HUMAN RESOURCE MANAGEMENT Human resource management (HRM, or simply HR) is the management of an organization's workforce, or human resources.

It is responsible for the attraction, selection, training, assessment, an rewar ing of employees, while also o!erseeing organizational lea ership an culture, an ensuring compliance with employment an labor laws. In circumstances where employees esire an are legally authorize to hol a collecti!e bargaining agreement, HR will typically also ser!e as the company's primary liaison with the employees' representati!es (usually a labor union). Human resources may be efine as the total knowle ge, skills, creati!e abilities, talents an aptitu es of an organization's workforce, as well as the !alues, attitu es, approaches an beliefs of the in i!i uals in!ol!e in the affairs of the organization. It is the sum total or aggregate of inherent abilities, ac"uire knowle ge an skills represente by the talents an aptitu es of the persons employe in the organization. #he human resources are multi imensional in nature. $rom the national point of !iew, human resources may be efine as the knowle ge, skills, creati!e abilities, talents an aptitu es obtaine in the population% whereas from the !iewpoint of the in i!i ual enterprise, they represent the total of the inherent abilities, ac"uire knowle ge an skills as e&emplifie in the talents an aptitu es of its employees. Human Resource Management' (efine Human Resource Management has come to be recognize as an inherent part of management, which is concerne with the human resources of an organization. Its ob)ecti!e is the maintenance of better human relations in the organization by the e!elopment, application an e!aluation of policies, proce ures an programmes relating to human resources to optimize their contribution towar s the realization of organizational ob)ecti!es. In other wor s, HRM is concerne with getting better results with the collaboration of people. It is an integral but istincti!e part of management, concerne with people at work an their relationships within the enterprise. HRM helps in attaining ma&imum in i!i ual e!elopment, esirable working relationship between employees an employers, employees an employees, an effecti!e mo eling of human resources as contraste with physical resources. It is the recruitment, selection, e!elopment, utilization, compensation an moti!ation of human resources by the organization.

Human Resource Management' *!olution #he early part of the century saw a concern for impro!e efficiency through careful esign of work. (uring the mi le part of the century emphasis shifte to the employee's pro ucti!ity. Recent eca es ha!e focuse on increase concern for the "uality of working life, total "uality management an worker's participation in management. #hese three phases may be terme as welfare, e!elopment an empowerment.

Human Resource Management' +ature Human Resource Management is a process of bringing people an organizations together so that the goals of each are met. #he !arious features of HRM inclu e' , It is per!asi!e in nature as it is present in all enterprises. , Its focus is on results rather than on rules. , It tries to help employees e!elop their potential fully. , It encourages employees to gi!e their best to the organization. , It is all about people at work, both as in i!i uals an groups. , It tries to put people on assigne )obs in or er to pro uce goo results. , It helps an organization meet its goals in the future by pro!i ing for competent an wellmoti!ate employees. , It tries to buil an maintain cor ial relations between people working at !arious le!els in the organization. , It is a multi isciplinary acti!ity, utilizing knowle ge an inputs rawn from psychology, economics, etc.

Human Resource Management' .cope #he scope of HRM is !ery wi e' /. 0ersonnel aspect-#his is concerne with manpower planning, recruitment, selection, placement, transfer, promotion, training an e!elopment, layoff an retrenchment, remuneration, incenti!es, pro ucti!ity etc. 1. 2elfare aspect-It eals with working con itions an amenities such as canteens, creches, rest an lunch rooms, housing, transport, me ical assistance, e ucation, health an safety, recreation facilities, etc. 3. In ustrial relations aspect-#his co!ers union-management relations, )oint consultation, collecti!e bargaining, grie!ance an isciplinary proce ures, settlement of isputes, etc.

Human Resource Management' 4eliefs #he Human Resource Management philosophy is base on the following beliefs'

, Human resource is the most important asset in the organization an can be e!elope an increase to an unlimite e&tent. , 5 healthy climate with !alues of openness, enthusiasm, trust, mutuality an collaboration is essential for e!eloping human resource. , HRM can be planne an monitore in ways that are beneficial both to the in i!i uals an the organization. , *mployees feel committe to their work an the organization, if the organization perpetuates a feeling of belongingness. , *mployees feel highly moti!ate if the organization pro!i es for satisfaction of their basic an higher le!el nee s. , *mployee commitment is increase with the opportunity to is6co!er an use one's capabilities an potential in one's work. , It is e!ery manager's responsibility to ensure the e!elopment an utilisation of the capabilities of subor inates.

Human Resource Management' 7b)ecti!es , #o help the organization reach its goals. , #o ensure effecti!e utilization an ma&imum e!elopment of human resources. , #o ensure respect for human beings. #o i entify an satisfy the nee s of in i!i uals. , #o ensure reconciliation of in i!i ual goals with those of the organization. , #o achie!e an maintain high morale among employees. , #o pro!i e the organization with well-traine an well-moti!ate employees. , #o increase to the fullest the employee's )ob satisfaction an self-actualization. , #o e!elop an maintain a "uality of work life. , #o be ethically an socially responsi!e to the nee s of society. , #o e!elop o!erall personality of each employee in its multi imensional aspect. , #o enhance employee's capabilities to perform the present )ob. , #o e"uip the employees with precision an clarity in trans6action of business. , #o inculcate the sense of team spirit, team work an inter-team collaboration.

Human Resource Management' $unctions In or er to achie!e the abo!e ob)ecti!es, Human Resource Management un ertakes the following acti!ities' /. Human resource or manpower planning. 1. Recruitment, selection an placement of personnel. 3. #raining an e!elopment of employees.

8. 5ppraisal of performance of employees. 9. #aking correcti!e steps such as transfer from one )ob to another. :. Remuneration of employees. ;. .ocial security an welfare of employees. <. .etting general an specific management policy for organizational relationship. =. >ollecti!e bargaining, contract negotiation an grie!ance han ling. /?. .taffing the organization. //. 5i ing in the self- e!elopment of employees at all le!els. /1. (e!eloping an maintaining moti!ation for workers by pro!i ing incenti!es. /3. Re!iewing an au iting man6power management in the organization /8. 0otential 5ppraisal. $ee back >ounseling. /9. Role 5nalysis for )ob occupants. /:. @ob Rotation. /;. Auality >ircle, 7rganization e!elopment an Auality of 2orking Bife.

Human Resource Management' Ma)or Influencing $actors In the 1/st century HRM will be influence by following factors, which will work as !arious issues affecting its strategy' , .ize of the workforce. , Rising employees' e&pectations

, (rastic changes in the technology as well as Bife-style changes. , >omposition of workforce. +ew skills re"uire . , *n!ironmental challenges. , Bean an mean organizations. , Impact of new economic policy. 0olitical i eology of the Co!ern6ment. , (ownsizing an rightsizing of the organizations. , >ulture pre!ailing in the organization etc.

Human Resource Management' $uturistic Dision 7n the basis of the !arious issues an challenges the following suggestions will be of much help to the philosophy of HRM with regar to its futuristic !ision' /. #here shoul be a properly efine recruitment policy in the organization that shoul gi!e its focus on professional aspect an merit base selection. 1. In e!ery ecision-making process there shoul be gi!en proper weightage to the aspect that employees are in!ol!e where!er possible. It will ultimately lea to sense of team spirit, teamwork an inter-team collaboration. 3. 7pportunity an comprehensi!e framework shoul be pro!i e for full e&pression of employees' talents an manifest potentialities. 8. +etworking skills of the organizations shoul be e!elope internally an e&ternally as well as horizontally an !ertically. 9. $or performance appraisal of the employeeEs emphasis shoul be gi!en to 3:? egree fee back which is base on the re!iew by superiors, peers, subor inates as well as self-re!iew. :. 3:? egree fee back will further lea to increase focus on customer ser!ices, creating of highly in!ol!e workforce, ecrease hierarchies, a!oi ing iscrimination an biases an i entifying performance threshol . ;. More emphasis shoul be gi!en to #otal Auality Management. #AM will co!er all employees at all le!els% it will conform to customer's nee s an e&pectations% it will ensure effecti!e utilization of resources an will lea towar s continuous impro!ement in all spheres an acti!ities of the organization. <. #here shoul be focus on )ob rotation so that !ision an knowle ge of the employees are broa ene as well as potentialities of the employees are increase for future )ob prospects.

=. $or proper utilization of manpower in the organization the concept of si& sigma of impro!ing pro ucti!ity shoul be intermingle in the HRM strategy. /?. #he capacities of the employees shoul be assesse through potential appraisal for performing new roles an responsibilities. It shoul not be confine to organizational aspects only but the en!ironmental changes of political, economic an social consi erations shoul also be taken into account. //. #he career of the employees shoul be planne in such a way that in i!i ualizing process an socializing process come together for fusion process an career planning shoul constitute the part of human resource planning. #o conclu e Human Resource Management shoul be linke with strategic goals an ob)ecti!es in or er to impro!e business performance an e!elop organizational cultures that foster inno!ation an fle&ibility. 5ll the abo!e futuristic !isions couple with strategic goals an ob)ecti!es shoul be base on 3 H's of Heart, Hea an Han i.e., we shoul feel by Heart, think by Hea an implement by Han . #he Human Resources management system consists of many components, which are capable of working together. Hereun er, we will mention some of these functionalities knowing that we stay at your entire isposition in or er to e&plain an emonstrate the whole human resources sub-mo ules to you to un erstan an appreciate the power tools an functionalities of this application' 0ersonnel 5 ministration 7rganizational Management #ime Management 0ayroll Recruitment 0ersonnel 5 ministration% allows you to assign employees to the company's organizational units an structures uring the hiring process, as well as maintain important employee personal ata, such as, change in cost center, salary, a ress, etc...through out the employee's life cycle at the company. #ime Management% pro!i es full functionality for management of time an lea!e information in the >ompany inclu ing time collection an e!aluation of time an absence ata for employees. 7rganizational Management% allows you to epict your organizational an reporting structures clearly by presenting an up-to- ate picture your enterprise's organizational plan. Recruitment% enables you to optimize the recruitment process triggere by !acant positions by linking the >ompany organizational process, from organizational an )ob planning to mailing letters of re)ection or acceptance.

0ayroll% co!ers all essential payroll functions inclu ing earnings an e uctions processing, preparation of remuneration statements, bank transfers an follow up acti!ities such as transfer of information to $inancials HUMAN RESOURCE PLANNING #he ongoing process of systematic planning to achie!e optimum use of an organization's most !aluable asset - its human resources. #he ob)ecti!e of human resource (HR) planning is to ensure the best fit between employees an )obs, while a!oi ing manpower shortages or surpluses. #he three key elements of the HR planning process are forecasting labor eman , analyzing present labor supply, an balancing pro)ecte labor eman an supply. #he HR plan nee s to be fle&ible enough to meet short-term staffing challenges, while a apting to changing con itions in the business an en!ironment o!er the longer term. Human resource planning is also a continuous process. Human Resource 0lanning' an Intro uction was written to raw these issues to the attention of HR or line managers. 2e a ress such "uestions as' what is human resource planningF how o organisations un ertake this sort of e&erciseF what specific uses oes it ha!eF In ealing with the last point we nee to be able to say to har presse managers' why spen time on this acti!ity rather than the other issues bulging your in trayF #he report tries to meet this nee by illustrating how human resource planning techni"ues can be applie to four key problems. It then conclu es by consi ering the circumstances is which human resourcing can be use . /. (etermining the numbers to be employe at a new location If organisations o!er o the size of their workforce it will carry surplus or un erutilise staff. 5lternati!ely, if the opposite mis)u gement is ma e, staff may be o!erstretche , making it har or impossible to meet pro uction or ser!ice ea lines at the "uality le!el e&pecte . .o the "uestions we ask are' How can output be impro!e your through un erstan ing the interrelation between pro ucti!ity, work organisation an technological e!elopmentF 2hat oes this mean for staff numbersF 2hat techni"ues can be use to establish workforce re"uirementsF Ha!e more fle&ible work arrangements been consi ere F How are the staff you nee to be ac"uire F

#he principles can be applie to any e&ercise to efine workforce re"uirements, whether it be a business start-up, a relocation, or the opening of new factory or office. 1. Retaining your highly skille staff Issues about retention may not ha!e been to the fore in recent years, but all it nee s is for organisations to lose key staff to realise that an un erstan ing of the pattern of resignation is nee e . #hus organisations shoul ' monitor the e&tent of resignation isco!er the reasons for it establish what it is costing the organisation compare loss rates with other similar organisations. 2ithout this un erstan ing, management may be unaware of how many goo "uality staff are being lost. #his will cost the organisation irectly through the bill for separation, recruitment an in uction, but also through a loss of long-term capability.

Ha!ing un erstoo the nature an e&tent of resignation steps can be taken to rectify the situation. #hese may be relati!ely cheap an simple solutions once the reasons for the eparture of employees ha!e been i entifie . 4ut it will epen on whether the problem is peculiar to your own organisation, an whether it is concentrate in particular groups (eg by age, gen er, gra e or skill). 3. Managing an effecti!e ownsizing programme #his is an all too common issue for managers. How is the workforce to be cut painlessly, while at the same time protecting the long-term interests of the organisationF 5 "uestion ma e all the har er by the time pressures management is un er, both because of business necessities an employee an&ieties. HR0 helps by consi ering' the sort of workforce en!isage at the en of the e&ercise the pros an cons of the ifferent routes to get there how the nature an e&tent of wastage will change uring the run- own the utility of retraining, re eployment an transfers what the appropriate recruitment le!els might be. .uch an analysis can be presente to senior managers so that the cost benefit of !arious metho s of re uction can be assesse , an the time taken to meet targets establishe .

If instea the >*7 announces on ay one that there will be no compulsory re un ancies an !oluntary se!erance is open to all staff, the anger is that an unbalance workforce will result, reflecting the take-up of the se!erance offer. It is often ifficult an e&pensi!e to replace lost "uality an e&perience. 8. 2here will the ne&t generation of managers come fromF

Many senior managers are trouble by this issue. #hey ha!e seen tra itional career paths isappear. #hey ha!e ha to bring in senior staff from elsewhere. 4ut they recognise that while this may ha!e ealt with a short-term skills shortage, it has not sol!e the longer term "uestion of managerial supply' what sort, how many, an where will they come fromF #o a ress these "uestions you nee to un erstan ' the present career system (inclu ing patterns of promotion an mo!ement, of recruitment an wastage) the characteristics of those who currently occupy senior positions the organisationEs future supply of talent. #his then can be compare with future re"uirements, in number an type. #hese will of course be affecte by internal structural changes an e&ternal business or political changes. >omparing your current supply to this re!ise eman will show surpluses an shortages which will allow you to take correcti!e action such as' recruiting to meet a shortage of those with senior management potential allowing faster promotion to fill imme iate gaps e!eloping cross functional transfers for high fliers hiring on fi&e -term contracts to meet short-term skillsGe&perience eficits re ucing staff numbers to remo!e blockages or forthcoming surpluses. #hus appropriate recruitment, eployment an se!erance policies can be pursue to meet business nee s. 7therwise processes are likely to be haphazar an inconsistent. #he wrong sort of staff are engage at the wrong time on the wrong contract. It is e&pensi!e an embarrassing to put such matters right. How can HR0 be applie F #he report etails the sort of approach companies might wish to take. Most organisations are likely to want HR0 systems' which are responsi!e to change where assumptions can easily be mo ifie

that recognise organisational flui ity aroun skills that allow fle&ibility in supply to be inclu e that are simple to un erstan an use which are not too time eman ing. #o operate such systems organisations nee ' appropriate eman mo els goo monitoring an correcti!e action processes comprehensi!e ata about current employees an the e&ternal labour market an un erstan ing how resourcing works in the organisation. If HR0 techni"ues are ignore , ecisions will still be taken, but without the benefit of un erstan ing their implications. Cra uate recruitment numbers will be set in ignorance of eman , or management succession problems will e!elop unnotice . 5s Ceorge 4ernar .haw sai ' Hto be in hell is to rift% to be in hea!en is to steerE. It is surely better if ecision makers follow this ma&im in the way they make an e&ecute resourcing plans. 0lanning for human resource is more important than planning for any other resource as eman for the later epen s upon the size an structure of the former whether it is in a country or in an in ustry. $urther ,management of human resources har ly begins from human resources planning .In fact it is the basis for most of the other functions. 7b)ecti!es of Human Resources 0lanning #he important ob)ecti!es of manpower planning in an organization are /. to recruit an retain the human resources of re"uire "uantity an "uality. 1. to foresee the employee turno!er an make the arrangements for minimizing turno!er an filling up of conse"uent !acancies 3. to meet the nee s of the program of e&pansion, i!ersification etc., 8. to foresee the impact of technology on work, e&isting employees an future human resources re"uirements 9. to impro!e the stan ar s skill .knowle ge,, ability, iscipline etc., :. to assess the surplus or shortage of human resources an take measures accor ingly., ;. to maintain congenial in ustrial relations by maintaining optimum le!el an structure of human resources%

<. to minimize imbalances cause ue to non-a!ailability of human resources of right kin ,right number in right time an right place% =. to make the best use of its human resources% an /?. to estimate the cost of human resources. 2hat is Human Resources 0lanningF *.2 Detter !iewe human resources planning as I a process by which an organization shoul mo!e from its current manpower position to its esire manpower position. #hrough planning management stri!es to ha!e the right number an right kin of people at the right places at the right time, oing things which result in both the organization an the in i!i ual recei!ing ma&imum long-run benefitJ. 5ccor ing to Beon > Megginson human resources planning is an integrate approach to performing the planning aspects of the personnel function in or er to ha!e a sufficient supply of a e"uately e!elope an moti!ate people to perform the uties an tasks re"uire to meet organizational ob)ecti!es an satisfy the in i!i ual nee s an goals of organizational members. Human resources planning may be !iewe as foreseeing the human resource re"uirements of an organization an the future supply of human resources an /. making necessary a )ustments between these two an organizational plans %an 1. foreseeing the possibility of e!eloping the supply of human resources in or er to match it with re"uirements by intro ucing necessary changes in the functions of human resources management .In this efinition, human resource means skill knowle ge, !alues, ability, commitment, moti!ation etc., in a ition to the number of employees.

.teps In Human Resource 0lanning HR0 0rocess HR0 is one by the HR( manager. He is supporte by the HR( epartment. He takes following .teps in the process of Human Resource 0lanning HR0. /. Re!iew of 7rganisation's 7b)ecti!es #he HR( Manager first stu ies the ob)ecti!es of the organisation. #hen he prepares a list of all the acti!ities ()obs) that are re"uire to achie!e the ob)ecti!es. He also oes @ob's analysis.

1. *stimation of Manpower Re"uirements #he HR( manager then estimates the manpower re"uirement of the organisation. #hat is, he fin s out how many people (manager an employers) will be re"uire to o all the )obs in the

organisation. *stimation of manpower re"uirements must be ma e in terms of "uantity an "uality. 3. *stimation of Manpower .upply #he HR( manager then estimates the manpower supply. #hat is, he fin s out how many managers, an employers are a!ailable in the organisation. 8. >omparison of Manpower #he HR( manager then compares the manpower re"uirements an manpower supply. 9. In case of no ifference If there is no ifference between the manpower re"uirements an the manpower supply, then the HR( manager oes not take any action. #his is because manpower re"uirements are e"ual to the manpower supply. :. In case of ifference If there is a ifference between the manpower re"uirements an the manpower supply the HR( manager takes the following actions. /. Manpower .urplus If the manpower re"uirements are less then the manpower supply then there is a surplus. (uring manpower surplus, the HR( manager takes the following actions '#ermination i.e remo!al of staff. Bay-off. Doluntary retirement. 1. Manpower .hortage If the manpower re"uirements are greater than the manpower supply then there is manpower shortage. (uring manpower shortage, the HR( manager takes the following actions '0romotions 7!ertime #raining to impro!e "uality. Hire staff from outsi e, etc. ;. Moti!ation of Manpower

HR0 also moti!ates the employers an managers by pro!i ing, financial an non-financial incenti!es. <. Monitoring Manpower Re"uirements #he HR( manager must continuously monitor the manpower re"uirements. #his is because many employees an managers lea!e the organisation by resignation, retirement, etc. an new work force must take their place fill the manpower gap. #his helps in uninterruptible functioning of the organisation.

R*>RKI#M*+# 5+( .*B*>#I7+ Recruitment

According to Edwin B. Flippo, Recruitment is the process of searching the candidates for employment and stimulating them to apply for jobs in the organisation. Recruitment is the acti ity that lin!s the employers and the job see!ers. A few definitions of recruitment are" # A process of finding and attracting capable applicants for employment. $he process begins when new recruits are sought and ends when their applications are submitted. $he result is a pool of applications from which new employees are selected. # %t is the process to disco er sources of manpower to meet the re&uirement of staffing schedule and to employ effecti e measures for attracting that manpower in ade&uate numbers to facilitate effecti e selection of an efficient wor!ing force. Recruitment of candidates is the function preceding the selection, which helps create a pool of prospecti e employees for the organisation so that the management can select the right candidate for the right job from this pool. $he main objecti e of the recruitment process is to e'pedite the selection process. Recruitment is a continuous process whereby the firm attempts to de elop a pool of &ualified applicants for the future human resources needs e en though specific acancies do not e'ist. (sually, the recruitment process starts when a manger initiates an employee re&uisition for a specific acancy or an anticipated acancy. RECRUITMENT NEEDS ARE OF THREE TYPES # PLANNED i.e. the needs arising from changes in organi)ation and retirement policy. # ANTICIPATED Anticipated needs are those mo ements in personnel, which an organi)ation can predict by studying trends in internal and e'ternal en ironment.

# UNEXPECTED Resignation, deaths, accidents, illness gi e rise to une'pected needs.

*urpose and %mportance # Attract and encourage more and more candidates to apply in the organisation. # +reate a talent pool of candidates to enable the selection of best candidates for the organisation. # ,etermine present and future re&uirements of the organi)ation in conjunction with its personnel planning and job analysis acti ities. # Recruitment is the process which lin!s the employers with the employees. # %ncrease the pool of job candidates at minimum cost. # -elp increase the success rate of selection process by decreasing number of isibly under &ualified or o er&ualified job applicants. # -elp reduce the probability that job applicants once recruited and selected will lea e the organi)ation only after a short period of time. # .eet the organi)ations legal and social obligations regarding the composition of its wor!force. # Begin identifying and preparing potential job applicants who will be appropriate candidates. # %ncrease organi)ation and indi idual effecti eness of arious recruiting techni&ues and sources for all types of job applicants *rocess $he recruitment and selection is the major function of the human resource department and recruitment process is the first step towards creating the competiti e strength and the strategic ad antage for the organisations. Recruitment process in ol es a systematic procedure from sourcing the candidates to arranging and conducting the inter iews and re&uires many resources and time. A general recruitment process is as follows" # Identifying the vacancy $he recruitment process begins with the human resource department recei ing re&uisitions for recruitment from any department of the company. $hese contain" / *osts to be filled / 0umber of persons

/ ,uties to be performed / 1ualifications re&uired *reparing the job description and person specification. 2ocating and de eloping the sources of re&uired number and type of employees 3Ad ertising etc4.

5hort6listing and identifying the prospecti e employee with re&uired characteristics. Arranging the inter iews with the selected candidates. +onducting the inter iew and decision ma!ing

7. %dentify acancy 8. *repare job description and person specification 9. Ad ertising the acancy :. .anaging the response ;. 5hort6listing <. Arrange inter iews =. +onducting inter iew and decision ma!ing $he recruitment process is immediately followed by the selection process i.e. the final inter iews and the decision ma!ing, con eying the decision and the appointment formalities. 5ources E ery organisation has the option of choosing the candidates for its recruitment processes from two !inds of sources" internal and e'ternal sources. $he sources within the organisation itself 3li!e transfer of employees from one department to other, promotions4 to fill a position are !nown as the internal sources of recruitment. Recruitment candidates from all the other sources 3li!e outsourcing agencies etc.4 are !nown as the e'ternal sources of recruitment. SOURCES OF RECRUITMENT

%nternal !" TRANSFERS $he employees are transferred from one department to another according to their efficiency and e'perience. #" PROMOTIONS $he employees are promoted from one department to another with more benefits and greater responsibility based on efficiency and e'perience. $" >thers are U%g&ading and De'(ti(n of present employees according to their performance. )" Reti&ed and Ret&enched e'%*(yee+ may also be recruited once again in case of shortage of &ualified personnel or increase in load of wor!. Recruitment such people sa e time and costs of the organisations as the people are already aware of the organisational culture and the policies and procedures. ," $he dependents and relati es of Decea+ed e'%*(yee+ and Di+a-*ed e'%*(yee+ are also done by many companies so that the members of the family do not become dependent on the mercy of others. E'ternal 7. PRESS AD.ERTISEMENTS Ad ertisements of the acancy in newspapers and journals are a widely used source of recruitment. $he main ad antage of this method is that it has a wide reach. 8. EDUCATIONAL INSTITUTES ?arious management institutes, engineering colleges, medical +olleges etc. are a good source of recruiting well &ualified e'ecuti es, engineers, medical staff etc. $hey pro ide facilities for campus inter iews and placements. $his source is !nown as +ampus Recruitment. 9. PLACEMENT A/ENCIES 5e eral pri ate consultancy firms perform recruitment functions on behalf of client companies by charging a fee. $hese agencies are particularly suitable for recruitment of e'ecuti es and specialists. %t is also !nown as R*> 3Recruitment *rocess >utsourcing4 :. EMPLOYMENT EXCHAN/ES @o ernment establishes public employment e'changes throughout the country. $hese e'changes pro ide job information to job see!ers and help employers in identifying suitable candidates.

;. LA0OUR CONTRACTORS .anual wor!ers can be recruited through contractors who maintain close contacts with the sources of such wor!ers. $his source is used to recruit labour for construction jobs. <. UNSOLICITED APPLICANTS .any job see!ers isit the office of well6!nown companies on their own. 5uch callers are considered nuisance to the daily wor! routine of the enterprise. But can help in creating the talent pool or the database of the probable candidates for the organisation. =. EMPLOYEE REFERRALS 1 RECOMMENDATIONS .any organisations ha e structured system where the current employees of the organisation can refer their friends and relati es for some position in their organisation. Also, the office bearers of trade unions are often aware of the suitability of candidates. .anagement can in&uire these leaders for suitable jobs. %n some organi)ations these are formal agreements to gi e priority in recruitment to the candidates recommended by the trade union. A. RECRUITMENT AT FACTORY /ATE (ns!illed wor!ers may be recruited at the factory gate these may be employed whene er a permanent wor!er is absent. .ore efficient among these may be recruited to fill permanent acancies. Factors Affecting $he recruitment function of the organisations is affected and go erned by a mi' of arious internal and e'ternal forces. $he internal forces or factors are the factors that can be controlled by the organisation. And the e'ternal factors are those factors which cannot be controlled by the organisation. $he internal and e'ternal forces affecting recruitment function of an organisation are" FACTORS AFFECTIN/ RECRUITMENT

%nternal

$he internal forces i.e. the factors which can be controlled by the organisation are" 7. RECRUITMENT POLICY $he recruitment policy of an organisation specifies the objecti es of recruitment and pro ides a framewor! for implementation of recruitment programme. %t may in ol e organi)ational system to be de eloped for implementing recruitment programmes and procedures by filling up acancies with best &ualified people. FACTORS AFFECTIN/ RECRUITMENT POLICY / >rgani)ational objecti es / *ersonnel policies of the organi)ation and its competitors. / @o ernment policies on reser ations. / *referred sources of recruitment. / 0eed of the organi)ation. / Recruitment costs and financial implications. 8. HUMAN RESOURCE PLANNIN/ Effecti e human resource planning helps in determining the gaps present in the e'isting manpower of the organi)ation. %t also helps in determining the number of employees to be recruited and what &ualification they must possess. 9. SI2E OF THE FIRM $he si)e of the firm is an important factor in recruitment process. %f the organi)ation is planning to increase its operations and e'pand its business, it will thin! of hiring more personnel, which will handle its operations. :. COST Recruitment incur cost to the employer, therefore, organi)ations try to employ that source of recruitment which will bear a lower cost of recruitment to the organi)ation for each candidate. ;. /RO3TH AND EXPANSION >rgani)ation will employ or thin! of employing more personnel if it is e'panding itBs operations. E'ternal $he e'ternal forces are the forces which cannot be controlled by the organisation. $he major e'ternal forces are" 7. SUPPLY AND DEMAND $he a ailability of manpower both within and outside the organi)ation is an important determinant in the recruitment process. %f the company has a demand for more professionals and there is limited supply in the mar!et for the professionals demanded by the company, then the company will ha e to depend upon internal sources by pro iding them special training and de elopment programs.

8. LA0OUR MAR4ET Employment conditions in the community where the organi)ation is located will influence the recruiting efforts of the organi)ation. %f there is surplus of manpower at the time of recruitment, e en informal attempts at the time of recruiting li!e notice boards display of the re&uisition or announcement in the meeting etc will attract more than enough applicants. 9. IMA/E 1 /OOD3ILL %mage of the employer can wor! as a potential constraint for recruitment. An organi)ation with positi e image and goodwill as an employer finds it easier to attract and retain employees than an organi)ation with negati e image. %mage of a company is based on what organi)ation does and affected by industry. For e'ample finance was ta!en up by fresher .BABs when many finance companies were coming up. :. POLITICAL5SOCIAL5 LE/AL EN.IRONMENT ?arious go ernment regulations prohibiting discrimination in hiring and employment ha e direct impact on recruitment practices. For e'ample, @o ernment of %ndia has introduced legislation for reser ation in employment for scheduled castes, scheduled tribes, physically handicapped etc. Also, trade unions play important role in recruitment. $his restricts management freedom to select those indi iduals who it belie es would be the best performers. %f the candidate canBt meet criteria stipulated by the union but union regulations can restrict recruitment sources. ;. UNEMPLOYMENT RATE >ne of the factors that influence the a ailability of applicants is the growth of the economy 3whether economy is growing or not and its rate4. Chen the company is not creating new jobs, there is often o ersupply of &ualified labour which in turn leads to unemployment. <. COMPETITORS $he recruitment policies of the competitors also effect the recruitment function of the organisations. $o face the competition, many a times the organisations ha e to change their recruitment policies according to the policies being followed by the competitors. *olicy of an >rgani)ation %n todayBs rapidly changing business en ironment, a well defined recruitment policy is necessary for organi)ations to respond to its human resource re&uirements in time. $herefore, it is important to ha e a clear and concise recruitment policy in place, which can be e'ecuted effecti ely to recruit the best talent pool for the selection of the right candidate at the right place &uic!ly. +reating a suitable recruitment policy is the first step in the efficient hiring process. A clear and concise recruitment policy helps ensure a sound recruitment process. %t specifies the objecti es of recruitment and pro ides a framewor! for implementation of recruitment programme. %t may in ol e organi)ational system to be de eloped for implementing recruitment programmes and procedures by filling up acancies with best &ualified people. COMPONENTS OF THE RECRUITMENT POLICY

$he general recruitment policies and terms of the organisation Recruitment ser ices of consultants Recruitment of temporary employees (ni&ue recruitment situations $he selection process $he job descriptions $he terms and conditions of the employment

A recruitment policy of an organisation should be such that"

%t should focus on recruiting the best potential people. $o ensure that e ery applicant and employee is treated e&ually with dignity and respect. (nbiased policy. $o aid and encourage employees in reali)ing their full potential. $ransparent, tas! oriented and merit based selection. Ceightage during selection gi en to factors that suit organi)ation needs. >ptimi)ation of manpower at the time of selection process. ,efining the competent authority to appro e each selection. Abides by rele ant public policy and legislation on hiring and employment relationship. %ntegrates employee needs with the organisational needs.

FACTORS AFFECTIN/ RECRUITMENT POLICY

>rgani)ational objecti es *ersonnel policies of the organi)ation and its competitors. @o ernment policies on reser ations. *referred sources of recruitment. 0eed of the organi)ation. Recruitment costs and financial implications

Recent $rends $he following trends are being seen in recruitment"

# OUTSOURCIN/ %n %ndia, the -R processes are being outsourced from more than a decade now. A company may draw re&uired personnel from outsourcing firms. $he outsourcing firms help the organisation by the initial screening of the candidates according to the needs of the organisation and creating a suitable pool of talent for the final selection by the organisation. >utsourcing firms de elop their human resource pool by employing people for them and ma!e a ailable personnel to arious companies as per their needs. %n turn, the outsourcing firms or the intermediaries charge the organisations for their ser ices. Ad antages of outsourcing are" 7. +ompany need not plan for human resources much in ad ance. 8. ?alue creation, operational fle'ibility and competiti e ad antage 9. turning the managementDs focus to strategic le el processes of -R. :. +ompany is free from salary negotiations, weeding the unsuitable resumesEcandidates. ;. +ompany can sa e a lot of its resources and time

POACHIN/1RAIDIN/ Buying talent 3rather than de eloping it4 is the latest mantra being followed by the organisations today. *oaching means employing a competent and e'perienced person already wor!ing with another reputed company in the same or different industryF the organisation might be a competitor in the industry. A company can attract talent from another firm by offering attracti e pay pac!ages and other terms and conditions, better than the current employer of the candidate. But it is seen as an unethical practice and not openly tal!ed about. %ndian software and the retail sector are the sectors facing the most se ere brunt of poaching today. %t has become a challenge for human resource managers to face and tac!le poaching, as it wea!ens the competiti e strength of the firm. E5RECRUITMENT .any big organi)ations use %nternet as a source of recruitment. E6 recruitment is the use of technology to assist the recruitment process. $hey ad ertise job acancies through worldwide web. $he job see!ers send their applications or curriculum itae i.e. +? through e mail using the %nternet. Alternati ely job see!ers place their +?Bs in worldwide web, which can be drawn by prospecti e employees depending upon their re&uirements. Ad antages of recruitment are"
o o o o o

2ow cost. 0o intermediaries Reduction in time for recruitment. Recruitment of right type of people. Efficiency of recruitment process.

E6Recruitment $he bu))word and the latest trends in recruitment is the E6Recruitment. Also !nown as >nline recruitment, it is the use of technology or the web based tools to assist the recruitment process. $he tool can be either a job website li!e nau!ri.com, the organisationBs corporate web site or its own intranet. .any big and small organi)ations are using %nternet as a source of recruitment. $hey ad ertise job acancies through worldwide web. $he job see!ers send their applications or curriculum itae 3+?4 through an e6mail using the %nternet. Alternati ely job see!ers place their +?Bs in worldwide web, which can be drawn by prospecti e employees depending upon their re&uirements. $he internet penetration in %ndia is increasing and has tremendous potential. According to a study by 0A55+>. G Hobs is among the top reasons why new users will come on to the internet, besides e6mail. $here are more than 7A million resumeBs floating online across the world. $he two !inds of e6 recruitment that an organisation can use is G # 6(- %(&ta*+ G i.e. posting the position with the job description and the job specification on the job portal and also searching for the suitable resumes posted on the site corresponding to the opening in the organisation. # +reating a complete online recruitmentEapplication section in the companies own website. 6 +ompanies ha e added an application system to its website, where the Ipassi eB job see!ers can submit their resumes into the database of the organisation for consideration in future, as and when the roles become a ailable. Re+7'e Scanne&+ Resume scanner is one major benefit pro ided by the job portals to the organisations. %t enables the employees to screen and filter the resumes through pre6defined criteriaBs and re&uirements 3s!ills, &ualifications, e'perience, payroll etc.4 of the job. Hob sites pro ide a 8:J= access to the database of the resumes to the employees facilitating the just6in6time hiring by the organisations. Also, the jobs can be posted on the site almost immediately and is also cheaper than ad ertising in the employment newspapers. 5ometimes companies can get aluable references through the passers6by applicants. >nline recruitment helps the organisations to automate the recruitment process, sa e their time and costs on recruitments. On*ine &ec&7it'ent techni87e+

@i ing a detailed job description and job specifications in the job postings to attract candidates with the right s!ill sets and &ualifications at the first stage. E6recruitment should be incorporated into the o erall recruitment strategy of the organisation. A well defined and structured applicant trac!ing system should be integrated and the system should ha e a bac!6end support.

Along with the bac!6office support a comprehensi e website to recei e and process job applications 3through direct or online ad ertising4 should be de eloped. $herefore, to conclude, it can be said that e6recruitment is the E ol ing face of recruitment. Ad antages and ,isad antages

$here are many benefits G both to the employers and the job see!ers but the e6recruitment is not free from a few shortcomings. 5ome of the ad antages and the disad antages of e6 recruitment are as follows" Advantage+ (f E5Rec&7it'ent a&e # 2ower costs to the organisation. Also, posting jobs online is cheaper than ad ertising in the newspapers. # 0o intermediaries. # Reduction in the time for recruitment 3o er <; percent of the hiring time4. # Facilitates the recruitment of right type of people with the re&uired s!ills. # %mpro ed efficiency of recruitment process. # @i es a 8:J= access to an online collection of resumes. # >nline recruitment helps the organisations to weed out the un&ualified candidates in an automated way. # Recruitment websites also pro ide aluable data and information regarding the compensation offered by the competitors etc. which helps the -R managers to ta!e arious -R decisions li!e promotions, salary trends in industry etc Di+advantage+ (f E5Rec&7it'ent Apart from the arious benefits, e6recruitment has its own share of shortcomings and disad antages. 5ome of them are"

5creening and chec!ing the s!ill mapping and authenticity of million of resumes is a problem and time consuming e'ercise for organisations. $here is low %nternet penetration and no access and lac! of awareness of internet in many locations across %ndia. >rganisations cannot be dependant solely and totally on the online recruitment methods. %n %ndia, the employers and the employees still prefer a face6to6face interaction rather than sending e6mails.

$ypes of Hob 5ee!ers Ty%e+ Of 6(- See9e&+ !" :7id P&( :7e $hese are the people who say that % can do this for you, what can you gi e me $hese people alue high responsibilities, higher ris!s, and e'pect higher rewards, personal de elopment and company profiles doesnBt matter to them. #" I ;i** -e ;ith y(7 $hese people li!e to be with big brands. %mportance is gi en to brands. $hey are not bothered about wor! ethic, culture mission etc. $" I ;i** d( y(7 ;hat y(7 ;ant $hese people are concerned about how meaningful the job is and they define meaning parameters criteria !nown by pre ious job. )" 3he&e d( y(7 ;ant 'e t( c('e $hese people obser e things li!e where is your office, what atmosphere do you offer. +areer prospects and e'citing projects donBt entice them as much. %t is the responsibility of the recruiter to decide what the employee might face in gi en job and thus ta!e decision. A good decision will help cut down employee retention costs and future recruitment costs.

Both recruitment and selection are the two phases of the employment process. $he differences between the two are" !" Recruitment is the process of searching the candidates for employment and stimulating them to apply for jobs in the organisation C-EREA5 selection in ol es the series of steps by which the candidates are screened for choosing the most suitable persons for acant posts. #" $he basic purpose of recruitments is to create a talent pool of candidates to enable the selection of best candidates for the organisation, by attracting more and more employees to apply in the organisation C-EREA5 the basic purpose of selection process is to choose the right candidate to fill the arious positions in the organisation. $" Recruitment is a positi e process i.e. encouraging more and more employees to apply C-EREA5 selection is a negati e process as it in ol es rejection of the unsuitable candidates. )" Recruitment is concerned with tapping the sources of human resources C-EREA5 selection is concerned with selecting the most suitable candidate through arious inter iews and tests.

," $here is no contract of recruitment established in recruitment C-EREA5 selection results in a contract of ser ice between the employer and the selected employee.

*rocess

6(- ana*y+i+ and de+c&i%ti(n

>nce a acancy arises the human resource manager will first identify and record the responsibilities and tas!s which are related to the job. After analysing the responsibilities and tas!s they are noted down which becomes the Hob description for the job. %t includes"

A job title ,epartment of the business in which the new employee would wor! ,etails of the tas!s to be performed Responsibilities in ol ed *lace in the hierarchical structure .ethods of assessing the performance

6(- S%ecificati(n
>n the basis of Hob description, a job specification is made. %t is a document which outlines the re&uirements, &ualifications and &ualities, s!ills and !nowledge re&uired for the job. %t is also !nown as %e&+(n +%ecificati(n"

6(- Adve&ti+e'ent
After completing the person specification 3job specification4 the acancy is ad ertised. %t can be ad ertised internally 3on the company notice board or newsletter4 or may be ad ertised e'ternally in a newspaper or maga)ine. $he ad ertisement will usually contain the elements of a person specification with additional information li!e the name and profile of the company, date and time of inter iew, address of the company and the contact person etc.

A%%*icati(n+ &eceived and +h(&t*i+ted

>nce a job is ad ertised, there might be hundreds of application recei ed. All of the applications recei ed might not be suitable for the job. $hus a short listing of the applications will be done. $he applications most near to the job specification will be called for inter iew and those who do not &ualify the criteria will be rejected.

Inte&vie;

$he shortlisted candidates will be called for an inter iew to erify their &ualifications, personal &ualities and aptitude for the job. %t may in ol e a face to face discussion between the inter iewer and inter iewee. $he firm may also conduct s!ill test, aptitude tests or personality test if it deems fit so.

Se*ecting the +7ita-*e candidate

$he candidate who scores the ma'imum in the inter iew will be selected for the job and gi en an appointment letter.

-R +hallenges Recruitment is a function that re&uires business perspecti e, e'pertise, ability to find and match the best potential candidate for the organisation, diplomacy, mar!eting s!ills 3as to sell the position to the candidate4 and wisdom to align the recruitment processes for the benefit of the organisation. $he -R professionals G handling the recruitment function of the organisation6 are constantly facing new challenges. $he biggest challenge for such professionals is to source or recruit the best people or potential candidate for the organisation. %n the last few years, the job mar!et has undergone some fundamental changes in terms of technologies, sources of recruitment, competition in the mar!et etc. %n an already saturated job mar!et, where the practices li!e poaching and raiding are gaining momentum, -R professionals are constantly facing new challenges in one of their most important function6 recruitment. $hey ha e to face and con&uer arious challenges to find the best candidates for their organisations. $he major challenges faced by the -R in recruitment are"

Adaptability to globali)ation G $he -R professionals are e'pected and re&uired to !eep in tune with the changing times, i.e. the changes ta!ing place across the globe. -R should maintain the timeliness of the process 2ac! of moti ation G Recruitment is considered to be a than!less job. E en if the organisation is achie ing results, -R department or professionals are not than!ed for recruiting the right employees and performers. *rocess analysis G $he immediacy and speed of the recruitment process are the main concerns of the -R in recruitment. $he process should be fle'ible, adapti e and responsi e to the immediate re&uirements. $he recruitment process should also be cost effecti e. 5trategic prioriti)ation G $he emerging new systems are both an opportunity as well as a challenge for the -R professionals. $herefore, re iewing staffing needs and prioriti)ing the tas!s to meet the changes in the mar!et has become a challenge for the recruitment professionals.

5trategies Recruitment is of the most crucial roles of the human resource professionals. $he le el of performance of and organisation depends on the effecti eness of its recruitment function. >rganisations ha e de eloped and follow recruitment strategies to hire the best talent for their organisation and to utili)e their resources optimally. A successful recruitment strategy should be well planned and practical to attract more and good talent to apply in the organisation. For formulating an effecti e and successful recruitment strategy, the strategy should co er the following elements" 7. Identifying and %&i(&iti<ing =(-+ Re&uirements !eep arising at arious le els in e ery organisationF it is almost a ne er6 ending process. %t is impossible to fill all the positions immediately. $herefore, there is a need to identify the positions re&uiring immediate attention and action. $o maintain the &uality of the recruitment acti ities, it is useful to prioriti)e the acancies whether to focus on all acancies e&ually or focusing on !ey jobs first. 8. Candidate+ t( ta&get $he recruitment process can be effecti e only if the organisation completely understands the re&uirements of the type of candidates that are re&uired and will be beneficial for the organisation. $his co ers the following parameters as well"
o

*erformance le el re&uired" ,ifferent strategies are re&uired for focusing on hiring high performers and a erage performers.

E'perience le el re&uired" the strategy should be clear as to what is the e'perience le el re&uired by the organisation. $he candidateBs e'perience can range from being a fresher to e'perienced senior professionals. +ategory of the candidate" the strategy should clearly define the target candidate. -eEshe can be from the same industry, different industry, unemployed, top performers of the industry etc.

9. S(7&ce+ (f &ec&7it'ent $he strategy should define arious sources 3e'ternal and internal4 of recruitment. Chich are the sources to be used and focused for the recruitment purposes for arious positions. Employee referral is one of the most effecti e sources of recruitment. :. T&ained &ec&7ite&+ $he recruitment professionals conducting the inter iews and the other recruitment acti ities should be well6trained and e'perienced to conduct the acti ities. $hey should also be aware of the major parameters and s!ills 3e.g." beha ioural, technical etc.4 to focus while inter iewing and selecting a candidate. ;. H(; t( eva*7ate the candidate+ $he arious parameters and the ways to judge them i.e. the entire recruitment process should be planned in ad ance. 2i!e the rounds of technical inter iews, -R inter iews, written tests, psychometric tests etc.

E'patriate Recruitment E'patriate is a person who lea es his country to wor! and li e in a foreign country. @enerally, e'patriates are the nationals from the other countries than the host and the .0+Bs parent country, i.e. e'patriates are the third country nationals. $he una ailability of the re&uired s!ills and talents ta!es the organisation to source talent from other countries. $he procedures and processes of recruiting and selecting the human resources are ne er uniform e en within a single organisation. $he procedures ary according to the post, the s!ill set re&uired, the nature of wor! etc. .ore of it is seen in the case of recruitment of e'patriates. $he recruitment and selection procedures and considerations are drastically different for e'patriates than that of the domestic employees. Recruitment of e'patriates in ol es greater time, monetary resources and other indirect costs. %mproper recruitment and selection can cause the e'patriates to return hastily or a decline in their performance. A mismatch between job 3its re&uirements4 and people can reduce the effecti eness of other human resource acti ities and can affect the performance of the employees as well as the organisation. Recruiting e'patriates re&uire special considerations and s!ills to select the best person for the job. E'cept for a few e'patriate selection policies, the e'patriate selection criterion is generally organisation and nation specific. $he recruiters for recruiting the e'patriates should be carefully selected and trained. $he recruitment strategies for e'patriates should be aligned with re&uirements of the job. $he inter iews of e'patriates are designed in a manner to judge their"

Adaptability to the new culture %ntercultural interaction Fle'ibility *rofessional e'pertise *ast international wor! e'perience $olerance and open6mindedness Family situation 2anguage ability Attitude and moti ation Empathy towards local culture

A few researches in this field also suggest that women are morel li!ely to be successful in certain positions as e'patriates as they are more sensiti e towards new culture and people. Recruitment of e'patriates should be followed by cultural and sensiti ity training, and language training.

5election Se*ecti(n >nce the potential applicants are identified, the ne't step is to e aluate their &ualification , &ualities,e'periences, capabilities,etc..Kma!e the selection. %t is the process of offering jobs to the desired applicants. 5election means choosing a few from those who apply, %t is pic!ing up of applicants or candidates with re&uisite &ualifications and &ualities to fill jobs in the organi)ation. Se*ecti(n P&(ce++ inc*7de 74 %nitial screening inter iew 84 Application blan! or application form 94 Critten e'amination K other selection tests :4 +omprehensi e inter iew ;4 .edical e'amination <4 +hec!ing the refernces =4 Final employment dececision A4*lacement Employee 5election is the process of putting right men on right job. %t is a procedure of matching organi)ational re&uirements with the s!ills and &ualifications of people. Effecti e selection can be done only when there is effecti e matching. By selecting best candidate for the re&uired job, the organi)ation will get &uality performance of employees. .oreo er, organi)ation will face less of absenteeism and employee turno er problems. By selecting right candidate for the re&uired job, organi)ation will also sa e time and money. *roper screening of candidates ta!es place during selection procedure. All the potential candidates who apply for the gi en job are tested. But selection must be differentiated from recruitment, though these are two phases of employment process. Recruitment is considered to be a positi e process as it moti ates more of candidates to apply for the job. %t creates a pool of applicants. %t is just sourcing of data. Chile selection is a negati e process as the inappropriate candidates are rejected here. Recruitment precedes selection in staffing process. 5election in ol es choosing the best candidate with best abilities, s!ills and !nowledge for the re&uired job. $he E'%*(yee +e*ecti(n P&(ce++ ta!es place in following order6 7. P&e*i'ina&y Inte&vie;+5 %t is used to eliminate those candidates who do not meet the minimum eligiblity criteria laid down by the organi)ation. $he s!ills, academic and family bac!ground, competencies and interests of the candidate are e'amined during

preliminary inter iew. *reliminary inter iews are less formali)ed and planned than the final inter iews. $he candidates are gi en a brief up about the company and the job profileF and it is also e'amined how much the candidate !nows about the company. *reliminary inter iews are also called screening inter iews. 8. A%%*icati(n -*an9+5 $he candidates who clear the preliminary inter iew are re&uired to fill application blan!. %t contains data record of the candidates such as details about age, &ualifications, reason for lea ing pre ious job, e'perience, etc. 9. 3&itten Te+t+5 ?arious written tests conducted during selection procedure are aptitude test, intelligence test, reasoning test, personality test, etc. $hese tests are used to objecti ely assess the potential candidate. $hey should not be biased. :. E'%*(y'ent Inte&vie;+5 %t is a one to one interaction between the inter iewer and the potential candidate. %t is used to find whether the candidate is best suited for the re&uired job or not. But such inter iews consume time and money both. .oreo er the competencies of the candidate cannot be judged. 5uch inter iews may be biased at times. 5uch inter iews should be conducted properly. 0o distractions should be there in room. $here should be an honest communication between candidate and inter iewer. ;. Medica* e>a'inati(n5 .edical tests are conducted to ensure physical fitness of the potential employee. %t will decrease chances of employee absenteeism. <. A%%(int'ent Lette&5 A reference chec! is made about the candidate selected and then finally he is appointed by gi ing a formal appointment letter.

$he recruitment and selection process is important for new and established businesses ali!e. Lour human resources department has the support and e'pertise of employment specialists who assist hiring managers with the procedures to ensure your companyKampFMN9OFs leaders are ma!ing wise hiring decisions. $here are se eral pieces to the recruitment and selection process" sourcing candidates, re iewing and trac!ing applicants, conducting inter iews and selection for employment.

Sourcing Candidates
$his is the first step in the recruitment and selection process. 5ourcing candidates means your employment specialist is using a ariety of methods to find suitable candidates for job acancies. 5ourcing can be done ia online ad ertising on job and career sites or professional networ!ing and participation in trade associations. Another creati e sourcing techni&ue employment specialists utili)e is monitoring employment changes at industry competitors to recruit applicants familiar with the same type of business you are operating.

Tracking Applicants
$he ne't steps in the recruitment and selection process are trac!ing applicants and applications and re iewing resumes. Applicant trac!ing systems 3A$54 are becoming e'tremely helpful to employers, and this technology aids in the management of job acancies and applications for e ery open position. Employment specialists use A$5s to re iew applications and resumes. Following your employment specialistKMN9OFs applicant re iew, he can then decide which applicants he wants to inter iew. Cith some A$5s, applicants can trac! application status. An A$5 can be de eloped for organi)ations of any si)e, including small businesses.

Preliminary Phone Interview

+onducting a preliminary phone inter iew is essential for obtaining information about the applicantKMN9OFs bac!ground, wor! history and e'perience. Chen your employment specialist conducts a preliminary inter iew, the objecti e is to determine whether or not the applicant has the re&uisite s!ills and &ualifications for the job acancy. +onsistent with widely accepted human resources practices, the $e'as Association of +ounties recommends, K&uotFA &uic! initial re iew will re eal those applicants who ob iously do not meet the minimum re&uirements for the job.K&uotF Chile an employment specialist may probe further into the applicantKMN9OFs e'perience and interpersonal s!ills, the purpose of this inter iew is to narrow the field of applicants to send for consideration by the hiring manager.

Face-to-Face Interview and Selection

%n this stage of the recruitment and selection process, the hiring manager re iews the applications and resumes the employment specialist forwarded to her. $he hiring manager in ites the applicant to inter iew face6to6faceF communication about the inter iew and scheduling is generally handled by the employment specialist. $his ensures that all &ualified applicants recei e the same information. At times, the employment specialist will prepare the applicant for the face6to6face inter iew. After the hiring manager inter iews the applicant, she further narrows the field of candidates from which to select for the job opening. %n many companies, there is an additional inter iew by the same hiring manager or perhaps a panel of inter iewers.

Extending an Employment !!er

>nce the hiring manager decides which candidate is most suitable for the job acancy, itKMN9OFs time to inform the candidate of pre6employment matters, such as bac!ground in&uiries, drug tests and, if applicable, licensing information. Chen recruiting for positions where you negotiate the terms of employment, compensation and benefits, and other issues, a draft employment offer may change hands from the candidate to the employer until the parties reach an agreement. An employment offer should always be in writing to document the terms of your agreement with your prospecti e employee.

.ethods

"# Interviews - all types

%nter iews can ta!e many forms and styles. $he type of inter iewing recommended throughout the (ni ersity is +riteria6Based Beha ioural %nter iewing. $his type of inter iewing is based around the criteria identified in the person specification G the essential and desirable criteria. %t is therefore really important to prepare a good person specification right at the start of the recruitment process. %t is also important to identify how each of the criteria will be assessed. 5ome items in the criteria e.g. a &ualification, can be assessed by reference to the application form, these can be called the hard or factual criteria and can usually be assessed on the application form or c. . >ther criteria, e.g. interpersonal s!ills, which can be called soft criteria can only be assessed through an inter iew. By clearly identifying your criteria on the person specification and how you intend to assess each of these, you will ensure that you are"

thoroughly checking each can i ate against the right criteria able to plan the whole process to inclu e any tests etc fairly applying the criteria to each can i ate able to iscriminate fairly between can i ates not missing an important aspect of the re"uirements

$he inter iew will tend to concentrate therefore on the soft criteria, though you will also be chec!ing to ma!e sure the candidate does possess the hard data they ha e claimed in their application. $he inter iew will follow a structure and should be planned and prepared in ad ance. For more information on inter iewing, you should really attend the training course.

A fe; gene&a* ti%+ (n inte&vie;ing a&e inc*7ded -e*(; P7&%(+e (f an Inte&vie;

/. (oes can i ate meet person specification L knowle ge, skills, e&perience, personal "ualities, beha!ioursF 1. (oes can i ate know enough to eci e this is right )ob an organisation for themF (so they stay) 3. Coo impression of Kni!ersityF (e!en if not successful)

/ene&a* %&inci%*e+ (f C&ite&ia50a+ed 0ehavi(7&a* Inte&vie;+

/. Recruit for attitu e, train for skills 1. 4est in icator of future beha!iour is past beha!iour 3. *!i ence-base approach 8. 4ase on thorough person specification 9. Rela&e but not informal format :. >an i ate stretche not stresse ;. 0robing "uestions not personal <. (o not re!eal personal !iews

/((d Inte&vie;+ +h(7*d

/. 4e frien ly 1. .tretch the can i ate 3. Make the can i ate workGthink har 8. .houl co!er a lot of groun 9. Really test the can i ates skills :. 4e !ery thorough ;. 4e <?M to =?M of can i ate talking

C(''(n I++7e+ (f P((& Inte&vie;+

/. Inter!iewers talke too much L 9?M or more 1. Inter!iewers rea out their "uestions 3. Auestions long an comple& 8. Inter!iewers i not probe 9. >an i ates not gi!en an opportunity to e&pan answers :. Inter!iew finishe too "uickly (before sche ule to finish) ;. Inter!iewer i not make much eye contact <. Inter!iewer shuffling papers (ob!iously has not rea c! prior to inter!iew)

Hint+ and Ti%+ ? D(@+

/. 0repare room for can i ates comfort eg light, heat 1. 0repare yourself L e.g. rea c.!.s again 3. 0repare "uestions in a !ance

8. Kse a prepare opening 9. Kse pauses an silence :. 7pen "uestions to start ;. #ry to mo!e smoothly from topic to topic <. 5sk one "uestion at a time =. 5!oi )argon /?. #ry to look intereste N //. Maintain eye contact /1. Oeep notes to minimum but regular /3. 7ffer can i ate the opportunity to ask "uestions

Hint+ and Ti%+ ? D(n@t+

/. (onEt accept glib answers L make sure you probe. If they say they are goo at something, how o they knowF 2hat e!i ence can they gi!e you that this is trueF 1. (onEt o most of the talking L you only collect e!i ence when the can i ate is talking 3. (onEt react !iolently to anything sai , e.g. su not taken any other notes enly write a reply own when you ha!e

8. (onEt criticise or argue, or eliberately pro!oke the can i ate L this style of inter!iewing relies on a goo rapport to rela& the can i ate so that you can see them as they really are. Kpset the rapport an they will not beha!e in their normal way 9. Bose eye contact with the can i ate L get colleagues to take notes from your "uestions so that you can keep the rapport

A Ty%ica* Inte&vie; P*an

/. Intro uction 1. 4roa "uestions - gain sufficient un erstan ing of e&perience an backgroun 3. >riteria-base "uestions from 0erson .pecification 8. $ollow up probing "uestions - not scripte but from can i ates responses 9. *ach panel member to ha!e assigne criteria :. >hair to Imop upJ if not enough searching "uestions ;. >an i ates ask "uestions <. I.ellJ )ob, Kni!ersity, rewar s an terms an con itions =. >lose

U+ing the Inte&vie; A++e++'ent /&id+

/. +ot )ust bureaucracy 1. Kse as a tool to help iscussionG ecision 3. >omplete the person criteria before you set "uestions an before the inter!iew L at short listing stage 8. .et your stan ar s for each of the key person criteria (eg goo communication skills) before you inter!iew. *!ery person specification has communication skills as an important criteria but what oes it mean in your )ob L is it passing simple information to single en"uirers, e&plaining comple& information to groups of people, or persua ing an influencing go!ernment epartments to change their policiesF 9. .hare this un erstan ing with the panel :. *ach panel member shoul assess each can i ate separately an then in plenary ;. Remember, you shoul be looking for a bo y of positi!e an contrary e!i ence for any criteria, not relying on a single piece of e!i ence

At the end (f eve&y inte&vie; Did it g( ;e**A did y(7 give the candidate eve&y (%%(&t7nity t( +tate thei& ca+eB
/. 2hat was the opening likeF 1. How was my rapport an bo y language with the can i ate 3. 2hat i I learn from their bo y languageF 8. (i the "uestions work, were they clear an unambiguousF 9. (i we probe wellF :. (i we get the e!i ence we nee e F ;. 2ere all the criteria co!ere F <. 2hat was the close like, were the ne&t steps clearF

$# Presentations
*resentations can be used in a ariety of ways depending on how they relate to the job description and the normal wor!ing practices e'pected of the post. E'ample 7" for a post which is re&uired to respond to a committee or the public in a ery short timescale gi en a few facts, candidates could be as!ed to simply arri e early to the inter iew, be &uic!ly briefed and gi en half an hour to prepare a ; minute presentation, and deli er it orally with no supports.

E'ample 8 " -owe er, if the job re&uires a person to ta!e time to prepare and deli er lectures of say :; minutes, they would normally ha e time to prepare properly, so it would be unreasonable to gi e them the same tas! as the one abo e. $hey should recei e the topic well in ad ance and ha e time beforehand to prepare their deli ery. %n assessing presentations, it is important to ha e the decided on the criteria against which each candidate will be mar!ed. $hese could include criteria which will also be assessed at inter iew, but may ta!e on a particular aspect G e.g. communications s!ills could be assessed in the inter iew but will be mainly loo!ing at how the person communicates with the panel and gets their points across, as well as how they interact with the members of the panel. %n a lecture style presentation, the candidatesB communications s!ills to a large group will be assessed, which is much more formal deli ery. >ther criteria can be assessed in the presentation G ability to assimilate information &uic!ly could be included in E'ample 7 but not in 8. 5trategic perspecti e s!ills might be included if the topic allows it. Hudgement and self confidence could also be assessed through a presentation. For the panel of inter iewers, it is important that they attend all the presentations if possible. %f others are in ol ed in assessing e.g. an audience for a lecture presentation, then the audience should be allowed to pro ide their iews to the panel to ma!e the process worthwhile. $his may be done by as!ing the audience to email to one person on the panel, gi ing the audience a framewor! for their comments. $his may not mean specifying all the criteria to them but perhaps as!ing them to comment on tone, deli ery, content, suitability, interest, enthusiasm etc. Finally, the panel should be prepared to gi e feedbac! on candidatesB presentations.

%# Tests
%t is possible that when defining the person specification criteria that some criteria pro e hard to assess either through the application form or c. ., or ia the inter iew. For e'ample, if some %$ s!ills are needed for the posts, such as Access database s!ills, how will you !now that the candidates meet the standard that you are e'pecting in the jobP A candidate can tell you or write down that they ha e these s!ills, and e en describe how they use the system, but it is hard to be sure. %f this is an important part of the role, it may be worth using a test. %n this case, the recruitment ad isor could assist you in de eloping a test to be used as part of the shortlisting process, perhaps to reduce a field of 78 candidates to : or ; for inter iews. $here are also tests e.g. numerical reasoning, erbal reasoning, critical thin!ing, manual de'terity which can be bought off the shelf. Ce do not currently stoc! these but can access and deli er them on your behalf.

&# Psychometric tests

$hese are particularly useful if you want to assess candidates for managerial or senior appointments or candidates for appointments where there is a special need for the post 6 such as strong relationship building s!ills. $hese types of test are especially good at assisting with

assessing how candidates are li!ely to beha e, for e'ample, towards a manager, towards their peers, and towards their subordinates. $hey will often pro ide a profile which should be discussed with the candidate to chec! alidity, as they are self perception &uestionnaires. +andidates should also be gi en feedbac! on the profile. $he profile should be a part of the assessment, contributing perhaps up to 7NQ towards the final decision. $hey should be used carefully as they need to be used in the right way by properly trained assessors.

-(.A0 RE5>(R+E ,E?E2>*.E0$ -uman Resource ,e elopment 3-R,4 is the framewor! for helping employees de elop their personal and organi)ational s!ills, !nowledge, and abilities. -uman Resource ,e elopment includes such opportunities as employee training, employee career de elopment, performance management and de elopment, coaching, mentoring, succession planning, !ey employee identification, tuition assistance, and organi)ation de elopment. $he focus of all aspects of -uman Resource ,e elopment is on de eloping the most superior wor!force so that the organi)ation and indi idual employees can accomplish their wor! goals in ser ice to customers. >rgani)ations ha e many opportunities for human resources or employee de elopment, both within and outside of the wor!place. -uman Resource ,e elopment can be formal such as in classroom training, a college course, or an organi)ational planned change effort. >r, -uman Resource ,e elopment can be informal as in employee coaching by a manager. -ealthy organi)ations belie e in -uman Resource ,e elopment and co er all of these bases.

According to American 5ociety for $raining and ,e elopment 3A5$,4, R-R, is the integrated use of "6 training and de elopment, organisational de elopment, and career de elopment to impro e indi idual, group and organisational effecti eness.R

Features o! 'uman (esource )evelopment '()

$he nature E scope E characteristics or features of -R, are as follows "6

"# Training and )evelopment

-R, in ol es training and de eloping the employees and managers. %t impro es their &ualities, &ualifications and s!ills. %t ma!es them more efficient in their present jobs. %t also prepares them for future higher jobs.

$# rganisational )evelopment * )+
-R, also in ol es >rganisational ,e elopment. >, tries to maintain good relations throughout the organisation. %t also sol es problems of absenteeism, internal conflicts, low producti ity and resistance to change.

%# Career )evelopment
-R, also in ol es career planning and de elopment of employees. %t helps the employees to plan and de elop their careers. %t informs them about future promotions and how to get these promotions. 5o -R, helps the employee to grow and de elop in the organisation.

&# Per!ormance Appraisal

-R, conducts *erformance Appraisal, *otential Appraisal, etc. %t informs the employees about their strengths and wea!nesses. %t also ad ises them about how to increase their strengths and how to remo e their wea!nesses.

,# -ultidisciplinary
-R, is multidisciplinary. $hat is, it uses many different subjects. %t uses education, management, psychology, communication, and economics. -R, uses all these subjects for training and de eloping the employees.

.# /ey Element !or solving pro0lems

0ow6a6days an organisation faces many different problems. $hese problems are caused due to the economic, technological and social changes. $hese problems can be sol ed only by !nowledge, s!ill and creati e efforts. $his !nowledge, s!ill, etc. is achie ed from -R,. $herefore, -R, is a !ey element for sol ing problems in the organisation.

1# Continuous in 2ature
-R, is not a one time affair. %t is a continuous process. ,e elopment of human resources ne er stops. $his is because continuous changes happen in the organisation and en ironment.

3# Integrated use o! su0-systems

-R, system in ol es the integrated use of sub6systems such as performance appraisal, potential appraisal, career planning, training, etc.

4# Placement
-R, places the right man in the right job. *lacement is based on performance appraisal, potential appraisal, training, etc. *roper placement gi es satisfaction to the employee, and it increases the efficiency.

"5# Promotions and Trans!er

-R, also gi es promotions and transfers to the employees based on performance appraisals, etc.

""# -otivation 0y (ewards

-R, also moti ates the employees by gi ing them rewards for performing and beha ing better, suggesting new ideas, etc. Financial and non6financial rewards are gi en. HRD St&ategie+ a&e a %*an that define+ h(; the h7'an &e+(7&ce+ ;(7*d -e 7ti*i<ed th&(7gh the 7+e (f an integ&ated a&&ay (f t&ainingA (&gani<ati(na* deve*(%'ent and ca&ee& deve*(%'ent eff(&t+ t( achieve individ7a*A (&gani<ati(na* (-=ective+ Ma=(& HRD St&ategie+ / +ommunications 5trategy"

%n todayBs changing scenario, it is essential to educate and train employees about the change

Accountability And >wnership 5trategy"

EmployeeBs accountability and ownership leads to higher producti ity and customer e'celleration. / 1uality 5trategy"

1uality needs to be fostered in the employees through training and de elopment. / +ost Reduction 5trategy

E ery employeeBs contribution in sa ings is crucial as small contributions from each employee can be pooled by organi)ations to sa e substantial sa ings at the end of a gi en period and enhance its competiti e strategy. / %ntrapreneurship 5trategy"

E ery employee needs to be an independent entrepreneur, who can generate ideas and bring them to reality by using the e'isting resources and support of the org to create inno ati e and creati e products and ser ices. / +ulture Building strategy"

>rgBs aluing its employees ha e a sustainable competiti e edge o er competitors because employees are highly charged, moti ated and commitment to the org. / 5ystematic $raining 5trategy"

$he planning and organi)ation of formal on6job training and off6job training leads to impro ing ital employee characteristics, build and sustain appropriate wor! culture and brings in more professionalism in action. / 2earning 5trategy"

+ontinuous de elopment and learning en ironments promote self de elopment of employees, of self and by self. ,esign -R, 5trategy / @etting Big *icture"

(nderstanding of business strategy to highlight the !ey deri ing forces of the business such as6 $echnology ,istribution +ompetition .ar!ets / ,e eloping a .ission statement"

$he mission statement should relate to people side of the business. $he words or references should not be idealistic statements6it is the actual process of thin!ing through the issues in a formal manner.

+onducting 5C>$ analysis of the organi)ation"

Focus should be on internal strength and wea!ness of the people side such as current s!ills K capability and research the e'ternal business and mar!et en ironment to highlight the opportunities and threats. / +onducting a detailed -R Analysis"

%t concentrate on the organi)ationBs culture, organi)ational structure, people and +>*5 3+ulture, org, people, systems4. $hen gap analysis can be underta!en by e'amining present status and desired status. / +onducting 5C>$ analysis of the organi)ation"

Focus should be on internal strength and wea!ness of the people side such as current s!ills K capability and research the e'ternal business and mar!et en ironment to highlight the opportunities and threats. / +onducting a detailed -R Analysis"

%t concentrate on the organi)ationBs culture, organi)ational structure, people and +>*5 3+ulture, org, people, systems4. $hen gap analysis can be underta!en by e'amining present status and desired status. / %mplementation and e aluation of the action plans"

$he ultimate purpose of de eloping a human resource de elopment strategy is to ensure that the objecti es set are mutually supporti e so that reward sys are integrated with employee training and career de elopment. -R, 5L5$E.5
HR( is a profession to ay. It has a bo y of knowle ge an this knowle ge is transferre to younger generations through management institutes in In ia. 4y now HR( is a well-recognize function in organizations. HR( has professional bo ies supporting its knowle ge generation, knowle ge issemination an capacity buil ing in organizations. HR( has also generate consulting firms which pro!i e e&clusi!e HR( ser!ices for organizations in nee . #hus HR( is a well-recognize profession in In ia to ay. #he subse"uent topics of this chapter take the rea ers through !arious aspects of this profession. 5. 2H5# I. HR(F HR( is base on the two assumptions' HR( makes sense only when it contributes towar s business impro!ement an business e&cellence. HR( also strongly belie!e that goo people an goo culture make goo organizations.

-R, means building" +ompetency in people +ommitment in people +ulture in the organi)ation -R, means building competencies. $he most important -R, function is to build competencies in each and e ery indi idual wor!ing in an organi)ation. +ompetencies are to be built and multiplied in roles and indi iduals. -R, means building commitment in people. +ompetencies will not ma!e sense without commitment. $hin! of an organi)ation where all the employees are competent but not willing to put into use their competencies. -ence, competencies without commitment will not contribute towards effecti eness. -R, is all about building a de elopment culture in an organi)ation. -R, ensures that culture6 building practices are adopted from time to time to create a learning en ironment in the organi)ation. %t builds such a culture that the built6in culture in turn will build competencies and commitment in the people who wor! with the organi)ation. HRD can be defined as the branch of human resources management function that endeavors to build competencies, commitment and a learning culture in organizations with the purpose of bringing in competitive advantages to achieve business excellence in all its operations.
4. HR( .P.#*M. HR( functions are carrie out through its systems an sub systems. HR( has fi!e ma)or systems an each of the systems has sub systems as elaborate below' the first three systems !iz., >areer system, 2ork system an (e!elopment system, are in i!i ual an team oriente while the fourth an the fifth systems !iz. .elf renewal system an >ulture .ystems are organization base . 1. Career system' 5s an HR( system, career system ensures attraction an human resources through the following sub-systems. Manpower planning Recruitment >areer planning .uccession planning Retention retention of

2. Work system: 2ork-planning system ensures that the attracte an retaine human resources are utilize in the best possible way to obtain organizational ob)ecti!es. $ollowing are the sub systems of the work planning system. Role analysis

Role efficacy 0erformance plan 0erformance fee back an gui ance 0erformance appraisal 0romotion @ob rotation Rewar

3. e!e"o#me$t system: #he en!ironmental situation an the business scenario is fast changing. #he human resources within the organization ha!e to raise upto the occasion an change accor ingly if the organization wants to be in business. #he e!elopment system ensures that the retaine (career system) an utilize (work system) human resources are also continuously e!elope so that they are in a position to meet the emerging nee s of the hour. $ollowing are some of the e!elopmental sub - systems of HR( that make sure that human resources in the organization are continuously e!elope . In uction #raining @ob enrichment .elf-learning mechanisms 0otential appraisal .uccession (e!elopment >ounselling Mentor system

%. Se"&'re$e(a" system: It is not enough to e!elop in i!i uals an teams in the organizations but occasionally there is a nee to renew an re-)u!enate the organization itself. $ollowing are some of the sub systems that can be utilize to renew the organization. .ur!ey 5ction research 7rganizational (e!elopment inter!entions 7rganizational Retreats

). C*"t*re system: 4uil ing a esire culture is of paramount importance in to ayEs change business scenario. It is the culture that will gi!e a sense of irection, purpose, togetherness, an teamwork. It is to be note that whether an organization wants it or not along with the time common ways of oing things (culture) will emerge. If not planne carefully an built systematically such common traits may not help the business but may become a stumbling block. Hence it is !ery important to ha!e cultural practices that facilitate business. .ome of the culture buil ing subsystems are gi!en below' Dision, Mission an Coal

Dalues >ommunication Cet-togethers an celebrations #ask forces .mall Croups

>. HR( 0R7>*..*.

HR( is a process-oriente function. HR( functions in many organizations fail because the processes in!ol!ing the systems are not a e"uately a resse . #he concept of process essentially concerns the "uestion of IhowJ an to a great e&tent the "uestion of Iwhy I. It emphasises the beha!ioural an interactional imensions. 5ll the HR( processes are centre aroun four constituents of an organization !iz, the employee, role, teams an the organization itself. *ach of the unit has its own beha!ioural patterns an framework, which, if not a resse a e"uately may not bring in the esire outcomes. It is through these processes that the HR( systems are effecti!ely implemente . Implementations of the HR( systems are, in turn in ente to bring in right processes in organizations. Hence HR( systems an HR( processes are closely linke . #heir relationships are well e&plaine by Rao (/==?). 1.I$+,!,+*a"' In i!i ual is the basic constituent of an organization. 5ll the beha!ioural pattern an ynamisms emerge from in i!i uals. Hence in i!i ual base HR( process e&plaine below are !ital for HR( function an for implementation of the HR( systems. *fficacy *ffecti!eness .tyles Bea ership

2.Ro"e' Role is a ynamic entity which in!ol!es the e&pectations of significant others an self from the position of the role hol er. 5 large number of beha!ioural patterns an ynamism in organizations are centre aroun the roles. #he role occupier an all others who ha!e some linkage or relationship to that role form a constituent. $ollowing are some of the role relate , HR( processes in organizations.

>ompetencies for )ob performance >ommitment Moti!ation $rustration, .tress Q 4urnout

$"Tea'+ Cor! in organi)ations are performed through teams or groups. Chen indi iduals begin to wor! in team, beha ioural patterns and dynamisms

emerge. Following -R, processes are to be addressed if team wor! should bring in the desired results. +ommunication Feedbac! +onflict resolution +ollaboration
%.Or-a$,.at,o$: 5 large number of HR( processes are organization relate . Knless an until these processes are in place, HR( cannot take off. Howe!er, in a number of organizations as a result of implementation of HR( systems, these processes were set right. HR( systems can contribute towar s the e!elopment an maturity of these processes. 7rganizational >limate >ommunication Bearning 7rganization 7rganizational >hange 7rganizational (e!elopment

0*R$7RM5+>* M5+5C*M*+# 5+( 500R5I.5B

$he role of -R in the present scenario has undergone a sea change and its focus is on e ol ing such functional strategies which enable successful implementation of the major corporate strategies. %n a way, -R and corporate strategies function in alignment. $oday, -R wor!s towards facilitating and impro ing the performance of the employees by building a conduci e wor! en ironment and pro iding ma'imum opportunities to the employees for participating in organi)ational planning and decision ma!ing process. $oday, all the major acti ities of -R are dri en towards de elopment of high performance leaders and fostering employee moti ation. 5o, it can be interpreted that the role of -R has e ol ed from merely an appraiser to a facilitator and an enabler. *erformance management is the current bu))word and is the need in the current times of cut throat competition and the organi)ational battle for leadership. *erformance management is a much broader and a complicated function of -R, as it encompasses acti ities such as joint goal setting, continuous progress re iew and fre&uent communication, feedbac! and coaching for impro ed performance, implementation of employee de elopment programmes and rewarding achie ements. $he process of performance management starts with the joining of a new incumbent in a system and ends when an employee &uits the organi)ation. *erformance management can be regarded as a systematic process by which the o erall performance of an organi)ation can be impro ed by impro ing the performance of indi iduals within a team framewor!. %t is a means for promoting superior performance by communicating e'pectations, defining roles within a re&uired competence framewor! and establishing achie able benchmar!s.

According to Armstrong and Baron 37OOA4, *erformance .anagement is both a strategic and an integrated approach to deli ering successful results in organi)ations by impro ing the performance and de eloping the capabilities of teams and indi iduals. $he term performance management gained its popularity in early 7OANBs when total &uality management programs recei ed utmost importance for achie ement of superior standards and &uality performance. $ools such as job design, leadership de elopment, training and reward system recei ed an e&ual impetus along with the traditional performance appraisal process in the new comprehensi e and a much wider framewor!. *erformance management is an ongoing communication process which is carried between the super isors and the employees through out the year. $he process is ery much cyclical and continuous in nature. A %e&f(&'ance 'anage'ent +y+te' inc*7de+ the f(**(;ing acti(n+.

,e eloping clear job descriptions and employee performance plans which includes the !ey result areas 3SRAD4 and performance indicators. 5election of right set of people by implementing an appropriate selection process. 0egotiating re&uirements and performance standards for measuring the outcome and o erall producti ity against the predefined benchmar!s. *ro iding continuous coaching and feedbac! during the period of deli ery of performance. %dentifying the training and de elopment needs by measuring the outcomes achie ed against the set standards and implementing effecti e de elopment programs for impro ement. -olding &uarterly performance de elopment discussions and e aluating employee performance on the basis of performance plans. ,esigning effecti e compensation and reward systems for recogni)ing those employees who e'cel in their jobs by achie ing the set standards in accordance with the performance plans or rather e'ceed the performance benchmar!s. *ro iding promotionalEcareer de elopment support and guidance to the employees. *erforming e'it inter iews for understanding the cause of employee discontentment and thereafter e'it from an organi)ation.

A %e&f(&'ance 'anage'ent %&(ce++ sets the platform for rewarding e'cellence by aligning indi idual employee accomplishments with the organi)ationBs mission and objecti es and ma!ing the employee and the organi)ation understand the importance of a specific job in reali)ing outcomes. By establishing clear performance e'pectations which includes results, actions and beha iors, it helps the employees in understanding what e'actly is e'pected out of their jobs and setting of standards help in eliminating those jobs which are of no use any longer. $hrough regular feedbac! and coaching, it pro ides an ad antage of diagnosing the problems at an early stage and ta!ing correcti e actions.

$o conclude, performance management can be regarded as a proacti e system of managing employee performance for dri ing the indi iduals and the organi)ations towards desired performance and results. %tBs about stri!ing a harmonious alignment between indi idual and organi)ational objecti es for accomplishment of e'cellence in performance. *erformance management is the process of creating a wor! en ironment or setting in which people are enabled to perform to the best of their abilities. *erformance management is a whole wor! system that begins when a job is defined as needed. %t ends when an employee lea es your organi)ation. .any writers and consultants are using the term performance management as a substitution for the traditional appraisal system. % encourage you to thin! of the term in this broader wor! system conte't. A performance management system includes the following actions. C Deve*(% c*ea& =(- de+c&i%ti(n+" C Se*ect a%%&(%&iate %e(%*e ;ith an a%%&(%&iate +e*ecti(n %&(ce++" C Neg(tiate &e87i&e'ent+ and acc('%*i+h'ent5-a+ed %e&f(&'ance +tanda&d+A (7tc('e+A and 'ea+7&e+" C P&(vide effective (&ientati(nA ed7cati(nA and t&aining" C P&(vide (n5g(ing c(aching and feed-ac9" C C(nd7ct 87a&te&*y %e&f(&'ance deve*(%'ent di+c7++i(n+" C De+ign effective c('%en+ati(n and &ec(gniti(n +y+te'+ that &e;a&d %e(%*e f(& thei& c(nt&i-7ti(n+" C P&(vide %&('(ti(na*1ca&ee& deve*(%'ent (%%(&t7nitie+ f(& +taff" C A++i+t ;ith e>it inte&vie;+ t( 7nde&+tand 3HY va*7ed e'%*(yee+ *eave the (&gani<ati(n"

An Effective Pe&f(&'ance Manage'ent P&(ce++ DPMPE

.a'imi)es staff engagement, de elopment, and performance %s consistent across units to enhance full de elopment and utili)ation of talent Remains fle'ible, efficient, measurable, fair, transparent *ro ides better alignment of staff roles and goals with the uni ersityBs mission *romotes on6going and proacti e succession management +ornellBs *erformance .anagement *hilosophy"

Addresses the relationship of employees to the institution, from the time they are recruited, through their growth and de elopment, to the time they depart Engages and de elops employees throughout the year Establishes goals and measures performance to those goals ,epends on the super isor gi ing clear, de elopmental feedbac! %ncludes a re iew of past performance and goals and focuses on future de elopment opportunities that are aligned to indi idual, unit, and uni ersity goals

The Pe&f(&'ance Manage'ent P&(ce++ M(de*

*rocess *erformance appraisals, performance re iews, appraisal forms, whate er you want to call them, letDs call them gone. As a stand6alone, annual assault, a performance appraisal is uni ersally disli!ed and a oided. After all, how many people in your organi)ation want to hear that they were less than perfect last yearP -ow many managers want to face the arguments and diminished morale that can result from the performance appraisal processP -ow many super isors feel that their time is well6spent professionally to document and pro ide proof to support their feedbac! 6 all year longP *lus, the most important outputs for the performance appraisal, from each personDs job, may not be defined or measurable in your current wor! system. .a!e the appraisal system one step harder to manage and tie the employeeDs salary increase to their numeric rating. %f the true goal of the performance appraisal is employee de elopment and organi)ational impro ement, consider mo ing to a performance management system. *lace the focus on what you really want to create in your organi)ation 6 performance management and de elopment. As part of that system, you will want to use this chec!list to guide your participation in the

performance management and de elopment process. Lou can also use this chec!list to help you in a more traditional performance appraisal process. %n a recent -uman Resources Forum poll, 7<Q of the people responding ha e no performance appraisal system at all. 5uper isory opinions, pro ided once a year, are the only appraisal process for ;<Q of the respondents. Another 7<Q described their appraisals as based solely on super isor opinions, but administered more than once a year. %f you follow this chec!list, % am con inced you will offer a performance management and de elopment system that will significantly impro e the appraisal process you currently manage. 5taff will feel better about participating and the performance management system may e en positi ely affect 6 performance.

P&e%a&ati(n and P*anning f(& Pe&f(&'ance Manage'ent

.uch wor! is in ested, on the front end, to impro e a traditional employee appraisal process. %n fact, managers can feel as if the new process is too time consuming. >nce the foundation of de elopmental goals is in place, howe er, time to administer the system decreases. Each of these steps is ta!en with the participation and cooperation of the employee, for best results.

Pe&f(&'ance Manage'ent and Deve*(%'ent in the /ene&a* 3(&9 Sy+te'

,efine the purpose of the job, job duties, and responsibilities. ,efine performance goals with measurable outcomes. ,efine the priority of each job responsibility and goal. ,efine performance standards for !ey components of the job. -old interim discussions and pro ide feedbac! about employee performance, preferably daily, summari)ed and discussed, at least, &uarterly. 3*ro ide positi e and constructi e feedbac!.4 .aintain a record of performance through critical incident reports. 3Hot notes about contributions or problems throughout the &uarter, in an employee file.4 *ro ide the opportunity for broader feedbac!. (se a 9<N degree performance feedbac! system that incorporates feedbac! from the employeeDs peers, customers, and people who may report to him. ,e elop and administer a coaching and impro ement plan if the employee is not meeting e'pectations.

I''ediate P&e%a&ati(n f(& the Pe&f(&'ance Deve*(%'ent P*anning Meeting

5chedule the *erformance ,e elopment *lanning 3*,*4 meeting and define pre6wor! with the staff member to de elop the performance de elopment plan 3*,*4.

$he staff member re iews personal performance, documents +e*f5a++e++'ent comments and gathers needed documentation, including 9<N degree feedbac! results, when a ailable. $he super isor prepares for the *,* meeting by collecting data including wor! records, reports, and input from others familiar with the staff personBs wor!. Both e'amine how the employee is performing against all criteria, and thin! about areas for potential de elopment. ,e elop a plan for the *,* meeting which includes answers to all &uestions on the performance de elopment tool with e'amples, documentation and so on.

The Pe&f(&'ance Deve*(%'ent P&(ce++ DPDPE Meeting

Establish a comfortable, pri ate setting and rapport with the staff person. ,iscuss and agree upon the objecti e of the meeting, to create a performance de elopment plan. $he staff member discusses the achie ements and progress he has accomplished during the &uarter. $he staff member identifies ways in which he would li!e to further de elop his professional performance, including training, assignments, new challenges and so on. $he super isor discusses performance for the &uarter and suggests ways in which the staff member might further de elop his performance. Add the super isorDs thoughts to the employeeDs selected areas of de elopment and impro ement. ,iscuss areas of agreement and disagreement, and reach consensus. E'amine job responsibilities for the coming &uarter and in general. Agree upon standards for performance for the !ey job responsibilities. 5et goals for the &uarter. ,iscuss how the goals support the accomplishment of the organi)ationDs business plan, the departmentDs objecti es and so on. Agree upon a measurement for each goal. Assuming performance is satisfactory, establish a de elopment plan with the staff person, that helps him grow professionally in ways important to him. %f performance is less than satisfactory, de elop a written performance impro ement plan, and schedule more fre&uent feedbac! meetings. Remind the employee of the conse&uences connected with continued poor performance.

$he super isor and employee discuss employee feedbac! and constructi e suggestions for the super isor and the department. ,iscuss anything else the super isor or employee would li!e to discuss, hopefully, maintaining the positi e and constructi e en ironment established thus far, during the meeting. .utually sign the performance de elopment tool to indicate the discussion has ta!en place. End the meeting in a positi e and supporti e manner. $he super isor e'presses confidence that the employee can accomplish the plan and that the super isor is a ailable for support and assistance. 5et a time6frame for formal follow up, generally &uarterly.

F(**(;ing the Pe&f(&'ance Deve*(%'ent P&(ce++ Meeting

%f a performance impro ement plan was necessary, follow up at the designated times. Follow up with performance feedbac! and discussions regularly throughout the &uarter. 3An employee should ne er be surprised about the content of feedbac! at the performance de elopment meeting.4 $he super isor needs to !eep commitments relati e to the agreed upon de elopment plan, including time needed away from the job, payment for courses, agreed upon wor! assignments and so on. $he super isor needs to act upon the feedbac! from departmental members and let staff members !now what has changed, based upon their feedbac!. Forward appropriate documentation to the -uman Resources office and retain a copy of the plan for easy access and referral.

*erformance Appraisal *eople differ in their abilities and their aptitudes. $here is always some difference between the &uality and &uantity of the same wor! on the same job being done by two different people. Performance appraisals of Employees are necessary to understand each employeeBs abilities, competencies and relati e merit and worth for the organi)ation.*erformance appraisal rates the employees in terms of their performance. *erformance appraisals are widely used in the society. $he history can be dated bac! to the 8Nth century and then to the second world war when the merit rating was used for the first time. An employer e aluating their employees is a ery old concept.%t is an indispensable part of performance measurement. *erformance appraisal is necessary to measure the performance of the employees and the organi)ation to chec! the progress towards the desired goals and aims.

$he latest mantra being followed by organi)ations across the world being G Rget paid according to what you contributeR G the focus of the organi)ations is turning to performance management and specifically to indi idual performance. *erformance appraisal helps to rate the performance of the employees and e aluate their contribution towards the organi)ational goals. %f the process of performance appraisals is formal and properly structured, it helps the employees to clearly understand their &(*e+ and &e+%(n+i-i*itie+ and gi e direction to the indi idualBs performance. %t helps to align the indi idual performances with the organi)ational goals and also re iew their performance. *erformance appraisal ta!es into account the past performance of the employees and focuses on the impro ement of the future performance of the employees. -ere at nau!rihub, we attempt to pro ide an insight into the concept of performance appraisal, the methods and approaches of performance appraisal, sample performance appraisal forms and the appraisal softwares a ailable etc *rocess
*.#54BI.HI+C 0*R$7RM5+>* .#5+(5R(. #he first step in the process of performance appraisal is the setting up of the stan ar s which will be use to as the base to compare the actual performance of the employees. #his step re"uires setting the criteria to )u ge the performance of the employees as successful or unsuccessful an the egrees of their contribution to the organizational goals an ob)ecti!es. #he stan ar s set shoul be clear, easily un erstan able an in measurable terms.

%n case the performance of the employee cannot be measured, great care should be ta!en to describe the standards. COMMUNICATIN/ THE STANDARDS >nce set, it is the responsibility of the management to communicate the standards to all the employees of the organi)ation. $he employees should be informed and the standards should be clearly e'plained to the. $his will help them to understand their roles and to !now what e'actly is e'pected from them. $he standards should also be communicated to the appraisers or the e aluators and if re&uired, the standards can also be modified at this stage itself according to the rele ant feedbac! from the employees or the e aluators.

MEASURIN/ THE ACTUAL PERFORMANCE $he most difficult part of the *erformance appraisal process is measuring the actual performance of the employees that is the wor! done by the employees during the specified period of time. %t is a continuous process which in ol es monitoring the performance throughout the year. $his stage re&uires the careful selection of the appropriate techni&ues of measurement, ta!ing care that personal bias does not affect the outcome of the process and pro iding assistance rather than interfering in an employees wor!. COMPARIN/ THE ACTUAL 3ITH THE DESIRED PERFORMANCE $he actual performance is compared with the desired or the standard performance. $he comparison tells the de iations in the performance of the employees from the standards set. $he result can show the actual performance being more than the desired performance or, the actual performance being less than the desired performance depicting a negati e de iation in the organi)ational performance. %t includes recalling, e aluating and analysis of data related to the employeesB performance. DISCUSSIN/ RESULTS $he &e+7*t (f the a%%&ai+a* is communicated and discussed with the employees on one6to6one basis. $he focus of this discussion is on communication and listening. $he results, the problems and the possible solutions are discussed with the aim of problem sol ing and reaching consensus. $he feedbac! should be gi en with a positi e attitude as this can ha e an effect on the employeesB future performance. $he purpose of the meeting should be to sol e the problems faced and moti ate the employees to perform better.

DECISION MA4IN/ $he last step of the process is to ta!e decisions which can be ta!en either to impro e the performance of the employees, ta!e the re&uired correcti e actions, or the related -R decisions li!e rewards, promotions, demotions, transfers etc. *re6Re&uisites $he essentials of an effecti e performance system are as follows" # D(c7'entati(n ? means continuous noting and documenting the performance. %t also helps the e aluators to gi e a proof and the basis of their ratings. # Standa&d+ 1 /(a*+ ? the standards set should be clear, easy to understand, achie able, moti ating, time bound and measurable. # P&actica* and +i'%*e f(&'at 5 $he appraisal format should be simple, clear, fair and objecti e. 2ong and complicated formats are time consuming, difficult to understand, and do not elicit much useful information. # Eva*7ati(n techni87e ? An appropriate e aluation techni&ue should be selectedF the appraisal system should be performance based and uniform. $he criteria for e aluation should be based on obser able and measurable characteristics of the beha ior of the employee. # C(''7nicati(n ? +ommunication is an indispensable part of the *erformance appraisal process. $he desired beha ior or the e'pected results should be communicated to the employees as well as the e aluators. +ommunication also plays an important role in the re iew or feedbac! meeting. >pen communication system moti ates the employees to acti ely participate in the appraisal process. # Feed-ac9 ? $he purpose of the feedbac! should be de elopmental rather than judgmental. $o maintain its utility, timely feedbac! should be pro ided to the employees and the manner of gi ing feedbac! should be such that it should ha e a moti ating effect on the employeesB future performance. # Pe&+(na* 0ia+ ? %nterpersonal relationships can influence the e aluation and the decisions in the performance appraisal process. $herefore, the e aluators should be trained to carry out the processes of appraisals without personal bias and effecti ely. +hallenges An organi)ation comes across arious problems and cha**enge+ Of Pe&f(&'ance A%%&ai+a* in order to ma!e a performance appraisal system effecti e and successful. $he main Performance ppraisal challenges in ol ed in the performance appraisal process are" # Dete&'ining the eva*7ati(n c&ite&ia %dentification of the appraisal criteria is one of the biggest problems faced by the top management. $he performance data to be considered for e aluation should be carefully selected.

For the purpose of e aluation, the criteria selected should be in 87antifia-*e (& 'ea+7&a-*e te&'+ # C&eate a &ating in+t&7'ent $he purpose of the *erformance appraisal process is to judge the performance of the employees rather than the employee. $he focus of the system should be on the de elopment of the employees of the organi)ation. # Lac9 (f c('%etence $op management should choose the raters or the e aluators carefully. $hey should ha e the re&uired e'pertise and the !nowledge to decide the criteria accurately. $hey should ha e the e'perience and the necessary training to carry out the appraisal process objecti ely. # E&&(&+ in &ating and eva*7ati(n .any errors based on the personal bias li!e stereotyping, halo effect 3i.e. one trait influencing the e aluatorBs rating for all other traits4 etc. may creep in the appraisal process. $herefore the rater should e'ercise objecti ity and fairness in e aluating and rating the %e&f(&'ance (f the e'%*(yee+. # Re+i+tance $he appraisal process may face resistance from the employees and the trade unions for the fear of negati e ratings. $herefore, the employees should be communicated and clearly e'plained the purpose as well the %&(ce++ (f a%%&ai+a*. $he standards should be clearly communicated and e ery employee should be made aware that what e'actly is e'pected from himEher. *urpose Pe&f(&'ance A%%&ai+a* is being practiced in ONQ of the organisations worldwide. 5elf6 appraisal and potential appraisal also form a part of the performance appraisal processes. $ypically, *erformance Appraisal is aimed at" # $o re iew the performance of the employees o er a gi en period of time. $o judge the gap between the actual and the desired performance. $o help the management in e'ercising organi)ational control.

$o diagnose the training and de elopment needs of the future. *ro ide information to assist in the -R decisions li!e promotions, transfers etc. *ro ide clarity of the e'pectations and responsibilities of the functions to be performed by the employees. $o judge the effecti eness of the other human resource functions of the organi)ation such as recruitment, selection, training and de elopment. $o reduce the grie ances of the employees.

-elps to strengthen the relationship and communication between superior G subordinates and management G employees.

According to a recent sur ey, the %e&centage (f (&gani+ati(n+ 3out of the total organisations sur eyed i.e. ;N4 using performance appraisal for the arious purposes are as shown in the diagram below"

$he most significant reasons of using *erformance appraisal are"

.a!ing payroll and compensation decisions G ANQ $raining and de elopment needs G =7Q %dentifying the gaps in desired and actual performance and its cause G =<Q ,eciding future goals and course of action G :8Q *romotions, demotions and transfers G :OQ >ther purposes G <Q 3including job analysis and pro iding superior support, assistance and counseling4

*erformance Appraisal and +areer ,e elopment Pe&f(&'ance a%%&ai+a* is a part of career de elopment. $he latest mantra being followed by organi)ations across the world being G Rget paid according to what you contributeR G the focus of the organi)ations is turning to performance management and specifically to indi idual performance. *erformance appraisal helps to rate the performance of the employees and e aluate their contribution towards the organi)ational goals. Pe&f(&'ance a%%&ai+a* a+ Ca&ee& Deve*(%'ent leads to the recognition of the wor! done by the employees, many a times by the means of rewards and appreciation etc. %t plays the role of the lin! between the organi)ation and the employeesB personal career goals. *otential appraisal, a part of *erformance appraisal, helps to identify the hidden talents and

potential of the indi iduals. %dentifying these potential talents can help in preparing the indi iduals for higher responsibilities and positions in the future. $he performance appraisal process in itself is de elopmental in nature. *erformance appraisal is also closely lin!ed to other HR %&(ce++e+ li!e helps to identify the training and de elopment needs, promotions, demotions, changes in the compensation etc. A feedbac! communicated in a positi e manner goes a long way to moti ate the employees and helps to identify indi idual career de elopmental plans. Based on the e aluation, employees can de elop their career goals, achie e new le els of competencies and chart their career progression. *erformance appraisal encourages employees to reinforce their strengths and o ercome their wea!nesses. Pe&f(&'ance a%%&ai+a* ? A%%&(ache+ T&aditi(na* a%%&(ach $raditionally, %e&f(&'ance a%%&ai+a* has been used as just a method for determining and justifying the salaries of the employees. $han it began to be used a tool for determining rewards 3a rise in the pay4 and punishments 3a cut in the pay4 for the past performance of the employees. $his approach was a past oriented approach which focused only on the past performance of the employees i.e. during a past specified period of time. $his approach did not consider the de elopmental aspects of the employee performance i.e. his t&aining and deve*(%'ent needs or career de elopmental possibilities. $he primary concern of the traditional approach is to judge the performance of the organi)ation as a whole by the past performances of its employees $herefore, this approach is also called as the o erall approach. %n 7O;Ns the %e&f(&'ance a%%&ai+a* was recogni)ed as a complete system in itself and the .odern Approach to performance appraisal was de eloped. Pe&f(&'ance a%%&ai+a* 5 M(de&n a%%&(ach $he modern approach to performance de elopment has made the performance appraisal process more formal and structured. 0ow, the performance appraisal is ta!en as a tool to identify better performing employees from others, employeesB training needs, career de elopment paths, rewards and bonuses and their promotions to the ne't le els. Appraisals ha e become a continuous and periodic acti ity in the organi)ations. $he results of performance appraisals are used to ta!e arious other -R decisions li!e promotions, demotions, transfers, training and de elopment, reward outcomes. $he modern approach to performance appraisals includes a feedbac! process that helps to strengthen the relationships between superiors and subordinates and impro e communication throughout the organi)ation. $he modern approach to *erformance appraisal is a future oriented approach and is

de elopmental in nature. $his recogni)es employees as indi iduals and focuses on their de elopment. .ethods and $echni&ues $raditional .ethod !" ESSAY APPRAISAL METHOD $his traditional form of appraisal, also !nown as !"ree "orm method! in ol es a description of the performance of an employee by his superior. $he description is an e aluation of the performance of any indi idual based on the facts and often includes e'amples and e idences to support the information. A major drawbac! of the method is the inseparability of the bias of the e aluator. #" STRAI/HT RAN4IN/ METHOD $his is one of the oldest and simplest techni&ues of performance appraisal. %n this method, the appraiser ran!s the employees from the best to the poorest on the basis of their o erall performance. %t is &uite useful for a comparati e e aluation. $" PAIRED COMPARISON A better techni&ue of comparison than the straight ran!ing method, this method compares each employee with all others in the group, one at a time. After all the comparisons on the basis of the o erall comparisons, the employees are gi en the final ran!ings. )" CRITICAL INCIDENTS METHODS %n this method of *erformance appraisal, the e aluator rates the employee on the basis of critical e ents and how the employee beha ed during those incidents. %t includes both negati e and positi e points. $he drawbac! of this method is that the super isor has to note down the critical incidents and the employee beha iour as and when they occur. ," FIELD RE.IE3 %n this method, a senior member of the -R department or a training officer discusses and inter iews the super isors to e aluate and rate their respecti e subordinates. A major drawbac! of this method is that it is a ery time consuming method. But this method helps to reduce the superiorsB personal bias. F" CHEC4LIST METHOD $he rater is gi en a chec!list of the descriptions of the beha iour of the employees on job. $he chec!list contains a list of statements on the basis of which the rater describes the on the job performance of the employees. G" /RAPHIC RATIN/ SCALE %n this method, an employeeBs &uality and &uantity of wor! is assessed in a g&a%hic +ca*e indicating different degrees of a particular trait. $he factors ta!en into consideration include both the personal characteristics and characteristics related to the on the job performance of the

employees. For e'ample a trait li!e Hob Snowledge may be judged on the range of a erage, abo e a erage, outstanding or unsatisfactory. H" FORCED DISTRI0UTION $o eliminate the element of bias from the raterBs ratings, the e aluator is as!ed to distribute the employees in some fi'ed categories of ratings li!e on a n(&'a* di+t&i-7ti(n c7&ve. $he rater chooses the appropriate fit for the categories on his own discretion.
Mo ern Metho s 5..*..M*+# >*+#R*. 5n assessment centre typically in!ol!es the use of metho s like socialGinformal e!ents, tests an e&ercises, assignments being gi!en to a group of employees to assess their competencies to take higher responsibilities in the future. Cenerally, employees are gi!en an assignment similar to the )ob they woul be e&pecte to perform if promote . #he traine e!aluators obser!e an e!aluate employees as they perform the assigne )obs an are e!aluate on )ob relate characteristics. #he ma)or competencies that are )u ge in assessment centres are interpersonal skills, intellectual capability, planning an organizing capabilities, moti!ation, career orientation etc. assessment centres are also an effecti!e way to etermine the training an e!elopment nee s of the targete employees. 4*H5DI7R5BBP 5+>H7R*( R5#I+C .>5B*. 4eha!iorally 5nchore Rating .cales (45R.) is a relati!ely new techni"ue which combines the graphic rating scale an critical inci ents metho . It consists of pre etermine critical areas of )ob performance or sets of beha!ioral statements escribing important )ob performance "ualities as goo or ba (for eg. the "ualities like inter personal relationships, a aptability an reliability, )ob knowle ge etc). #hese statements are e!elope from critical inci ents. In this metho , an employeeEs actual )ob beha!iour is )u ge against the esire beha!iour by recor ing an comparing the beha!iour with 45R.. (e!eloping an practicing 45R. re"uires e&pert knowle ge. HKM5+ R*.7KR>* 5>>7K+#I+C M*#H7( Human resources are !aluable assets for e!ery organization. Human resource accounting metho tries to fin the relati!e worth of these assets in the terms of money. In this metho the 0erformance appraisal of the employees is )u ge in terms of cost an contribution of the employees. #he cost of employees inclu e all the e&penses incurre on them like their compensation, recruitment an selection costs, in uction an training costs etc whereas their contribution inclu es the total !alue a e (in monetary terms). #he ifference between the cost

an the contribution will be the performance of the employees. I eally, the contribution of the employees shoul be greater than the cost incurre on them. 3:? (egrees 5ppraisal

$FI deg&ee feed-ac9, also !nown as J'7*ti5&ate& feed-ac9J, is the most comprehensi e appraisal where the feedbac! about the employeesB performance comes from all the sources that come in contact with the employee on his job. 9<N degree respondents for an employee can be hisEher peers, managers 3i.e. superior4, subordinates, team members, customers, suppliersE endors 6 anyone who comes into contact with the employee and can pro ide aluable insights and information or feedbac! regarding the K(n5the5=(-K performance of the employee. 9<N degree appraisal has four integral components" 7. 5elf appraisal 8. 5uperiorBs appraisal 9. 5ubordinateBs appraisal :. *eer appraisal. 5elf appraisal gi es a chance to the employee to loo! at hisEher strengths and wea!nesses, his achie ements, and judge his own performance. 5uperiorBs appraisal forms the traditional part of the $FI deg&ee %e&f(&'ance a%%&ai+a* where the employeesB responsibilities and actual performance is rated by the superior. 5ubordinates appraisal gi es a chance to judge the employee on the parameters li!e communication and moti ating abilities, superiorBs ability to delegate the wor!, leadership &ualities etc. Also !nown as internal customers, the correct feedbac! gi en by peers can help to find employeesB abilities to wor! in a team, co6operation and sensiti ity towards others.

5elf assessment is an indispensable part of 9<N degree appraisals and therefore 9<N degree *erformance appraisal ha e high employee in ol ement and also ha e the strongest impact on beha ior and performance. %t pro ides a R9<N6degree re iewR of the employeesB performance and is considered to be one of the most credible performance appraisal methods.
3:? egree performance appraisal is also a powerful e!elopmental tool because when con ucte at regular inter!als (say yearly) it helps to keep a track of the changes othersE perceptions about the employees. 5 3:? egree appraisal is generally foun more suitable for the managers as it helps to assess their lea ership an managing styles. #his techni"ue is

being effecti!ely use across the globe for performance appraisals. .ome of the organizations following it are 2ipro, Infosys, an Reliance In ustries etc. M47 #he concept of HManagement by 7b)ecti!esE (M47) was first gi!en by 0eter (rucker in /=98. It can be efine as a process whereby the employees an the superiors come together to i entify common goals, the employees set their goals to be achie!e , the stan ar s to be taken as the criteria for measurement of their performance an contribution an eci ing the course of action to be followe . #he essence of M47 is participati!e goal setting, choosing course of actions an ecision making. 5n important part of the M47 is the measurement an the comparison of the employeeEs actual performance with the stan ar s set. I eally, when employees themsel!es ha!e been in!ol!e with the goal setting an the choosing the course of action to be followe by them, they are more likely to fulfill their responsibilities. #H* M47 0R7>*..

K+IAK* $*5#KR*. 5+( 5(D5+#5C*. 7$ M47 #he principle behin Management by 7b)ecti!es (M47) is to create empowere employees who ha!e clarity of the roles an responsibilities e&pecte from them, un erstan their ob)ecti!es to be achie!e an thus help in the achie!ement of organizational as well as personal goals. .ome of the important features an a !antages of M47 are' >larity of goals L 2ith M47, came the concept of .M5R# goals i.e. goals that are' .pecific Measurable 5chie!able Realistic, an #ime boun .

#he goals thus set are clear, moti!ating an there is a linkage between organizational goals an performance targets of the employees. #he focus is on future rather than on past. Coals an stan ar s are set for the performance for the future with perio ic re!iews an fee back. Moti!ation L In!ol!ing employees in the whole process of goal setting an increasing employee empowerment increases employee )ob satisfaction an commitment. 4etter communication an >oor ination L $re"uent re!iews an interactions between superiors an subor inates helps to maintain harmonious relationships within the enterprise an also sol!e many problems face uring the perio . 5ssessment >enters 5ssessment centre refers to a metho to ob)ecti!ely obser!e an assess the people in action by e&perts or HR professionals with the help of !arious assessment tools an instruments. 5ssessment centers simulate the employeeEs on the )ob en!ironment an facilitate the assessment of their on the )ob performance. 5n assessment centre typically in!ol!es the use of metho s like socialGinformal e!ents, tests an e&ercises, assignments being gi!en to a group of employees to assess their competencies an on the )ob beha!iour an potential to take higher responsibilities in the future. Cenerally, employees are gi!en an assignment similar to the )ob they woul be e&pecte to perform if promote . #he traine e!aluators obser!e an e!aluate employees as they perform the assigne )obs an are e!aluate on )ob relate characteristics. 5n assessment centre for 0erformance appraisal of an employee typically inclu es' .ocialGInformal *!ents L 5n assessment centre has a group of participants an also a few assessors which gi!es a chance to the employees to socialize with a !ariety of people an also to share information an know more about the organisation. Information .essions L information sessions are also a part of the assessment centres. #hey pro!i e information to the employees about the organisation, their roles an responsibilities, the acti!ities an the proce ures etc. 5ssignments- assignments in assessment centres inclu e !arious tests an e&ercises which are specially esigne to assess the competencies an the potential of the employees. #hese inclu e !arious inter!iews, psychometric tests, management games etc. all these assignments are focuse at the target )ob. #he following are the common features of all assessment centres'

#he final results is base on the passGfail criteria 5ll the acti!ities are carrie out to fill the targete )ob. *ach session lasts from / to 9 ays. #he results are base on the assessment of the assessors with less emphasis on selfassessment imme iate re!iew or fee back are not pro!i e to the employees. 5n organizationEs human resources can be a !ital competiti!e a !antage an assessment centre helps in getting the right people in right places. #he ma)or competencies that are )u ge in assessment centres are interpersonal skills, intellectual capability, planning an organizing capabilities, moti!ation, career orientation etc. assessment centres are also an effecti!e way to etermine the training an e!elopment nee s of the targete employees 05 an >hange Management #he performance appraisal process pro!i es an opportunity for intro ucing organizational change. It facilitates the process of change in the organizational culture. #he interacti!e sessions between the management an the employees, the mutual goal setting an the efforts towar s the career e!elopment of the employees help the organization to become a learning organization. >on ucting performance appraisals on a regular basis helps it to become an ongoing part of e!ery ay practice an helps employees to take the responsibility of their work an boosts their professional e!elopment. Darious stu ies in the fiel of human resources ha!e alrea y pro!e that performance appraisal process can affect the in i!i ual performance (in a negati!e or positi!e way), thus ha!ing an impact on the collecti!e performance. 0erformance appraisal' 5n opportunity for an organisational culture shift 0erformance appraisal process focuses on the goal setting approach throughout the organisation. 0erformance appraisal helps the clarity an un erstan ing of the roles an responsibilities of the employees. #he performance appraisal processes ha!e the potential positi!e effects on recruitment It increases organisational effecti!eness i.e. what to o an how to o through a formal an structure approach. .ome e!i ence of the beneficial effects of team rewar s #herefore, performance appraisal is also an important link in the process of change in organization culture.

05 an #AM 5ccor ing to .ashkin an Oiser, R#otal Auality Management (#AM) may be efine as creating an organisational culture committe to the continuous impro!ement of skills, teamwork, processes, pro uct an ser!ice "uality an customer satisfaction.R #AM refers to the continuous impro!ement in the "uality of work of all employees with the focus on satisfaction of the customers. *lements of #AM are' Meeting customers re"uirements, >ontinuous impro!ement *mpowerment of employees. 4oth #AM an 0erformance appraisal e!aluation are focuse on increasing the pro ucti!ity of the organisation through continuous impro!ement. #hey both facilitate the systematic management of all the processes, actions an practices at all le!els in the organisation. .ome of the benefits of both the performance appraisal an #AM are' Impro!ement in the performance of the employees 4rings "uality consciousness 4etter utilization of resources >ommitment to higher "uality 4ut there also e&ists a few other schools of thought which refute the compatibility of the #AM an performance appraisal. 5ccor ing to them, both #AM an 0erformance appraisals iffer in their fun amental nature, characteristics an re"uirements making it impossible to combine them. .ome fun amental ifferences between the two are as follows' #AM is team L base whereas performance appraisals are esigne for in i!i uals i.e. it un ermines teamwork. #AM focuses on customer satisfaction whereas performance appraisal focuses on the impro!ing the performance of the employees. 0erformance appraisal generally results in some rewar s like increase pay etc. whereas #AM may or may not yiel !isible results. 0erformance appraisal can sometimes, encourage an employee to focus on his personal goals (like his promotion) rather than the organisational goals. #herefore, the suitable practice shoul

be chosen carefully by the top management an the lea ers of the organization >7M0*#*+>P M500I+C

+ompetency .apping is a process of identify !ey competencies for an organi)ation andEor a job and incorporating those competencies throughout the arious processes 3i.e. job e aluation, training, recruitment4 of the organi)ation. $o ensure we are both on the same page, we would define a competency as a beha ior 3i.e. communication, leadership4 rather than a s!ill or ability. $he steps in ol ed in competency mapping with an end result of job e aluation include the following" 74 +onduct a job analysis by as!ing incumbents to complete a position information &uestionnaire 3*%14. $his can be pro ided for incumbents to complete, or you can conduct one6on6one inter iews using the *%1 as a guide. $he primary goal is to gather from incumbents what they feel are the !ey beha iors necessary to perform their respecti e jobs. 84 (sing the results of the job analysis, you are ready to de elop a competency based job description. A sample of a competency based job description generated from the *%1 may be analy)ed. $his can be de eloped after carefully analy)ing the input from the represented group of incumbents and con erting it to standard competencies. 94 Cith a competency based job description, you are on your way to begin mapping the competencies throughout your human resources processes. $he competencies of the respecti e job description become your factors for assessment on the performance e aluation. (sing competencies will help guide you to perform more objecti e e aluations based on displayed or not displayed beha iors. :4 $a!ing the competency mapping one step further, you can use the results of your e aluation to identify in what competencies indi iduals need additional de elopment or training. $his will help you focus your training needs on the goals of the position and company and help your employees de elop toward the ultimate success of the organi)ation.
>ompetency mapping is a process through which one assesses an etermines oneEs strengths as an in i!i ual worker an in some cases, as part of an organization. It generally e&amines two areas' emotional intelligence or emotional "uotient (*A), an strengths of the in i!i ual in areas like team structure, lea ership, an ecision-making. Barge organizations fre"uently employ some form of competency mapping to un erstan how to most effecti!ely employ the competencies of strengths of workers. #hey may also use competency mapping to analyze the combination of strengths in ifferent workers to pro uce the most effecti!e teams an the highest "uality work. >ompetency mapping is a process with the help of which the employer, or the human resource team eci es, that where woul a particular person work best, as per his aptitu e an temperament. #here are se!eral ifferent factors that are consi ere uring a competency mapping process. #here are also some simple processes that ha!e been ma e by e&perts in the fiel of clinical psychology. .ome important characteristics of a person's competency ha!e been elaborate below.

S >onstitution' *!ery person's personality is base upon a efinite constitution. .ome aspects about work such as a person's ability to work as a team member or a team lea er or e!en his temperament to work in i!i ually are affecte by this constitution. S #raits' #raits can be physical an also beha!ioral. #he traits are usually relate to the constitution. Onowing the traits of a person is absolutely important as the management's beha!ior with e!ery person iffers. S .elf >oncept' *!ery person has an interpretation about himself an some self i eals. #he management bears in min these simple i eals, e!en uring ay-to- ay work, ue to the fact that, when these i eals are respecte the employee ten s to remain happy an pro ucti!e. S .kill an Onowle ge' *!ery employee has ifferent skills an knowle ge. >ompetency mapping helps the company to know more about the person's skills an knowle ge. It must be note that e!en a simple !irtue of being patient is treate as a skill by the recruiters.
Over the past 10 years, human resource and organizational development professionals have generated a lot of interest in the notion of competencies as a key element and measure of human performance. Competencies are becoming a frequently-used and ritten-about vehicle for organizational applications such as! " #efining the factors for success in $obs %i.e., ork& and ork roles ithin the organization " 'ssessing the current performance and future development needs of persons holding $obs and roles " (apping succession possibilities for employees ithin the organization " 'ssigning compensation grades and levels to particular $obs and roles " )electing applicants for open positions, using competency-based intervie ing techniques Competencies include the collection of success factors necessary for achieving important results in a specific $ob or ork role in a particular organization. )uccess factors are combinations of kno ledge, skills, and attributes %more historically called *+)',s*& that are described in terms of specific behaviors, and are demonstrated by superior performers in those $obs or ork roles. 'ttributes include! personal characteristics, traits, motives, values or ays of thinking that impact an individual,s behavior. Origin of Management including Competency Mapping: Chanakya,s 'rthshastra, an ancient -ndian script. book on /olitical )cience and 'dministration, ritten some 0000 years ago. Other names of Chanakya ere (r. +autilya, and (r. 1ishnu 2upta. Constitutions of all the ma$or countries have origin in this book. -t could be -ndian Constitution, -rish, Canadian, 3)', 'ustralian, etc. and even 4ritish un ritten constitutions have roots imbibed in this book. -t is the to ering book in hich you find the basics and applications of (anagement )ciences, Chemistry, /hysics, (ilitary and 5ar techniques, 4asic 6ngineering and 7echnologies, 6thics, 8egal and 9udiciary and :iduciary system, 1alues, /sychology, and 'nthropology, Organization 4ehavior, ;uman <esource (anagement. -n fact ma$or basics of all (arketing (anagement, ;uman <esource (anagement, basics of (anagement (odels, are been directly lifted ith some modification from this book. 2reat efforts of Chanakya by all means= and one of the greatest contributions to the orld. >ou may call 'rthshastra as a Classical book once if you read, you ill find other sub$ects easy any time in your life. -f 2eeta, 4ible, +uran, 2urugranthsahib, 'di 2ranth, 1edas, 1edanta are classical scripts in spirituality then 'rthshastra is one of the classical book for above mentioned sub$ects. -n

fact all the classical scripts have everything put in gist to live normal life happily. -t is said that once you master classical books everything becomes easier in later part of life and ork. Competence is a standardized requirement for an individual to properly perform a specific $ob. -t encompasses a combination of kno ledge, skills and behavior utilized to improve performance. (ore generally, competence is the state or quality of being adequately or ell qualified, having the ability to perform a specific role. :or instance, management competency includes the traits of systems thinking and emotional intelligence, and skills in influence and negotiation. ' person possesses a competence as long as the skills, abilities, and kno ledge that constitute that competence are a part of them, enabling the person to perform effective action ithin a certain orkplace environment. 7herefore, one might not lose kno ledge, a skill, or an ability, but still lose a competence if hat is needed to do a $ob ell changes. 7he competencies have five characteristics, namely! " Motives! 7hings a person consistently thinks about or ants that cause action, motives drive, direct and select behavior to ards certain actions. 6?ample achievement motivation people consistently set challenging goals for themselves, take responsibility for accomplishing them and use the feedback to do better " Traits: /hysical characteristics and consistent responses to situations. 2ood eyesight is physical traits of a pilot. 6motional )elf Control and initiative are more comple? consistent responses to situations. " Self Concept: ' person,s attitude value or self image. ' person,s values are reactive or respondent motives that predict hat a person ould do in the short run. 6?ample! ' person ho values being a leader ould be more likely to e?hibit leadership behavior. " Knowledge %-nformation a person has in a specific ork area& 6?ample! 'n accountant,s kno ledge of various accounting procedures. " Skill %is the ability to perform certain mental or physical tasks& 6?ample! (ental competency includes analytical thinking. 7he ability to establish cause and affect relationship. 7he four general competences are! Meaning Competence! -dentifying ith the purpose of the organization or community and acting from the preferred future in accordance ith the values of the organization or community. Relation Competence! Creating and nurturing connections to the stakeholders of the primary tasks. Learning Competence! Creating and looking for situations that make it possible to e?periment ith the set of solutions that make it possible to solve the primary tasks

and reflect on the e?perience. Change Competence! 'cting in ne ays hen it ill promote the purpose of the organization or community and make the preferred future come to life.

Types of competencies 1. Organizational competencies @ unique factors that make an organization competitive A. 9ob.<ole competencies@things an individual must demonstrate to be effective in a $ob, role, function, task, or duty, an organizational level, or in the entire organization. 0. /ersonal competencies@aspects of an individual that imply a level of skill, achievement, or output Types of competencies M ! "#R$ L Competencies hich are considered essential for staff ith managerial or supervisory responsibility in any service or program area, including directors and senior posts. )ome managerial competencies could be more relevant for specific occupations, ho ever they are applied horizontally across the Organization, i.e. analysis and decision-making, team leadership, change management, etc. "#!#R$C Competencies hich are considered essential for all staff, regardless of their function or level, i.e. communication, program execution, processing tools, linguistic, etc. T#C%!$C L&'(!CT$O! L )pecific competencies hich are considered essential to perform any $ob in the Organization ithin a defined technical or functional area of ork, i.e. environmental management, industrial process sectors, investment management, finance and administration, human resource management, etc. Levels of Competency 1. /ractical competency - 'n employee,s demonstrated ability to perform a set of tasks. A. :oundational competence - 'n employee,s demonstrated understanding of and hy he . she is doing. hat

0. <efle?ive competence %'n employee,s ability to integrate actions ith the understanding of the action so that he . she learn from those actions and adapts to the changes as and hen they are required. B. 'pplied competence - 'n employee,s demonstrated ability to perform a set of

tasks

ith understanding and refle?ivity.

Application levels of a competency )* !C#) #emonstrates high level of understanding of the particular competency to perform fully and independently related tasks. :requently demonstrates application that indicates profound level of e?pertise. Can perform adviser or trainer roles. 5ork activities are carried out consistently ith high quality standards. +RO'$C$#!T #emonstrates a sound level of understanding of the particular competency to adequately perform related tasks, practically ithout guidance. 5ork activities are performed effectively ithin quality standards. K!O,L#)"# -L# #emonstrates a sufficient understanding of the particular competency to be used in the ork place, but requires guidance 7asks or ork activities are generally carried out under direction. COM+#T#!C. M ++$!" Competency mapping is a process through hich one assesses and determines one,s strengths as an individual orker and in some cases, as part of an organization. -t generally e?amines t o areas! emotional intelligence or emotional quotient %6C&, and strengths of the individual in areas like team structure, leadership, and decision-making. 8arge organizations frequently employ some form of competency mapping to understand ho to most effectively employ the competencies of strengths of orkers. 7hey may also use competency mapping to analyze the combination of strengths in different orkers to produce the most effective teams and the highest quality ork. 7he steps involved in competency mapping follo ing! ith an end result of $ob evaluation include the

1& Conduct a $ob analysis by asking incumbents to complete a position information questionnaire %/-C&. 7his can be provided for incumbents to complete, or you can conduct one-on-one intervie s using the /-C as a guide. 7he primary goal is to gather from incumbents hat they feel are the key behaviors necessary to perform their respective $obs. A& 3sing the results of the $ob analysis, you are ready to develop a competency based $ob description. ' sample of a competency based $ob description generated from the /-C may be analyzed. 7his can be developed after carefully analyzing the input from the represented group of incumbents and converting it to standard

competencies. 0& 5ith a competency based $ob description, you are on your ay to begin mapping the competencies throughout your human resources processes. 7he competencies of the respective $ob description become your factors for assessment on the performance evaluation. 3sing competencies ill help guide you to perform more ob$ective evaluations based on displayed or not displayed behaviors. B& 7aking the competency mapping one step further, you can use the results of your evaluation to identify in hat competencies individuals need additional development or training. 7his ill help you focus your training needs on the goals of the position and company and help your employees develop to ard the ultimate success of the organization. -ehavioral event interview ' behavioral intervie is a structured intervie that is used to collect information about past behavior. 4ecause past performance is a predictor of future behavior, a behavioral intervie attempts to uncover your past performance by asking open-ended questions. 6ach question helps the intervie er learn about your past performance in a key skill area that is critical to success in the position for hich you are intervie ing. 7he intervie ill be conducted faceto-face henever possible. (sing the ST R Techni/ue -n a behavioral intervie , the intervie er ill ask questions about your past e?periences. ' useful ay to prepare for this style of questioning is to use the )7'< technique. 7he )7'< technique is a ay to frame the ans ers to each question in an organized manner that ill give the intervie er the most information about your past e?perience. 's you prepare to ans er each question, consider organizing your response by ans ering each of the follo ing components of the )7'< technique! 5hat as the S ituation in hich you ere involvedD 5hat as the Task you needed to accomplishD 5hat ction%s& did you takeD 5hat Results did you achieveD Repertory grid 7he repertory grid is a technique for identifying the ays that a person construes his or her e?perience. -t provides information from hich inferences about personality can be made, but it is not a personality test in the conventional sense. ' grid consists of four parts. 1. ' 7opic! it is about some part of the person,s e?perience A. ' set of 6lements, hich are e?amples or instances of the 7opic. 'ny ell-defined set of ords, phrases, or even brief behavioral vignettes can be used as elements. :or e?ample, to see ho - construe the purchase of a car, a list of vehicles ithin my

price range could make an e?cellent set of elements 0. ' set of Constructs. 7hese are the basic terms that the client uses to make sense of the elements, and are al ays e?pressed as a contrast. 7hus the meaning of ,2ood, depends on hether you intend to say ,2ood versus /oor,, as if you ere construing a theatrical performance, or ,2ood versus 6vil,, as if you ere construing the moral or ontological status of some more fundamental e?perience. B. ' set of ratings of 6lements on Constructs. 6ach element is positioned bet een the t o e?tremes of the construct using a E- or F-point rating scale system= this is done repeatedly for all the constructs that apply= and thus its meaning to the client is captured, and statistical analysis varying from simple counting, to more comple? multivariate analysis of meaning, is made possible. Step 0 7he individual or group begins cards. Step 1 7hen the elements are Step 2 'fter this, the sub$ect%s& rite numbers on one side of the cards elements at the top of the grid. Step 3 7he cards are turned face do n, shuffled, and then three cards are dra n at random. Step 4 7he sub$ect%s& mark on the grid hich three elements ere dra n ith an *G*. 7hey then decide! *Out of the three elements chosen, hich t o seem to have something more in common ith each otherD* 7hese t o elements are connected ith a line. Step 5 'l ays on the left side of the grid, the sub$ect%s& ill describe hat aspect these t o elements share. On the right side, they ill e?press hat it is that makes the third element different from the other t o. %-f this is too difficult, people are allo ed to rite something they believe to be the opposite of the left hand construct&. Step 6 :inally, the elements are rated to the constructs. 6ach element is rated to the constructs on a scale of one to five, ith the left construct as *1* and the right construct as *E*. :or hich correspond ith the ritten across the top of the grid. ith a repertory grid, pen or pencil, and five to eight blank

e?ample, on a scale of 1 to E, ith *1* being most like a *lesson carefully designed for students needs* and five as *giving students second language activities $ust to kill the time*, e see that the sub$ect%s& rated the element, *students are happy* as more like the left construct, ith a rating of *A*, the element, *students are active* as like the right construct, ith a rating of *E*, *students retain 8A* as like the left side ith a rating of *1*, and so on. One the first ro has been rated, the individual or group turn the three cards over, shuffle them, and begin the process all over again. 7hey may reshuffle in the case of dra ing the same three card combination as before. <epertory grids ere an invention of the late 2eorge +elly, a mid-5est 'merican engineer turned psychologist.psychotherapist ho rote up his ork in the ,E0s. 7hey consist of a rectangular matri? of ratings of things called *elements* %usually placed in the columns& each rated on ad$ectival phrases or simple ad$ectives kno n as *constructs*. Critical incident techni/ue 7he C-7 is a method for getting a sub$ective report hile minimising interference from stereotypical reactions or received opinions. 7he user is asked to focus on one or more critical incidents hich they e?perienced personally in the field of activity being analysed. ' critical incident is defined as one hich had an important effect on the final outcome. Critical incidents can only be recognised retrospectively. C-7 analysis uses a method kno n as Content 'nalysis in order to summarise the e?periences of many users or many e?periences of the same user. 7he Critical $ncident Techni/ue %or C$T& is a set of procedures used for collecting direct observations of human behavior that have critical significance and meet methodically defined criteria. 7hese observations are then kept track of as incidents, hich are then used to solve practical problems and develop broad psychological principles. ' critical incident can be described as one that makes a significant contribution - either positively or negatively to an activity or phenomenon. Critical incidents can be gathered in various ays, but typically respondents are asked to tell a story about an e?perience they have had. C-7 is a fle?ible method that usually relies on five ma$or areas. 7he first is determining and revie ing the incident, then fact-finding, hich involves collecting the details of the incident from the participants. 5hen all of the facts are collected, the ne?t step is to identify the issues. 'fter ards a decision can be made on ho to resolve the issues based on various possible solutions. 7he final and most important aspect is the evaluation, hich ill determine if the solution that as selected ill solve the root cause of the situation and ill cause no further problems. Advantages :le?ible method that can be used to improve multi-user systems. #ata is collected from the respondent,s perspective and in his or her o n #oes not force the respondents into any given frame ork. -dentifies even rare events that might be missed by other methods hich only focus

ords.

on common and everyday events. 3seful hen problems occur but the cause and severity are not kno n.

-ne?pensive and provides rich information. 6mphasizes the features that ill make a system particularly vulnerable and can bring ma$or benefits %e.g. safety&. Can be applied using questionnaires or intervie s.

Disadvantages ' first problem comes from the type of the reported incidents. 7he critical incident technique ill rely on events being remembered by users and ill also require the accurate and truthful reporting of them. )ince critical incidents often rely on memory, incidents may be imprecise or may even go unreported. 7he method has a built-in bias to ards incidents that happened recently, since these are easier to recall. -t ill emphasize only rare events= more common events ill be missed. rite& a

<espondents may not be accustomed to or illing to take the time to tell %or complete story hen describing a critical incident. SS#SSM#!T

COM+#T#!C.

Competency assessment involves the measurement of an individual,s competencies. (easures include cognitive ability tests, biodata instruments, structured intervie s, $ob kno ledge tests, diagnostic and promotion tests, and measures of customer service, and social skills. 5ith the advent of increased agency responsibility for staffing decisions, valid personnel selection assessments are more critical than ever. 7he Office of /ersonnel (anagement,s research and development staff are e?perts in producing selection methods that can be tailored to specific agency needs. Key 'eatures )election methods cover the entire spectrum of $ob-relevant abilities, including reasoning and social skills, and are offered in a variety of formats! o o o o o o o o o (ultiple-choice tests, either computer-based or paper and pencil )tructured intervie s 4iodata questionnaires 9ob-kno ledge tests )ocial skills inventories 6?ecutive assessment centers 8anguage-learning ability tests /hysical performance tests /rofessional e?aminations for managers and e?ecutives

Complete documentation of development process and validity analysis Hation ide net ork of test administrators can effectively and efficiently administer

tests of O/( design ,hy .ou May ,ant To (se These Services -ncreased productivity 6nhanced diversity of candidates

ssessment Center #7ercises 'n 'ssessment Center can be defined as *a variety of testing techniques designed to allo candidates to demonstrate, under standardized conditions, the skills and abilities that are most essential for success in a given $ob* %Coleman, 1IJF&. 7he term *assessment center* is really a catch-all term that can consist of some or all of a variety of e?ercises. 'ssessment centers usually have some sort of inbasket e?ercise hich contains contents similar to those hich are found in the in-basket for the $ob hich is being tested. Other possibilities include oral e?ercises, counseling simulations, problem analysis e?ercises, intervie simulations, role play e?ercises, ritten report.analysis e?ercises, and leaderless group e?ercises %Coleman, 1IJF= :iler, 1IFI= 9oiner, 1IJB&. 'ssessment centers allo candidates to demonstrate more of their skills through a number of $ob relevant situations %9oiner, 1IJB&. 258 )#"R## '##)- CK -n human resources or industrial.organizational psychology, 2589degree feed:ack, also kno n as ,multi-rater feedback,, ,multisource feedback,, or ,multisource assessment,, is employee development feedback that comes from all around the employee. *0K0* refers to the 0K0 degrees in a circle. 7he feedback ould come from subordinates, peers, and managers in the organizational hierarchy, as ell as self-assessment, and in some cases e?ternal sources such as customers and suppliers or other interested stakeholders. -t may be contrasted ith up ard feedback, here managers are given feedback by their direct reports, or a traditional performance appraisal, here the employees are most often revie ed only by their manager. 7he results from 0K0-degree feedback are often used by the person receiving the feedback to plan their training and development. 7he results are also used by some organizations for making promotional or pay decisions, hich is sometimes called *0K0-degree revie .* Benefits -ndividuals get a broader perspective of ho they are perceived by others than previously possible. -ncreased a areness of and relevance of competencies. -ncreased a areness by senior management that they too have development needs. (ore reliable feedback to senior managers about their performance. 2aining acceptance of the principle of multiple stakeholders as a measure of performance. 6ncouraging more open feedback @ ne insights.

<einforcing the desired competencies of the business.

/rovided a clearer picture to senior management of individual,s real there tended to be some ,halo, effect syndromes&. Clarified to employees critical performance aspects. Opens up feedback and gives people a more rounded vie had previously.

orth %although

of performance than they

-dentifying key development areas for the individual, a department and the organization as a hole. -dentifying strengths that can be used to the best advantage of the business. ' rounded vie strengths and of the individual,s. team,s. organization,s performance and eaknesses are. hat the

<aised the self-a areness of people managers of ho others @ positively and negatively. )upporting a climate of continuous improvement.

they personally impact upon

)tarting to improve the climate. morale, as measured through the survey. :ocused agenda for development. :orced line managers to discuss development issues. /erception of feedback as more valid and ob$ective, leading to acceptance of results and actions required. 2aps are identified in one,s self-perception versus the perception of the manager, peer or direct reports. Customizing the questions to one,s organizational competencies.