, those who have experienced personal or social difficulties. This requires that a candidate: Has an ability to create an impression of reliability and dependability but challenges inappropriate behaviour firmly, diplomatically and sensitively. Has the ability to critically analyse relationships and demonstrates self-awareness of own impact on others. 3.

•

•

The job specification will describe the job succinctly; indicate the role of the post holder within the Team/Unit, and any relationship with other Teams/Units; specify the responsibilities of the post; and indicate the typical activities of the post holder. It must not contain requirements or conditions which cannot be shown to be justifiable. The person specification will detail the qualifications, experience, skills, knowledge and personal qualities required. This specification will correlate with the job specification, and must not include any requirements which are not necessary for the job. The person specification and the job specification must not be restrictive, or imply the suitability of any particular 'race, for the job. The person specification will specify a range of means of demonstrating the requirements and will not be confined to conventional qualifications and experience. Importance: From the criteria set out in the job description a person specification should be set. The person specification assists in the recruitment process by providing: A consistent set of standards for all applicants which can be observed or measured  objectively,  A structured means for a comparative assessment of the applicants.  A document to ensure that the basis of decision making is publicly known.  The person specification should include the following criteria: 1. Skills and aptitude 2. Knowledge 3. Experience 4. Qualifications 5. Personal attributes The requirements set out in the person specification should be specific and, where possible, measurable. To ensure equality of opportunity all criteria on the person specification should be derived from the requirements set by the job description.

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The person specification can be divided into essential and desirable criteria. This should be used in the short listing process to distinguish between candidates. Essential skills are those that are critical for the satisfactory performance of the job. It is expected that applicants will meet all the essential criteria to be considered eligible for appointment. Desirable criteria are those which enhance a person’s capacity to do the job. They are usually not listed as essential because it is expected that they can be acquired once in employment. For example, while specific knowledge of the University and it’s environment could be of  benefit, it can also be learnt. Person specifications relate to: Physical characteristics: Including health, strength, endurance, age, range, body size, height, weight, vision, poise, eye, hand and foot coordination etc Psychological characteristics: Special attitude, such as manual dexterity, mechanical aptitude, in germinate, judgment, resourceful, etc Personnel characteristics:    Traits of temperament, personal appearance, good and pleasing manners, emotional stability, aggressiveness, submissiveness, extroversion, introversion, leadership, etc Responsibilities:  Include supervision of others, responsibility for production process and equipment, responsibility for the safety of others, responsibility for preventing money loss, etc The items included in person specification are according to the nature of an organisation and uses to which area they put. However items like sex, experience, skill, education, etc are invariably included in a person specification. (b) Discuss the relevance of innovative Employee Reward System. There is no doubt that motivation is the crux for good performance, but there is no clear cut answer to the question of how to motivate. Money is a factor in motivating people.

According to Peter Drucker (1974) 'there is not one shred of evidence for the alleged turning away from material rewards... Antimaterialism is a myth, no matter how much it is extolled.' In fact, they are taken so much for granted that their denial may act as a de-motivator. 'Economic incentives are becoming rights rather than rewards.' There is no doubt that we live in a money-motivated world. Any amount of human relations cannot compensate for a lack of monetary reward. If the reward is right, good Human Relations will give that extra zest to a team, motivating them to give of their best efforts. Insufficient monetary reward cannot be compensated by good human relations. It is no different in the industrial world. Strikes for better salary and rewards do still occur. All this despite the claim of psychologists that security is the prime need of a person, as indicated in the previous section. Has the sense of values changed with time? But we are not concerned here with the philosophical angle, but with hard facts of life in a commercial world. Self-motivation can go only so far and it needs to be constantly reinforced by rewards. In particular, merit must be measured and rewarded regularly, if it is to be encouraged and sustained. The 'gold banana' in Foxboro has its origin in just an ordinary banana which one of the pioneers could muster on the spur of the moment when he discovered extraordinary performance by one of the employees. Properly used, money can be a motivating factor, but little money may have no effect. To achieve motivation of executives, therefore: Reward should be meaningful; and Reward should vary with performance. • •

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The concept is simple, but its implementation is not easy. However, the job is well worth trying. To be effective, the reward should be 'tailored' to each individual, but only as part of the total compensation concept. It is essential (Moore (1968)) to develop an overall program within which each compensation package must be individualized. There is also need for constant search of new ideas in this respect. The essentials of an effective companywide executive compensation scheme are: sound salary-base structure, several fundamental compensation devices and considerable flexibility in its application. The five basic elements of executive compensation are: Salary, Short-term incentives, Long-term incentives, Employee benefits and Perquisites. Any plan for executives should take into account the following factors: 1. Executives perceive others as working less and paid more. 2. Appearance of a reward as important a factor as the reward itself. 3. Flexibility, but not at the expense of discretion. 4. Performance rating should support the pay action. 5. Correcting one inequity may lead to yet another. 6. A decision once announced is difficult to modify. 7. An arithmetic increase in the number of people involved results in a geometric increase in the time required to reach agreement. • • • • •

Motivating for high performance can cost a lot of money. Not everyone can be motivated by money alone, however much. Incentive pay plans should be designed not only to reward good performance but also to minimize the negative side-effects, such as conflict and grievance. At times it is difficult to develop a valid, equitable and acceptable means of performance. Many pay plans fail because of either not being suited to the particular situation or because of poor implementation. It is essential to consider the following aspects before designing a pay plan to motivate performance: Preference of individual employees; Size of pay rewards for high performance; Method of motivating individual job performance; Subjective • • • •

Performance related pay Reward can act as the 'catalyst' for improved performance and better productivity. But reward, as such, is not enough and in any case it is not a substitute for good management. Rather, it is a part of management. Certain basic criteria are essential for rewards to be effective. These include: Reward should be quick. Reward should be significant. The goals and rewards must be; known, understandable; and attainable. Reward must be distinctly and directly related to performance. Reward should be irrevocable. Reward should be compatible with job measurement. If the reward plan is seen to be unfair and unrealistic, for example promotion on the basis of seniority or  favoritism, it may have a definitely negative effect as a motivator. For rewards to be effective, they have to be generous and significant as noted above, hence they must be structured to attain a proper balance of  motivating people to purpose and at optimum effort. • • • • • •

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Rewards are generally reckoned to improve productivity by somewhere of the order of 20 to 30 per cent. This is nearly twice as much as that attained by goal-setting or job-redesign. But each incentive or reward system is likely to have value under certain conditions only. Hence to be effective, the rewards must be 'tailored' and changed to suit the specific conditions. There is no magic formula for all situations and at all times. Productivity is usually but erroneously associated only with the workshop floor. But total productivity which ultimately determines the profitability of the entire organization is the sum total of the productivity at various levels right up to the CEO. For if the workers are not given the right materials at the right place and at the right time, their productivity will suffer due to no fault of theirs. The manager, therefore, plays a vital role in the productivity of the workers and team. One can even go as far to say that productivity is the only reason for the existence of the manager. Individually the manager may be considered nonproductive, in that he or she does not contribute directly to the production, but is responsible for integrating the work of his or her team into a total productivity effort, Thus, a manager can increase productivity indirectly by aiding to produce more, and here too, financial motivation plays a major role. Reward systems The financial rewards are basically of three types: Profit sharing; Job evaluation; and Merit rating. Profit sharing Profit sharing could be on a macro basis or on a micro basis. The former relates to the entire company as a whole and the latter to a particular section or group dealing with a particular activity and/or product. On a macro level, it would be difficult to identify and reward outstanding performance. This is possible on a micro level by treating the particular activity as a cost and profit center by itself. This is easier said than done, since overheads and other common services have to be charged and this cannot be done completely objectively. The cost allocation in such cases is somewhat arbitrary and the profit will therefore not be a true reflection of the performance of that particular group or activity. Job evaluation In case of job evaluation, the various component factors have to be isolated and evaluated for purposes of  inter-job comparison. Each factor is assigned a rating on the basis of a scale agreed beforehand by the union and the management joint committee. The total rating for each job then forms the basis of wage structure. However, there must be a base level, representing, in effect, the 'minimum wage', depending on the nature of work and the geographical area. In some cases and in some countries these are stipulated by law. A typical, though somewhat broad, list of job factors is as follows: Working environment; Physical characteristics; Mental characteristics; Extent of responsibility; Training and experience. In case of managers, the factors are: Responsibility; Expertise; Human relations. Merit rating Merit rating has been used as an indicator of performance. Each employee is rated, typically as excellent, good, average or poor, in respect of the following abilities: • • •

• • • • •

• • •

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Communication; Human relations, including leadership and motivation; Intelligence; Judgment; Knowledge. The rating, unfortunately, tends to be carried out purely mechanically and it carries a heavy bias of the rater  who may be too lenient, may not be objective and may also have favorites or otherwise in the group being rated. Other systems of Employee rewards: Thank You Award/Reward: A reward/Award scheme where the employee is given a Thanks award or a Thank you certificate to symbolize his actions. This also acts as a boost within the employee for better  performance. This would require no approvals and any person in the organisation can nominate this award. Employee of the month/Week: This kind of appreciation of an employee by the organisation triggers other  employees to reach those heights. It invokes a sense of competition and recognition for the employees’ effort. Posters in main location could be posted to bring to the notice of everybody in the organisation; Articles could be posted on the local Intranet for viewing, etc. Employee Stock options: This is another of the reward systems where in the employee is given a share of  the company’s Stock in the market. This is a form of sharing the profit with the employees. This indicates the bonding of the company with the em ployee and making him a part of the company profits shows a sense of belonging. This provokes an employee to work for an organisation as though it was his own company. Conclusion: Many such various schemes are innovatively discovered, within the limits of the organisation to praise and understand the efforts of its employees. This ensures that the employees are treated with respect and concern and motivates him to be a better, devoted and honest employee of the organisation. These are rewards for his actions and a form of gratitude shown by the organisation to him. • • • • •

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Question 7: (a) (b)

Explain how the Training needs can be identified? What are the ways a Training programme can be evaluated?

(a) Explain how the Training needs can be identified? An analysis of training needs is an essential prerequisite to the design of effective training. The purpose of  this diagnostic is to determine whether there is a gap between what is required for effective performance and present level of performance.

Training Need Analysis (TNA) is an effective way to identify any gap between the skills in   business needs and those the employees have. It involves gathering information to identify areas where your employees could improve their performance. We can use employee surveys, management observations, customer  comments, company meetings and inspections to collect this information. A TNA can help you clarify objectives in training staff. This is invaluable for ensuring that money is spent on training that will help the business to achieve its objectives. Training needs arises of three levels Organizational Group Individual levels

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HR Development and Training

Behaviour Discrepancy Identification

Cost/Value Analysis

YES!

Skill/Knowledge Deficiency

NO

Cant Do

Don’t Do Reward/Punishment/ Incongruence

Job Aid

Training

Lack of inadequate Feedback 

Practice

Obstacles in System Change the job

Transfer or  Terminate

Training Need Analysis Model

The corporate needs arise at three levels organization group and individual levels they are interdependent because the corporate performance of an organization ultimately depends on the performance of its individual employee and its sub group. The corporate needs of the organization and its group may be identified in the following ways -

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The evidence of human resources planning: - This provides information about the demand and supply of  human resources and the possible implications for training needs. Thus a forecast of a possible difficulty in recruitment people with required entry levels in knowledge and skills could effect recruitment and training policy. Compelling the organization to recruit at lower level and then to provide compensatory training to fill the performance gap. The introduction of new methods: - Whenever new methods of work e.g. computers are introduced this changes the requirements for effective performance, creates a performance gap in knowledge and skills and hence a training need. Collective evidence from performance appraisal and formal method for needs assessment: Information emerging from the performance appraisal of individual employees or from formal methods such as meetings, interviews or questionnaires, in which line managers, HR and training staff and individual employees are involved, may reveal needs for training that are common throughout the organisation.

The perception that external training is irrelevant deserves a second thought in view of increasing competition posed by the global market place and recession. Today's globalised economy has led to organisational responses  which  include  drives  for  quality,  technological  change and  organisational restructuring,   which   has   been   the   trigger   for   seeking   more   cost-effective   training. While internal training such as in-house courses and programmes, on-the-job training, mentoring and open learning are still popular among the Malaysian companies, traditional external training have received criticisms from many companies for its theoretical and academic approach. For example, unrealistic or  impractical examples are used to illustrate situation not related to the actual simulation in the workplace. Some courses are believed to be irrelevant as they are not tailored according to employee and job needs. Hence, it is the need for cost-effective training which has caused the shift away from traditional training over recent years. Cost-effective training is usually work-related and practical by nature. Ideally, costeffective training enhances the trainee's motivation and understanding, increases their productivity and efficiency at work with a minimum training budget. As managers increasingly see work-related training to be of importance, budget conscious companies are also aware of problems that arise when training is conducted by external training providers and consultants. There are complaints that the external training are too expensive, while courses provided are insensitive to company's and training needs. Some also find external training disruptive and creating problems rather than solving them. External training providers should carefully identify the individual company's needs for training and respond to these different needs accordingly. After identifying the needs and problems, training providers should relate the course content to the trainee's work by providing information and hands-on approach to the trainees. Course content, course time and location are three crucial factors in decision making for training. Managers can request from the external training providers to develop courses where the theory ties to relevant practical examples, at flexible times, and with trainers going out to the workplace as much as possible. In short, training needs of employees must be identified and must not be assumed in order to achieve cost effectiveness for the company. Specific training needs for individuals may arise at any time during their working career. However there are particular occasions when formal assessment is needed:

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Starting Employment: New employees will invariably need some kind of training to fill the gap between their present levels of knowledge and skills those needed for effective performance at work. Some examples of new employee training are: Introduction into the software used by the company, Training in laws and regulations adhered by the company, etc. Appraising performance:  In performance appraisal, recent performance is compared with required levels. The comparison with required levels reveals deficiencies and needs which have to be remedied by training. Changing jobs:  People changing jobs are in a similar situation to those starting employment. The requirements for the new job may well create a performance gap that needs to be filled by training.

(b) What are the ways a Training programme can be evaluated? Evaluation is often looked at from four different levels listed below. Note that the farther down the list, the more valid the evaluation. Training like any other function should be evaluated to determine its effectiveness. A variety of methods are available to assess the extent to which training programs improve learning affect behavior on the job an impact the bottom line performance of an organization  Reaction - What does the learner feel about the training?  Learning - What facts, knowledge, etc., did the learner gain?  Behaviors - What skills did the learner develop, that is, what new information is the learner using on the job?  Results or effectiveness - What results occurred, that is, did the learner apply the new skills to the necessary tasks in the organization and, if so, what results were achieved? Reactions: One of the simplest and most common approaches to training evaluation in assessing participant reactions. Happy training will be more likely to want to focus on training principles and to utilize the information on the job potential question might include the following What were your learning goals for this program?  Did you achieve them?  Did you like this program?  Would you recommend it to other who have similar learning goals?  In this first level or step, students are asked to evaluate the training after completing the program. These are sometimes called smile sheets or happy sheets because in their simplest form they measure how well students liked the training. However, this type of evaluation can reveal valuable data if the questions asked are more complex. For example, a survey similar to the one used in the formative evaluation also could be used with the full student population. This questionnaire moves beyond how well the students liked the training to questions about: The relevance of the objectives. The ability of the course to maintain interest. The amount and appropriateness of interactive exercises. The ease of navigation. The perceived  value and transferability to the workplace. • • • • •

While evaluation methods based on reactions are improving, too many conclusions about training effectiveness are still based on broad satisfaction measures that lack specific feedback. Further, positive reactions are no guarantee that the training has been successful. It may be easy to collect glowing information from trainees but gratifying as this information is to management, it may not be useful to the organisation unless somehow translates into improved behavior and job performance. Learning: Beyond what participants think about the training it might be a good idea to see whether or not they actually learned anything testing knowledge and skills before beginning a training program gives a baseline standard

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on trainees that can be measured again after training to determine improvement. In addition to testing trainees before and after training parallel standards can be measured for individuals I a control group to compare with those in training to make certain improvements are due to training and not some other factor. Behavior: Trainees typically score well on post-tests, but the real question is whether or not any of the new knowledge and skills are retained and transferred back on the job. Level Three evaluations attempt to answer whether  or not trainees' behaviors actually change as a result of new learning. Ideally, this measurement is conducted three to six months after the training program. By allowing some time to pass, trainees have the opportunity to implement new skills and retention rates can be checked. Observation surveys are used, sometimes called behavioral scorecards. Surveys can be completed by the trainee, the supervisor, individuals who report directly to the trainee, and even the trainee’s customers. To maximize transfers, managers and trainers can take several approaches: Feature identical elements  Focus on general principles  Establish a climate for transfer   Give employees transfer strategies  Result: The fourth level in this model is to evaluate the business impact of the training program. The only scientific way to isolate training as a variable would be to isolate a representative control group within the larger  trainee’s population, and then rollout the training program, complete the evaluation, and compare against a business evaluation of the non-trained group. Unfortunately, this is rarely done because of the difficulty of  gathering the business data and the complexity of isolating the training intervention as a unique variable. However, even anecdotal data is worth capturing. Below are sample training programs and the type of  business impact data that can be m easured. Sales training. Measure change in sales volume, customer retention, length of sales cycle, profitability on each sale after the training program has been implemented. Technical training. Measure reduction in calls to the help desk; reduced time to complete reports, forms, or tasks; or improved use of software or systems. Quality training. Measure a reduction in number of defects. Safety training. Measure reduction in number or severity of accidents. Management training. Measure increase in engagement levels of direct-reports •

•

• • •

According to a study approximately two third of training managers surveyed reported that they were coming under additional pressure to show that their programs produce bottom line results fume of the results based on criteria used in evaluating training include increased productivity, fewer employee complains decreased cost and waste and productivity. Summary Level 1. Reaction

Definition Advantages Disadvantages Measures trainees' opinions about Low   cost   and   easy   Only to   reflects   a   quick  the   course.   This   Is   the  administer. most  Provides insights reading of the participant common way to evaluate student to   participant's   personalwhile they are still in the reaction to the course and provides feelings   about   the   course. class.  Results should not a measure of immediate customer  Provides quick feedback on be used as a solid basis satisfaction with content, delivery, successes and failures to the for   changing   the and environmental factors.   Often training provider. educational   content   or  referred to as "Smile Sheets." strategy

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3.Behaviour

4.Results

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Measures  how  well  participants Compared   to   level   1,  Requires this more time and have   mastered   the   course provides   more   compellingmoney than level 1. Also objectives.   Can   include  tests   evidence of    of   whether   the requires  greater  insight performance   immediately   beforetraining program works. to the evaluation process and after the course. to   develop   valid measures of learning. Assesses   practical   value   Provides of    stronger   evidenceRequires   significantly training.  Measures how well the that the investment in training more investment of time knowledge,   skills,   and/or   values yields the desired return.   If  and money. Requires infrom the course are used in the job. designed properly, can also depth   insight   into Typically   measured   3-6   months identify   barriers   andperformance after the course. obstacles   to   improvedinterventions   and   root performance. causes   of   performance deficiencies. Measures   performance Provides strong evidence that Substantial   levels   of  improvement,   quality training program has impact investment and expertise improvements, and cost savings to on  organization . Addresses are required to develop the   organization.   Measures   the whether the performance is level  4.  Often  hard  to return on investment of the training important   to   thedecide   whether   or   not course. organization's   bottom   linethis   level   is   required. (e.g.,   production,   safety,Linkage from training to sales) org'1 results is hard to establish

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Question 8: (a) What is system approach to training? (b) Explain briefly different training and development methods (a) What is system approach to training? The training should achieve the purpose of helping employee to perform their work to required standards. The steps invoked in assigning a training programme are as follows: Identify training needs who need training and what do they need to learn. Taking account of learning theory- design and provide training to meet identified needs. Assess whether training has achieved its aim in terms of subsequent work performance. Make any necessary amendments to any of the previous stays in order to remedy or  improve failure practices.

The process is commonly known as the system approach to training (sat) the sat is so called because it is a series of interdependent system’s functionally linked together and integrated into the whole work system interdependence of the stage is crucial since the malfunction or neglect of any one of them inevitably affects the others and the total systems For example: - If job analysis has not defined the criteria for effective performance training need cannot be identified by performance appraisal. The Systematic Approach to Training or SAT is a methodology for managing training programs. It is an orderly; logical approach to determining what people must know and do at a particular job or in a specific profession. The systematic approach to training ensures that people are prepared for their work by having the necessary knowledge, skills, and attitudes to do their job.

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SAT is performance-based training and competency driven. It is concerned with on the job performance. SAT begins with identifying people's work related needs. It ensures training is delivered properly; the student learns what is important; and the student is competent to be assigned to work. The systematic approach to training uses constant evaluation of the training program to ensure it is meeting the needs of the students and of the organization. SAT is always a combined effort between trainers and experts from operating line organizations. Managers, supervisors, and experienced workers from organizations such as operations, maintenance, radiation protection, and others play an important role in the implementation of the systematic approach to training. There   are   five   phases   in   the   systematic   approach   to   training:   Analysis,   Design,   Development, Implementation, and Evaluation. Analysis: The first phase in SAT is analysis. The first questions that must be asked are "Is there a need for training?" and "If something is wrong, is it caused by a performance problem that training will fix?" Managers sometimes will attempt to correct a human performance problem caused by an inadequate procedure or  faulty equipment by training the people. Trainers sometimes attempt to use training to correct problems even though training will not solve the problem because they want to help. Make sure training is needed. Then analyze to determine what training should be done. During the analysis phase trainers will attempt to identify the knowledge and skills of future trainees. This will allow the course to be designed to meet their learning needs. The outcome of the analysis phase is a task analysis that lists the tasks that are performed to accomplish the duties of a position and the knowledge, skills, and attitudes necessary to perform the tasks. These become the basis for the design of the training course and for writing the trainee’s learning objectives. Design: The design phase is really a decision making phase. In the design phase we complete three important activities: 1. We decide what the trainee will learn in the class and how that learning will transfer to the job. From this activity we write trainee’s learning objectives. 2. We decide what will be taught and the instructional methods to be used to teach. 3. We decide how the student will demonstrate competency to do the required work and we develop an examination plan to test the trainee’s competency. Development: In the development phase the training design is made into training material. Training materials for instructor  and trainee’s are written or purchased. These materials could include lesson plans, student handouts, videotapes, training aids, or other material. Examination questions are written as required in the examination table of specifications from the design phase. Implementation: In the implementation phase the instructor teaches and the student learns. Although this is the phase that most people think of as "training" it is the easiest phase to perform. The material written during the development phase is used to implement the decisions that we made in the design phase. We also apply the information learned about the job in the analysis phase during implementation. At the completion of the course the trainee’s prove their competency by passing the course examination. Evaluation: Evaluation is usually listed last. However, evaluation is done throughout the SAT process. Evaluation is asking, "How are we doing?"

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During the other three phases trainers do an evaluation to ensure the process is working correctly and to identify improvements immediately. After the training is completed trainers evaluate the effectiveness of  the training. They determine if the trainee is performing on the job as expected. They determine if the training course was useful to the nuclear power plant performance. Trainers identify what else is needed to improve performance and determine if the course could have been done better. Identifying improvements for the course and improvements for the entire training process is an important part of the evaluation phase of SAT. Conclusion: The systematic approach to training is always attempting to improve performance of people. It is an orderly; logical approach to determining what people must know and do at a particular job or in a specific profession and to prepare them to do their job. The systematic approach to training ensures that people are prepared for  their work by having the necessary knowledge, skills, and attitudes to do their job. (b) Explain briefly different training and development methods Training and Development Methods: Employee Training Methods: - The most popular training methods used by organization 1. can be classified as either on the job or off the job training few better technique from each category are briefly explained  On the job training: The most widely used method of training take place on the job. On the job training places the employee in an actual work situation and makes them appear to be employee is an actual work situation and make them appear to be immediately productive. Apprenticeship programs: - people seeking to enter skilled trades are often required to undergo apprenticeship training  Off the job training: - off the job training covers a number of technique classroom lectures films demonstrations cause studies and others relations exercise and programmed instructions. Different types of off the job training are as follows:  Films  Simulation exercise  Cases  Experimental exercise  Computer modeling  Vestibule training  Programmed instructions (2) Management development method: - Management development is more future oriented and       more concerned with education than is employee training or  assisting a person to become a better performer by education we mean that management development activities attempt to instill sound reasoning processes – To enhance one’s ability to understand and interpret knowledge rather than imparting a body of  serial facts. Successful managers have analytical human conceptual and specialized skills. They are able to think and understand management development method is further divided into two parts On the job development :The development of a manager’s abilities can take place on the job. we will review four popular on the job techniques (i) Coaching (ii) Understudy assignments (iii) Job rotation (iv) Committee assignments

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Coaching: - When a manager takes an active role in guiding another manager we refer to this activity as coaching. The effective gives guidance through direction, advice, criticism and suggestions in an attempt to aid the growth of the employee. Job rotation: - Job rotation represents an excellent method for broadening the manager or potential manager and for turning specialist into generalists. In addition to increasing the manager’s experience and allowing the manager to absorb new information, it can reduce boredom and stimulate the development of  new ideas. It can also provide opportunities for a more comprehensive and reliable evaluation of the manager by his or her supervisors. Committee assignments: -Assignment to a committee can provide an opportunity for the employee to share in manager decision making to learn by watching others and to investigate specific organisational problems. When committees are of “Adhoc” or temporary nature they often take on task force activities designed to delve into a particular problem, ascertain alternative solutions and make recommendations for  implementing solutions. Appointment to permanent committee: - Appointment to permanent committee increases the employee’s exposure to other member of the organization, broadens his/her understanding and provides an opportunity to grow and make recommendations under the scrutiny of other committee members. (3) Off the job development: -there are many management development technique that personal can partake in off the job. Few popular ones: Sensitivity training: Sensitivity training in encounter groups is a method of changing behaviour through group processes. Transactional analysis: This may help managers understand others better and assist them in altering their responses so as to produce effective results. Lecture courses: Formal lectures offer an opportunity for managers or potential managers to acquire knowledge and develop conceptual and analytical abilities. In large organisations, these lecture courses may be offered “In-The-House” by the organisation itself. Simulation exercises: These were introduced as a training technique, they were meant probably for  management development. Most widely used simulation exercises are: a. Case studies b. Simulated decision game c. Role playing Responsibility for training and development: - Training is the responsibility of four major groups: The top management, which frames the training policy. o o The HRD department which plans establishes and evaluates instructional programmes Super ions who facilitate training and development activities o o Employee’s who provide feedback revisions and suggestions for corporate educational endeavors.

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HR Development and Training Question 9: (a) (b) (c) (d) (e)

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Write short notes on: (Any Two) MBO Principles of learning Selection process Training of Appraisers

(a) MBO: It is all too easy for managers to fail to outline, and agree with their employees, what it is that everyone is trying to achieve. MBO substitutes for good intentions a process that requires rather precise written description of objectives (for the period ahead) and time-lines for their monitoring and achievement. The process requires that the manager and the employee agree to what the employee will attempt to achieve in the period ahead, and (very important) that the employee accept and buy into the objectives (otherwise commitment will be lacking).

For example, whatever else a manager and employee may discuss and agree in their regular discussions, let us suppose that they feel that it will be sensible to introduce a key performance indicator to show the development of sales revenue in a part of the firm. Then the manager and the employee need to discuss what is being planned, what the time-schedule is and what the indicator might or might not be. Thereafter  the two of them should liaise to ensure that the objective is being attended to and will be delivered on time. Organisations have scarce resources and so it is incumbent on the managers to consider the level of  resourcing but also to consider whether the objectives that are jointly agreed within the firm are the right ones and represent the best allocation of effort. In the traditional performance appraisal methods the appraiser has to rely entirely on his judgment to assess the employee. Since a number of decisions are taken based on appraisal, it is essential to make the system as objective as possible. The management by objectives approach involves establishing performance goals jointly by the superior and subordinate. For this program to be effective, both the superior and subordinate must e actively involved in the objective formulation and agrees upon the methods to be used to assess performance. MBO Principles  Cascading of organizational goals and objectives.  Specific objectives for each member.  Participative decision making.  Explicit time period.  Performance evaluation and feedback. The MBO program involves: (i) Defining key tasks for the subordinate and setting a limited number of objectives. (ii) Establishing criteria for evaluation of objectives. (iii) Determining the dates for review of progress and making modification in the original objective during the review, if necessary. (iv) Having a final evaluation session for counseling and encouragement. (v) Setting objectives for the next cycle. Problems faced by the MBO program are: Too much paper work   Setting too many objectives may create prioritization problems  Difficult to establish measurable objectives for certain jobs.  Too much emphasis on short term performance and losing sight of long-term objectives. 

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

May be used by some supervisors as a control devise that intimidates rather than motivates subordinates. (c) Selection Process: If an evaluation / selection program is to be successful the employee characteristics which are believed necessary for effective performance on the job should be stated explicitly in the job specification. The criteria usually can best summarize in the following categories: Education Experience Physical Characteristics Personal Characteristics • • • •

Basically, the employee evaluation and selection criteria should list the characteristics of present employees who have performed well in the positions to be filled. However, if the list of characteristics desired is too long, it may not be possible to select anyone. With no list of c riterion, the wrong prospects are likely to be selected. These predictors of success, particularly the more formal mechanisms such as items on a paper and pencil test, have two characteristics: Reliability Validity The reliability of an employee evaluation and selection instrument, such as a test, is the extent to which the instrument is a consistent measure of something. An intelligence test is said to be reliable, if the same person's scores do not vary greatly when the test is taken several times. The higher the reliability, the more confidence can be placed in the measurement method. Usually, the instrument is more reliable if it is longer. The instrument used must also be internally consistent to be considered reliable, which is a good predictor of success for the job performance in question. Reliability and validity can be thought of in the following way. A yardstick is a reliable measure of space; no matter how many times you carefully measure a basketball player, he will be the same height. But a yardstick has no validity as a measure of his muscular coordination. Thus a selection device such as a test may be reliable without being valid. Human resource specialists can compute the validity of a selection instrument several ways. One way, is to look at the currently successful employees, find a factor that is common to them, and designate it as a predictor. This is called concurrent validity. A second way is to use an instrument such as a test during the evaluation / selection process, then wait until the successful employees are identified and correlate the test or test measures with the successful and unsuccessful employees. This is called predictive validity. A third way, sometimes used by smaller organizations, because the numbers of persons in similar  jobs is too small to use concurrent or predictive methods, is called synthetic validity. In this case, elements of several jobs that are similar, rather than a whole job, are used to validate the selection instrument. This method is newer than the other two and us used less frequently. It should be noted that the criterion used to predict performance or success is a proxy of actual performance. Since good job performance is usually a combination of many factors (quality of work, quantity of work, etc.), a criterion such as a supervisory rating is a proxy for the real measure, job success or performance. Selection process: 1. Initial screening interview: - In culmination of our recruiting efforts we should be prepared to imitative a preliminary review of potentially acceptable candidates. the screening is in effort a few step procedures. i. The screening of inquiries and ii. The provision of screening interviews. • •

•

•

•

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2. Completion of application form: - Once the initial screening has been completed application

3. 4.

5.

6.

7.

are asked to complete the organization application form. The amount of information required may be only the applicant’s name, address and telephone number. Employment tests: - Organizations historically relied to a considerable extent on intelligence aptitude ability and interest tests to provide major inputs to the selection process. Comprehensive interview: - Those individuals who are still viable applicants after the initial screening  application  form  and  required  tests   have  been  completed  are   then  given  a comprehensive  interview.  The  applicant  may   be  interviewed  by   personnel  department interviewers. Background investigation: - The next step in the selection process is to undertake an investigation of those applicants who appear to other potential as employees. They may include contacting former employers to confirm the candidate work record and to obtain their appraisal of his or her performance. Physical examination: - The last step prior to the final selection decision may consist of  having the applicant take a physical examination. For most jobs this is a screening device in the selection process. Final employment decision: -Those individuals who perform successfully on the employment tests and the comprehensive interview and are not eliminated by the development of negative information on either the background investigation or physical examination is now considered to be eligible to receive an offer of employment. This is the whole selection process adopted by almost all the organizations in order to choose the best candidate for the job among all candidates.

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Question 10: Analyse anyone of the cases given in the study material. Case: A Depressed Trainee Engineer (Chapter 8 – Appraisal Interviews) Questions: 1. Where did the things go wrong? 2. What options are open for the training management other than termination of Mr. Sharma? 3. Did the Paints Shop manager handle the trainee properly? 4. How could you put Mr. Sharma back on the right Track? Case analysis: 1. Where did things go wrong? In the above case study, it is evident that there were certain key turning points in the scenario where one could say that the things took a turn for the worse. A few of them are outlined below:  Improper setting of goals and expectations – The company should have had a defined policy and training guide in place for all job roles, that would have listed the goals, a ctivities, skills required for every department’s trainees and thereby set a realistic expectation in the minds of the trainees. While it is stated that the trainees were taken in only after rigorous rounds of tests, interviews etc, care should also have been taken to take the inputs of the trainees themselves in assessing their aspirations and explaining to them the nature and scope of the training program Failure to handle a high performer’s career ambitions – It is evident that Mr. Sharma had the  technical skills necessary that would have enabled him to contribute better to his specific department, had the department manager, training manager and the company in general, handled his career aspirations better and had a policy in place to mould future leaders of the company by having a fast growth career  track and periodically assessing if Mr. Sharma could have fit in it. Very often, a company’s work  environment and policies come in the way of a high performer’s growth and ambition and this was probably the case in this situation too.  Lack of effective reward system – Very often it is seen that a lack of an effective reward and appreciation system is the cause of frustration and disinterest in the job. The company should have instituted an effective reward system to motivate and spur high performance employees, including the trainees like Mr. Sharma. The Training Manager should have taken it into himself to discuss the matter  with his management team including the Department Manager to find out ways and means of rewarding effective performance. This could have taken the form of either a monetary award or an increase in stipend or even something non-monetary like better benefits or a citation or an opportunity to contribute in a more interesting and challenging work opportunity. 

Lack of foresight on the part of Mr. Sharma – Mr. Sharma should have expressed his situation better to the Training Manager instead of letting his feelings and frustration creep into his job. He could have taken initiative by taking on more responsibilities or working on more strategic opportunities and let his good performance speak for itself. He should have looked at the long term benefits as pointed out by the Training Manager and the implications of his behaviour on it.  Improper handling of a potential conflict – Reading the case study, one gets the feeling that the conflict was never really handled to the satisfaction of the parties thereby denying a win-win situation for  Mr. Sharma or the company. The Training Manager should have better tried to understand Mr. Sharma’s demand, while at the same time ascertaining from the management or the Department Manager as to what sources of avenue were open to them to improve the morale of Mr. Sharma and to ensure a fair hearing on the matter. The parties concerned should have got together and discussed the pros n cons of the avenues open to them. 2. What options are open for the training management other than termination of Mr. Sharma?

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Some of the options that are open to the training management are:  Understand the underlying motives of Mr. Sharma’s demand and find out if it would be possible to effect a decision that would satisfy both Mr. Sharma and also the company – This would be the first step and will act as a predecessor to any of the other options that can be discussed below. The Training Management needs to understand the rationale, motive and logic behind Mr. Sharma’s demand and apathy towards his job.  Source new avenues of opportunities for training – Assuming Mr. has grasped all the basics needed for  his normal departmental job and hence his demand to be made a permanent employee, the training management should consider whether they would like to ask Mr. Sharma to take on a more challenging role or provide him with higher training that would help him learn more skills and at the same time assuage his ego. Retrain him in another area of specialization – If there is absolutely no scope for sourcing new  avenues of opportunities within the same department, then the training department needs to do a costbenefits analysis of retraining Mr. Sharma for work in a different department (possibly related) where there would be scope for more challenging work, keeping in mind Mr. Sharma’s intellect, qualifications, willingness and perception. While doing so, it must also be mentioned that the situation should be handled delicately and it should not seem that the current department is trying to get rid of Mr. Sharma. It must be explained to Mr. Sharma regarding the scope of more challenging work in the new department where he could be better satisfied and contribute more. The aspirations, scope and nature of work along with scope for growth and learning should be explained at the outset to prevent a repeat of the current scenario.  Trying to effect a change in policy to consider hiring good performers earlier than normal – While it is correct to state that Mr. Sharma’s current behaviour was far was satisfactory, it should be considered in the light of his previous performance appraisal after his 3 month training, where he had performed well and also the fact that his department did not have the need for an elaborate training program and that Mr. Sharma’s academic record from a prestigious institute was good. The company should define a policy for  fast track employees to prevent future such incidents from dampening the enthusiasm and morale of  potential high performers. 3. Did the Paints Shop manager handle the trainee properly? No, I do not feel that the Paints Shop manager handled the trainee properly. There were a number of  instances which I feel support my reasoning.  Not providing an effective means of capturing periodic feedback – There was no instance which suggested that a well thought out feedback mechanism was incorporated in the training cycle. Neither was there a periodicity attached to any such feedback. As a result, it was made known until later about the extent of the trainee’s frustration. Not asking for a self assessment by the trainee – The trainee was not asked to evaluate his  performance objectively and bring to light the trainees interpretation of his performance with respect to the criteria applied for an appraisal. There was no sense of participation on the side of the trainee and hence no output for redressal of grievance and frustration.  Not focused on solving the problem – The paints shop manager did not show the maturity and responsibility needed to solve the problem. He was more focused with the attitude of the trainee than on the underlying cause of it and took no effort to understand the rot cause of the problem.  No follow up and no goal setting – The paints shop manager did not take it upon himself to follow up the activities of the trainee once he came to know about the trainees demand and decline in performance thereof. Neither was his frustrations addressed nor was there any management done on the part of the pants shop manager to assign a suitable set of activities for the trainee and to follow up on his progress on the same. No mutually satisfactory goals were established and measurements thereof defined. Ineffective reward and appraisal system –The paints shop manager did not follow a policy of   effectively rewarding good performance and for providing an evaluative objective appraisal incorporating

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