Human Resource Development

Tejashree Talpade

Definition of HRD

A set of systematic and planned activities designed

by an organization to provide its members with the
necessary skills to meet current and future job
demands.

Emergence of HRD

Employee needs extend beyond the training

classroom
Includes coaching, group work, and problem solving
Need for basic employee development
Need for structured career development

Relationship Between HRM and HRD

Human resource management (HRM) encompasses

many functions
Human resource development (HRD) is just one of
the functions within HRM

Primary Functions of HRM

Human resource planning

Equal employment opportunity
Staffing (recruitment and selection)
Compensation and benefits
Employee and labor relations
Health, safety, and security
Human resource development

Secondary HRM Functions

Organization and job design

Performance management/ performance appraisal
systems
Research and information systems

HRD Functions

Training and development (T&D)

Organizational development
Career development

Training and Development (T&D)

Training improving the knowledge, skills and

attitudes of employees for the short-term,
particular to a specific job or task e.g.,

Employee orientation
Skills & technical training
Coaching
Counseling

Training and Development (T&D)

Development preparing for future responsibilities,

while increasing the capacity to perform at a
current job

Management training
Supervisor development

Organizational Development

The process of improving an organizations

effectiveness and members well-being through the
application of behavioral science concepts

Focuses on both macro- and micro-levels

HRD plays the role of a change agent

10

Career Development

Ongoing process by which individuals progress

through series of changes until they achieve their
personal level of maximum achievement.

Career planning

Career management

11

Learning & Performance

12

Critical HRD Issues

Strategic management and HRD

The supervisors role in HRD
Organizational structure of HRD

13

Strategic Management & HRD

Strategic management aims to ensure

organizational effectiveness for the foreseeable
future e.g., maximizing profits in the next 3 to 5
years
HRD aims to get managers and workers ready for
new products, procedures, and materials

14

Supervisors Role in HRD

Implements HRD programs and procedures

On-the-job training (OJT)
Coaching/mentoring/counseling
Career and employee development
A front-line participant in HRD

15

Organizational Structure of HRD

Departments

Depends on company size, industry and maturity

No single structure used
Depends in large part on how well the HRD
manager becomes an institutional part of the
company i.e., a revenue contributor, not just a
revenue user

16

Sample HRD Jobs/Roles

Executive/Manager
HR Strategic Advisor
HR Systems Designer/Developer
Organization Change Agent
Organization Design Consultant
Learning Program Specialist
Instructor/Facilitator
Individual Development and Career Counselor
Performance Consultant (Coach)
Researcher
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HRs strategic role

Employees as organisations assets

Driving business strategy
Spanning organizational functions
HRD Deliverables:

Performance
Capacity Building
Problem solving/consulting
Org. change and development

18

Strategic HRD

Integration of HRD with strategy formulation and

implementation
Long-term view of HR policy
Horizontal integration among HR functions
Vertical integration with corporate strategy
SHR as core competitive advantage

19

Firm Capitals

Human Capital

Knowledge, skills, abilities of individuals

Social Capital

Relationships in social networks

Intellectual capital

Knowledge and knowing capability of social

collectivities

Structural, cognitive, relational dimensions

Procedural/declarative; tacit/explicit; individual/social

Value and Uniqueness of capitals

20

Multiple Roles for HR (Ulrich, 1997)

Future/StrategicFocus
MgmtofSHR
Processes
MgmtofFirm
Infrastructure

MgmtofTrans
Formation/Change
People
MgmtofEmployee
Contributions

Daytoday/OperationalFocus

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Definition of HR Roles
Role/Cell

Deliverable/
Outcome

Metaphor

Core Activity

Mgmt of SHR

Executing corp.
strategy

Strategic Partner

Aligning HR and bus.

Strategy

Mgmt of Firm
Infrastructure

Building an efficient
infrastructure

Administrative
Expert

Reengineering org.
Processes

Mgmt of Employee
Contributions

Increasing employee
commitment and
capability

Employee Champion

Providing resources
to employees

Mgmt of
Transformation/Cha
nge

Organizational
renewal

Change Agent

Managing
transformation and
change,

22

Importance of Human Resources

Human resources are an important part of the

value chain
They can be unique, and thus a source of core
competence in an organization
If a core competence is related to HR, then HR can
contribute to competitive advantage

23

Strategic Analysis of HR: Purpose

People related strategies may be important to new

strategy (for example, a change in the way the
organization does business)
In todays technologically complex business world,
analysis of existing human resources is important in
order to determine what options are available
The network of people within an organization and
their relationships with people can be an important
part of strategy

24

HR and Sustainable Competitive Advantage

In some industries, people are the most important

factor in success
- advertising and creative development
- leisure and tourism
- management consulting
- hospitals and medical professions
The adaptability of people to changing environments
is an important skill
The ability to learn faster than your competitors
may be the only sustainable advantage Arie De
Geus, former head of planning at Royal Dutch Shell
25

Challenges for HRD

Changing workforce demographics

Competing in global economy
Eliminating the skills gap
Need for lifelong learning
Need for organizational learning

26

Competing in the Global Economy

New technologies
Need for more skilled and educated workers
Cultural sensitivity required
Team involvement
Problem solving
Better communications skills

27

Need for Lifelong Learning

Organizations change
Technologies change
Products change
Processes change
PEOPLE must change!!

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Creating a learning organisation

29

Need for Organizational Learning

Organizations must be able to learn, adapt, and

change
Principles:

Systems thinking
Personal mastery
Mental models
Shared visions
Team learning

30

Creating a Learning Organization

Senge suggests top managers follow several steps to build in learning:

Personal Mastery: managers empower employees and allow them to

create and explore.

Mental Models: challenge employees to find new, better methods to

perform a task.

Team Learning: is more important than individual learning since most

decisions are made in groups.

Build a Shared Vision: people share a common mental model of the

firm to evaluate opportunities.

Systems Thinking: know that actions in one area of the firm impacts all
others.

31

A Framework for the HRD Process

HRD efforts should use the following four phases
(or stages):

Needs assessment
Design
Implementation
Evaluation

32

Training & HRD Process Model

33

Needs Assessment Phase

Establishing HRD priorities

Defining specific training and objectives
Establishing evaluation criteria

34

Design Phase

Selecting who delivers program

Selecting and developing program content
Scheduling the training program

35

Implementation Phase

Implementing or delivering the program

36

Evaluation Phase
Determining program effectiveness e.g.,

Keep or change providers?

Offer it again?
What are the true costs?
Can we do it another way?

37

Motivation, Reward and

Recognition System Management

38

Motivation
The force within us that activates our behavior.
It is a function of three distinct components,
Intensity, Direction, and Persistence.

Motivation
Motivation

Intensity

Direction

Persistence

39

Motivation - Intensity
Intensity refers to the amount of mental and
physical effort put forth by the person.

Motivation
Motivation

Intensity

Direction

Persistence

40

Motivation - Direction
The extent to which an individual determines
and chooses efforts focused on a particular
goal.

Motivation
Motivation

Intensity

Direction

Persistence

41

Motivation - Persistence
The extent to which the goal-directed effort is
put forth over time.

Motivation
Motivation

Intensity

Direction

Persistence

42

Motivation: Intrinsic vs. Extrinsic

Intrinsic
When doing the job is
inherently motivating

Extrinsic
When rewards such as pay
and formal recognition
act as motivators

43

Two Basic Categories of Rewards

Compensation Rewards:
Those given in return for acceptable performance
or effort. They can include nonfinancial
compensation.

Non-Compensation Rewards:
Those beneficial factors related to the work
situation and well-being of each person.

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Types of Rewards

Intrinsic
Sense of
Accomplishment
Personal Growth
Opportunities

Motivation

Extrinsic
Pay

Job
security

Promotion
Recognition

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Financial Compensation: Straight Salary

Advantages
-

Salaries are simple to administer

Planned earnings are easy to project.
Salaries are useful when substantial
development work is required.

Disadvantages
-

Salaries offer little incentive for better

performance.
Salaries represent fixed overhead.

46

Financial Compensation: Pay for Performance

Reward Systems in most cases should be consistent
with other HR systems.
The Reward System is a key driver of:
HR Strategy
Business Strategy
Organization Culture

47

Need for Consistency with Other HR Systems

Skill-based pay
Training
Overtime
pay rules
in
contract

Labor
Relations

Sign-on Bonus

Culture

Rewards

Merit pay
reinforces
performance
culture
Performance
Management

Employment
Merit Pay

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Financial Compensation: Performance Bonuses

Advantages
- Organization can direct emphasis to what it
considers important.
- Bonuses are particularly useful for tying rewards
to accomplishment of objectives.
Disadvantages
- It may be difficult to determine a formula for
calculating bonus achievement if the objective
is expressed in subjective terms.

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Non-financial Compensation
Opportunity for Promotion:
The ability to move up in an organization along
one or more career paths
Sense of Accomplishment:
The internal sense of satisfaction from
successful performance

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Non-financial Compensation
Opportunity for Personal Growth:

Access to programs that allow for personal

development (e.g., tuition reimbursement,
leadership development seminars)

Recognition:

The informal or formal acknowledgement of a

desired accomplishment

Job Security:

A sense of being a desired employee that comes

from consistent exceptional performance

51

Understanding Reward & Recognition

Definitions:

A reward is an item or experience with monetary value that

is provided for a desired behavior or performance, often
with accompanying recognition
Recognition is a positive consequence provided to a person
for a behavior or a result in the form of acknowledgement,
approval or the expression of gratitude
Recognition is more of an activity or an association (a
social or interpersonal activity) while a Reward is more of
a thing (Money, Merchandise, Trophy, Travel etc)

52

Why Reward & Recognise employees

By valuating and recognizing people, you harness the power

of motivation, which is the single most powerful strategy
used to promote performance and positive behaviors

Drives Stretch in Performance

Enhances aspirations and creates Motivation
Feeling Valued
Builds Self Esteem and sense of Belonging
Improves Individual Attitudes

53

Reward is a Right; Recognition is a Gift..

Rewards at work

Direct Financial (pay)

Indirect Financial (benefits)
Work Content (work)
Careers (development)
Affiliation (feeling of
belonging)
Study results: Surprisingly,
all 5 types of rewards were
considered equally
important.
* Gerald Ledford Jr. and Peter LeBlanc, World at Work 9, no.3 (Q3 2000):1-11

Recognition

Praise
Time
Toys, Trophies & Trinkets
Fun, Freedom & Food
Small Money
Others
Common thread Genuine,
positive, emotion

54

What is Recognition?
Recognition is any thought, word, or deed towards making
someone feel appreciated for who they are and recognized
for what they do. 1
Recognition can be a strategic tool for shaping behavior and
moving an organization in a desired direction. 2
Recognition is something a manager should be doing all the
timeits a running dialogue with people. 3

MakingRecognitionaDailyEventbyRoySaunderson,RecognitionManagementInstitute

ACultureofRecognition;BuildingaSystemtoCelebrateGreatPerformancebyRhonda
Sunnarborg,BIBusinessImprovementSeries
2

RonZemke,Trainingmagazine

55

Why Focus on Recognition?

Employees identify recognition as one of the most effective
motivators1
Even small increases in supportive practices are associated
with decreased turnover and increased sales/profitability 2
Employees who feel that their organization values them are
more likely to value their customers2
Appreciation and/or praise are among the top three drivers of
employee motivation and engagement across a variety of
industries and companies3

TheConferenceBoard,1999HRExecutiveReview:
EmployeeRecognitionPrograms
1

Pfeffer2001study

HewittAssociates

56

Exercise

You are the HR Manager of an FMCG organisation

which has 400 employees at their HO.
You have been asked to develop an R&R program
for your organisation to keep employees engaged
and motivation levels high.
A separate budget would be provided for the R&R
activities.
You and you team has to design a program and
present it to your leadership team.

57

Diversity @ workplace

59

What is Diversity?

In simple terms, diversity is "otherness," or those

human qualities that are different from our own
and outside the groups in which we belong. There
are various qualities that differentiate one
individual from the next.

60

Elements of Diversity
Age

Income

Gender

Education

Ethnicity

Marital Status

Race

Religious Beliefs

Physical Ability

Geographic Location

Sexual Orientation

Physical Characteristics

Parental Status

Personality Type

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Diversity:
The uniqueness of all individuals;
includes everyone.

62

Principles of Diversity Management

Establish a business strategy for effectively

managing a diverse workforce

Create a positive work environment

Promote personal and professional development

Empower all people to reach their full potential

Remove barriers that hinder progress

Ensure equal opportunities and prevent

discrimination

63

Creating an Organization That Can Manage Diversity

Organizational vision
Top management commitment
Auditing and assessment of needs
Clarity of objectives
Clear accountability
Effective communication
Coordination of activity
Evaluation

64

Techniques for Managing Diversity

Managing diversity training programs

Core groups
Multicultural teams
Senior managers of diversity
Targeted recruitment and selection programs

65

Techniques for Managing Diversity

Compensation and reward programs tied to

achieving diversity goals
Language training
Mentoring programs
Cultural advisory groups
Corporate social activities that celebrate
diversity

66

Managing diversity effectively

Greater range of perspectives, ideas, and

creativity.
Better problem definition, generation of
alternatives, and decisions.
Greater potential of developing a high
performance team.
Greater resilience in dealing with escalating
demands.

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Mismanaging diversity

Disrupts development of trust, constructive

working relationships, arriving at consensus &
agreement.
Stereotyping of other members and sub grouping
along cultural lines.
Misunderstanding and disruptive communication.
Low levels of efficiency, effectiveness &
productivity

68

Unintended Results of Managing Diversity

Programs that focus on encouraging certain groups

may create feelings of unfairness or exclusion in
others
Giving preferential treatment to certain groups may
stigmatize their members
Increasing diversity without recognition and
rewards for the new members can create
organizational tension

69

Implications for Managers

Managing a diverse workforce is an important

part of an international managers job
Must understand the impact of diversity and
know how to utilize
Realize different cultures view diversity
differently and consider impact on manager

71

Potential Benefits of an Effective Diversity

Management Program

Improve organizational performance

Help prevent unlawful discrimination or harassment incidents

Improve workplace relations

Build more effective work teams

Improve organizational problem solving

Improve customer service

Enhanced recruitment efforts

72

Making heads count is more important

than counting heads

73

Possible barriers in the organization that

prevent a more balanced workforce?

Limiting area of consideration

Lack of diversity at the senior ranks
Categorizing people into certain positions
Always recruiting from same source
Grooming/developing only one person

74

Strategies for Inclusion

75

The Value of Mentoring

Without regard to race, gender, religion,

national origin .
Inconvenience yourself to show someone
else the way
Unleash someone elses potential

76

Professional Development

Identify training and development needs for all

employees
Utilize Individual Development Plans
Rotational & Developmental Assignments
Rotate acting supervisor

77

Diversity management is about full utilization of

people with different backgrounds and
experiences.

Effective diversity management strategy has a

positive effect on cost reduction, creativity,
problem solving, and organizational flexibility

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Human Resource Audit

79

How is Human Resource Analysis Done?

Human Resource Audit

Purpose:

To identify the size, skills and structure surrounding

current employees and
to identify future human resource needs of the
organization

Question Answered:
Are the human resources a strength or a
weakness?
80

The Audit: Principles

Obtain some basic information on the people and

policies involved in the organization

Explore in detail the role and contribution of the

human resources management function in the
development of strategy

81

The Audit: Contents

People in the Organization

Role and Contribution of HR strategy

82

HR Audit: People in the organization

Employee numbers and turnover

Organization structure

Structures for controlling the

organization

Use of special teams, e.g. for

Innovation

Level of skills and capabilities

required

Morale and rewards

Employee and industrial

relations

Selection, training and

development

Staffing levels

Capital investment/employee

Role of quality and personal service

in delivering the products or
services

of the organization

Role of professional advice in

delivering the product or service

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Role & Contribution of HR Strategy

Relationship with strategy

Key characteristics of HR strategy
Consistency of strategy across different levels
Responsiveness of HR strategy in leading change in
the organization
Role of HR strategy in leading change in the
organization
Monitoring and review of HR strategy
Time horizon for operation of HR strategy

84

What the Audit Achieves

Provides information that is useful in deciding how

feasible a strategy is
Identifies any human resource gaps (human
resources necessary for a proposed strategy minus
the current state of human resources)
Allows the organization to benchmark their
performance against other organizations
(benchmark is a process of comparison)

85

Human Resources as a CSF

Critical Success Factor (CSF) = a reason why one

organization is superior to another

HR can be a CSF if employees have unique skills

86

Coaching and Mentoring

87

Coaching and Mentoring

These definitions indicate some overlap and

some differences between Mentoring and
Coaching. Mentoring is often seen as a longer
term process, for example offering support
during a career change such as induction or
becoming a senior manager.

88

Mentoring

Mentoring is usually concerned with supporting

practitioners whilst they make a significant career
transition.

Mentoring in intended to be supportive of the

individual and occurs at need. Here the emphasis
is on ready and confidential access to a critical
friend who can be used as a sounding board and
who offers a free form of advice.

89

Coaching

Coaching is normally used to support the process of

reviewing established or emerging practices. It is
focused on innovation, change or specific skills.

Coaching is conceived as a more structured

learning process aimed at explicit professional
development in an agreed area of performance.

90

Activities involved in mentoring and coaching and their overlap

91

The learner (the personal dimension)

If writers are more aware of their own writing
processes and what helps and hinders their writing then
they are more likely both to become more confident
writers and are able to support others in their writing
too. The same principles apply to leaders and
managers. The Mentor/Coach needs to be aware of the
ways in which Mentees/Coachees can focus on
themselves as learners.

92

The learning (the transformational dimension)

In Mentoring and Coaching transformation or change comes about
through the learning conversation. The conversation enables the
process of Mentoring/Coaching in which there needs to be an explicit
focus on learning. Dennison and Kirks cycle of learning (1990) is
useful for this purpose.

This model can be

applied to developing
leaders and
managers ie:
understanding
themselves before
understanding
others!

93

What Mentoring and Coaching is not

Mentoring and Coaching is not counseling although
some counseling skills may be used by the
Mentor/Coach. Learning conversations do not focus
on personal problems.
Neither is the learning conversation therapy
although the outcome of the conversation may leave
the person feeling up-lifted and may feel their
emotions have changed. But learning is always the
focus.

94

Competency Modeling

95

Competency

It is derived from the Latin word

Competere, which means to be suitable.
The concept was originally developed in
Psychology denoting Individuals ability to
respond to demand placed on them by the
environment.
Any underlying characteristic required
performing a given task, activity, or role
successfully can be considered as
competency.
96

Competencies defined

A collection of characteristics (i.e. skills, knowledge

and self-concept, traits, behaviour, motivation, etc.),
that enables us to successfully complete a given task.

Skills

Knowledge

Self-concept
(Attitude)

97

Iceberg Model of Competencies

Skills = a learned ability
Knowledge = acquiring
information in a particular field
Self-Image = attitudes and
values
Traits = why and how we
behave a certain way
Motives = what drives us, i.e.,
the need to seek achievement,
power/influence, affliliation

98

Competencies in the Corporate World

Communication without offending others

Critical Thinking Seeing the Big picture
Ethics / Social Responsibility Ethical behaviour
Information Technology creativity optimization
Interpersonal Diversity Being non-judgmental
Leadership
Managing Change
Self-managed Learning self motivated
Teamwork collaboration & impact of self
Technical know-how
100

Emotional Competency Framework

Personal Competence

Social Competence

Self Awareness:
Knowledge of ones selfconcept and values

Empathy:
Awareness of others
feelings and emotions

Self Regulation:
Management of ones
impulses and emotions

Social Skills:
Adeptness at inducing
desired responses in others

Motivation:
Self-guidance and direction

* from Working With Emotional Intelligence, by Daniel Goleman

101

Competency Classification
Individual

Organisation

Social

Behavioural
Leadership
Generic competencies

Organisational
Cultural

Technical

Functional / operational Core competencies

knowledge
Corporate competencies
Skill knowledge
Distinctive competencies
Threshold competencies

102

Why use competencies

Competencies

help individuals and organisations to improve

their performance and deliver results
can be quantified and communicated
can be taught, learned, measured and monitored

103

Benefits of competency-modeling

Integrates fragmented management and practices

Links individual or group performance to strategic
direction
Helps develop high value activities for the
organisation
Focusing on what people do, not what they are
Leads to organisational flexibility and stability
Leads to competitive advantage
Is participatory and involving
Is objective; therefore, can be geared to possible
change in business future and to ensure relevance
104

Benefits of competency-modeling HR Delivery

Matching of Individuals and Jobs

Employee Selection
Training and Development
Professional and Personal Development
Performance Measurement
Succession Planning

105

Who Identifies competencies?

Competencies can be identified by one of more of the

following category of people:
Experts
HR Specialists
Job analysts
Psychologists
Industrial Engineers etc.
in consultation with: Line Managers, Current & Past Role
holders, Supervising Seniors, Reporting and Reviewing
Officers, Internal Customers, Subordinates of the role
holders and Other role set members of the role (those who
have expectations from the role holder and who interact
with him/her).

106

What Methodology is used?

The following methods are used in combination for

competency mapping:
Interviews
Group work
Task Forces
Task Analysis workshops
Questionnaire
Use of Job descriptions
Performance Appraisal Formats etc.
107

How are they Identified?

The process of identification is not very complex.

One of the methods is given below:
1. Simply ask each person who is currently
performing the role to list the tasks to be
performed by him one by one, and identify the
Knowledge, Attitudes, and Skills required to
perform each of these.
Consolidate the list.
Present it to a role set group or a special task force
constituted for that role.
Edit and Finalize.
108

What Language to Use?

Use Technical language for technical competencies.

For example: knowledge of hydraulics.
Use business language for business competencies.
Example: Knowledge of markets for watch business
or Strategic thinking.
Use your own language or standard terms for
Behavior competencies. Example: Ability to
Negotiate, Interpersonal sensitivity, Sales
techniques. Too technical and conceptual
knowledge align to the organization and people
may create more problems than help
109

Assessment Centers

110

Assessment Centre

Assessment centers typically involve the

participants completing a range of exercises which
simulate the activities carried out in the target
job.

Various combinations of these exercises and

sometimes other assessment methods like
psychometric testing and interviews are used to
assess particular competencies in individuals.

111

The theory behind this is that if one wishes to predict

future job performance then the best way of doing
this is to get the individual to carry out a set of tasks
which accurately sample those required in the job and
are as similar to them as possible.

The particular competencies used will depend upon

the target job but one will often find competencies
such as relating to people; resistance to stress;
planning and organising; motivation; adaptability and
flexibility; problem solving; leadership;
communication; decision making and initiative.

112

AC Vs DC
Assessment centres usually

have a pass/fail criteria

are geared towards filing a job vacancy
address an immediate organisational need
have fewer assessors and more participants
involve line managers as assessors
have less emphasis placed on selfassessment
focus on what the candidate can do now
are geared to meet the needs of the
organisation
assign the role of judge to assessors
place emphasis on selection with little or
no developmental feedback and follow up
give feedback at a later date
involve the organisation having control over
the information obtained
have very little pre-centre briefing
tend to be used with external candidates

Development centres usually

do not have a pass/fail criteria

are geared towards developing the
individual
address a longer term need
have a 1:1 ratio of assessor to participant
do not have line managers as assessors
have a greater emphasis placed on selfassessment
focus on potential
are geared to meet needs of the individual
as well as the organisation
assign the role of facilitator to assessors
place emphasis on developmental feedback
and follow up with little or no selection
function
give feedback immediately
involve the individual having control over
the information obtained
have a substantial pre-centre briefing
tend to be used with internal candidates

113

Types of Exercises
Group Discussions
In these, candidates are brought together as a
committee or project team with one or a number of
items to make a recommendation on. Candidates may
be assigned specific roles to play in the group or it may
be structured in such a way that all the candidates have
the same basic information. With this type of exercise,
and in common with other types of exercise, it is of
great benefit to ensure that you understand and follow
the instructions for the exercise.

114

Types of Exercises
In Tray
This type of exercise is normally undertaken by candidates
individually. The materials comprise a bundle of
correspondence and the candidate is placed in the role of
somebody, generally, who assumed a new position or replaced
their predecessor at short notice and have been asked to deal
with their accumulated correspondence. Generally the only
evidence that the assessors have to work with are the
annotations which the candidates have made on the articles of
mail. It is important when undertaking such an exercise to
make sure that the items are not just dealt with, but that
clearly mark on the items any thoughts that you have about
them or any other actions that you would wish to put in train.

115

Interview Simulations / Role Plays

In these exercises candidates meet individually with a role player or

resource person.
Their brief is either to gather information to form a view and make a
decision, or alternatively, to engage in discussion with the resource
person to come to a resolution on an aspect or issue of dispute.
Typically, candidates will be allowed 15 -30 minutes to prepare for
such a meeting and will be given a short, general brief on the
objective for the meeting.
In undertaking such an exercise you should consider carefully how you
want to spend the time in the meeting and plan accordingly. Although
the assessment is made mainly on the conduct of the meeting itself,
consideration will also be given to preparatory notes, thus it is useful
for any meeting plan or objectives that you set yourself for the
meeting to be clearly set out in your preparatory notes.

116

Case Studies / Analysis Exercises

In this type of exercise the candidate is presented with the

task of making a decision about a particular business case.
They are provided with a large amount of factual
information which is generally ambiguous and, in some
cases, contradictory.
Candidates generally work independently on such an
exercise and their recommendation or decision is usually to
be communicated in the form of a brief written report
and/or a presentation made to the assessors. As with the
other exercises it is important with this kind of exercise to
ensure that your thought processes are clearly articulated
and available for the scrutiny of the assessors. Of
paramount importance, if the brief requires a decision to
be made, ensure that a decision is made and articulated.

117

The above is meant as an illustrated list of the types of

exercises that may be encountered in an assessment
centre. Variations and permutations are almost infinite.

It is, however, worth remembering that there is a large

body of academic research which suggests that the
assessment centre is probably one of the most valid
predictors of performance in a job and, if correctly
structured, is probably one of the fairest and most
objective means of gathering information upon which a
selection decision can be based. From the candidate's
perspective it is important to be natural and to be oneself
when faced with an assessment centre, remembering
always that you can only be assessed on what you have
done and what the assessors can observe

118

Exercise categorisation

Level 1: Administrative - suitable for a wide range of roles

including: secretarial and clerical staff, call centre staff,
frontline customer service roles
Level 2: Graduate - ideal for roles where there is no
requirement for significant organisational experience
Level 3: First line manager - primarily for new or junior
managers, or managers with little experience of people
management
Level 4: Middle manager - for experienced managers, including
familiarity with people management
Level 5: Executive - targeted at senior managers with
significant experience

119

Design an Assessment Centre

Design of an assessment centre should reflect:

the ethos of the organisation

the actual skills required to carry out the job
potential sources of recruits
the extent to which recruitment is devolved to line
managers
the HR strategy.

120

Design Criteria

The essential design criteria should include:

duration of the centre (one day might be insufficient

for more senior posts)
location (reality or ideal surroundings and
accessibility for candidates with disabilities)
number of candidates brought together (five may be
too few for comfort under observation and more than
eight gives problems in sharing the assessed time)
candidate background and comparability of past
experience
number, mix, and experience of assessors.

121

Design Criteria

Essential and desired skills /competencies to be

matched to the techniques and tasks which test
them
Group exercises should be as real as possible
The tasks might need to encourage competitiveness
/collaboration

122

Observers

There should be a number of senior observers/selectors

to ensure greater objectivity through a range of views.
Selectors must be trained to observe, record, classify
and rate behaviour and seek evidence accurately and
objectively against the job description and person
specification.
Selectors preferably should also have had some training
on interviewing skills and in managing diversity, and
have good listening skills.
Assessors might also be used to observe and comment
on behaviour although they do not necessarlity take
part in final selection decisions
123

Performance Management

124

Objective Setting

An objective is a simple statement of an end result

to be achieved within a specified time frame.
It should be short, clear and specific.
It can also be in the form of an activity as it may
not always be possible to quantify the end results.

125

Why Objective setting ?

Gives direction to job.

Helps focus on important job areas.
Assists review and change in job emphasis.
Provides a basis for appraisal, counselling and
feedback.
Increases mutual job understanding with superior.

126

Objectives

Are significantly important areas of job.

When performed well, improves overall results.
Are maximum payoff job areas.
Represent the work which account for 80% of
results.

127

Objectives

Targets are specific conditions to be

achieved/indicates how much of what and by when

Activities action steps which lead to the end

results / used when targets are not quantifiable /
indicate what by when

128

Process of goal setting

What is the job ?

What are the end results expected ?
What policies / procedures / work methods are
impeding performance ?
What changes are needed for better results ?
How can work assignments be regrouped/altered to
improve schedule ?
What problems need to be overcome next year ?

129

Objectives v/s Targets

Focus on imp. Areas

Related to job description
Signposts
Direction of work
Optimum number 6

Measures imp. Results

Related to objectives
Milestones/Pathways
Specific condition
One or more for each
objective

130

Criteria for objectives

Observable
Basis for appraisal
Jointly evolved
Extra effort
Clear/consistent with dept. objective
Time bound
Initiative
Verifiable
End result- emphasis on
Satisfying

131

Objectives should be

S - Specific
M - Measurable
A - Attainable
R - Relevant
T - Time-bound

132

Process

Establishing specific goals to support stated

purpose.
Determining the importance of these goals.
Making plans for action.
Arriving at performance standards and
measurement criteria.
Stating anticipated problems.

133

Process..

Weighing the resources required to carry out the

planned action.
Providing for interaction of organization and
individual goals.
Following up with actual performance
measurement and evaluation.

134

HRs role in Performance Management

Delivering time-lines
Ensuring timely adherence
Auditing the objectives jointly with line managers
Ensuring objectives are in line with organisational
goals
Requesting modification if required

135

Thank you

136

High Performance Organizations

Design
Components

People

Decision Systems

Human Resources

Structure

Values & Culture

Traditional
Organizations

Narrow expertise

Rugged individuals

Centralized

Closed

Standardized selection

Routine training

Job-based pay

Narrow, repetitive jobs

Tall rigid hierarchies

Functional departments

Promote compliance

Routine behaviors

High Performance Organizations

Multi-skilled team players

Dispersed

Open

Realistic job interviews

Continuous learning

Performance-based pay

Enriched jobs

Flat, flexible hierarchies

Self-contained businesses

Promote involvement

Innovation and cooperation

137