Académique Documents
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MB 101D
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Course Design
Dr Parag Diwan
Members
Dr Anirban Sengupta
Dean
Dr Satya Sheet
VP Academic Affairs
Prof I M Mishra
Dean IIT Roorkee
Dr Ashish Bhardwaj
CIO
Mr M K Goel
Management Consultant
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Dr Shrihari
Dean
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Chairman
cti
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Advisory Council
for
Dr K K Pandey
Print Production
Mr A N Sinha
Sr Manager Printing
UP
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Mr Kapil Mehra
Manager Material
Author
Lallon Prasad
All rights reserved. No parts of this work may be reproduced in any form, by mimeograph or any other means,
without permission in writing from Hydrocarbon Education Research & Society.
(c)
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Block-I
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Contents
Unit 2
Unit 3
Unit 4
Motivation ..................................................................................................................... 35
Unit 5
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Unit 1
Block-II
Unit 7
Unit 8
Unit 9
Supervision ................................................................................................................... 99
Unit 10
for
Unit 6
Block-III
Unit 12
Unit 13
Unit 14
Unit 15
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Unit 11
Block-IV
Unit 17
Unit 18
Unit 19
Unit 20
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Unit 16
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Block-V
Unit 22
Unit 23
Unit 24
Unit 25
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Unit 21
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Detailed Contents
2
Notes
UNIT
1: MANAGERIAL ROLES, FUNCTIONS AND
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SKILLS
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Introduction
Introduction
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Managerial Roles
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Managerial Skills
People Skills
Management Functions
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UNIT 4: MOTIVATION
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UNIT 2: ANALYSING INTERPERSONAL
RELATIONSI
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Introduction
Motivation: An Overview
Introduction
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Theories of Motivation
Techniques of Motivation
Teamwork
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Unit 1
Notes
Activity
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cti
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Make
a presentation on
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managerial roles.
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Objectives
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After completion of this unit, the students will be aware of the following
topics:
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Introduction
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Managerial Roles
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Notes
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setting the big strategy for the company and to set specific targets
for his businesses that align with the strategy. The targets would
be simple, clearly linked to past performance and encourage
disciplined growth in order to strive for superior results. The job
also included the need for the CEO to ensure the alignment and
create an Organisation which can keep ahead of the continuous
change taking place in todays business environment. It is also
very important for the CEO of BP to establish connections outside
the company to bring new perspectives to BP. Finally, according to
Sir John Browne, the need to develop, understand and maintain
relationships
(c)
numerous
including
industry,
governments,
customers and investors are becoming more than ever a key role
for todays CEO.
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Find___________________
out
more
about
mangerial skills with the help
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of internet.
In the case for Ernest and Young, the role of the CEO was to set
business objectives, strategies and comply with the international
standards. Because the firm is run in a franchise manner, the CEO
also needs to work together with other CEOs in other subsidiaries
to ensure consistency in their work. In setting out the business
objectives, the CEO need to also include work requirements from
its employees to ensure efficiency in the work environment.
Managers of small businesses are just as busy as the CEO of large
corporations. The managers need to be the head of all the
individual departments for the business; they need to make all
decisions whether large or small.
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Activity
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Managerial Skills
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Activity
Give
some examples of
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management functions.
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1. . involves
knowledge and proficiency.
process
or
technique
Management Functions
(c)
1.
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Notes
2.
3.
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Summary
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Notes
Liaison: The manger interacts with peers and people outside the
organization.
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1.
2.
3.
4.
5.
6.
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Further Readings
Books
Management Organisation Behaviour, San Integrated Approach by
Jon L. Pierce & Donald G. Gardner with Randall B Dunham, Ch 1,
p. 25-26
Organisation Behaviour by Archana Tyagi, IMT, First Edition,
New Delhi, 1997, Ch 1, p 12-13
(c)
Web Readings
worldacademyonline.com/.../management_functions__roles__and_s
kills
www.associatedcontent.com Business & Finance.
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Unit 2
Notes
Activity
Give___________________
some examples of
interpersonal relationships.
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Analysing Interpersonal
RelationsI
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Objectives
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After completion of this unit, the students will be aware of the following
topics:
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Introduction
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Source: thiang.wordpress.com
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Make
a presentation on
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teamwork.
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Notes
Activity
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Teamwork
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Characteristics of a Team
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Notes
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Source: psycnet.apa.org
ot
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Aims: Aims are implicit in most, if not all, teams though they are
not often thought about and even less often discussed. These aims
may be intrinsic in nature: to discuss environmental pollution, or
they may be extrinsic: to make decisions about the course or to
prepare for an examination. Aims also have social and task
dimensions. Social aims include to develop team loyalty and a
sense of belonging, while task aims refer to qualities like judging
ideas and checking progress. They are complementary. If the social
dimension is not given due regard, students may feel cool about the
team and have no sense of commitment. If the task dimension is
missing, they may become dissatisfied and feel frustrated at not
achieving anything worthwhile.
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Summary
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Keywords
Notes
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Structure: When a team comes together for the first time and
begins to interact, various differences between the members begin
to appear: differences in status, influence, role, ability, and so on.
The pattern of relationships that is thus established is known as
the team structure.
2.
3.
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Further Readings
Books
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Notes
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Web Readings
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www.irfcnausena.nic.in/irfc/ezine/div%20officer/chapter3.html
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en.wikipedia.org/wiki/Interpersonal_relationship
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www.egyankosh.ac.in/handle/123456789/35720
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Unit 3
Notes
Activity
Give___________________
examples of components
of interpersonal relations.
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Analysing Interpersonal
RelationsII
cti
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Objectives
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After completion of this unit, the students will be aware of the following
topics:
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Introduction
for
2.
3.
4.
5.
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6.
Make
a presentation on
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people skills.
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Notes
Activity
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People Skills
Personal effectiveness
Communications skills
Team building
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Personal Skills
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Five broad areas have been identified in people skills and these
five areas have been further divided into nineteen parts.
Creating Impressions
It is an artful form of manipulation. One of the lifes big
frustrations is that people dont do what you want them to do. But
if you can control their impressions of you, you can make them
want to do what you want them to do.
The subtlety of making impressions demands self awareness
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Be Discreet
Indiscretion
problems.
and
breaking
confidence
always
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Being Assertive
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Empowering Yourself
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Influencing Others
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Notes
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2.
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motivating
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Mediating Disputes
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Notes
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Discipline Management
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Notes
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Empowering People
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Performance Counselling
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2.
3.
4.
5.
6.
7.
8.
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Explaining Clearly
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Body Language
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Be sure that the thing you wish to speak about is first as clear as
sunshine in your own mind. Be definite. Dont say dog if you
mean a fox terrier with a black patch over his right eye.
The ability to make and hold extended eye contact is one indication
of a powerful personality. Body language is what we say with our
bodies, over and above what we say with our voices. If we are to
strengthen our body language, we must first understand just how
body language relates to power. How we manage space is another.
In a business situation, an executive may violate a subordinates
zone of privacy by looming over his desk. It becomes an obnoxious
power play. At the wrong moment, it can arouse an uneasy feeling.
(c)
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Gestures
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Gestures
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Notes
Meaning
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Defensiveness
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Evaluation, judgment
Touching nose - - - - - - - - -
Rejection, denial
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Stroking chin - - - - - - - - -
Confidence, pride
Uncertainty, insincerity
Frustration
Leaning backward - - - - - - -
Reserved judgment
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Sensing
Remembering
Interpreting
Responding
Evaluating
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Content listening
Active listening
Empathic listening
Critical listening
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Notes
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Dont interrupt.
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Nature gave people two ears but only one tongue, which is a gentle
hint that they should listen more than they talk. Listening requires
two ears, one for meaning and one for feeling. Decision makers who
do not listen have less information for making sound decisions.
Team Skills
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Communicating in a Team
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Communication
Network:
Organizations
design
their
communication networks, or structures, in a variety of ways. Some
communication networks are rigidly designed: employees are
discouraged from talking with anyone except their immediate
supervisor. Other networks are more self-designed: individuals are
encouraged to communicate with anyone at any level.
Communication in a group will be greatly enhanced if each
member is skilled in speaking, listening, writing and reading.
Managing Meetings
(c)
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possesses. The
information.
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effective
meeting
evokes
all
relevant
cti
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Notes
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Team Building
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Not all working groups are teams, nor should they necessarily be.
Examples of work groups that are not teams are committees, for
which no charter exists, and club membership in which the
emphasis is on getting along well rather than on working together
effectively.
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Presenting to a Group
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Dont make your opening too formal. Make it appear free, casual,
and inevitable. This can be done by referring to something that has
just happened, or something that has just been said.
We are interested in extraordinary facts about ordinary things.
Stories of people will almost always win and hold attention. The
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Notes
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Summary
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For people management one should have people skills. Five broad
areas have been identified in people skills. They are: (1) Personal
effectiveness. This includes creating impression. This is an artful
form of manipulation. The subtlety of making impressions
demands self awarenessknowledge of the impression you create
and
the
impression
you
want
to
create. Play off perceptions and be discreet. Being assertive in a
situation involves five stages. Empowering you and influencing
others is also important. (2) Handling difficult situations. This
includes dealing with conflicts, handling difficult people, discipline
management and mediating disputes. (3) Empowering people,
coaching on the job and performance counselling include
Leadership skills. (4) Core communication skills include
explaining clearly, communicating without words, effective
listening and interviewing. The fifth one is on Team Skills. It
includes communicating within a team, managing meeting,
building teams and presenting to a group.
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Keywords
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1.
2.
3.
4.
Further Readings
(c)
Books
Berscheid, E., & Peplau, L.A., (1983), The emerging science of
relationships, In H.H. Kelley, et al. (Eds.), Close relationships,
(pp. 119), New York: W.H. Freeman and Company
Notes
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Web Readings
www.irfcnausena.nic.in/irfc/ezine/div%20officer/chapter3.html
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www.egyankosh.ac.in/handle/123456789/35720
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en.wikipedia.org/wiki/Interpersonal_relationship
(c)
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Notes
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UNIT 4: Motivation
35
Unit 4
Notes
Activity
Give___________________
some examples of
motivation in daily life.
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Motivation
cti
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Objectives
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After completion of this unit, the students will be aware of the following
topics:
Motivation
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Introduction
Motivation: An Overview
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The word motivation comes from the Latin word movere, which
means to move. A motive is a stimulus that leads to an action that
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satisfies the need. Any idea, need or emotion that prompts a man
into action is motivation. Motivation is the cause of action.
Achievement of goal satisfies the need and reduces the motive.
When the goal is reached, balance is restored. Motivation is the
force which energizes human behaviour. At a simple level, it seems
obvious that people do things, such as go to work, in order to get
stuff they want and to avoid stuff they don't want. Why exactly
they want what they do and don't want what they don't is still
something a mystery. Overall, the basic perspective on motivation
looks something like Figure 4.1.
(c)
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Notes
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In other words, you have certain needs or wants (these terms will
be used interchangeably), and this causes you to do certain things
(behaviour), which satisfy those needs (satisfaction), and this can
then change which needs/wants are primary (either intensifying
certain ones, or allowing you to move on to other ones).
du
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Notes
Activity
Compare
and contrast the
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various theories of motivation.
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Theories of Motivation
(c)
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Notes
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Maslow believes that the only reason that people would not move
through the needs to self-actualization is because of the hindrances
placed in their way by society.
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Notes
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Notes
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2.
3.
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There are some differences between the ERG theory and the
Hierarchy of Needs theory.
2.
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UNIT 4: Motivation
41
Notes
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Notes
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Notes
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UNIT 4: Motivation
(c)
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employee in a position outside ones own organization (c) Otherinside: comparison with some other individual/group within the
employees organization. (d) Other-outside: comparison with
individual/group outside the employees organization.
Positive inequity occurs when outcomes are greater for the same
inputs, or outcomes are the same for lesser inputs, as compared to
a colleague. Consequences: One feels guilty, may work harder,
convince oneself that one deserves the extra whatever, or select a
different colleague with whom to compare one.
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Negative inequity occurs when outcomes are lesser for the same
inputs or your outcomes are the same for greater inputs, as
compared to a colleague. Consequences: One feels angry, may work
less hard or ask for a raise, may try to convince oneself that
coworker deserves her outcomes, or may quit as soon as one can.
Positive inequity tends to result in self-justification (I deserve more
stuff) not necessarily more work, whereas negative inequity often
leads to poorer performance and turnover.
(c)
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UNIT 4: Motivation
45
Notes
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Techniques of Motivation
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Activity
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Make
a presentation on the
various
techniques
of
___________________
motivation.
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doing a good job of taking care of oneself and ones own job, one
will have much clearer perspective on how others are doing in
2.
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theirs.
3.
4.
(c)
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46
Notes
yourself.
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Summary
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(c)
Keywords
Esteem: A stable, firmly based, high level of self-respect, and
respect from others in order to feel satisfied, self confident and
valuable.
/Sa
le
UNIT 4: Motivation
47
Notes
___________________
___________________
be rewarded/punished.
___________________
cti
on
___________________
___________________
___________________
behaviour.
___________________
du
___________________
___________________
Re
pro
Define motivation.
2.
4.
for
3.
UP
ES
,N
6.
ot
5.
8.
(c)
___________________
/Sa
le
48
Notes
9.
___________________
organizations?
___________________
___________________
cti
on
___________________
Further Readings
___________________
___________________
___________________
Books
du
___________________
___________________
Re
pro
___________________
for
Web Readings
en.wikipedia.org/wiki/Motivation
www.managementstudyguide.com/importance_of_motivation.html
(c)
UP
ES
,N
ot
www.scribd.com/doc/.../Organisational-Behaviour-MotivationTheori...
/Sa
le
49
Unit 5
Notes
___________________
Case Study
___________________
cti
on
___________________
Objectives
___________________
After analyzing this case, the student will have an appreciation of the
concept of topics studied in this Block.
___________________
___________________
___________________
du
Re
pro
for
UP
ES
,N
ot
(c)
___________________
___________________
___________________
/Sa
le
50
Notes
___________________
___________________
cti
on
___________________
___________________
___________________
___________________
___________________
du
___________________
Taylor
___________________
Re
pro
___________________
for
(c)
UP
ES
,N
ot
/Sa
le
51
Maslow
Notes
___________________
du
___________________
Re
pro
ot
for
UP
ES
,N
(c)
___________________
cti
on
Contd
___________________
___________________
___________________
___________________
___________________
___________________
___________________
/Sa
le
52
Notes
___________________
___________________
Mayo
___________________
___________________
___________________
___________________
___________________
___________________
Re
pro
___________________
du
cti
on
___________________
for
(c)
UP
ES
,N
ot
/Sa
le
53
___________________
du
Herzberg
___________________
Re
pro
for
ot
Motivating Factors
UP
ES
,N
(c)
___________________
cti
on
Notes
___________________
___________________
___________________
___________________
___________________
___________________
___________________
/Sa
le
54
Notes
___________________
___________________
cti
on
___________________
___________________
___________________
___________________
du
___________________
___________________
___________________
Re
pro
___________________
for
UP
ES
,N
ot
(c)
/Sa
le
55
Notes
___________________
___________________
cti
on
___________________
___________________
___________________
___________________
Re
pro
du
___________________
(c)
UP
ES
,N
ot
for
BLOCK-II
___________________
___________________
___________________
56
Notes
/Sa
le
Detailed Contents
UNIT
6: MANAGEMENT OF PERCEPTION
___________________
z
Introduction
___________________
z
Definition of Perception
___________________
z
Factors Affecting Perception
___________________
z
Cognitive Dissonance Theory
___________________
UNIT
7: JOB ANALYSIS AND EVALUATIONI
___________________
UNIT 9: SUPERVISION
Job Evaluation
Introduction
Definitions of Supervision
Managers as Supervisors
Process of Supervision
Re
pro
___________________
cti
on
Introduction
___________________
Job Analysis
___________________
Methods of Job Analysis
___________________
Introduction
du
(c)
UP
ES
,N
ot
for
/Sa
le
57
Unit 6
Notes
___________________
Management of Perception
___________________
cti
on
___________________
Objectives
___________________
After completion of this unit, the students will be aware of the following
topics:
Definition of Perception
___________________
___________________
du
Re
pro
Introduction
ot
for
When Nazima Khan, the interviewee, entered the board room, the
panelists were dumbfounded when she introduced herself very
dramatically: Hi, I am Nazima Khan; you may call me Naz! Be it
in a boardroom, in the workplace, or at home one important thing
that determines our reactions is perception. It is the way we look
at a particular incident, object or entity. Decision-making is based
purely on the way we perceive a certain goal. In an organizational
set-up, it is often found that a work which is easy for one may
sound very difficult to the other, one of the reasons being the way
the viewer perceives them. Thus, the employers, employees, and
other stakeholders affect organizational effectiveness due to
perception of a particular situation.
UP
ES
,N
Definition of Perception
Perceptual Process
(c)
___________________
___________________
___________________
___________________
58
Notes
___________________
/Sa
le
___________________
Organization
___________________
___________________
___________________
___________________
INPUT
(in the form
of objects,
behaviour
etc. )
Selection
Re
pro
___________________
du
___________________
cti
on
___________________
___________________
Interpretation
OUTPUT
(in the form,
reaction,
incidences etc.)
(c)
UP
ES
,N
ot
for
59
Notes
___________________
___________________
___________________
for
Re
pro
du
cti
on
/Sa
le
UP
ES
,N
ot
(c)
___________________
___________________
___________________
___________________
___________________
___________________
___________________
Activity
___________________
Make a presentation on
___________________
factors of perception.
___________________
___________________
___________________
___________________
___________________
___________________
cti
on
Notes
___________________
du
60
/Sa
le
___________________
Re
pro
for
ot
(c)
UP
ES
,N
61
Notes
___________________
___________________
___________________
cti
on
about 6 inches in front of your left eye. Then position your right
thumb behind your left thumb so that it is hidden from view. If you
now look at your fingers with your other eye, you should be able to
see both thumbs. This difference in the images received by the two
eyes is known as binocular disparity. In a sense, the brain
compares the information from the two eyes by overlaying the
retinal images. The greater the disagreement between the two
retinal patterns, the closer the object.
/Sa
le
Re
pro
du
ot
for
(c)
UP
ES
,N
___________________
___________________
___________________
___________________
___________________
___________________
___________________
/Sa
le
62
___________________
___________________
___________________
___________________
___________________
___________________
___________________
(c)
UP
ES
,N
ot
for
___________________
cti
on
___________________
du
___________________
Re
pro
Notes
63
Notes
___________________
___________________
___________________
Re
pro
du
cti
on
/Sa
le
UP
ES
,N
ot
for
(c)
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
for
___________________
Perceptual Learning
Re
pro
___________________
cti
on
Notes
du
64
/Sa
le
ot
Perception and OB
(c)
UP
ES
,N
65
Notes
___________________
___________________
___________________
cti
on
/Sa
le
for
Re
pro
du
Cross-Cultural
differences
and
the
actor-observer
discrepancy in attributions: Other studies indicate that the
personal bias is more characteristic of people in Western cultures
than in eastern cultures. Moreover, the person bias is weaker, and
the situation bias is stronger, when people make attributions about
their own behaviour than when they make attributions about
someone else's. This so-called actor-observer discrepancy might
derive from the more extensive knowledge that people have of
themselves than of others, or it might derive from the fact that
people's eyes are focused on the person when they watch another
perform an action and on the situation when they themselves
perform an action.
UP
ES
,N
ot
(c)
___________________
___________________
___________________
___________________
___________________
___________________
___________________
Make
a presentation on
___________________
Cognitive Dissonance Theory.
___________________
___________________
___________________
___________________
___________________
___________________
those students than toward others, in ways that led those students
to achieve more than they otherwise would have.
Perception management is a term originated by the U.S. military.
The term is usually applied to propaganda (which Bamboo Web
defines as "a specific type of message presentation, aimed at
serving an agenda") as well as other activities. It is clear from the
definition that unlike public diplomacy, perception management is
specifically intended to include the use of deception; that is,
perception management is not supposed to be limited to the
dissemination of truthful information.
cti
on
Notes
Activity
___________________
du
66
/Sa
le
___________________
Re
pro
___________________
for
ot
UP
ES
,N
(c)
cognitions. Dissonance is most powerful when it is about our selfimage. Feelings of foolishness, immorality and so on (including
internal projections during decision-making) are dissonance in
action.
/Sa
le
67
Notes
___________________
___________________
___________________
Re
pro
du
cti
on
for
When you start feeling uncomfortable, stop and see if you can find
the inner conflict. Then notice how that came about. If it was
somebody else who put that conflict there, you can decide not to
play any more with him or her.
UP
ES
,N
ot
Case Analysis
(c)
___________________
___________________
___________________
___________________
___________________
___________________
___________________
Notes
___________________
___________________
___________________
cti
on
68
/Sa
le
___________________
1.
2.
3.
Had you been in Dineshs place, how would you have managed
your impression?
___________________
___________________
___________________
___________________
in
the
Re
pro
___________________
management
du
___________________
for
ot
Summary
UP
ES
,N
(c)
/Sa
le
69
Keywords
Notes
___________________
___________________
___________________
cti
on
du
Re
pro
for
perception
related
to
the
2.
3.
4.
5.
UP
ES
,N
ot
1.
Further Readings
Books
(c)
___________________
___________________
___________________
___________________
___________________
___________________
___________________
/Sa
le
70
Notes
___________________
___________________
___________________
___________________
Web Readings
cti
on
___________________
www.wiley.com/college/schermerhorn/047120367X/ppt/ch05.ppt
www.slideshare.net/.../organizational-behavior-session-2 - United
States
___________________
www.scribd.com/doc/.../55/Perception-and-OrganisationalBehaviour
du
___________________
___________________
draliob.files.wordpress.com/2009/01/perception.ppt
___________________
(c)
UP
ES
,N
ot
for
Re
pro
___________________
/Sa
le
71
Unit 7
Notes
___________________
___________________
cti
on
___________________
Objectives
___________________
After completion of this unit, the students will be aware of the following
topics:
Job Analysis
___________________
___________________
du
Re
pro
Introduction
for
Job Analysis
UP
ES
,N
ot
(c)
___________________
___________________
___________________
___________________
/Sa
le
72
Notes
___________________
___________________
cti
on
___________________
___________________
___________________
___________________
du
___________________
___________________
___________________
Re
pro
___________________
for
UP
ES
,N
ot
1.
2.
(c)
3.
(Robert Krietner)
Job Analysis covers a host of activities, all of which are
directed toward discovering, understanding, and describing
what people do at work.
(Michael T. Brannick and Edward L. Levine)
Job Analysis is the process of assessing and setting out
information about jobs in order to provide the basis for a job
description or role definition and data for job evaluation,
performance management and other human resource
management purposes.
(Michael Armstrong and Helen Murlis)
4.
du
6.
Re
pro
7.
73
Notes
___________________
___________________
___________________
cti
on
5.
/Sa
le
(Gagne)
ot
for
UP
ES
,N
2.
(c)
1.
___________________
___________________
___________________
___________________
___________________
___________________
___________________
/Sa
le
74
4.
5.
6.
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
(c)
UP
ES
,N
ot
for
___________________
du
___________________
cti
on
3.
Re
pro
Notes
75
Notes
Activity
Visit___________________
any organisaiton and find
out which method of job
___________________
analysis
is used by them.
___________________
cti
on
1.
/Sa
le
Re
pro
du
ot
for
UP
ES
,N
(c)
___________________
___________________
___________________
___________________
___________________
___________________
___________________
/Sa
le
76
Notes
___________________
___________________
___________________
___________________
cti
on
___________________
2.
___________________
du
___________________
___________________
___________________
Re
pro
___________________
for
(c)
UP
ES
,N
ot
3.
Re
pro
du
5.
77
Notes
___________________
___________________
___________________
cti
on
4.
/Sa
le
7.
Functional Job Analysis: Functional job analysis is a taskoriented approach and is the most common non-questionnaire
approach. It describes all jobs in terms of their level of
involvement with people, data, and things.
8.
(c)
UP
ES
,N
ot
for
6.
___________________
___________________
___________________
___________________
___________________
___________________
___________________
78
Notes
___________________
/Sa
le
9.
___________________
cti
on
___________________
___________________
___________________
___________________
du
___________________
___________________
___________________
Re
pro
___________________
(c)
UP
ES
,N
ot
for
79
Re
pro
du
for
ot
UP
ES
,N
Notes
___________________
___________________
___________________
cti
on
(c)
/Sa
le
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
for
___________________
cti
on
___________________
du
Notes
Re
pro
80
/Sa
le
UP
ES
,N
ot
(c)
Summary
Job consists of a group of tasks that must be performed for an
organization to achieve its goals. Job Analysis is the systematic
process of collecting information used to make decisions about jobs.
Job analysis identifies the tasks, duties, and responsibilities of a
particular job. Among other things, it describes what the employee
does in terms of activities and functions, and the employee
/Sa
le
81
Notes
___________________
___________________
___________________
cti
on
___________________
___________________
Keywords
___________________
du
Re
pro
2.
3.
UP
ES
,N
ot
for
1.
Further Readings
Books
Web Readings
www.hr-exec.com/students/Job%20Analysis.pdf
(c)
http://compensation.blr.com/whitepapers/Compensation/Compensa
tion-Administration/Market-Pricing-Versus-Job-Evaluation-WhyNot-Both/
www.shreepat.com
___________________
___________________
___________________
___________________
/Sa
le
82
Notes
___________________
___________________
cti
on
___________________
___________________
___________________
___________________
du
___________________
___________________
___________________
(c)
UP
ES
,N
ot
for
Re
pro
___________________
/Sa
le
83
Unit 8
Notes
___________________
___________________
cti
on
___________________
Objectives
___________________
After completion of this unit, the students will be aware of the following
topics:
Uses of Job Analysis
___________________
Job Evaluation
___________________
du
Re
pro
Introduction
UP
ES
,N
ot
for
There are numerous uses for job analysis. The common uses of job
analysis are as follows:
z
(c)
___________________
___________________
___________________
___________________
/Sa
le
84
Notes
___________________
___________________
___________________
___________________
___________________
du
___________________
cti
on
___________________
___________________
___________________
UP
ES
,N
ot
for
Re
pro
___________________
(c)
It
provides
guidance
in
recruitment
and
selection
of
employees;
It helps management in understanding various requirements
(conceptual, technical and behavioural) requirements of a
particular job/position;
It helps management to develop an appropriate compensation
and benefits package such as salary, commission, incentive,
profit sharing, fringe benefits, etc.; and
85
Notes
Activity
Write
a report on job
___________________
evaluation.
___________________
du
cti
on
___________________
Job Evaluation
Re
pro
for
ot
UP
ES
,N
(c)
1.
/Sa
le
(Richard D. Dorf)
___________________
___________________
___________________
___________________
___________________
___________________
___________________
86
___________________
___________________
(Wendell French)
Notes
___________________
3.
___________________
cti
on
2.
/Sa
le
___________________
4.
___________________
(A. Langsner)
___________________
5.
Re
pro
___________________
du
___________________
___________________
for
ot
(c)
UP
ES
,N
/Sa
le
87
Notes
___________________
___________________
___________________
cti
on
___________________
1.
2.
3.
___________________
du
___________________
5.
6.
7.
8.
for
Re
pro
4.
(c)
UP
ES
,N
ot
___________________
___________________
___________________
___________________
88
/Sa
le
Notes
Organizational Review
___________________
___________________
___________________
___________________
___________________
cti
on
___________________
___________________
du
___________________
___________________
Re
pro
___________________
for
that is, what factor or factors place one job at a higher level in the
job hierarchy than another. These compensable factors are the
yardsticks used to determine the relative position of jobs. In a
sense, choosing compensable factors is the heart of job evaluation.
ot
UP
ES
,N
(c)
Job Analysis
The second step is to identify each job and to find out what the job
comprises. This is commonly referred to as job analysis. It entails
gathering the facts of the job and its environment, analyzing the
tasks, duties and responsibilities involved and determining the
skills and knowledge required by the job holder/incumbent to carry
out the job successfully. Through job analysis, information on job
content is obtained, together with an appreciation of employee
requirements for successful performance of the job which is
recorded in the precise, consistent language of a job description on
a specially designed job analysis form.
89
Job Description
Notes
___________________
___________________
___________________
cti
on
/Sa
le
___________________
___________________
du
Re
pro
Job Classification
ot
for
UP
ES
,N
The total points scored for the job will determine its grade
classification according to the points established for each grade
under the plan. The final step is pricing the job structure to arrive
at a compensation structure.
In India, National Institute of Personnel Management, Kolkata has
laid down the following steps which should be taken to install a job
evaluation programme:
Analyze and prepare job description: This requires the
preparation of a job description and also an analysis of job
requirements for successful performance.
(c)
___________________
___________________
___________________
___________________
___________________
90
Notes
Activity
___________________
___________________
___________________
___________________
du
___________________
cti
on
Discuss
the various methods
___________________
of job evaluation with your
___________________
friends.
/Sa
le
___________________
___________________
___________________
Re
pro
for
ot
UP
ES
,N
(c)
Ranking Method
This method is one of the simplest forms of job evaluation and is
based upon job description. It is done by putting the jobs in an
organization in a pre-determined order based on certain criteria
such as importance, or the level of difficulty involved in performing
them, or their value to the organization. Jobs are then compared to
each other based on the overall worth of the job to the
organization. The worth of a job is usually based on judgments of
skill, effort (physical and mental), responsibility, and working
91
Notes
___________________
___________________
___________________
Re
pro
du
cti
on
/Sa
le
Advantages:
z
for
Disadvantages:
UP
ES
,N
ot
(c)
___________________
___________________
___________________
___________________
___________________
___________________
___________________
92
Notes
___________________
/Sa
le
___________________
Advantages:
___________________
___________________
___________________
___________________
___________________
Disadvantages:
du
___________________
Re
pro
___________________
cti
on
___________________
for
Responsibilities
Effort
UP
ES
,N
ot
Working Conditions
(c)
The jobs are then priced and the total pay for each job is divided
into pay for each factor. This process establishes the rate of pay for
each factor for each benchmark job. Slight adjustments may need
to be made to the matrix to ensure equitable price weighting of the
factors. The other jobs in the organization are then compared with
the benchmark jobs and rates of pay for each factor are summed to
determine the rates of pay for each of the other jobs.
Advantages:
/Sa
le
93
Notes
___________________
___________________
___________________
cti
on
___________________
___________________
Disadvantages:
du
The standard used for determining the pay for each factor may
have built in biases that would affect certain groups of
employees (females or minorities).
Re
pro
for
UP
ES
,N
ot
The key elements of each job, which are known as factors are
identified by the organization and then broken down into
components. Each factor is assessed separately and points
allocated according to the level needed for the job. The more
demanding the job, the higher is the value of points. Under this
method, each job is broken down into a number of factors; for
example, skill, responsibility and effort, with the factors sometimes
being further broken down into sub-factors, for example, education,
decision making and dexterity. These sub-factors are further
divided into degrees or levels. Points are awarded for each factor
according to a pre-determined scale and the total points decide a
jobs place in the ranking order. The factors should reflect the
varying degrees of importance attached to them. A set of
compensable factors is identified as determining the worth of jobs.
(c)
Each factor is then divided into levels or degrees, which are then
assigned points. Each job is rated using the job evaluation
instrument. The points for each factor are summed to form a total
___________________
___________________
___________________
___________________
___________________
94
/Sa
le
___________________
Advantages:
___________________
___________________
___________________
___________________
___________________
___________________
du
___________________
Re
pro
___________________
cti
on
___________________
point score for the job. Jobs are then grouped by total point scores
and assigned to wage/salary grades so that similarly rated jobs
would be placed in the same wage/salary grade.
Notes
Disadvantages:
ot
for
UP
ES
,N
(c)
Role-based evaluation;
Watson Wyatt
MULTICOMP.
evaluation
systemsFACTORCOMP
and
/Sa
le
95
Notes
___________________
___________________
du
cti
on
___________________
Re
pro
2.
(c)
UP
ES
,N
ot
for
1.
___________________
___________________
___________________
___________________
___________________
___________________
___________________
96
___________________
___________________
3.
___________________
___________________
___________________
___________________
cti
on
Notes
___________________
/Sa
le
___________________
1.
2.
3.
4.
Re
pro
UP
ES
,N
ot
5.
for
___________________
du
___________________
6.
7.
(c)
2.
4.
97
Notes
___________________
___________________
The scheme and its evaluated job descriptions and grades can
foster legalistic emphasis on grade dutiesattitudes of not
doing work that is outside my grade specification may prevail.
This breeds risk avoidance and disinterestedness in initiative
taking amongst employees;
___________________
___________________
Re
pro
du
5.
cti
on
3.
/Sa
le
for
Summary
UP
ES
,N
ot
(c)
Keywords
___________________
___________________
___________________
___________________
___________________
___________________
Notes
___________________
___________________
___________________
___________________
___________________
cti
on
98
/Sa
le
___________________
du
___________________
___________________
___________________
1.
2.
3.
for
4.
Re
pro
___________________
ot
Further Readings
UP
ES
,N
Books
Web Readings
www.hr-exec.com/students/Job%20Analysis.pdf
(c)
http://compensation.blr.com/whitepapers/Compensation/Compensa
tion-Administration/Market-Pricing-Versus-Job-Evaluation-WhyNot-Both/
www.shreepat.com
/Sa
le
UNIT 9: Supervision
99
Unit 9
Notes
___________________
Supervision
___________________
cti
on
___________________
Objectives
___________________
After completion of this unit, the students will be aware of the following
topics:
Concept of Supervision
___________________
___________________
du
Managers as Supervisors
Roles of Supervisors
Re
pro
Introduction
UP
ES
,N
ot
for
Definitions of Supervision
(c)
2.
___________________
___________________
___________________
___________________
100
/Sa
le
Notes
encouraging.
___________________
(David Clutterbuck)
___________________
3.
___________________
___________________
cti
on
___________________
4.
___________________
___________________
significant
thinking.
___________________
in
knowledge,
work
or
Re
pro
___________________
transitions
du
___________________
(Parsloe)
for
Clear
purpose
and objectives
of
Supervision
must
be
established;
ot
UP
ES
,N
(c)
evaluation
should
be
made
to
improve
the
/Sa
le
UNIT 9: Supervision
101
Notes
___________________
___________________
It is highly flexible
cti
on
___________________
___________________
___________________
du
___________________
Re
pro
Types of Supervision
Natural Supervision
for
Natural Supervision occurs all the time and always has been in
existence since centuries. It happens when one person (usually
senior) reaches out to another, and a career-helping relationship
develops.
UP
ES
,N
ot
Situational Supervision
(c)
___________________
___________________
___________________
___________________
/Sa
le
102
Notes
Activity
Make
a presentaion on
___________________
managers as supervisors.
___________________
Informal Supervision
___________________
Formal Supervision
___________________
___________________
___________________
for
___________________
du
___________________
Re
pro
___________________
cti
on
___________________
UP
ES
,N
ot
(c)
Managers as Supervisors
Managers and supervisors are in a good position to act as
Supervisors or to facilitate Supervision relationships within their
organization. Managers and supervisors have the potential to play
an important Supervision role given their experience and
103
Notes
___________________
___________________
___________________
cti
on
/Sa
le
UNIT 9: Supervision
___________________
___________________
Re
pro
du
Roles of Supervisors
for
Advisor
Friend
UP
ES
,N
ot
Teacher
(c)
___________________
___________________
___________________
___________________
___________________
104
Notes
Activity
Discuss
the steps in the
___________________
process of supervision with
your___________________
friends.
___________________
/Sa
le
Coach
___________________
Wise Person
___________________
___________________
du
___________________
Advocate
Re
pro
___________________
cti
on
___________________
___________________
for
Guide
ot
UP
ES
,N
Process of Supervision
(c)
105
Notes
___________________
___________________
___________________
cti
on
/Sa
le
UNIT 9: Supervision
___________________
___________________
___________________
___________________
Re
pro
du
for
Step 5: Carry out the plan: The Supervisor and protg should
meet periodically, and should carry out the agreed-to plan.
ot
UP
ES
,N
(c)
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
cti
on
___________________
du
Notes
Re
pro
106
/Sa
le
for
ot
UP
ES
,N
Benefits of Supervision
(c)
___________________
du
of
Re
pro
Understanding/problem-solving
particular organization.
issues
unique
to
UP
ES
,N
ot
for
(c)
___________________
___________________
___________________
___________________
___________________
Notes
107
cti
on
/Sa
le
UNIT 9: Supervision
___________________
___________________
___________________
___________________
/Sa
le
108
z
___________________
___________________
___________________
___________________
cti
on
Notes
Executive Supervision
___________________
___________________
___________________
___________________
Re
pro
___________________
du
___________________
ot
for
(c)
UP
ES
,N
/Sa
le
UNIT 9: Supervision
109
Notes
___________________
___________________
cti
on
du
___________________
Re
pro
ot
for
UP
ES
,N
of
(c)
___________________
___________________
___________________
___________________
___________________
___________________
___________________
110
/Sa
le
Summary
Notes
___________________
___________________
___________________
___________________
___________________
___________________
___________________
cti
on
___________________
du
___________________
Re
pro
___________________
for
UP
ES
,N
ot
(c)
Keywords
Supervision: Supervision is a workplace partnership between two
people, which gives employees the opportunity to share their
/Sa
le
UNIT 9: Supervision
111
Notes
___________________
___________________
cti
on
___________________
___________________
___________________
du
___________________
___________________
___________________
___________________
Re
pro
for
2.
3.
4.
5.
6.
UP
ES
,N
ot
1.
Further Readings
Books
(c)
___________________
112
Notes
___________________
___________________
/Sa
le
cti
on
___________________
Web Readings
___________________
www.anonymousemployee.com/csssite/.../poor_supervision.php
___________________
workplaceinsiders.wordpress.com/category/supervising-employees
___________________
www.osh.dol.govt.nz/order/catalogue/pdf/acc1106training.pdf
du
___________________
___________________
___________________
(c)
UP
ES
,N
ot
for
Re
pro
___________________
/Sa
le
113
Unit 10
Notes
___________________
Case Study
___________________
cti
on
___________________
Objectives
___________________
After analyzing this case, the student will have an appreciation of the
concept of topics studied in this Block.
___________________
___________________
___________________
du
Re
pro
ot
for
The new arrangements will replace the current pay and grading
structure, inherited from local authorities, that is inflexible and
no longer meets the needs of modern day policing. In tandem with
the first initiative, a separate working group is examining the
current terms and conditions of employment for support staff.
A Sound Payment Structure
UP
ES
,N
(c)
___________________
___________________
___________________
/Sa
le
114
Notes
___________________
___________________
___________________
___________________
___________________
du
___________________
cti
on
___________________
___________________
___________________
Re
pro
___________________
to
for
(c)
UP
ES
,N
ot
Gary Craig said The reward project team chose Pilat using a
range of financial and non-financial criteria. In particular, we
recognised Pilats job evaluation and reward expertise with
similar organizations, as well as the recommended steps within
the process - including the use of web based job evaluation
software.
Why was the PSC scheme chosen? At the moment there is no
commonality of approach to job evaluation factor plans
amongst the other Scottish forces, plus the newly created
Scottish Police Services Authority, although all have either
implemented or are currently progressing the introduction of
job evaluation schemes. The Force agreed to adopt the PSC
scheme as it is jointly agreed between employers and the trade
unions, and it has recently been reviewed to ensure that it is
capable of measuring the more senior management and
specialist roles within police support staff jobs.
The scheme has 13 factors that are common to many job
evaluation factor plans with the addition of a specific factor to
address contacts with and responsibility for members of the
Contd
/Sa
le
115
Notes
___________________
___________________
Re
pro
The staffs main concerns were the selection of jobs for evaluation,
the timetable for implementation and what Appeals Process
would be put in place.
Evaluating Jobs
for
UP
ES
,N
ot
A key step in the review was the identification of some 300 roles
for evaluation. Working with members of the team, Morag McCall
the project manager identified job roles across the main strategic
delivery units of operational policing, operational planning and
support,
crime
management,
community
partnerships,
development and governance, human resources and occupational
health, finance and administration, professional standards and
conduct, and corporate communications.
By the middle of September 2008, all 300 roles identified will
have been evaluated and all moderation meetings completed.
Development of a new pay and grading structure will take place
towards the end of 2008 and any appeals regarding job evaluation
outcomes are likely to take place early in the new year. Formal
negotiation is likely to take three months before implementation
in April 2009.
(c)
___________________
cti
on
du
Contd
___________________
___________________
___________________
___________________
___________________
___________________
___________________
/Sa
le
116
Notes
___________________
Lessons Learned
___________________
cti
on
___________________
___________________
___________________
___________________
du
___________________
___________________
___________________
Re
pro
___________________
Questions
(c)
UP
ES
,N
ot
for
Source: http://www.pilat.com/wp-content/uploads/2012/04/Grampian-police-case-study-Govt.-Busmagazine.pdf
/Sa
le
117
Notes
___________________
___________________
cti
on
___________________
___________________
___________________
___________________
Re
pro
du
___________________
(c)
UP
ES
,N
ot
for
BLOCK-III
___________________
___________________
___________________
/Sa
le
Detailed Contents
118
Notes
UNIT
11: LEADERSHIP
___________________
z
Introduction
___________________
z
Leadership: An Overview
___________________
z
Theories of Leadership
___________________
z
Transformational versus Transactional Leaders
___________________
UNIT
12: AUTHORITY, POWER AND POLITICS IN
___________________
ORGANISATION
___________________
z
Introduction
___________________
z
Power and Politics: An Overview
cti
on
Introduction
Recruitment: An Overview
Process of Recruitment
UP
ES
,N
ot
for
Re
pro
___________________
(c)
Introduction
du
___________________
Types of Power
/Sa
le
119
Unit 11
Notes
___________________
Leadership
___________________
cti
on
___________________
Objectives
___________________
After completion of this unit, the students will be aware of the following
topics:
Leadership and various levels of Leadership
___________________
Re
pro
du
___________________
Importance of Leadership
Introduction
for
confidence and makes the way easy for achieving the objectives. The
role the leaders play can either take the organization to heights of
success or jeopardize its very existence. A well-known book in In
Search of Excellence by Tom Peters et al concludes that every
ot
company or state that has maintained its excellence over the years
has done so because it had a leader or a two who gave it its culture.
UP
ES
,N
(c)
___________________
___________________
___________________
___________________
Notes
Activity
Give___________________
some famous examples
of leadership.
___________________
___________________
___________________
___________________
___________________
Leadership: An Overview
cti
on
120
/Sa
le
___________________
___________________
___________________
Re
pro
du
___________________
for
mentioning:
ot
(Keith Davis);
UP
ES
,N
(c)
121
Notes
___________________
___________________
___________________
cti
on
du
/Sa
le
Importance of Leadership
Re
pro
for
UP
ES
,N
ot
Manager
Innovates
Depends on his confidence and
goodwill
Develops the system
Relies on people
Counts on trust
(c)
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
cti
on
___________________
Tough-minded
Analytical
Structured
Deliberate
Authoritative
Encourages stability
Position Power
du
___________________
Inspiring
Innovative
Courageous
Imaginative
Experimental
Initiates Change
Personal Power
Re
pro
Notes
1.
2.
ot
3.
for
122
/Sa
le
(c)
UP
ES
,N
123
Notes
Activity
Compare
and
contrast
___________________
between the various theories
___________________
of leadership.
___________________
___________________
___________________
___________________
du
Re
pro
for
Theories of Leadership
UP
ES
,N
ot
Leadership has been one of the most sought after subjects for
researchers and there are three prominent schools of thoughts.
Trait approach reinforcing, leaders are born and not made.
Behavioural theorists believe, "Success in leadership depends more
on what leader does than on his traits". And Situational
Leadership theorists emphasize on the fact that leaders are made
on a particular situation and traits may not necessarily be the
factor driving behind it. The leadership theories may schematically
be represented as follows:
(c)
___________________
cti
on
leader does not lead, but leaves the group entirely to itself. Leader
avoids power. Intervention of leader is minimum. This mode can
produce good results if the subordinates are highly educated and
brilliant people. There is free flow of communication, and chances
of self-actualization being attained are bright.
/Sa
le
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
for
___________________
cti
on
___________________
are born, not made. Successful leaders possess many or all of the
following traits: Drive- Desire for achievement, high energy,
initiative. Honesty and Integrity- They are trustworthy, open &
reliable. Physical features- Have good physique. Self confidenceThey trust in own abilities. Leadership motivation- They have a
strong desire to influence others and reach shared goals. Cognitive
ability- They are intelligent. Knowledge of business- They possess
knowledge of industry and related technologies. Creativity- They
are creative and have the capacity to come up with original ideas.
Flexibility- As per the believers of trait theory, leaders have the
ability to adapt to the needs of followers.
du
Notes
Re
pro
124
/Sa
le
UP
ES
,N
ot
(c)
125
Notes
___________________
___________________
___________________
Re
pro
du
cti
on
/Sa
le
for
The Michigan studies found out that high producing groups were
led by leaders with an employee-centred style.
(c)
UP
ES
,N
ot
___________________
___________________
___________________
___________________
___________________
___________________
___________________
Notes
___________________
___________________
___________________
___________________
___________________
___________________
cti
on
126
/Sa
le
du
___________________
___________________
___________________
Re
pro
___________________
for
(c)
UP
ES
,N
ot
/Sa
le
127
Notes
___________________
___________________
cti
on
___________________
___________________
___________________
___________________
du
___________________
Re
pro
for
Task Management (9, 1): At this phase the concern for the
people is very less as well as that for the concern for task is very
high.
Country Club (1, 9): This situation is opposite to that of task
Management mentioned above.
UP
ES
,N
ot
(c)
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
Situational/Contingency
Theories:
The
situational
or
contingency theories define leadership as being more flexible
different leadership styles used at different times depending on the
circumstance. Suggests leadership is not a fixed series of
characteristics that can be transposed into different contexts.
Researchers began to turn to the contexts in which leadership is
exercised - and the idea that what is needed changes from situation
to situation. Some looked to the processes by which leaders emerge
in different circumstances - for example at moments of great crisis
or where there is a vacuum. Others turned to the ways in which
leaders and followers viewed each other in various contexts, for
example in the army, political parties and in companies.
cti
on
___________________
du
Notes
Re
pro
128
/Sa
le
UP
ES
,N
ot
for
(c)
129
Notes
___________________
___________________
___________________
du
cti
on
/Sa
le
ot
for
Re
pro
UP
ES
,N
(c)
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
cti
on
___________________
du
Notes
Re
pro
130
/Sa
le
for
(c)
UP
ES
,N
ot
131
Notes
Activity
Conduct
a survey to find out
___________________
how
leadership
and
___________________
organisational
effectiveness
are interrelated.
___________________
cti
on
/Sa
le
___________________
___________________
___________________
du
___________________
Re
pro
for
UP
ES
,N
ot
(c)
___________________
___________________
___________________
/Sa
le
132
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
cti
on
___________________
du
___________________
Re
pro
Notes
UP
ES
,N
ot
for
The final stage is to remain up-front and central during the action.
Transformational Leaders are always visible and will stand up to
be counted rather than hide behind their troops. They show by
their attitudes and actions how everyone else should behave. They
also make continued efforts to motivate and rally their followers,
constantly doing the rounds, listening, soothing and enthusing.
(c)
2.
3.
5.
133
Notes
___________________
___________________
___________________
cti
on
4.
/Sa
le
___________________
Re
pro
du
6.
this
transition
from
for
ot
UP
ES
,N
2.
(c)
1.
3.
___________________
___________________
___________________
___________________
___________________
___________________
134
4.
5.
Notes
___________________
cti
on
___________________
___________________
___________________
___________________
___________________
___________________
___________________
du
___________________
Re
pro
___________________
/Sa
le
ot
for
(c)
UP
ES
,N
/Sa
le
135
Summary
Notes
___________________
___________________
___________________
cti
on
Re
pro
du
for
UP
ES
,N
ot
Keywords
(c)
___________________
___________________
___________________
___________________
___________________
___________________
___________________
/Sa
le
136
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
cti
on
___________________
du
___________________
Re
pro
Notes
2.
ot
3.
for
1.
(c)
UP
ES
,N
4.
5.
6.
7.
8.
9.
/Sa
le
137
Further Readings
Notes
Books
___________________
___________________
___________________
cti
on
du
Re
pro
Avolio, B. J., Sosik, J. J., Jung, D. I., & Berson, Y., (2003),
Leadership models, methods, and applications in W. C. Borman, D.
R. Ilgen & R. J. *Klimoski (Eds.), Handbook of psychology:
Industrial and organizational psychology, Vol. 12, (pp. 277307):
John Wiley & Sons
for
Web Readings
ot
www.nwlink.com/~donclark/leader/leadob.html
www.usq.edu.au/extrafiles/business/.../ConnellCrossParry2.pdf
UP
ES
,N
www.slideshare.net/.../organizational-behaviour-and-lea... - United
States
(c)
www.unesco.org/education/aladin/paldin/pdf/.../unit_14.pdf - France
___________________
___________________
___________________
___________________
___________________
___________________
___________________
/Sa
le
138
Notes
___________________
___________________
cti
on
___________________
___________________
___________________
___________________
du
___________________
___________________
___________________
(c)
UP
ES
,N
ot
for
Re
pro
___________________
/Sa
le
139
Unit 12
Notes
Activity
___________________
cti
on
Give___________________
some examples to better
comprehend
the
relation
___________________
between power and politics.
___________________
Objectives
___________________
After completion of this unit, the students will be aware of the following
topics:
Re
pro
du
___________________
Introduction
UP
ES
,N
ot
for
(c)
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
cti
on
___________________
du
Notes
Re
pro
140
/Sa
le
for
ot
UP
ES
,N
(c)
/Sa
le
141
Notes
___________________
___________________
___________________
cti
on
Re
pro
du
for
(c)
UP
ES
,N
ot
___________________
___________________
___________________
___________________
___________________
___________________
___________________
/Sa
le
142
Notes
___________________
___________________
___________________
___________________
___________________
cti
on
___________________
___________________
___________________
Re
pro
___________________
du
(c)
UP
ES
,N
ot
for
143
Notes
Activity
Discuss
the different types of
___________________
power with your friend.
___________________
___________________
Re
pro
du
cti
on
tradition and custom. The most obvious examples are royalty. They
are considered to be able to give orders (and have them obeyed)
purely by virtue of their station in life, and not as a result of any
abilities they might have. Charismatic authority is vested in
someone by virtue of their personality. A religious leader, for
example, might generate strong feelings of loyalty and
commitment among his or her followers. To some extent, this is
based on followers assessment of the persons abilities, so it might
be thought to be more rational than traditional authority. The
authority rests purely with the individual concerned.
Rational/legal authority is that which Weber associated with
bureaucratic organizations. It is vested in the holder of an office.
An important source of the legitimacy of the authority comes from
the way in which a person is selected for office. For example, the
legitimacy of the Prime Minister derives from the democratic
process by which he or she is selected.
/Sa
le
for
UP
ES
,N
ot
Types of Power
(c)
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
(c)
UP
ES
,N
ot
for
___________________
cti
on
___________________
du
Notes
Re
pro
144
/Sa
le
145
Notes
___________________
___________________
___________________
cti
on
/Sa
le
for
Re
pro
du
Political Tactics
UP
ES
,N
ot
(c)
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
cti
on
___________________
du
Notes
Re
pro
146
/Sa
le
ot
for
UP
ES
,N
(c)
Summary
In an organization, one has to deal with bureaucracy and
organizational politics. And although everyone decries their
existence, few have ever figured out how to rid the organization
147
Notes
___________________
___________________
Re
pro
Power and politics are the two sides of the same coin. Prepare a
speech on this topic.
Keywords
for
ot
UP
ES
,N
(c)
___________________
cti
on
du
/Sa
le
1.
2.
___________________
___________________
___________________
___________________
___________________
___________________
___________________
148
/Sa
le
3.
4.
5.
Power and politics are two sides of the same coin. Elucidate.
6.
___________________
7.
___________________
8.
9.
Notes
___________________
___________________
___________________
___________________
___________________
du
___________________
Re
pro
___________________
cti
on
___________________
for
Further Readings
Books
UP
ES
,N
ot
Web Readings
www.unesco.org/education/aladin/paldin/pdf/.../unit_14.pdf - France
(c)
managementconsultingcourses.com/Lesson30Power&Organization
al.
www.egyankosh.ac.in/bitstream/123456789/32550/1/Unit14.pdf
www.scribd.com Research Business & Economics
/Sa
le
149
Unit 13
Notes
___________________
___________________
cti
on
___________________
Objectives
___________________
After completion of this unit, the students will be aware of the following
topics:
Concept and perspectives of human resource planning
___________________
Re
pro
du
___________________
Introduction
UP
ES
,N
ot
for
(c)
___________________
___________________
___________________
___________________
/Sa
le
150
___________________
___________________
___________________
___________________
___________________
du
___________________
cti
on
___________________
Notes
___________________
___________________
UP
ES
,N
ot
for
Re
pro
___________________
(c)
/Sa
le
151
Notes
Activity
Make
a presentation on HRM.
___________________
___________________
___________________
cti
on
___________________
1.
___________________
___________________
2.
Re
pro
du
for
3.
(Willy McCourt)
ot
4.
5.
(c)
6.
UP
ES
,N
(Bowey)
___________________
___________________
___________________
___________________
152
Notes
___________________
2.
3.
4.
___________________
___________________
___________________
___________________
___________________
cti
on
1.
___________________
(c)
UP
ES
,N
ot
5.
du
___________________
Re
pro
___________________
for
___________________
/Sa
le
6.
/Sa
le
153
Notes
___________________
___________________
cti
on
___________________
Re
pro
du
7.
Human resource
changes.
UP
ES
,N
ot
for
planning
must
consider
demographic
(c)
___________________
___________________
___________________
___________________
___________________
___________________
___________________
/Sa
le
154
Notes
___________________
___________________
___________________
been
such
that
the
cti
on
___________________
applications
of
computerized
___________________
___________________
___________________
is
growing
du
___________________
considerably
in
many
countries,
Re
pro
___________________
4.
for
ot
UP
ES
,N
(c)
5.
/Sa
le
155
Notes
___________________
___________________
Integrated Approach
An isolated activity
An integrated activity
Focus on assessing/reducing
strength of human resources
cti
on
Traditional Approach
___________________
___________________
Intermittent activity
Continuous activity
___________________
___________________
Re
pro
du
___________________
for
ot
UP
ES
,N
(c)
environment
affects
the
human
resource
requirements
of
___________________
___________________
___________________
156
Notes
___________________
/Sa
le
___________________
___________________
___________________
___________________
___________________
cti
on
___________________
du
Re
pro
soon make up the majority of the workforce differ from those who
___________________
for
ot
UP
ES
,N
(c)
/Sa
le
157
Notes
___________________
___________________
___________________
cti
on
___________________
___________________
___________________
Human resource
supply
Numbers
Skills
Qualifications
Occupation
Performance
Experience
Human resource
inventory:
Numbers
Skills
Qualifications
Occupation
Performance
Experience
Re
pro
Human resource
requirements:
for
Nil
ot
No Action
If shortage:
UP
ES
,N
If surplus:
Stop recruitment
Reduce casual and
part-timer/
employment
Start early
retirements
Start retrenching
Reduce working
hours
Reduce pay
Increase overtime
Increase casual and
part time
employment
Postpone
retirements
Start recruitment
Accelerate training
and development
programmes
(c)
Internal
External
du
Human resource
demand
___________________
___________________
___________________
___________________
2.
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
cti
on
___________________
du
Notes
Re
pro
158
/Sa
le
UP
ES
,N
ot
3.
for
(c)
4.
/Sa
le
159
Notes
___________________
___________________
Re
pro
du
6.
___________________
cti
on
5.
8.
9.
UP
ES
,N
ot
for
7.
(c)
HR gap analysis reveals the action plan for the strategic planners
and HR Managers. In this phase, a programme is devised and
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
cti
on
Notes
du
160
/Sa
le
___________________
z
for
___________________
Re
pro
___________________
UP
ES
,N
ot
(c)
/Sa
le
161
___________________
___________________
___________________
___________________
___________________
___________________
Notes
cti
on
Re
pro
du
for
ot
UP
ES
,N
Succession Planning
Career Planning
(c)
that can
with the
business
change,
___________________
___________________
___________________
___________________
162
Notes
___________________
/Sa
le
Contingency Planning
___________________
___________________
___________________
___________________
___________________
___________________
Competency Planning
du
___________________
Re
pro
___________________
cti
on
___________________
for
ot
UP
ES
,N
of
encouragement
and
(c)
/Sa
le
163
HR
personnel
and
Notes
line
___________________
___________________
___________________
___________________
cti
on
___________________
___________________
___________________
du
Re
pro
Summary
ot
for
UP
ES
,N
(c)
___________________
___________________
___________________
164
/Sa
le
Keywords
Notes
___________________
___________________
___________________
___________________
___________________
___________________
___________________
Technological: This factor refers not just the tools and machines
used in any job but how these are organized to link individual jobs
into a system or process of production or service delivery.
cti
on
___________________
du
___________________
Re
pro
___________________
for
UP
ES
,N
ot
(c)
2.
/Sa
le
165
3.
4.
5.
6.
Notes
___________________
___________________
cti
on
___________________
___________________
___________________
___________________
Further Readings
du
___________________
Books
Re
pro
for
Web Readings
hrera.com/contributions1/hr_planning_vareta.doc
UP
ES
,N
www.hrtutorials.com/
ot
www.slideshare.net/.../organizational-behavior-session8 - United
States
(c)
en.wikipedia.org/wiki/Organizational_studies
___________________
___________________
___________________
/Sa
le
166
Notes
___________________
___________________
cti
on
___________________
___________________
___________________
___________________
du
___________________
___________________
___________________
(c)
UP
ES
,N
ot
for
Re
pro
___________________
/Sa
le
167
Unit 14
Notes
Activity
Among
the various definitions
___________________
of recruitment which do you
find ___________________
the most appropriate and
why?
___________________
Objectives
cti
on
___________________
After completion of this unit, the students will be aware of the following
topics:
The objectives of recruitment
___________________
Re
pro
___________________
du
Introduction
ot
for
Recruitment: An Overview
UP
ES
,N
2.
(c)
3.
___________________
___________________
___________________
___________________
/Sa
le
168
___________________
___________________
___________________
___________________
cti
on
Notes
___________________
Objectives of Recruitment
___________________
du
___________________
___________________
___________________
___________________
z
Re
pro
the
skills,
qualities,
abilities,
experience
and
for
organization; and
ot
Sources of Recruitment
UP
ES
,N
Recruitment can start only when there are reliable sources for
seeking applications from qualified applicants. There are two main
sources of recruitment as discussed below:
(c)
/Sa
le
169
Notes
2.
___________________
___________________
___________________
cti
on
1.
___________________
___________________
___________________
Re
pro
du
3.
5.
6.
UP
ES
,N
ot
for
4.
(c)
1.
___________________
___________________
___________________
___________________
/Sa
le
170
Notes
___________________
___________________
___________________
___________________
___________________
2.
___________________
Re
pro
___________________
du
___________________
___________________
cti
on
___________________
for
(c)
UP
ES
,N
ot
3.
4.
5.
for
Re
pro
7.
du
6.
171
Notes
___________________
___________________
___________________
cti
on
/Sa
le
Gate
Applications:
Sometimes,
job-seekers
contact
organizations at their gate to submit application for jobs.
Often small organizations display their vacancies at the gate
and candidates interested are required to apply. Sometimes,
candidates themselves submit their application for jobs that
may arise in future in the organization.
9.
UP
ES
,N
ot
8.
(c)
___________________
___________________
___________________
___________________
___________________
___________________
___________________
172
Notes
___________________
___________________
___________________
___________________
___________________
___________________
___________________
cti
on
___________________
du
___________________
Re
pro
___________________
/Sa
le
for
UP
ES
,N
ot
(c)
/Sa
le
173
Notes
___________________
___________________
cti
on
___________________
out campaigns.
___________________
___________________
___________________
___________________
du
___________________
___________________
Re
pro
for
which can save them; time and effort; while at the same time
provide them with the best talent. For example, by using resume
scanners, recruiters can pre-define the requirements and the
criteria.
ot
scanner can filter out those resumes, which do not meet the
UP
ES
,N
(c)
___________________
/Sa
le
174
Notes
___________________
___________________
cti
on
___________________
___________________
___________________
___________________
du
___________________
___________________
___________________
Re
pro
___________________
Source: Russell, Ishita, Now, A Recruitment Software for BPOs, Business Life, Business Standard,
21.04.2008, New Delhi, Pp. 12.
(c)
UP
ES
,N
ot
for
175
Notes
___________________
___________________
___________________
cti
on
/Sa
le
___________________
Re
pro
du
Building
awareness:
Organizations
recruitment
advertisement conveys a message and is selling something; the
employment experience. Like conventional marketing,
(c)
UP
ES
,N
ot
for
___________________
___________________
___________________
___________________
___________________
___________________
/Sa
le
176
Make
a presentation on the
___________________
process of recruitment.
___________________
___________________
cti
on
Notes
Activity
___________________
___________________
___________________
du
___________________
___________________
___________________
Re
pro
___________________
for
ot
Process of Recruitment
(c)
UP
ES
,N
/Sa
le
177
Recruitment
Sourcing
Job Analysis
Job Description
Job Specification
Recruitment
Objectives
Recruitment Strategy
Identifying:
Internal Sources
External Sources
Notes
Attracting
Applicants
Model Best
Communication
Method/s
Detailing Job Elements,
Promotion
Opportunities, etc.
How to Apply and
Closing Date
___________________
___________________
___________________
cti
on
Recruitment
Planning
___________________
___________________
___________________
Feedback
___________________
Re
pro
du
ot
for
1.
UP
ES
,N
(c)
___________________
___________________
___________________
178
/Sa
le
Notes
___________________
___________________
___________________
___________________
___________________
___________________
___________________
for
___________________
Re
pro
___________________
du
cti
on
___________________
UP
ES
,N
ot
(c)
2.
179
Notes
___________________
___________________
___________________
Re
pro
du
cti
on
/Sa
le
(c)
3.
UP
ES
,N
ot
for
___________________
___________________
___________________
___________________
___________________
___________________
___________________
/Sa
le
180
___________________
___________________
___________________
___________________
___________________
___________________
___________________
du
cti
on
Notes
___________________
___________________
(c)
UP
ES
,N
ot
for
Re
pro
___________________
4.
Re
pro
du
UP
ES
,N
ot
for
181
Notes
___________________
___________________
___________________
cti
on
/Sa
le
(c)
___________________
___________________
___________________
___________________
___________________
___________________
___________________
/Sa
le
182
Notes
___________________
___________________
cti
on
___________________
___________________
___________________
___________________
___________________
___________________
du
___________________
Re
pro
___________________
for
Client Organization
Mandates
Sourcing
Submission
Screening
Short listing
Relevance check
Interview schedule
Validation
Interview schedule
Follow-up
Feedback
Offer Acceptance
Follow-up
UP
ES
,N
ot
Consulting Organization
Feedback
Offer
Delivery
Potential Employees
(c)
Expecting
too
much:
Many
organizations
and
their
Notes
___________________
___________________
___________________
organization.
Such
recruitment
leads
to
___________________
du
___________________
___________________
___________________
___________________
Re
pro
for
ot
5.
UP
ES
,N
Inappropriate
recruitment
communication:
Bad
___________________
4.
___________________
wasteful
3.
183
cti
on
2.
/Sa
le
(c)
184
Notes
___________________
/Sa
le
___________________
cti
on
___________________
___________________
___________________
___________________
and
and
du
___________________
___________________
___________________
Summary
Re
pro
___________________
UP
ES
,N
ot
for
Keywords
(c)
185
Notes
___________________
___________________
___________________
cti
on
/Sa
le
___________________
___________________
Re
pro
du
2.
3.
4.
5.
6.
Further Readings
UP
ES
,N
Books
ot
for
1.
French Wendell
Chennai, 1997.
L, Human
Resources
Management,
AIPD,
(c)
___________________
___________________
___________________
___________________
___________________
/Sa
le
186
Notes
___________________
___________________
___________________
___________________
___________________
www.icmrindia.org/.../...
www.itapintl.com/whatwedo/globalhrmod.html
www.globalhunt.in/recruitment-process.html
www.hrtutorials.com
___________________
___________________
UP
ES
,N
ot
for
Re
pro
___________________
(c)
cti
on
___________________
Web Readings
du
___________________
/Sa
le
187
Unit 15
Notes
___________________
Case Study
___________________
cti
on
___________________
Objectives
___________________
After analyzing this case, the student will have an appreciation of the
concept of topics studied in this Block.
___________________
___________________
___________________
du
Re
pro
Roles in Tesco
ot
for
UP
ES
,N
(c)
___________________
___________________
___________________
/Sa
le
188
Management and leadership
Notes
___________________
___________________
cti
on
___________________
___________________
___________________
___________________
du
___________________
___________________
___________________
Re
pro
___________________
for
(c)
UP
ES
,N
ot
/Sa
le
189
Notes
___________________
___________________
___________________
Re
pro
du
cti
on
Leadership Styles
ot
for
UP
ES
,N
(c)
___________________
___________________
___________________
___________________
___________________
___________________
___________________
/Sa
le
190
Notes
___________________
___________________
cti
on
___________________
___________________
___________________
___________________
du
___________________
___________________
___________________
Re
pro
___________________
for
(c)
UP
ES
,N
ot
/Sa
le
191
___________________
Re
pro
du
___________________
for
UP
ES
,N
ot
(c)
___________________
cti
on
Notes
Contd
___________________
___________________
___________________
___________________
___________________
___________________
___________________
192
Notes
/Sa
le
___________________
___________________
___________________
___________________
___________________
cti
on
___________________
du
___________________
___________________
___________________
managing performance
managing change
gaining commitment
Re
pro
___________________
for
(c)
UP
ES
,N
ot
Source: http://businesscasestudies.co.uk/tesco/developing-appropriate-leadershipstyles/introduction.html#axzz2QhF51DUt
/Sa
le
193
Notes
___________________
___________________
cti
on
___________________
___________________
___________________
___________________
Re
pro
du
___________________
(c)
UP
ES
,N
ot
for
BLOCK-IV
___________________
___________________
___________________
/Sa
le
Detailed Contents
194
Notes
UNIT
16: THE SELECTION PROCESS
___________________
z
Introduction
___________________
z
Selection: An Overview
___________________
z
Selection Test
___________________
z
Interview
___________________
UNIT
17: PERFORMANCE APPRAISAL
___________________
HRD Concept
Benefits of HRD
Introduction
Training Needs
Re
pro
___________________
cti
on
Introduction
___________________
Need to Appraise Performance
___________________
Methods of Performance Appraisal
___________________
Introduction
du
(c)
UP
ES
,N
ot
for
/Sa
le
195
Unit 16
Notes
___________________
___________________
cti
on
___________________
Objectives
___________________
After completion of this unit, the students will be aware of the following
topics:
The concept and objectives of selection
___________________
du
___________________
Introduction
Re
pro
for
ot
UP
ES
,N
(c)
___________________
___________________
___________________
___________________
196
/Sa
le
Selection: An Overview
Notes
Activity
Make
a presentation on the
___________________
selection process.
___________________
cti
on
___________________
___________________
___________________
2.
___________________
(Terrie Nolinske)
___________________
3.
du
___________________
___________________
Re
pro
___________________
Objectives of Selection
1.
4.
5.
ot
3.
UP
ES
,N
2.
for
Impact of Selection
(c)
Schwind, Das and Wagar (2005) point out that selection impacts
an organizations strategy as enlisted below:
1.
2.
An organizations
requirements;
3.
selection
decisions
must
reflect
job
4.
5.
/Sa
le
197
Notes
6.
___________________
___________________
Process of Selection
cti
on
___________________
___________________
It begins when recruits apply for employment and ends with the
hiring decision.
___________________
___________________
Physical
Examination
No candidate
available
Intensive
Interview
Applicant
Assessment
Background
Investigation
Negotiation
Unsuccessful
Choosing best
candidate/s on
merit order
Legal
Considerations
Selection
Testing
___________________
du
Pool of Selected
Candidates
Initial
Interview
Re
pro
Screening
Resumes and
Applications
Selection
Decision and
Salary
Negotiation
Job Offer
Retaining
Records
for
Evaluation of
Selection Process
for Effectiveness
Negotiation
Successful
UP
ES
,N
ot
(c)
1.
2.
___________________
___________________
___________________
/Sa
le
198
Notes
___________________
___________________
3.
___________________
cti
on
___________________
___________________
___________________
4.
___________________
du
___________________
___________________
Re
pro
___________________
for
ot
and after completing the test, results are matched with the job
UP
ES
,N
profile called job scan. The software plots the convergence and
6.
(c)
7.
9.
199
Notes
___________________
___________________
___________________
___________________
10. Legal
considerations:
While
zeroing
down,
cti
on
8.
/Sa
le
legal
___________________
___________________
du
adhered to.
Re
pro
this stage have already finalized the name of the candidate for
potential job offer. The HR department negotiates the salary
with the candidate and other terms and conditions that the
organization can offer to the candidate.
for
ot
UP
ES
,N
search
firm
based
at
New
Delhi,
observes
(c)
___________________
___________________
___________________
___________________
200
Notes
Activity
Write
a report on selection
___________________
test.
___________________
/Sa
le
cti
on
___________________
___________________
___________________
___________________
___________________
Selection Test
___________________
Re
pro
___________________
du
___________________
UP
ES
,N
ot
for
(c)
1.
/Sa
le
201
___________________
___________________
Notes
___________________
___________________
Re
pro
du
cti
on
for
UP
ES
,N
ot
(c)
___________________
___________________
___________________
___________________
___________________
___________________
/Sa
le
202
Notes
___________________
___________________
cti
on
___________________
___________________
___________________
___________________
du
___________________
___________________
___________________
Re
pro
___________________
UP
ES
,N
ot
for
(c)
2.
203
Notes
___________________
___________________
___________________
cti
on
/Sa
le
___________________
___________________
___________________
___________________
Re
pro
du
ot
for
UP
ES
,N
(c)
___________________
___________________
___________________
/Sa
le
204
Notes
Activity
Compare
and
contrast
___________________
between the various interview
___________________
techniques.
4.
5.
___________________
___________________
___________________
___________________
ot
for
Re
pro
___________________
du
3.
___________________
___________________
cti
on
___________________
UP
ES
,N
6.
(c)
Interview
Interview is the widely used method of selection. It is the oldest
method of evaluating the suitability of a particular individual for a
du
2.
3.
4.
5.
6.
UP
ES
,N
ot
for
1.
(c)
Notes
___________________
___________________
___________________
___________________
___________________
Re
pro
205
cti
on
/Sa
le
___________________
___________________
___________________
___________________
___________________
206
Notes
Interview Design
___________________
___________________
Job Analysis
cti
on
___________________
/Sa
le
___________________
___________________
Developing interview
questions
___________________
___________________
du
Creating benchmark
answers
___________________
___________________
Re
pro
___________________
2.
(c)
UP
ES
,N
ot
3.
for
1.
4.
5.
207
Notes
Structured Interview: Under this interview, a predetermined checklist of questions usually is asked to all
applicants to elicit their response and comparing the responses
with the checklists to assess suitability of the applicants.
Situational questions
Behavioural questions
Background questions
Re
pro
4.
5.
6.
7.
(c)
UP
ES
,N
ot
for
3.
8.
___________________
___________________
___________________
cti
on
2.
Unstructured Interview: Under this interview, no predetermined questions are asked. It is basically unplanned
exercise and therefore fails to pursue and in-depth assessment
of applicants.
du
1.
/Sa
le
___________________
___________________
___________________
___________________
___________________
___________________
___________________
208
Skills for Interviewing
Notes
___________________
___________________
___________________
___________________
___________________
___________________
du
cti
on
___________________
/Sa
le
___________________
Re
pro
___________________
for
ot
UP
ES
,N
Summary
It is the economic, psychological and work experience that makes
one organization different from its competitors. Selection test
refers to a sample of a candidates behaviour, performance and
attitude. Selection process refers to the series of specific steps used
by an organization to decide which recruits should be hired based
on pre-determined selection criteria.
(c)
/Sa
le
209
Keywords
Notes
___________________
___________________
cti
on
___________________
du
Re
pro
2.
3.
4.
5.
UP
ES
,N
Books
ot
Further Readings
for
1.
French Wendell
Chennai, 1997.
L, Human
Resources
Management,
AIPD,
(c)
___________________
___________________
___________________
___________________
___________________
___________________
___________________
/Sa
le
210
Notes
___________________
___________________
___________________
___________________
___________________
www.icmrindia.org/.../...
www.itapintl.com/whatwedo/globalhrmod.html
www.globalhunt.in/recruitment-process.html
www.hrtutorials.com
___________________
___________________
UP
ES
,N
ot
for
Re
pro
___________________
(c)
cti
on
___________________
Web Readings
du
___________________
/Sa
le
211
Unit 17
Notes
___________________
Performance Appraisal
___________________
cti
on
___________________
Objectives
___________________
After completion of this unit, the students will be aware of the following
topics:
Need to Appraise Performance
___________________
___________________
du
Re
pro
Introduction
for
UP
ES
,N
ot
(c)
___________________
___________________
___________________
___________________
212
Notes
Activity
Make
a presentation on the
___________________
need to assess performance.
___________________
___________________
/Sa
le
___________________
1.
2.
3.
4.
5.
6.
___________________
___________________
___________________
du
___________________
cti
on
___________________
for
Re
pro
___________________
ot
UP
ES
,N
(c)
steel company, a rating just in the middle is not indicated and only
four choices are prescribed.
/Sa
le
213
Notes
___________________
Halo Effect
___________________
___________________
cti
on
___________________
Personal Biases
___________________
___________________
___________________
du
___________________
___________________
___________________
Re
pro
observed that during the period of one year the ratings of previous
for
of
subordinates
was
found
by
between
the
superiors.
the
prediction
significant
and
actual
ot
UP
ES
,N
Organisational Influence
(c)
214
Notes
Activity
Compare
and
contrast
___________________
between the various methods
___________________
of performance
appraisal.
cti
on
___________________
___________________
___________________
___________________
du
___________________
___________________
___________________
Re
pro
___________________
/Sa
le
1.
Rating scale
2.
3.
for
ot
Critical incident
5.
Field review
6.
Free-form essay
7.
Group appraisal
8.
9.
UP
ES
,N
4.
(c)
Rating Scale
The rating scale method provides a form wherein, for each person
who is to be rated, the number of qualities and characteristics are
enumerated, e.g. the analytical ability, decisiveness, leadership,
job performance, emotional stability, etc. One form of a rating scale
is the continuous scale wherein the rater places a mark somewhere
on a continuum as the tabular matter shows.
/Sa
le
215
Work attitudes
Notes
___________________
___________________
___________________
___________________
Re
pro
du
cti
on
Ranking System
for
Forced Distribution
UP
ES
,N
ot
Checklists
(c)
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
cti
on
Notes
___________________
Forced-choice Method
___________________
Re
pro
(c)
UP
ES
,N
ot
for
___________________
du
216
/Sa
le
/Sa
le
217
Notes
___________________
___________________
___________________
cti
on
___________________
___________________
___________________
___________________
du
Re
pro
for
Free-Form Essay
UP
ES
,N
Group Appraisal
ot
(c)
___________________
___________________
___________________
218
Notes
___________________
___________________
___________________
___________________
___________________
___________________
___________________
du
cti
on
___________________
/Sa
le
MBOAppraisal System
___________________
for
Re
pro
___________________
(c)
UP
ES
,N
ot
219
Notes
___________________
___________________
___________________
cti
on
/Sa
le
___________________
___________________
Re
pro
du
2.
3.
4.
Holistic View.
5.
6.
Emotional Stability.
UP
ES
,N
ot
for
1.
(c)
___________________
___________________
___________________
___________________
___________________
220
/Sa
le
Summary
Notes
___________________
___________________
___________________
___________________
___________________
___________________
___________________
cti
on
___________________
du
___________________
Re
pro
___________________
ot
for
UP
ES
,N
Keywords
360-Degree Performance Appraisal: It is an appraisal system
that encompasses views of employees superior, co-workers/peers,
and customers.
(c)
2.
/Sa
le
221
3.
4.
5.
Notes
___________________
___________________
___________________
cti
on
du
2.
3.
4.
Further Readings
ot
Books
L, Human
Resources
UP
ES
,N
French Wendell
Chennai, 1997.
and
importance
of
for
objectives
Re
pro
1.
Management,
AIPD,
(c)
___________________
___________________
___________________
___________________
___________________
___________________
___________________
222
Notes
___________________
/Sa
le
Web Readings
en.wikipedia.org/wiki/Performance_management
www.finmanagementsource.com/performance-appraisal.html
___________________
www.slideshare.net/.../organizational-behavior-638-slide... - United
States
cti
on
___________________
___________________
___________________
___________________
du
___________________
___________________
___________________
(c)
UP
ES
,N
ot
for
Re
pro
___________________
/Sa
le
223
Unit 18
Notes
___________________
___________________
cti
on
___________________
Objectives
___________________
After completion of this unit, the students will be aware of the following
topics:
Introduction of HRD
___________________
HRD Concept
___________________
du
Benefits of HRD
Pre-Requisites for HRD
Re
pro
Introduction
UP
ES
,N
ot
for
(c)
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
cti
on
Make
a presentation on the
___________________
HRD concept.
___________________
du
Notes
Activity
Re
pro
224
/Sa
le
UP
ES
,N
ot
for
(c)
HRD Concept
HRD is the process of helping people to acquire competencies. HRD
is concerned with an organized series of learning activities, within
a specified time limit, designed to produce behavioural change in
the learner. From the organizational context, therefore, HRD is a
process which helps employees of an organization to improve their
functional capabilities for their present and future roles, to develop
225
Notes
___________________
___________________
___________________
du
cti
on
/Sa
le
Re
pro
UP
ES
,N
ot
for
2.
(c)
1.
___________________
___________________
___________________
___________________
___________________
___________________
___________________
/Sa
le
226
Notes
3.
___________________
___________________
___________________
___________________
___________________
___________________
UP
ES
,N
ot
for
___________________
cti
on
___________________
du
___________________
Re
pro
___________________
Features of HRD
(c)
227
Notes
___________________
___________________
___________________
___________________
cti
on
/Sa
le
for
Re
pro
du
UP
ES
,N
ot
Many companies big or small across the world are all groping for
answers to the fascinating question of how retain the talented
people. The rather rhetorical question, however, set the thinking
process of people at the helm of affairs and now convinced about
one golden rule in management organizations may invest billions
in processes and technology, but what differentiates between good
companies and great ones is their willingness to care for people. So
what is it about these accompanies that attracts and retains
talented people?
(c)
McKinsey consultants, who wrote the famous book The War for
Talent, have explained the core elements that make up a winning
employee value proposition (EVP). An EVP, they say, is like the
companys customer value proposition; it is the compelling answer
to the question, why would a talented person choose to work here?
Each companys EVP will be different, but these are the core
elements that managers look for exciting work, a great company,
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
cti
on
Find___________________
out the drawbacks of
HRD.
___________________
du
Notes
Activity
Re
pro
228
/Sa
le
for
ot
Benefits of HRD
(c)
UP
ES
,N
/Sa
le
229
Notes
___________________
___________________
___________________
Re
pro
du
cti
on
___________________
2.
3.
4.
5.
6.
7.
UP
ES
,N
ot
for
1.
(c)
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
cti
on
___________________
du
Notes
Re
pro
230
/Sa
le
(c)
UP
ES
,N
ot
for
231
Notes
___________________
___________________
___________________
Re
pro
du
cti
on
/Sa
le
UP
ES
,N
ot
for
(c)
___________________
___________________
___________________
___________________
___________________
___________________
___________________
232
Notes
Activity
Compare
and
contrast
___________________
between HRD and HRM.
___________________
cti
on
___________________
___________________
___________________
___________________
___________________
___________________
Re
pro
du
___________________
___________________
/Sa
le
for
(c)
UP
ES
,N
ot
233
Notes
___________________
___________________
___________________
du
cti
on
/Sa
le
UP
ES
,N
ot
for
Re
pro
(c)
___________________
___________________
___________________
___________________
___________________
___________________
___________________
/Sa
le
234
___________________
___________________
___________________
___________________
___________________
___________________
___________________
(c)
UP
ES
,N
ot
for
___________________
cti
on
___________________
du
___________________
Re
pro
Notes
235
Notes
___________________
___________________
___________________
for
Re
pro
du
cti
on
/Sa
le
ot
UP
ES
,N
increasing
Summary
(c)
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
UP
ES
,N
ot
for
___________________
cti
on
___________________
du
Notes
Re
pro
236
/Sa
le
(c)
/Sa
le
237
Keywords
Notes
___________________
___________________
cti
on
___________________
___________________
___________________
___________________
2.
3.
Further Readings
Books
French Wendell
Chennai, 1997.
L, Human
Resources
___________________
du
Re
pro
1.
Management,
AIPD,
for
ot
UP
ES
,N
Web Readings
www.vlcglobal.com/docs/hr
www.ceibs.edu/faculty/research/case/images/20060703/3803.pdf
(c)
www.vikalpa.com/article/article_list.php?action=article...10
___________________
___________________
___________________
/Sa
le
238
Notes
___________________
___________________
cti
on
___________________
___________________
___________________
___________________
du
___________________
___________________
___________________
(c)
UP
ES
,N
ot
for
Re
pro
___________________
/Sa
le
239
Unit 19
Notes
Activity
Make
a presentation on the
___________________
training needs.
___________________
cti
on
___________________
Objectives
___________________
After completion of this unit, the students will be aware of the following
topics:
Training Needs
___________________
___________________
du
Re
pro
Introduction
UP
ES
,N
ot
for
Training Needs
(c)
___________________
One vital question is that what after all is the need for training,
when despite an investment of time, money and energy, the
___________________
___________________
___________________
240
Notes
___________________
___________________
/Sa
le
Gaps in Knowledge
___________________
___________________
___________________
___________________
___________________
2.
3.
4.
5.
du
___________________
Re
pro
___________________
cti
on
___________________
Gaps in Skills
for
ot
Gaps in Attitudes
UP
ES
,N
(c)
2.
3.
4.
5.
6.
Individualistic-misanthropic
7.
/Sa
le
241
Gaps in Performance
Notes
___________________
___________________
___________________
cti
on
for
Re
pro
du
UP
ES
,N
ot
(c)
___________________
___________________
___________________
___________________
___________________
___________________
___________________
242
Notes
Activity
Write
a report on the types of
___________________
training programmes.
___________________
/Sa
le
used by 54 per cent of the organisations are not advanced and upto-date to get the best results. Systematic research oriented
training need analysis has been attempted only by 29 per cent of
the organisations and cost benefit analysis of training has been
attempted only by 17 per cent under the study.
___________________
___________________
___________________
___________________
___________________
du
___________________
Re
pro
___________________
cti
on
___________________
for
ot
UP
ES
,N
Induction Training
(c)
/Sa
le
243
Notes
___________________
___________________
cti
on
___________________
Promotional Training
___________________
Re
pro
du
Refresher Training
UP
ES
,N
Job Training
ot
for
On the job training is based on the idea that a man learns best by
his mistakes. Of course, in such training, a cost benefit analysis of
such trial and error method is always better.
There are different kinds of job training:
Vestibule Training
(c)
___________________
___________________
___________________
___________________
___________________
___________________
/Sa
le
244
Notes
___________________
___________________
___________________
___________________
___________________
following steps:
cti
on
___________________
___________________
du
___________________
Re
pro
___________________
Apprenticeship Training
UP
ES
,N
ot
for
(c)
Job Rotation
This method of training reduces monotony and boredom by shifting
an employee from one job to another. It enhances the range of
employees skills, making him capable of understanding the
different jobs in various sections of an organisation. Such a
training makes an employee empathetic to works and problems of
other departments, as also allows him to envision the
repercussions of his work on the entire organisation. This gives
him the ability to gauge his importance in the corporate sector.
245
Internship Training
Notes
Activity
Discuss
the various training
___________________
methods for managers with
your___________________
friends.
___________________
cti
on
___________________
___________________
du
Re
pro
UP
ES
,N
ot
for
Role Playing
(c)
/Sa
le
___________________
___________________
___________________
___________________
___________________
246
Notes
___________________
/Sa
le
___________________
___________________
___________________
___________________
___________________
___________________
du
___________________
cti
on
___________________
Re
pro
___________________
Any or all of the above three modes of training may be used. In all
such methods, the idea is to orient an employee through questionanswer sessions.
Management Games
ot
for
Basket Exercise
(c)
UP
ES
,N
/Sa
le
247
Notes
___________________
du
___________________
Summary
Re
pro
for
ot
UP
ES
,N
(c)
___________________
cti
on
___________________
___________________
___________________
___________________
___________________
___________________
___________________
248
/Sa
le
Notes
___________________
___________________
cti
on
___________________
___________________
Keywords
___________________
___________________
___________________
___________________
du
___________________
Re
pro
___________________
2.
3.
4.
ot
5.
for
1.
UP
ES
,N
Further Readings
Books
French Wendell
Chennai, 1997.
L, Human
Resources
Management,
AIPD,
(c)
Notes
___________________
___________________
___________________
___________________
Web Readings
___________________
en.allexperts.com/.../organizational-behaviour-trainingdevelopment
___________________
UP
ES
,N
ot
for
Re
pro
libguides.unm.edu/content.php?pid=14756&sid=113206
___________________
du
(c)
249
cti
on
/Sa
le
___________________
___________________
___________________
/Sa
le
250
Notes
___________________
___________________
cti
on
___________________
___________________
___________________
___________________
du
___________________
___________________
___________________
(c)
UP
ES
,N
ot
for
Re
pro
___________________
/Sa
le
251
Unit 20
Notes
___________________
Case Study
___________________
cti
on
___________________
Objectives
___________________
After analyzing this case, the student will have an appreciation of the
concept of topics studied in this Block.
___________________
___________________
___________________
du
Re
pro
UP
ES
,N
ot
for
(c)
___________________
___________________
___________________
252
/Sa
le
Notes
___________________
Literacy Training
___________________
cti
on
___________________
___________________
___________________
___________________
___________________
du
___________________
___________________
for
Re
pro
___________________
(c)
UP
ES
,N
ot
/Sa
le
253
Local Training
Notes
___________________
___________________
UP
ES
,N
ot
for
(c)
___________________
cti
on
Re
pro
du
Contd
___________________
___________________
___________________
___________________
___________________
___________________
___________________
/Sa
le
254
Notes
___________________
___________________
cti
on
___________________
___________________
___________________
___________________
du
___________________
___________________
___________________
for
Re
pro
___________________
International Training
(c)
UP
ES
,N
ot
/Sa
le
255
___________________
___________________
___________________
___________________
Conclusion
for
Re
pro
du
ot
UP
ES
,N
(c)
___________________
cti
on
Notes
___________________
___________________
___________________
___________________
___________________
/Sa
le
256
Notes
___________________
___________________
cti
on
___________________
___________________
___________________
___________________
du
___________________
___________________
___________________
(c)
UP
ES
,N
ot
for
Re
pro
___________________
/Sa
le
257
Notes
___________________
___________________
cti
on
___________________
___________________
___________________
___________________
Re
pro
du
___________________
(c)
UP
ES
,N
ot
for
BLOCK-V
___________________
___________________
___________________
/Sa
le
Detailed Contents
258
Notes
UNIT
21: TRAINING AND DEVELOPMENTII
___________________
z
Introduction
___________________
z
Training through Internet
___________________
z
Executive Development
___________________
UNIT
22: INTERNAL MOBILITY
___________________
Introduction
cti
on
Introduction
___________________
Introduction
Placement
___________________
Internal Mobility
___________________
Transfer
___________________
Employee Separations
___________________
Meaning of Incentive
(c)
UP
ES
,N
ot
for
Re
pro
du
/Sa
le
259
Unit 21
Notes
___________________
___________________
cti
on
___________________
Objectives
___________________
After completion of this unit, the students will be aware of the following
topics:
Training through Internet
___________________
Executive Development
du
___________________
Introduction
UP
ES
,N
ot
for
Re
pro
(c)
___________________
___________________
___________________
___________________
/Sa
le
260
___________________
___________________
___________________
___________________
___________________
___________________
___________________
cti
on
___________________
du
Make
a presentation on
___________________
executive development.
___________________
Re
pro
Notes
Activity
for
Executive Development
(c)
UP
ES
,N
ot
261
Notes
___________________
___________________
___________________
du
cti
on
/Sa
le
UP
ES
,N
ot
for
Re
pro
process
or
learning
process
outside
the
(c)
___________________
___________________
___________________
___________________
___________________
___________________
___________________
/Sa
le
262
Notes
___________________
___________________
cti
on
___________________
___________________
___________________
___________________
___________________
___________________
du
___________________
Re
pro
___________________
should
involve
(1)
relating
the
executives
needs
and
for
ot
UP
ES
,N
(c)
/Sa
le
263
Utilisation of Development
Notes
___________________
___________________
___________________
UP
ES
,N
ot
for
Re
pro
du
cti
on
Executive development must take into account the basic belief that
it is not possible to make executives grow without giving them
adequate opportunities for learning within the organisation as well
as outside. The opportunities to be given to the executives would be
in terms of career planning, succession planning, manpower
planning as well as the provision of a proper climate to work and
learn. Any organisation which starts an executive development
process in a formal way cannot be really effective in this area
unless it takes care of the factors relating to the utilisation of
executive development. Executive development is a perennial
process, a process of learning which takes place both formally as
well as informally in the organisation. If an individual outgrows
his job by a process of development, he also expects that his ability
and potential will be utilised in that process. In case the
organisation is not able to utilise the potential of the executive,
frustration will grow and he might leave the organisation. It is,
therefore, essential that not only are various processes properly
interlinked to the needs of the people and the needs of the
organisation but also that opportunities are provided for the
development of individuals as a group as well as of their
potentialities. Unless the right climate is created, the frustration of
an individual arising from an inability to express himself or utilise
his abilities and skills leads to variations in the efforts at
development. The very fact that the potential or resources of an
organisation should be maximized in the process of work requires
that each individual realises his potential to the maximum and
also that the organisation utilises that potential.
Now, consider how a developmental process works. The inner
nature of the process stems from the realisation that development
constitutes changes. In fact, it constitutes constant change. The
four phases through which this change passes are:
1.
Change in knowledge
2.
Change in attitude
3.
4.
(c)
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
for
___________________
cti
on
___________________
du
Notes
Re
pro
264
/Sa
le
(c)
UP
ES
,N
ot
It is also said that progress comes all over the world through a
coercive change cycle or through a participative change cycle. The
lesson that this statement provides for executive development is
that a choice has to be made between the two approaches and if the
participative change approach is chosen in inducing managerial
effectiveness, it is difficult and time-consuming, but is something
which is more acceptable to human beings in terms of their
involvement, sharing of beliefs and attitudes and in terms of the
respect for individual dignity and the value system. If the value
system is based on the dignity and responsibility of the individual,
there cannot be any other way but to initiate a participative
change cycle. In Indian conditions, the totality of the picture in the
management organisation is sometimes forgotten. There is talk of
workers participation in management and sharing of power, but it
is not realised that the value system is not in tune with the entire
segment of the society, with the result that the whole issue
becomes more of a process of merely talking about workers
participation from time to time. When discussing workers
265
Notes
___________________
___________________
___________________
cti
on
/Sa
le
UP
ES
,N
ot
for
Re
pro
du
Over the last three decades, there has been a major shift in
emphasis in management development. In 1960s, the emphasis
was on the individual and an authority, which has now shifted to
teamwork, participation and shared responsibility and power.
These three basic changes which have taken place point to the
growing needs of the society all over the world. Irrespective of the
development in the country, the aspirations of the people, whether
executives or non-executives, are undergoing radical changes.
These aspirations are now more towards the need for sharing
information, power and responsibility rather than being driven by
the stick. However, the kind of shifts that have taken place in the
West are not exactly reflected in soft states such as India because
of the lack of discipline and effective organisation and because of
the low level of socio-economic development. The need for
participating and sharing power as well as authority has its own
limitations and characteristics. Some of the studies which have
been done show that, at the operative level, the need for sharing
authority in certain areas such as decision-making and groupworking is not much, whereas for praise and punishment, social
relations are required to be more participative. But in the
executive and managerial class as a whole, the need for
participation has grown tremendously.
(c)
___________________
___________________
___________________
___________________
___________________
___________________
___________________
Notes
___________________
___________________
___________________
___________________
___________________
___________________
cti
on
266
/Sa
le
___________________
___________________
___________________
Re
pro
du
___________________
for
Summary
ot
(c)
UP
ES
,N
/Sa
le
267
Notes
___________________
___________________
Keywords
cti
on
___________________
___________________
___________________
___________________
___________________
Re
pro
du
2.
for
1.
Books
L, Human
Resources
UP
ES
,N
French Wendell
Chennai, 1997.
ot
Further Readings
Management,
AIPD,
(c)
___________________
___________________
___________________
Notes
___________________
___________________
___________________
Web Readings
www.businessballs.com human resources
en.allexperts.com/.../organizational-behaviour-trainingdevelopment
libguides.unm.edu/content.php?pid=14756&sid=113206
cti
on
268
___________________
___________________
___________________
du
___________________
___________________
___________________
UP
ES
,N
ot
for
Re
pro
___________________
(c)
/Sa
le
/Sa
le
269
Unit 22
Notes
Activity
Make
a presentation on
___________________
induction.
___________________
Internal Mobility
cti
on
___________________
Objectives
___________________
After completion of this unit, the students will be aware of the following
topics:
Placement
___________________
Induction
___________________
du
Internal Mobility
Transfer
Re
pro
Promotion
Introduction
UP
ES
,N
ot
for
Placement
(c)
___________________
___________________
___________________
___________________
/Sa
le
270
___________________
___________________
___________________
___________________
___________________
___________________
___________________
cti
on
Notes
Induction/Orientation
___________________
Re
pro
ot
for
___________________
du
___________________
UP
ES
,N
Objectives
(c)
___________________
___________________
___________________
___________________
___________________
du
for
UP
ES
,N
ot
(c)
Notes
cti
on
271
Re
pro
2.
/Sa
le
___________________
___________________
___________________
___________________
___________________
/Sa
le
272
Notes
___________________
___________________
___________________
___________________
___________________
___________________
___________________
etc.
employee
induction
Organisational issues
History of company
(c)
UP
ES
,N
ot
for
1.
in
Re
pro
___________________
du
___________________
cti
on
___________________
2.
Disciplinary procedures
Employees handbook
Probationary period
Safety steps
Products/services offered
Employee benefits
z
Training avenues
Vacations, holidays
Counselling
Rest pauses
Insurance,
benefits
medical,
recreation,
retirement
3.
/Sa
le
273
Introductions
Notes
To supervisors
To trainers
To co-workers
To employee counsellor
___________________
cti
on
___________________
___________________
Job duties
___________________
Job location
Overview of jobs
Job tasks
Job objectives
___________________
du
___________________
Re
pro
4.
___________________
UP
ES
,N
ot
for
(c)
___________________
___________________
___________________
/Sa
le
274
Notes
___________________
___________________
cti
on
___________________
___________________
___________________
___________________
du
___________________
___________________
___________________
Re
pro
___________________
(c)
UP
ES
,N
ot
for
1.
2.
3.
/Sa
le
275
___________________
Re
pro
for
ot
(c)
UP
ES
,N
5.
___________________
cti
on
Citibank: At Citibank, trainees spend the first two-and-ahalf weeks learning about the banks three major levels of
business: the corporate bank servicing institutional clients;
the consumer bank, serving individual customers and
personalised services, besides the functional divisions within
each. The business head, thereafter, will make a
presentation (question answer session, discussions, case
studies films etc. used) offering general information about
the services offered by the bank. Simulation exercises follow
this presentation. Trainees, for instance, are made to roleplay the clearance of an overdraft cheque. Through
interaction with peers, trainees learn about the processes
and methods followed at Citibank. The trainees are assigned
a specific job in the third week. A mentor will help the
trainee discharge the given responsibilities in a proper way.
The trainee is now given freedom to carry out the task as per
his understanding. During this period, the inductees are
neither given fixed hours nor a time to sign in every
morning. The idea is to allow freedom to the trainee so that
he can bring his own personality and set of skills to his job.
The trainee has to find his own way of achieving a given
objective. In the process, the induction training also becomes
a test of independence a quality that is highly required of
managers in Citibank. Meanwhile, the mentor offers help
wherever required. After spending two months on the job
the trainees attend classroom learning sessions conducted
at the Asia Pacific Banking Institute in Singapore.
___________________
du
4.
Notes
Contd
___________________
___________________
___________________
___________________
___________________
___________________
___________________
/Sa
le
276
Notes
6.
7.
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
for
Re
pro
___________________
du
cti
on
___________________
ot
Responsibilities
(c)
UP
ES
,N
/Sa
le
277
Notes
Activity
of
du
3. Induction serves as a
information to new recruits.
Give___________________
examples of internal
mobility from any organisation
___________________
of India.
Re
pro
Internal Mobility
for
2.
3.
UP
ES
,N
ot
1.
(c)
___________________
cti
on
___________________
___________________
___________________
___________________
___________________
___________________
___________________
/Sa
le
278
4.
Compare
and
contrast
___________________
between
promotion
and
___________________
demotion.
___________________
___________________
___________________
___________________
cti
on
___________________
___________________
du
Notes
Activity
___________________
Re
pro
___________________
for
Transfer
UP
ES
,N
ot
Purposes of Transfer
Organisations resort to transfers with a view to serve the following
purposes:
(c)
1.
the shift in job assignments with a view to place the right man
on the right job.
4.
Notes
___________________
___________________
___________________
___________________
cti
on
du
3.
279
Re
pro
2.
/Sa
le
6.
7.
8.
UP
ES
,N
ot
for
5.
Types of Transfers
(c)
___________________
___________________
___________________
___________________
___________________
___________________
/Sa
le
280
___________________
___________________
___________________
___________________
cti
on
Notes
___________________
___________________
___________________
Benefits
z
___________________
Problems
Different departments/locations
Improve employer-employee
relations
for
Re
pro
___________________
du
___________________
UP
ES
,N
ot
Transfer Policy
(c)
2.
3.
/Sa
le
281
Notes
___________________
___________________
___________________
___________________
6.
___________________
7.
___________________
8.
___________________
9.
du
Re
pro
5.
cti
on
4.
for
Promotion
(c)
UP
ES
,N
ot
___________________
___________________
___________________
282
/Sa
le
Notes
___________________
___________________
___________________
___________________
___________________
___________________
___________________
cti
on
___________________
du
___________________
Re
pro
___________________
Bases of Promotion
ot
for
UP
ES
,N
(c)
283
Notes
___________________
___________________
___________________
cti
on
/Sa
le
Re
pro
du
UP
ES
,N
ot
for
Promotion Policy
(c)
___________________
___________________
___________________
___________________
___________________
___________________
___________________
/Sa
le
284
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
the
ot
du
___________________
cti
on
Re
pro
___________________
for
Notes
(c)
UP
ES
,N
/Sa
le
285
Demotion
Notes
___________________
___________________
___________________
cti
on
___________________
Causes
___________________
du
Re
pro
___________________
Policy
for
2.
3.
4.
5.
UP
ES
,N
ot
1.
Employee Separations
(c)
___________________
___________________
___________________
___________________
286
Notes
___________________
/Sa
le
the employer comes to an end and the employee decides to leave the
organisation. Separations can take several forms such as:
1.
___________________
___________________
family,
or
leisure
cti
on
___________________
activities.
The
decision
could,
___________________
___________________
___________________
compulsorily
on
grounds
of
negligence
of
duty,
du
___________________
___________________
disciplinary action.
Re
pro
___________________
for
ot
(c)
UP
ES
,N
/Sa
le
287
Notes
___________________
Was the job challenging? Satisfying? Did it add value to you?
2.
3.
What were the three positive elements you saw in the organisation?
4.
5.
6.
7.
___________________
du
What changes would you like to see in this company if you were to
reconsider joining it at some point of time in future?
9.
10.
Did the organisation treat you well after you decided to quit? Where
did it go wrong?
11.
Re
pro
8.
for
Source: S. Khanna, The EXIT Interview Technique, Business Today, Jan. 7-21, 1996.
UP
ES
,N
ot
(c)
___________________
___________________
___________________
12. What are the two most crucial reasons for your quitting?
2.
___________________
cti
on
1.
___________________
___________________
___________________
___________________
288
/Sa
le
Notes
___________________
___________________
cti
on
___________________
___________________
___________________
___________________
du
___________________
___________________
___________________
Re
pro
___________________
for
A wide-eyed recruit talks about an employee who was in coma for four
months before passing away. The medical bills come to `1.5 crore. NTPC
took care of it. Another recruit talks about how it takes care of all
hospitalisation expenses for employees and their families. A third talks
about how the company sets up townships before beginning to work on a
new plant. Last year NTPC spent `102 crore (17 hospitals run by the
company with over 3000 doctors) on medical infrastructure and
recovered just `2 crore of that. The attrition rate, not surprisingly is
very low at NTPC. [BT-Mercer-TNS Study, Business Today, 21-11-2004]
UP
ES
,N
ot
(c)
3.
289
Notes
___________________
___________________
___________________
cti
on
/Sa
le
Re
pro
du
ot
for
UP
ES
,N
(c)
___________________
___________________
___________________
___________________
___________________
___________________
___________________
290
Notes
___________________
___________________
z
z
___________________
___________________
___________________
z
___________________
z
ot
UP
ES
,N
(c)
z
z
z
for
4.
du
___________________
Re
pro
___________________
Dont's
cti
on
Dos
___________________
___________________
/Sa
le
291
Notes
___________________
___________________
___________________
Merits
Shows the human face of the
company.
Demerits
UP
ES
,N
ot
for
Re
pro
du
cti
on
/Sa
le
(c)
___________________
___________________
___________________
___________________
___________________
___________________
___________________
292
Notes
___________________
___________________
cti
on
5.
___________________
___________________
___________________
___________________
___________________
___________________
Inebriation and
alcoholism
Dishonesty
Carelessness
Inefficiency
Insubordination
Physical disability
Re
pro
___________________
du
___________________
/Sa
le
(c)
UP
ES
,N
ot
for
/Sa
le
293
Summary
Notes
___________________
___________________
___________________
cti
on
Re
pro
du
for
UP
ES
,N
ot
find
out
their
policies
for
Keywords
(c)
___________________
___________________
___________________
___________________
___________________
___________________
___________________
/Sa
le
294
___________________
___________________
___________________
___________________
___________________
___________________
cti
on
Notes
___________________
___________________
du
___________________
Re
pro
___________________
for
ot
UP
ES
,N
(c)
2.
3.
/Sa
le
295
Notes
___________________
___________________
5.
___________________
cti
on
4.
___________________
Explain
Distinguish between:
the
du
7.
Re
pro
6.
9.
for
8.
Books
L, Human
Resources
Management,
AIPD,
UP
ES
,N
French Wendell
Chennai, 1997.
ot
Further Readings
(c)
___________________
___________________
___________________
___________________
___________________
___________________
296
Notes
___________________
/Sa
le
Web Readings
www.umicore.com/careers/ourPhilosophy/internalMobility/
www.taleo.com Resources Thought Leadership Studies
___________________
www.adp.com/solutions/employer.../pre.../internal-mobility.aspx
cti
on
___________________
___________________
___________________
___________________
du
___________________
___________________
___________________
(c)
UP
ES
,N
ot
for
Re
pro
___________________
/Sa
le
297
Unit 23
Notes
___________________
Compensation ManagementI
___________________
cti
on
___________________
Objectives
___________________
After completion of this unit, the students will be aware of the following
topics:
Wage and salary and differentiate them
___________________
___________________
du
Types of wages
Re
pro
Introduction
ot
for
UP
ES
,N
Cost centre: Wages are part of the product cost while the
salary is an administrative expense;
(c)
___________________
___________________
___________________
___________________
/Sa
le
298
Notes
Activity
Compare
and
contrast
___________________
between wage and salary.
___________________
___________________
___________________
___________________
cti
on
___________________
Except for the above differences, the terms wage and salary are
interchangeably used in real world organizational context.
___________________
1.
___________________
2.
du
___________________
Re
pro
___________________
for
ot
UP
ES
,N
(c)
External Competitiveness
The degree of competitiveness can vary among organizations and
among occupations within organizations. From a strategic
perspective, competitiveness refers to positioning an organizations
wages and salary system relative to its competitors. It is often
/Sa
le
299
Notes
___________________
___________________
___________________
du
cti
on
Re
pro
Technological Developments
for
Change in Culture
UP
ES
,N
ot
Career Development
(c)
___________________
___________________
___________________
___________________
___________________
___________________
___________________
Notes
___________________
___________________
___________________
___________________
___________________
of this has been flatter structures, new careers and problemsolving at source. Compensation administration has been sluggish
to change and underpin these new structures. Where it has
happened, it has mostly been in the form of broad banding and
more modern job evaluation systems. As a result, compensation
benchmarking has taken on a new form where broader roles are
being benchmarked as opposed to narrow duty sheets.
Financial Result
___________________
___________________
___________________
du
___________________
Rising Cost
Re
pro
___________________
cti
on
300
/Sa
le
UP
ES
,N
ot
for
(c)
Forms of Compensation
The next factor pertains to the forms of the mix of various
elements of total compensation. Total compensation may include
wages and salary, a variety of incentive schemes, cost of living
adjustments, various forms of stock options and an array of fringe
benefits. Decisions include the number of forms to offer, the degree
to which each is contingent on employees maintaining their
membership in the organization (e.g., entitlements) or performance
(e.g., incentives), the relative importance of each form (e.g., fringe
benefits as a percent of total compensation) and the proportion of
the workforce eligible for each form. For example, in some
organizations, all employees receive stock options or deferred
/Sa
le
301
Notes
___________________
Individual Differences
___________________
___________________
for
Re
pro
du
cti
on
Flexible Benefits
UP
ES
,N
ot
Role of HR Strategy
(c)
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
Wage Differentiation
cti
on
___________________
performance-based
incentives
at
some
manufacturing
organizations are examples. In others, compensation plays a
coordinate or even subordinate role to other human resource
systems. Instead, they may emphasize their industrial relations
policies. Thus, a compensation system can be out on the point to
signal changes in an organization business strategy, or it can play
a less prominent role during organization changes.
du
Notes
Re
pro
302
/Sa
le
for
ot
(c)
UP
ES
,N
1.
2.
3.
Re
pro
du
5.
303
Notes
___________________
___________________
___________________
cti
on
4.
/Sa
le
7.
ot
for
6.
UP
ES
,N
(c)
while
the
Contd
___________________
___________________
___________________
___________________
___________________
___________________
___________________
/Sa
le
304
Notes
Activity
Make
a presentation on the
___________________
various methods of wage and
___________________
salary
payment.
___________________
cti
on
5. is a prominent driver
compensation levels and administration policy.
___________________
___________________
___________________
___________________
du
___________________
of
___________________
Re
pro
___________________
z
z
for
ot
(c)
UP
ES
,N
Merits:
1.
2.
3.
4.
5.
6.
/Sa
le
305
7.
8.
Notes
___________________
Demerits:
___________________
2.
3.
4.
5.
___________________
cti
on
1.
___________________
___________________
___________________
Re
pro
du
___________________
Work is measurable
Merits:
ot
for
2.
Increase in production
3.
4.
5.
6.
7.
8.
UP
ES
,N
1.
Demerits:
(c)
1.
___________________
___________________
___________________
306
/Sa
le
3.
___________________
4.
___________________
5.
Uncertainty of wages
___________________
___________________
cti
on
2.
Notes
___________________
___________________
du
___________________
___________________
___________________
Summary
Re
pro
___________________
for
UP
ES
,N
ot
(c)
/Sa
le
307
Keywords
Notes
___________________
___________________
___________________
cti
on
du
Re
pro
for
2.
3.
4.
5.
6.
7.
UP
ES
,N
ot
1.
Further Readings
(c)
Books
___________________
___________________
___________________
___________________
___________________
___________________
___________________
/Sa
le
308
Notes
___________________
___________________
___________________
___________________
Web Readings
cti
on
___________________
www.managementstudyguide.com/compensationmanagement.html
www.scribd.com/doc/9696497/COMPENSATION-MANAGEMENT
___________________
du
___________________
___________________
___________________
(c)
UP
ES
,N
ot
for
Re
pro
___________________
/Sa
le
309
Unit 24
Notes
___________________
Compensation ManagementII
___________________
cti
on
___________________
Objectives
___________________
After completion of this unit, the students will be aware of the following
topics:
Incentives
___________________
___________________
du
Fringe benefits
Re
pro
Introduction
UP
ES
,N
ot
for
Meaning of Incentive
(c)
___________________
___________________
___________________
___________________
310
Notes
/Sa
le
___________________
___________________
Definitions of Incentive
1.
cti
on
___________________
___________________
___________________
2.
___________________
___________________
du
___________________
Re
pro
___________________
for
Job-based Pay
ot
UP
ES
,N
Skill-based Pay
(c)
/Sa
le
311
Notes
___________________
du
for
Re
pro
2.
UP
ES
,N
ot
1.
(R. Cockmar)
(c)
3.
___________________
cti
on
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
312
Notes
___________________
___________________
cti
on
___________________
___________________
___________________
___________________
___________________
Summary
Re
pro
___________________
du
___________________
___________________
/Sa
le
for
Keywords
UP
ES
,N
ot
(c)
2.
3.
/Sa
le
313
Further Readings
Notes
Books
___________________
___________________
cti
on
___________________
___________________
___________________
___________________
Web Readings
du
___________________
www.managementstudyguide.com/compensationmanagement.html
(c)
UP
ES
,N
ot
for
Re
pro
www.scribd.com/doc/9696497/COMPENSATION-MANAGEMENT
___________________
___________________
___________________
/Sa
le
314
Notes
___________________
___________________
cti
on
___________________
___________________
___________________
___________________
du
___________________
___________________
___________________
(c)
UP
ES
,N
ot
for
Re
pro
___________________
/Sa
le
315
Unit 25
Notes
___________________
Case Study
___________________
cti
on
___________________
Objectives
___________________
After analyzing this case, the student will have an appreciation of the
concept of topics studied in this Block.
___________________
___________________
Introduction
___________________
du
Re
pro
for
Case Overview
(c)
UP
ES
,N
ot
___________________
___________________
___________________
/Sa
le
316
z
Notes
___________________
___________________
___________________
___________________
___________________
cti
on
___________________
Case Details
___________________
I.
___________________
du
___________________
Re
pro
___________________
I. Designing
(Appraisers).
the
Training
Program
for
Managers
The managers in this case study are the appraisers in the new
performance management process. In some cases, they will be
teachers with no formal management qualifications. In other
cases, they will be support staff with specific management
responsibilities in the organization.
for
Needs Analysis
(c)
UP
ES
,N
ot
/Sa
le
317
Notes
___________________
In the end, it was decided that the HR manager would design and
develop the program with support from the senior management
team, if necessary. The reasons for this decision:
Specialized knowledge. The HR manager had developed the
new performance management system and was therefore the
most knowledgeable about it.
Experience. The HR manager was experienced in developing
training programs.
Re
pro
du
for
UP
ES
,N
ot
A focus group was held with five managers to find out what they
wanted from the training and to assess their concerns about
performance management. This was a useful process. The
managers wanted to include training in how to deal with difficult
people, which otherwise may not have been included in the
program. Including this also assured managers that their views
were important and had been considered in the programs design.
The training would take place in-house and outside the normal
workday. It was agreed that the most appropriate method was a
two-hour workshop. The workshop would include various
activities geared to develop the skills and knowledge of the
participants:
z
z
z
(c)
___________________
cti
on
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
/Sa
le
318
___________________
___________________
___________________
How to complete
documents.
___________________
___________________
___________________
___________________
the
new
performance
du
___________________
management
Re
pro
___________________
cti
on
___________________
Notes
Training Delivery
for
Training
Program:
The
Trainers
ot
Evaluation of
Perspective
(c)
UP
ES
,N
/Sa
le
319
Notes
___________________
___________________
cti
on
___________________
___________________
___________________
___________________
Re
pro
du
___________________
UP
ES
,N
ot
for
(c)
___________________
___________________
___________________
/Sa
le
320
___________________
___________________
___________________
___________________
___________________
Presentations by trainer
Practical activities
Role plays
Worksheets
cti
on
Notes
Training Delivery
___________________
du
___________________
___________________
___________________
Re
pro
___________________
for
(c)
UP
ES
,N
ot
/Sa
le
321
Questions:
Notes
___________________
___________________
___________________
cti
on
Source: http://www.shrm.org/education/hreducation/documents/repost_robson_southwood_t%20and%20d_student%20workbook_final.pdf
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Structure: When a team comes together for the first time and
begins to interact, various differences between the members begin
to appear: differences in status, influence, role, ability, and so on.
The pattern of relationships that is thus established is known as
the team structure.
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Technological: This factor refers not just the tools and machines
used in any job but how these are organized to link individual jobs
into a system or process of production or service delivery.
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