JOB EVALUATION METHODS AND TECHNIQUES,

MANAGAMENT DEVELOPMENT PROGRAMME AND

CAREER DEVELOPMENT PROGRAMME
Job Evaluation
Job evaluation seeks to determine the relative worth of each job so that salary
differentials can be established. The Job is rated, keeping in view such factors as
responsibility, qualification, experience, working conditions, etc. required for
performance of the job.
Job Evaluation P!o"#$$
A Job evaluation rogramme involves answering several questions. The major ones are !
i. "hich Jobs are to be evaluated#
ii. "ho should evaluate the Jobs#
iii. "hat training do the evaluators need#
iv. $ow much time is involved#
v. "hat should be the criteria for evaluation#
vi. "hat methods of evaluation are to be employed#
%bjectives of Job
&valuation
Job Analysis
Job 'pecification Job (escription
Job)evaluation
rogramme
"age 'urvey
&mployee
*lassification
M#t%o&$ o' Job Evaluation
Job)evaluation methods are of two categories + Analytical and non)analytical
Non(Anal)ti"al M#t%o&$
,on +Analytical methods does not make use of detailed job factors. &ach job is treated as
a whole in determining its relative ranking. -anking and job)classification come under
this category.
Ran*in+ M#t%o&
This is the simplest, the most inexpensive and the most expedient method of evaluation.
The evaluation committee assesses the worth of each Job on the basis of its title or on its
contents, if the latter is available. .ut the job is not broken down into elements or factors.
&ach Job is compared with others and is determined.
The method has several drawbacks. Job evaluation may be subjective as the Jobs are not
broken into factors. /t is hard to measure whole jobs.
Job(+!a&in+ M#t%o&
As in the ranking method, the Job)grading method 0or job)classification method1 does not
call for a detailed or quantitative analysis of Job factors. /t is based on the job as a whole.
The difference between the two is that in the ranking method, there is no yardstick for
evaluation2 while in the classification method, there is such a yardstick in the form of job
*lasses or grades. 3nder the classification method, number of grades is first decided
upon and the factors corresponding to these grades are then determined. 4acts about jobs
are collected and are matched with the grades which have been established.
The advantages of job)classification method include its simplicity and inexpensiveness.
The disadvantages of the methods are!
i. Job grade descriptions are vague and are not quantified
ii. (ifficulty in convincing employees about the inclusion of a job in a
particular grade because of vagueness of grade descriptions and
iii. 5ore job classifications schedules need to be prepared because the same
schedule cannot be used for all types of jobs
Anal)ti"al M#t%o&$
These include the point)ranking method and the factor)comparison method.
Point(Ran*in+ ,#t%o&
The system start with the selection of job factors, construction of degrees for each factor,
and assignment of points to each degree. (ifferent factors are selected for different jobs,
with accompanying differences in degrees and points. The range of score and grades is
also predetermined) for ex. from 678 to 698 points, the :
th
grade.
The advantages of point system are!
7. A job is split into number of factors. The worth of each job is determined on the
basis of its factors and not by considering the job as a whole.
6. The procedure adopted is systematic and can be explained to the employees.
9. The method is simple to understand and easy to administer.
-a"to!(Co,.a!i$on M#t%o&
3nder this method, one begins with the selection of factors, usually five of them +
5ental requirements
'kill requirements
hysical exertion
-esponsibility and
Job conditions
These factors are assumed to be constant for all the jobs. &ach factor is ranked
individually with the other jobs. Thus, a job may rank near the top in skills but low in
physical requirements. Then the total point;s values are then assigned to each factor. The
worth of a job is then obtained by adding together all the points; values.
Mana+#,#nt D#v#lo.,#nt P!o+!a,,#
Mana+#,#nt D#v#lo.,#nt is best described as the process from which managers learn
and improve their skills not only to benefit themselves but also their employing
organi<ations.
/n organi<ational development 0%(1, the effectiveness of management is recogni<ed as
one of the determinants of organi<ational success. Therefore, investment in ,ana+#,#nt
&#v#lo.,#nt can have a direct economic benefit to the organi<ation.
5anagers are exposed to learning opportunities whilst doing their jobs, if this informal
learning is used as a formal process then it is regarded as management development.
A..!oa"%#$ to Mana+#,#nt D#v#lo.,#nt
M#nto!$%i.
5entorship refers to a developmental relationship between a more experienced mentor
and a less experienced partner referred to as a mentee )) a person guided and protected by
a more prominent person.
T).olo+)
There are two types of mentoring relationships! formal and informal. /nformal
relationships develop on their own between partners. 4ormal mentoring, on the other
hand, refers to assigned relationships, often associated with organi<ational mentoring
programs designed to promote employee development.
/n well)designed formal mentoring programs, there are program goals, schedules, training
0for mentors and mentees1, and evaluation. 5entors inspire their mentee to follow their
dreams.
N#/(%i!# ,#nto!$%i.
4or example, in some programs, newcomers to the organi<ation are paired with more
experienced people 0mentors1 in order to obtain information, good examples, and advice
as they advance. /t is considered that new employees who are paired with a mentor are
twice more likely to remain in their job than those who do not get mentorship.
Hi+%(.ot#ntial ,#nto!$%i.
/n other cases, mentoring is used to groom up)and)coming employees deemed to have the
potential to move up into leadership roles. $ere the employee 0prot=g=1 is paired with a
senior level leader 0or leaders1 for a series of career)coaching interactions. A similar
method of high)potential mentoring is to place the employee in a series of jobs in
disparate areas of an organi<ation, all for small periods of time, in anticipation of learning
the organi<ation>s structure, culture, and methods. A mentor does not have to be a
manager or supervisor to facilitate the process
Coa"%in+
A coach is a person who supports people 0clients1 to achieve their goals, with goal
setting, encouragement and questions. 3nlike a counselor or mentor, a coach rarely offers
advice. $owever, term coaching is often misused in situations where the ?coach?
provides expert opinion and ?how to? answers and advice. *oaching does not include the
given solution for the problem but will energi<e the coachee to solve the problem.
Typically, a coach helps clients to find their own solutions, by asking questions that give
them insight into their situations. A coach holds a client accountable, so if a client agrees
to a plan to achieve a goal, a coach will help motivate them to complete their plan.
/n organi<ational development 0%(1, "oa"%in+ forms an important intervention designed
to assess and improve performance of an individual or a team. /t is very important to
improve the skills of the person which can be achieved through proper training by which
he can achieve organi<ational goals and also enhance his knowledge and skills. *oaching
is a key contributor to a training session being transferred back into the workforce.
Job !otation
An approach to management development is job rotation where an individual is moved
through a schedule of assignments designed to give him or her a breadth of exposure to
the entire operation. Job rotation is also practiced to allow qualified employees to gain
more insights into the processes of a company and to increase job satisfaction through job
variation.
At the senior management levels, job rotation ) frequently referred to as management
rotation, is tightly linked with succession planning ) developing a pool of people capable
of stepping into an existing job. $ere the goal is to provide learning experiences which
facilitate changes in thinking and perspective equivalent to the ?hori<on? of the level of
the succession planning. 4or lower management levels job rotation has normally one of
two purposes! promotability or skill enhancement. /n many cases senior managers seem
unwilling to risk instability in their units by moving qualified people from jobs where the
lower level manager is being successful and reflecting positively on the actions of the
senior manager.
5any military forces use the job rotation strategy to allow the soldiers to develop a wider
range of experiences, and an exposure to the different jobs of an occupation
Bu$in#$$ 0o!*'lo/ Anal)$i$
.usiness "orkflow Analysis 0."A1, sometimes known as .usiness 5anagement
'ystems p6p, is a management tool that streamlines, automates and improves the
efficiency of business procedures.
As part of the move towards the paperless office, ."A is a method allowing businesses
to better comprehend their current needs and to establish future goals. The long)term
objectives of ."A are those of reducing transaction costs and managing performance.
."A generally necessitates the participation of!
&mployees whose everyday role includes the processing, handling and sharing of
documents
&xperts with a vision of how the work should be done
/T staff with an understanding about how the vision could be translated into a
realistic solution
A >facilitator> whose role it is to manage the project and keep to specified limits in
time and expenditure
&xamples of ."A are actions such as routing documents to different locations, securing
approvals, scheduling and generating reports
U./a!& '##&ba"*
/n leadership development and management development, upward feedback 0also known
as manager feedback and subordinate appraisal1 is a structured process of delivering
feedback from subordinates to managers, intended to identify ways to increase
management effectiveness and enhance organi<ational performance. .asic idea! @ou are
only as good a manager as your subordinate thinks you are. Through the mechanism of
?upward feedback,? employees in an organi<ation can influence the behaviour of
managers. The feedback is intended create two)way communication between employees
and managers that can assist in developing leadership skills.
.ecause of the complexity of this process, there are a number of important factors,
including!
Top)level support ) 3pper management generally provides visible support for
the process, communicating its importance to managers and employees.
*lear purpose ) 3pward feedback is usually positioned as developmental. /t is
not a classic appraisal2 originally it is not designed to be tied to compensation.
That is, the aim of upward feedback is to improve managerial effectiveness.
Training ) 3pward feedback is most effective when embedded in a
leadershipAmanagement development program.
.ackend support ) %nce managers get their feedback report, follow)up
support is usually available for report interpretation, action planning, and
follow through.
*onfidentiality ) -aters and ratees must be confident in the anonymity.
/n order for upward feedback to be confidentially facilitated, it can be managed external
to the organi<ation.
Ca!##! &#v#lo.,#nt P!o+!a,,#
urpose The purpose of *areer (evelopment is to ensure that individuals are provided
opportunities to develop workforce competencies that enable them to achieve career
objectives.
/n organi<ational development 0or %(1, the study of career development rogramme
looks at!
how individuals manage their careers within and between organi<ations ands
$ow organi<ations structure the career progress of their members, can be tied into
succession planning within some organi<ations.
The organi<ation needs to provide support for employees to continually add to their
skills, abilities, and knowledge. This support includes!
7. *learly communicating the organi<ation;s goal and future strategies.
6. *reating growth opportunities.
9. %ffering financial assistance.
B. roviding the time for employees to learn.
*areer (evelopment activities are designed to help individuals see the organi<ation as a
vehicle for achieving their career aspirations. The organi<ation creates mechanisms
through which individuals can increase their capability in their chosen workforce
competency as well as their value to the organi<ation. The organi<ation;s *areer
(evelopment policy identifies the jobs, positions or competencies for which *areer
(evelopment activities are appropriate.
Craduated career opportunities and promotion criteria are defined to motivate growth in
the organi<ation;s workforce competencies. Craduated career opportunities represent an
arrangement of positions or work responsibilities that require increasing levels of
capability in one or more workforce competencies. romotions are made periodically,
based on defined criteria. Craduated career opportunities are periodically evaluated to
determine if they need to be updated. /ndividuals in competency communities affected by
career development activities periodically evaluate their capability relative to the
knowledge, skills, and process abilities defined for their workforce competency.
/ndividuals in these identified categories create and periodically update personal
development plans rogress against these plans is tracked and development opportunities
are identified. %pportunities for training and other career)enhancing activities are made
available. /ndividuals are encouraged to take an active role in defining and developing
their competencies and career opportunities.