Fundamentals of Human Resource Management
The Perspective
An organisation is primarily a ramification of the fact that there is implied in the satisfaction of needs of individuals alongside with th aen a icnhteiervdeempeenndt eonf cy organisational objectives
••FTowrom satlr eoar mInsf oorfm thaol u ghts:
1. tHhoew w toor ko rpgraonciesses tehse a ancdt iovpiteiersa tmioonsst csayns tbeme abtriocuagllyh ta anbdo aunt alytically so that specificity in 2. How to understand an individual’s relation to a given activity now recognised as ‘work’
••CRhoabrelrets OBwabebna (g1e7 7(117-19825-188):7 1A)d:v Docivaitseio onf obfe ltatbeor uwro rking conditions for ‘vital machines’ •Frederick Taylor (1856-1915): Scientific Management Approach
1. Conducted ‘Division of Labour’ and ‘Time and Motion’ studies
•Elton Mayo: Howthorne Studies 1924-33
1. sPioginnitfeicda ntoc ev ainri othues rdeimsterinctseiodn as popfr ohaucmha tna kbeenh aevairoliuerr that were not considered to be of any
•mFaonll’o pweerdsp beyc tHivuem an relations movement that replaced ‘rational-economic man’ by ‘social •HLeartzebre rregs peoarinctheedr so luikt et hCahtr iins dAivrgidyuriasl,s Aabrera mhaomtiv Mataesdlo bwy, oDtohuegr ltahsa Mn cmGorengeotar rayn fda cFtroerds etroicok •Line managers are the delivery points
Development of People Management Functions
•A distinct managerial function since end of nineteenth century
1. Few organisations had the post of welfare secretary(also referred to as social secretaries)
••ETxhpee treimrme npte orsno gnrnoeul po fbfeichear vwioausr pbeyr hParopfs Afi rKs tR uicsee din i nA hthmee cdhaebmadic aRli caen dM pillhsa irnm 1a9c5e2u t ical i•nTdhues tcroiensc einr n1 9fo6r0 hs u man element did not occur until the socio-psychological upheavels in t•hTew loa tme a1j9o2r 0trsa adnitdio enasr olyr 1tr9e3n0dss :
12.. Hard headed, profit minded approach to utilisation of human resources Social welfare viewpoint
FRUENLACTTIIOONNSSH IP BETWEEN HRM & HRD AND THEIR STRUCTURES AND
LPaebrsoounrn aenl dD eWpealrftamree nDte partment CHlRa sDseipfiacratmtieonnt o f HRM Activities
Administration and Maintenance (Personnel)
1. Conventional component of 2. people management 3. Administration tSeyrsmte mbesn reefliatst ed to acquisition, promotion & evaluation, administration, salary and long 45.. Maintenance Systems Traditional labour management, grievances and discipline management activities
Human Resource Development
1. dDeevveellooppmmeenntt aaln sdy sgtreomwst hs,u pcher afosr minadnucceti oanp parnadis saol caianldis acotiuonns oefli nthge, cinadreiveird upalalsn,n ing 2. dOergvealnoipsamtieonnta l interventions for climate development, employee and organisational
ROLE OF HR PROFESSIONALS
Supportive Role
1. Developing systems that deal with people, their problems and organisational dynamics
Systems Development and Research
1. IPnlatengnrinagti nFgu tpueroep mlea annpdo wtheeri,r Rroelcer,u Piteinrgfo, rUmtailinzcineg a bnyd pploatceenmtieanl ta,s Mseostsivmaetinntg, ,P Rlaentaniinnign g, growth of individuals etc
Managerial Role
1. Technical, managerial, helping, coping and processing competence
Developing Competence
1. oCrrgeaantiinsga tnioencaels lseavreyl caunldtu traek ainngd cvoarlrueecst ivine tshtee posr ganisation, diagnosing the problem at
Process Role
1. oCrrgeaantiinsga tnioencaels lseavreyl caunldtu traek ainngd cvoarlrueecst ivine tshtee posr ganisation, diagnosing the problem at
Critical Attributes
Technical
Knowledge of -
12.. Performance Appraisal Systems and their functioning 3. Potential appraisal and mechanism of developing a system 4. Various tests and measurements of behaviour 5. Personnel and management 6. Behavioural Sciences 7. Career planning processes and practices 8. Counselling Behavioural research techniques
9. Ability to design and coordinate training programmes at worker, managerial levels supervisor and 1101.. Understanding of overall organisational culture Counselling skills
Managerial
12.. Organizing Ability Systems Development Skills
Personality
12.. Initiative 3. Faith in human beings and their capabilities 4. Positive attitude to others 5. Imagination and creativity 6. Concern for excellence 7. Concern for people and their development 8. Friendly, sociable and affable 9. Attitude for research and development work 10 . Interest in learning new things Ability to work as a team member
Competencies for HR Heads
Behavioural
12.. Communication 3. Initiative 4. Drive 5. Creativity 6. Self-confidence 7. Teamwork 8. Influencing Ability 9. Problem Solving Inter Personal Skills
Functional
12.. Business Knowledge 3. Change Management 4. Diversity Management 5. Service Orientation 6. Execution Excellence 7. Financial perspective 8. Building expertise 9. Personal credibility 10 . Relationship management Strategic Thinking and Alignment
Strategic Role in the Future
1. To become a partner with senior and line managers in strategy execution, move planning from conference room to the market place helping to 2. aTdom biencisotmraet ivaen eefxfpiceiertn ciny tthoe e wnsauyr ew othrka ti sc oosrtgsa anrizee rde danudce edx wechuiltee dq,u daeliltiyv eisr inmga intained 3. Tmoa nbaegcoemmee nat cahnadm apt iothne f osar meme ptilmoyee, ews,o rvkiginogr otuos ilny crreeparsees eenmtipnlgoy tehee icr ocnotnricbeurtnios nt o senior 4. tToog betehceorm ime parno vaeg eannt oorfg caonnistiantuioonu’ss tcraapnascfiotyrm foart iochna, nsghea ping processes and a culture that
Development of HR functions in India
12.. During the British raj, the ripples of whatever happened were felt in India 3. Labour Welfare Officers under the Factories Act 4. By 1950s the provisions of the Industrial Disputes Act, 1947 began to percolate down Bmya n1a9g6e0ms denemt saynsdte fmors paenrds olanwnesl rporsoef essionals with specific knowledge about people 56.. Institutes were setup: 7. Indian Institute of Personnel Management (IIPM), 1947 8. National Institute of Labour Management aNbaotivoen atwl Ion sintisttuittuet eosf personnel Management (NIPM), 1982: Formed upon merger of the 19.0 . Indian Society for Training and Development , 1970 11. MNCs gave more attention to personnel issues based on home country experience 12. In India TISCO took proactive measures in the field 13. Govt. enacted legislations related to employment and employee welfare: 14. Article 16(1) of the Indian Constitution: Equal opportunity for employment 15. Apprentices Act, 1961: Training linked to employment 16. Child Labour Act, 1986 17. Bonded Labour System Act, 1976 18. Interstate Migrant Workmen Act, 1979 19. Next major transformation in 1980s with the onset of the HRD era Establishment of National HRD network in 1985
Unit - 21 : Development of Human Resources
HRD and its subsystems
1. iOmrpgraonvizinegd jloeba rpneinrgfo ermxpaenrcieen gcreo wint ha definite time period to increase the possibility of 2. Aw apyr otcoe: ss by which employees of an organisation are helped in a continuous and planned 3. tAhceqiur iprere osre nsht aorrp eexnp ceacpteadb ifliutiteusr er ejoqbusir ed to perform various functions associated with 4. pDoetveenlotipa l tfhoeri rt hgeeinr eorwaln c aanpda/boilri toiersg aans isinadtiiovnidaul adlse vaenlodp dmisecnotv epru rapnods ee xploit their own inner 5. tDeeavmewloopr ak na nodrg caonlilsaabtoiorantaiol ncu altmuroen gin swubhiucnhi tssu apreer vsitsroorn-gsu abnodr dcinonatteri bruetlaet itoon tshheip s, professional well-being, motivation and pride of employees
Goals of HRD
To develop:
1. Capabilities of each employee 2. as an individual 3. Capabilities of each individual in relation to his or her present role 4. Capabilities of each employee in relation to his or her expected future role(s) 5. Dyadic relationship between each employee and his/her supervisor 6. Team spirit and functioning in every organisational unit (department, group etc) 7. Collaboration among different units of the organisation eOnrgabanlinisga tcioanp’asb oilviteiersa lol fh einadltihvi daunadl ss,e dlfy-raedn teewaimngs , caanpda bthilieti eesn,t iwreh iocrhg, ainni stuatrino nin crease the
Job/Role Analysis
Job Description
1. List of requirements: Skills, Qualifications etc. for performing the job
Job Specifications
1. iUnsdeuds ttroy compare two jobs within an organisation or between organisations or even an
Job Evaluation
1. iUnsdeuds ttroy compare two jobs within an organisation or between organisations or even an
Task
12.. Complex system of tasks 3. Requires a person to achieve an overall product The relationship is irrelevant
Job
1. Puts an individual in a hierarchical position
Position
1. Emphasises on the pattern of mutual expectations
Role
1. Goes a step further to encompass socio-psychological relationship
Work
1. Goes a step further to encompass socio-psychological relationship
Training and Development – Role and Impact of Training
Involves:
1. Identification 2. of Training Needs 3. Conducting the training 4. Evaluation of Training Selection and development of trainers
Purpose of Training and Development
Training
12.. Improved performance of individual on his present job Learning related to present job
Education
12.. His preparation for an identified job in a not too distant future 3. Learning to prepare the individual for a different but identified job General Learning
Development
12.. His general growth (development) not related to any specific job 3. Learning for growth of the individual not related to a specific present or future job Futuristic Learning
Importance of clarity of purpose
12.. Purpose will determine the choice as shown earlier 3. It will make the expected outcomes clear to both the parties Helps in identifying who is responsible for what activity
Imperatives of Adult Learning
1. Andragogy – Adult learning process. Analogous to pedagogy
1. iAs ctoo odpisecroavtievre tvheen mtuerea ninin gn oonf- eaxuptheorireitnacreia, na, qinufeosrmt oafl mleainrdn iwngh,i cthh ed icghsi edfo pwunrp toos teh oe f rwoohtisc h owfh tihche mpraekceosn ceedputcioantiso nw hcoicthe rfmorinmouulsa twe iothu rli fceo nadnudc ht;e nac tee cehlenviqautees olifv lienagr nitisneglf ftoor tahdeu lltesv el of adventurous experiment.
Learning Theories
Mechanistic (or Behaviorist) Theories
12.. Hold that learner is passive in the learning process 3. Every input/stimulus will get a predetermined response sLteimarunliunsg occurs when a learner is conditioned to give the ‘right’ response to a given 4. Mechanistic (or Behaviorist) Theories
Cognitive Theories
1. Equate man with his brain – humans are capable of critical thinking and problem solving
2. Purpose of learning is to teach the brain to engage in such critical thinking solving and problem
Cognitive Theories
12.. Organismic (or Humanistic) Theories tLheeairrn pinegrs oocncaul rlsif ew shietuna lteioanrn ers have ‘freedom to learn’ what is particularly relevant to 3. Ppuotrepnotsiea l of learning is to encourage each individual to develop his or her full, unique
Variables associated with actual Teaching-Learning situation
12.. Learning is enhanced when learner is motivated 3. Learning requires feedback 4. Reinforcement increases the likelihood that a learned behaviour will be repeated 5. Practice increases a learner’s performance Learning must be transferable to the job
Systematic Approach to Learning (SAT)
12.. Will the training be done internally or externally? pHaorwt? much and what kind of training will be done externally and is this also an essential 3. Who are the functionaries responsible for administering the training system?
SAT – The process
12.. Training Need Analysis(TNA) and Identification of Training Needs 3. Preparation of a Training Plan Conduct of the Training
(including designing the programme)
1. Evaluation of the Training Programme and the plan
(Reaction Level, Learning Level, Behaviour Level and Functioning Level)
1. Selection and Development of Trainers
Support systems for Training and Development
12.. Performance Appraisal System 3. Human Resource Information System Organisational Culture
Attitude Development
12.. Persistent tendency to feel and behave in a particular way towards some object 3. Characteristics: 4. Tends to persist unless something is done to change it tCoa nn efgaall taivney where in the continuum from very favourable to very unfavourable or positive
5. Directed towards some object about which a person has perception, feelings which may result in emotionally charged opinion and prejudices and beliefs,
C omponents of Attitudes Emotional Component
12.. Person’s feelings or their effect – positive, neutral or negative – about an object Expression of emotions, whether positive or negative, is important to work behaviour
Information Component
12.. Beliefs and information that an individual has about an object cUosruraelclyt founded on insufficient observations or opinions which may not be empirically
Behavioural Component
1. Person’s tendency to behave in a particular way towards the object
Significance of Attitude at Workplace
Adjustment Function
1. Help people adjust to their work environment
Ego-defensive Function
1. Help people defend their self-image
Value-Expression Function
12.. Provide people a basis for expressing their values Helps to subscribe to the ethics
Knowledge Function
1. tHheel pw sourpldp layr ostuanndd athrdems a nd frames of reference that allow people to organise and explain 2. aRnedg aorbdjleecstss oifm hpoawct atchceu sraetnes ea tpheer sinodni’vs idviueawl mofa kreeasl iotyu ti so, fa wtthitautd eiss gtooiwnga rodn p. eople, event
Changing Attitudes
Barriers to attitude change:
12.. Prior commitment to a particular thing Insufficient information
Overcoming the Barriers to attitude change:
12.. Use of Fear 3. Provide New Information 4. Resolving discrepancies between attitude and behaviour Ipnefolupelen cinev oofl vpeede rins ,i mfripernodvse manedn to pprinoicoens sle aders Co-Opting – Getting the dissatisfied
Career Path Planning
The idea behind Career Path Planning
12.. Individuals desire and expect change at certain stages in life 3. There is a (predictable) pattern in these changes There is a feeling of frustration if things do not happen as desired or expected
Life (Adulthood) Stages
Adolescence
12.. Individual’s development is to achieve an ego identity pAe rrecceoivnec ihliaimtio tno pbreo caensds mofa wkeh aatn haed jpuesrtceedi vaesss ehsimsmseelnf tt oto b feo,r mwh haits hidee tnhtiintyk s others
Young Adulthood
1. oSctacrutps adteiovne.l oping relationship with individuals, groups (interest group or work group) or
Adulthood
12.. Guiding the next generation Passing on the knowledge, values or sponsoring the younger colleagues
Maturity
1. oPre rssaotnis faytitnegm pts to achieve ego integrity by examining whether life has been meaningful
Career Roles
Apprentice
12.. Beginning of the career 3. Does routine work under the supervision of the mentor Needs to accommodate himself to a certain level of dependency
Colleague
12.. Beginning of making independent contribution Less dependence on superiors for advice and direction
Mentors
1. Beginning of complex functions
2. Individual develops ideas, manages others and must learn to assume subordinates’ work responsibility for
Sponsors
12.. Needs to broaden perspective and think long term Nweoeudlds dtoe vdeelofipn e the direction in which the entire organisation or atleast a major segment 3. sNuepepdosr tt ot hdee vperolocpe stsh eo fc ainpfalubeilnitcyi ntgo choose the right people in the organisation who can
Career Concepts
Linear Career Concept
1. Plan for upward movement within the same profession using organisational hierarchy
Steady State Career
1. iInn dthiveid huiaelrsa rcchhoyo se a profession, acquire higher skills, but do not choose to go higher up
Transitory Pattern
1. Individuals shift from one job to another not necessarily related to the previous one
Spiral Career
1. tIhnedniv imduoavles otank eto o ann ao tnheewr t jyopbe, owfo wrko rhka radn,d p feorlfloowrm t hwee lsla, mmeo vpea tutpe rinn othf ed esvtaetloups manedn tr aannkd, performance
Plateau Career
1. Reaching a level higher than where one started but then continuing on the same level
Career Path
1. tWo hheanv eth kensoew mleodvgeem oefn atsll aarcet ivpirteiedse toefr tmhien eodrg iann ais alotgioicna (l hsoerqizuoenntcael mtoo evneambelen ta)n, dinifdfeivriednuta l (pheersirpaercchtiivael)s iot fc moualnda bgee msaeidn tt h(faiet ltdh ea nodr gcaonnitsraotliloinng )h aasn dd edvieffleorpeendt ale vcealrse oefr m paantahg ement
1. cWointhti nauno eusst asubplisphlye do fC ianrdeievird Puaatlsh wPliathn nreinqgu iSreudb scyaspteambi litthiees ofrogra fnuitsuarteio rno cleasn have a
Components of Career Anchors
12.. Self perception of talents and abilities based on one’s performance Self perceived motives and needs based on self diagnosis and feedback
3. Self perceived attitudes and values based on interactions with the implicit in the organisation norms and values
Schein’s Career Anchors
Technical/Functional Competence
1. ‘in love’ with a particular field or function
Managerial Competence
1. Early experiences indicate an individual will be able to rise in the management hierarchy
Security
1. Secure work environment and career
Creativity
1. Desire to create something new
Autonomy
1. Some find organisational life unpleasant or difficult. Prefer to maintain their freedom
Career Path Planning System
aMraei:n responsibilities of the organisation while developing and implementing a career plan
1. pTehref opromliacyn coef acta rcereitric palla sntnaignegs iws hmicahd eth eex pelmicpitl.o Iyte leasy sm duoswt nat tthaien benchmarks for 2. Iatd ivsa mncaedme ecnlet ar that the career path is a facility for growth and not a right for 3. tToh eh igcahreere lre vpealt h– –is am saedqeu eknncoew onf tjoo bth aes seimgnpmloeyneetss, ftrroamin inthge r teiqmueir eomf eennttrsy .a Pnedr pforrommaontcioen 4. feedback is a part of the career path 5. The career path is followed uniformly for all employees without any bias/prejudices Igti vsehno uclidrc ubme sflteaxnibceles to accommodate variations which may be needed to deal with the
Career Path Planning Process
12.. Define the career stages (Role) in relation to the organisational levels 3. Identify the core jobs at each level 4. Define and spell out the criteria for each successive level Placement in the next career role
Multiple Careers in one organisation
12.. In flatter organisations hierarchy is neither desired, nor available What is needed is to develop expertise in different areas
3. The concept of spiral careers is becoming an ideal one in this situation
…………………………………………………………………………………………………………………………… …
Self Development
dSeiflffe dreenvte tloapskmse annt de sssiteunattiiaolnlys rwefiethrs c toom dpeavrealtoivpein ega as em. aPtruorcee spse orsfo dniascliotyv ewrihnog caannd huatnildislien g the tremendous potential within one’s individual personality
Patent Self
1. External self comprising individual’s identity and physical features
Inner Self
1. aSnigdn iwfieesa ktnhees bseesh avior patterns, values and other psychological factors including strengths
Aspects of Self Development in relation to an organisation Individual Level
Individual Level
12.. Motivational Pattern 3. Locus of Control Power Bases
Interpersonal Level
12.. Interpersonal Needs Transactional Analysis
Group Level
1. Being effective member in the work group
Locus of Control
12.. Belief of an individual about who is responsible for what happens in life 3. Types: pEextresornnasl :i nB esolieciveet yt,h lautc ke,v ednetsst ianrye a dnedt esrom oinne d by external forces like other influential 45.. Internal: Believe individuals can determine events gMrootwivtaht ion has to come from with in for real growth. Internal locus of control ensures
Power Bases
1. aPso waveor:id A b peeinrsgo fno’src peodt eton tdiaol wtoh gaet th oet hoer rssh teo ddooe sw nhoatt whea notr tsoh de ow ants them to do, as well 23.. Types: cClooesrecniveess B taos eas s: oOurrgcae noisf aptoiownearl ,p woistihtihoonl,d pinugn iisnhfomrmenatt,i ocnh aornis mreas,o puercresos nal relationship, 4. Persuasive Bases: Expertise, competence and modelling
Interpersonal interactions: Dyadic relationship
1. In organisations most of the situations imply interacting with and 2. influencing others rDeylaatdio: nTswhoip individuals maintaining a sociologically significant relationship - Interpersonal 34.. Underlying concepts: 5. Interpersonal Needs Interpersonal Interactions (Transactional Analysis)
Interpersonal Needs
Need for Inclusion
1. iTnote ersatcatbiolins ha nadn da smsoaciniatatiionn a satisfactory relationship with people with respect to
Need to Control
12.. To establish and maintain satisfactory relationship including: 3. Psychologically comfortable relationship in controlling all behaviour of other people Eliciting behaviour from them which controls one’s own behaviour
Need for Affection
Transactional Analysis (TA)
1. cEogror esstpaotensd:i n‘cgo ncsoinssteisntte npta tptaetrtne ronf ofef eblienhga avinodu re’ xperience directly related to a
Parent
12.. Regulates behaviour and nurtures it 3. Ethical, conscientious behaviour Influenced by preaching’s from parents and elders
Adult
12.. Collects information and processes it Analytical, rational and practical orientation
Child
1. PCroonfceesrsnoer)d with creativity, curiosity, reactions to others and adjusting behaviour (Little 2. Instinctive behaviour with motive of enjoyment
TA - Types of Transactions
12.. Complementary (Most Desirable) 3. Crossed (Not Desirable) 4. Angular Duplex
TA - Life Positions
1. I AM OK YOU ARE OK 2. (Ideal Situation) 3. I AM OK YOU ARE NOT OK 4. I AM NOT OK YOU ARE OK 5. I AM NOT OK YOU ARE NOT OK I AM OK YOU ARE OK THEY ARE NOT OK
Working in Teams
1. aTcehaimev:e Am gernotu opf oaf gpoeaolp oler twhieth c ohmigph ledteiognre oef otfa sinkt erdependence geared towards the 23.. Group Dynamics: 4. Internal nature of groups 5. How they form 6. Their structure and processes How they function and affect individuals and organisation
Stages in Group Formation and Behaviour
1. tFeoarmm’isn gg o(aAlw aanrde nitess sro) lMe embers with varied awareness get acquainted, understand the 23.. Storming (Conflict) Conflict among the members helps the team in defining itself tNeoarmm?in g (Cooperation) How the task will be accomplished? Rules and regulations of the 45.. Conforming (Adjustment) Adjusting one with the team expectations and norms tPheerifro rgmoainl.g F (uPlrl oednuecrtgivyi tdye)d Miceamtebde tros bweohrakv. e in mature fashion and focus on accomplishing
Self-Awareness
12.. Understanding self helps in the process of self-development 3. Johari Window by Luft and Ingham The more one knows oneself, the better equipped he is to face challenges
TKON OSWELNF SNEOLTF KNOWN TO
KNOWN TO OTHERS ARENA BLIND
NOT KNOWN TO OTHERS CLOSED DARK
Emotional Intelligence
1. cAobniltitrioels i msupcuhl saes abnedin dge alabyl eg rtoat mificoatitvioante, toon eresgeulfl aatned o pneer’ssi smt oino dths ea nfadc ek eoefp f rauwstarya tdioisnt,r etoss 2. from swamping the ability to think, to empathise and to hope. Unlike IQ, EQ grows throughout adulthood
Five components of Emotional Intelligence
Self Awareness
1. oAnb iloittyh etors recognize, understand one’s mood, emotions and drives, as well as their effects
Self-Regulation
1. Ability to control or redirect disruptive impulses and moods and propensity judgement – to think before acting to suspend
Self-Motivation
1. Pgaosaslsio wn ittho ewnoerrkg fyo ar nreda pseornssis ttheantc eg o beyond money or status and propensity to pursue
Empathy
1. tAob itlhiteyi rt oe munodtieornsatal nreda tchteio nesm otional make up of others and skill to treat people according
Social Skills
1. Pgrroofuicnide nacnyd i nb umilda nraagpipnogr tr elationships and building networks and ability to find common
Morale
12.. The morale denotes a spirit as of dedication to a common goal that unites a group 3. Displays the emotional or mental condition w.r.t. cheerfulness, confidence, zeal etc eHxigphe cmtaotrioanles tfroarn psleartfeosr minaton cpeo asintidv eh ampoptyiv eamtiopnlo, yineecrse ased productivity, exceeding
Employee Morale Boosters
12.. Welcome Ideas 3. Keep Score 4. Inspect Thank You Notes 5. Huddle 6. Open Up 7. Have Fun 8. Show Charity 9. Add Perks 10 . Fire Staff Measure It
11. Unit - 22 : Human Implications of Organizations
12. HUMAN BEHAVIOUR AND INDIVIDUAL DIFFERENCES
13. uTnhdee bre thhaev fiooullor wofin agn h ienaddivsi:d ual is influenced by several factors. These can be grouped
14. a1n. dE n(cv)i rPoonlitmicealn; tal Factors: (a) Economic, (b) Social (norms and cultural values), (2f.) PNeor. soofn daelp Feancdtaonrtss;: (a) Age, (b) Sex, (c) Education, (d) Abilities, (e) Marital Status, 3D.e sOigrng,a (nci)z aLetiaodnearslh Fipa,c (tdo)r sC:o (map) ePnhsyastiicoanl Faancdi liRtieews,a (rbd) S Oyrsgteamni;z aatniodn Structure and (4e.) P Lseyacrnhionlgo.g ical Factors: (a) Personality, (b) Perception, (c) Attitudes, (d) Values.
15. EMPLOYEES BEHAVIOUR AT WORK
16. There are some basic assumptions about human behaviour at work:
17. 1. There are differences between 2. Concept of a whole person. individuals. 34.. BAenh ianvdiiovuidru oafl ahna si nddigivnidituya. l is caused. 56.. OThrgearen iizsa mtiountsu aalritey soofc iinatl esryesstte mams.o ng organizational members. 7. Organization behaviour is holistic.
18. oWrghailen itzhaeti ofinrsst. Tfohuer lcaosnt coenpet si sc ae nctoremdb ainraotuionnd opfe othpele f,i rtshte s nixe axst stuwmo patrioen cso. ncerned with
19. Ppeerrssoonns i sd, ifinfe rc earntadi na greasinp,e tchtes,r e are certain 'commonalities' in the persons. Every 12.. lliikkee asoll moeth oetrh peer rpsoenrsso, ns, and 3. like no other person.
20. aB yg ruenadte ersxttaenndt,i npgr ecdeirctta tinh ed ilmikeelnys bioenhsa ovifo puer risno ntearlmitys aonf da cbteiohnasv iaonudr, omuatcnoamgeerss o cfa n, to apcetrisoonnsa ilnit yr.e sOpneec td oimf eenmspiolony oefe sp.e Trshoenrael iatyre w sheivcehr aisl gtheettoinrige sa ttote enxtipolna ibno tthhe frcoomnc ept of oprrgoafinleizs.a tional as well as medical researchers is the Type A and Type B behaviour
21. qAu picekr saocnh ieexvheimbietinntg aTnydp ep eAr fbeecthioanviiosmur. is generally restless, impatient with a desire for lTeyspse c o'Bm' ppeertistoivnea laitnyd p meooprele pahrielo msoupchhi cmalo irne neaatsuyr eg.o ing, relaxed about time pressure,
22. FTryipeed mAa pne, rMsoenyaelrit ya:n d Ray Roseman have mentioned the following characteristics of
23. 12.. IRse ismtlepsast iebnyt nwaittuhr eth, es op athcaet ohfe t hailnwgasy, sd misloikveess ,w waaitliknsg aanndd eisa tism rpaaptiidelnyt. with those 3w.h Mo ualrteit ansokte rim –p daotieesn ts.e veral things at once. e4v. eTrryieths intog sisc hdeodnuel eo rm nooret. and more in less and less time, irrespective of whether 56.. OUsftueanll yd idspoelasy sn onte crvoomupsl egtees tounree st hsiuncgh b aesf ocrlee nscthaertdin fgis ot na nadn obtahnegri.n g on a table. 7. Does not have time to relax and enjoy life.
24. sToycpiea bBle p aenrsdo hnaasli tay beaxhlainbictesd j uosutt tlohoek o opnp olisfeit.e characteristics and is more relaxed,
25. sEtraikgseosn w hhaisc hid aernet ibfiaesde edi gohnt ad epveersloopnm'se snttaatle s otaf gmeisn din aetx ap lgaiinveinng ptohien tp oefr stoimnael iatyre. These mentioned below:
26. SSttaaggee 12:: ATruutostn voemrysu vse Mrsiusstr uSshta me and Doubt SSttaaglee 4 3:: l nIndiutisattriyv ev evresrussu sI nGfeurilito rity SSttaaggee 56:: IIdnetinmtaitcyy v veersrsuuss R Iosloel aDtiioffnu sion SSttaaggee 78:: IGnrtoewgtrhit yv evresrusus sS tDaegsnpaatiiro n ……………………………………………………… ………………………………………………………………………
27. THEORIES OF MOTIVATION AND THEIR PRACTICAL IMPLICATIONS
28. What Motiva tiiso nM iont aivna otirogann?i zational context is referred as 'the extent of willingness of an edmirepcltoeyde,e c toon srecisopuosnlyd otor uthnec oonrsgcaionuizsalyti,o tnoawl arerdqsu isreamtisefnactsti'.o nM ootfi vnaeteiodns i(sm goetniveersa)l.ly Mmoatnivaagteiorsn inas o arg baenhizaavtiioounrsa lt ocdoanyc.e pt is of great interest to the executives and
29. TThhee ovraireiosu os ft hMeootriievsa otifo mn otivation are: 12.. SHcuimenatnif icR eMlaatnioangse mMeondte lo r Rational Economic View 34.. FArberdaehraicmk MHearszlobwer'sg 'Ns eTewdo H-Fiearcatorcrh Tyh Tehoeryo ry 56.. ACclahyietovne mAlednetr fMero'tsi vEaRtiGo nT hTehoeroyr y 78.. JVaicmtoers HS tVarcoyo Amd'as mExs'p Eeqctuaitnyc yT hMeoodrey l 19.0 .L yRmeiannfo Wrc.e mPoerntet rT ahnedo rEyd ward E Lawler - Performance Satisfaction Model. (Go through all the 10 theories)
30. BMeohtaivviaotuiro onf aannd in Bdeivhidauvailo ius rg enerally motivated by a desire to achieve some goal. Bmeohtaivvaiotiuorn .i sI neditihveidr uaanls ' adciftfiveirt yn' ootr o, n'aly s einr iethse oirf aabcitliivtyit iteos 'd. oE abcuht aaclstoiv iitny tihs esiur pwpioll rttoe dd ob,y owri tmhiont tivhaet iionnd.i vMidoutaivle. sT haeres es oamree dtiimreecst edde ftionwedar adss ngeoeadlss,, wwhainchts ,m daryiv bees, coorn ismcipouulss eosr 'shuobpceodn sfociro' ures.w Gaordasls t aorwea ordusts widhei cahn minodtiivviedsu aalr.e G doiarelsc taerde. sometimes referred to as
31. MMaontaivgaetr ioshno tuold W alosor kk now specific ways and techniques to motivate employees in the bwyo rhki msi tiuna tthioen n. oMromsat l ocfo tuhressee. tSeocmhneiq oufe tsh ea rfer epqruaectnictlayl uins enda tcuorme manodn cinacne bneti vaedso ipnt ed organizations are :
32. Mmoanneayg,e ampepnrte,c aiantdio qnu, ajolibty e onfl awrgoerkm. ent, job enrichment, job rotation, participative
33. Factors contribute to the quality of work life:
34. 12.. AA dseaqfeu aatned a hneda flathiry c eonmvpireonnsmateinotn.. 34.. JGorbosw athim aendd aste dcuervietylo; pjoinbgs aanimd euds iantg eexmpapnlodyineeg' se mskpilllos yaeneds ' acbaiplitaibesil.it ies rather than l5e.a Adnin gen tvoi rtohnemir eonbts ionl ewscheicnhc ee.m ployees develop self-esteem and a sense of identity. 67.. PAr osetencstibiolen ianntdeg rreastpioenc to ffo jro ebm caprloeyeer ea'sn dri gfahmtsi ltyo l ipferi vaancdy ,l edisisusreen tti,m eeq.u ity. etc.
35. Role Set Conflicts
36. rTohlee role set consists of important persons who have different expectations from the tehxapte actna tiniodnivsi douf asli goncicfiucpainets .o tThheer sc oannfdli ctthse a irnisdeiv diduuea lt oh iimncsoemlf.p Tahtiebsileit yr oalem soentg c tohnef licts take the following forms:
37. 12.. RRoollee aEmxpbeicgtuaittiyo n Conflict
34.. RRoollee EOrvoesriloona d 56.. PReerssoounracel IInnaaddeeqquuaaccyy 7. Role Isolation
38. Unit - 23 : Employees’ Feedback and Reward System
39. Feedback Through Climate Surveys
40. aOnrg oarngiazantizioantiso nu saerde tcoa lmleeda csluimrinagte esmurpvloeyyes.e sT'h pee crcoevpetriaognes ooff ath tey ppirceavl asiulinrvge ycl icmaant eb ein a s follows:
41. r1u.l eSst,r urecgtuulraeti:o nTsh,e p freoecleindgu rtehsa,t ceommpmlouyneiecsa thioanvse cahbaonunte tlhs e( lcaoyenrsstr ianin dtes coisni otnh em garkoiunpgs),, d2e. lRegeastpioonn asnibdi laituyth: oTrhitey ,f eeetcli.n g of being your own boss, clarity of role and r3e.s Rpoenwsiabrildit:y Tvhise- afe-veilsin sgu poef rbioerin, gsu rbeowradrindaetde sfo arn ad jpoebe dros,n eet cw.e ll, perception about r4e.w Rairsdk a: nTdh ep usneinsshem oefn rti sskyisnteesms ,a pnedr ccehpatlileonng aeb ionu tth pea jyo abn adn dp rionm thotei oonr,g eatnci.z ation, and aarney permotpehcatesids) oonr tpalkaiyningg c asalcfuel aiste edn rciosuk r(argisekd t aaknidn ga cisc eepntceodu. r aged and bona fide errors a5t.m Wosaprhmetrhe,: tThhee p greevnaelreanl cfee eolifn ign foofr mfealllo swusphpipo rtthinagt cpureltvuariels a innd t hseo cwiaol rgkrgoruopusp. t6h.e S gurpopupo,r te:m Tphhea psiesr coenp mtiountu aabl osuutp phoelrpt ffurlonmes as boofv me aannadg beerslo awn din o tthhee rh eemiraprlcohyye.e s in p7e. rSfotarmnadnacred sst:a Tnhdea rpdesr,c tehivee edm imphpaosritsa nocne d oofi nimg pal igciot oadn djo bex, pthlicei tc hgaolalelsn gane dr epresented i8n. pCeornsofnliaclt :a nTdh eg rfoeueplin ggo tahlsa.t the managers and other workers want to hear different o9p. iIndioennst, itthye: Tprhoec efeses lionfg c oofn bfleiclto nregsinoglu ttioo nth, eo poprgoartnuinzaittyio tno aenxdp rpeesrsc tehivee vdi evwalsu,e e tinc . the organization and work group, etc.
42. REWARD AND COMPENSATION SYSTEM
43. cThhaen wgea gae jso ibn. tThhee f ocormm poef ncsoamtiponen sshaotiuolnd inso vt iebwe esdo amse tahgee mr tahinat a etmtrapclotiyoene tso d joo inno otr f eel amtotrtaivcatste tda lteon tp, uitt iisn ath meiar jboer ssto. utrhcee coofm repteennstaiotino no fs hthoeu ledx biseti nsgu cmh atnhpato wit ecro anntidn uhaallsy an edge which motivates them to give their best.
44. Types of Compensations
45. bCoonmupse, ncsaasthio anl loisw eaxnpcreess saendd i nb etneermfitss osfu mcho anse ya.c Icti dweonut,l dh ethaultsh iinncsluurdaen:c we acgoevse ro,r salary, jeombps laoryee rb'sr ocaodnltyr icbluatsisoinfi etdo itnh efo ruert igreromuepnst afnudn dtsh,e p croomvispieonns oaft ioancc foomr mthoedma tiiso nco, metmc.o Tnhlye referred to as shown below:
46. 12.. SMuapneargveisroiarly ( .t.o. ps,a mlairdyd le, junior) ... remuneration 34.. CUlnesrkicilalel do,r sAedmmi-inskisiltlreadt,iv sek i.l.e dsa alanrdy highly skilled ... wages
47. Compensation Base
48. bCaosmisp oern sfaactitoonr sp oonli cwy hisic ahn c oimmppoerntasnatt ioenle mgeetnst dienc pideerdso?n Int eclo muladn baeg:e ment. What is the
49. 1. 2. CMoamrkpeat nsyit uoabtjieocnt ivoer sp revailing market rate 3. Internal and external pressures.
50. cAo gnosiodde rcaotmiopnes,n ssautpiopnly paancdk adgeem sahnodu pldo sciotivoenr, ffaacirtonress sli,k ee qaudael qpuaayc yfo, rs oecqiueatal lw ork and job evaluation.
51. TTahkei nagd mthinisi satsra tthioen p irsi mboeu onbdj etcot ipvreo tthecet Itnhdei awno Grkofvoerrcnem freonmt hirarsa teionnaacltleyd l:o w wages.
52. 12.. TThhee PMainyimmeunmt oWf aWgaegs eAsc At,c 1t,9 14983 6, 34.. TThhee PEaqyumale Rnet mofu nBeornautsio An cAt,c t1,9 16957, 6a.n d
53. Unit - 24 : Performance Management - Part 1
54. epmerpfolormyeaen pcee rafoprpmraainsacel ,is t aakne i mcoprorertcatnivte t ostoel pbsy twhrhoiuchg ht htera oinrginagn,i zinatteiornves nrteiovinesw o r ppelarcfoemrmeannt cdee tcois aio nhsig, hreerw laervde lg. ood performance and attempt to take the employee
55. Objectives of Performance Appraisal System
56. 12.. JDuedvgeelompemnetanlt a- l f-o rt eslalinlagry a inn cermeapsloeyse, etr ahnoswfe irss haen dd opinrogm aontdio snusg; gesting changes in 3h.is C sokuilnlss,e alitntgit ubdye ss,u pbeerhioavr i-o ufor;r giving feedback and understanding problems for poor performance.
57. Uses of Performance Appraisal t1h. uIst rmaateksin agl l tthheem e mcopmlopyaereasb lien oan u an icfioemd mmoann nfoeor tbinyg u. sing the same rating scales and i2n.c Irte apsroevs,id teras ninsffeorrsm, atrtaioinni nwgh, icehtc c. ould be critical while deciding on promotion, pay i3n.i tIita tpioronv oidfe cso irnrefocrtmivea tsiotenp asb. out the areas of weaknesses of the employee to enable 45.. ITth iem spyrsotveems ,t hife i mqupalelimtye notf esdu pweitrhvi soipoenn anse tshse a nsudp terruvsits,o er nbseucroems ebse tate kre iennte orpbesersrovnear.l relations between the employee and his supervisor.
58. Performance Appraisal Methods
59. Traditional Methods 12.. FSrteraei gFhotr mRa Ensksinagy MMeetthhoodd 34.. CGoramdpinagri sMoent hMoedt hod 56.. FGorarcpehdic C ohro Licinee Daer sRcaritpintigo nS cMaeletsh od 78.. FGororcuepd ADpipstrraibisuatli oMne tMheotdh od
60. Modern Methods 12.. AMsasneasgsmemenent tC beyn tOreb jWecotrivkeshs ops 3. Human Asset Accounting Method
4. Behaviourally Anchored 5. 360 Degree Appraisal M eRtahtoindg Scales
61. Performance Appraisal versus Confidential Report
62. Icna rari eladr goeu tn ausm ab ecro noffi doergnatinailz aactitoivnitsy t.h Ien afancntu, atlh pee froformrm iann wceh iachp ptrhaeis pael refxoermrcaisnec eis of the employee is evaluated and reported is called confidential report.
63. Merits and Demerits of performance appraisal system
64. The merits are: t1r.u Istt rienv tehael so arg caonnizcaetrino nfo. r performance and creates an atmosphere of openness and t2i.m Gei.v es feedback to the employee and ensures that corrective steps are taken in 3. It raises the general motivation level of the employees if implemented properly.
65. The demerits are: i1n.f lTuheen chea ltoh ee fafesscet s—sm ae tnetn. dTehnec yh atloo aisll otow roantee atrna iet morp lcohyaerea cctoenrissitsitce notfl ya nh iegmh polro yloewe .t o a2n. dT haec cleonrdieinngclyy othr es tariscstensessms etennt dgeentcs yi nofflu tehnec seudp. eTrhioer sinutpeerrfieorre iss wuinthab tlhee t oa pcpormaies aol ut o3.f tThhees ec etnetnrdael ntecniedse. ncy problem refers to assigning average ratings to all the feemaprlleosyselye.s without properly evaluating each aspect of appraisal carefully and t4r.a Sitism ailnadr eprarroarm ise ttehres .t eTnhdoesnec wy hoof csohmowp atrhineg s itmheil aerm cphlaoryaecete wrisitthic os naersee nlfo ormn avlalyri orautse d high.
Unit - 25 : HRM and Information Technology
oGrlogbanaliizsaattiioonns hfraosm re amllo pvaerdts a oll ft thhee p whoyrslidc,a lb, ya nudse n oaft ioITn.a Hl bRoMu nadsa ar iefusn bcyti olinn khinags dual irnefsopromnastibioilnit yte tcoh rneoslopgoyn d( ItTo) ,t hfoer d teravnelsofpormmeanttiso nh aovf inthge t amkiennd pselatc oef ina llt hined aivriedau aolfs across the organization and also use of IT in day to day decision process.
aT hvea rbieatnyk ionfg d seelicvteorry hcahsa nabnseolsr btoe ds umpapxoirmt ucmus ttoemchenros'l ongeye dfosr inth aenir eofpfeicriaetniot nasn.d I Te fhfeacst iovfef ered manner.
Role of IT in HRM
tTrhaeinrien gis, lpolta coef msceonpte, afoprp ruasiesa ol fa InTd irne wwahrodle s ryasntegme ,o of rHgRanMiz fautniocntiaoln dse iv.ee.l orpemcreunittm ineintita, tives eetmc.p lTohyee en euesde df owr ituhsien othf eIT o rcgaann bizea tsieoenn. Ntherwo udgimh ethnes iofonlslo hwainvge :b ie. eBna saidc dinefdo rtmo aetmiopnl oaybeoeu t dHaRtDa sduecchis iaosn str aairnei ndga,t ac-obmapseedte nnocwie sa, nsdk ilIlTs, perxopveidcetast itohnast edtact.a U. Apddahteiorenn ocef etom pstlaotyueteosr yd ata rcehqaulleirnegmee nint sk.e Aesp ipnegr tNhaed wleorr:k if.o Mrcaes'ss ivve.- cinrkfl uaxn do fk tneocwhnleodlogge yb iansteo cwuorrrekpnlta acne dp raevsoeidn ts great dweomrkofroarlcizei nogb seoffleescct.e nHcReD N eefwfo rtto omlsu sdti sarluigpnt ttroa dthiteio cnoarlp woorartke p paltatnenrninsg a. nHdR cDa ne fhfoarvtes would rbees uelxtas.m ined in terms of contributing to high performance work unit and demonstrating
HR Information and Database Management
Computer based data can enhance the quality of decision making. information system includes the following types of data: The need Afo rty upsicea ol fH IRT can be sOeregna nthisraotuiognha lt hheis tfoorllyo w(einngtr:y i .l eBvieol-,d partoam, Eodtiuocna,t ipolnaacel mqueanltifsi,c atrtaioinni,n Pgr,o pfeesrsfoiormnaal nqcuea lification appraisal, competencies, Salary & allowances.
pTrhoev iadbeosv leo tt yopf ein offo rdmataat,io rne qausi rinesp ufet wfo rc hdaencgiseios no vmear kain tgim. e period. But the data base
sHyRst eRmess eliakerc rhe c:r uRietmseeanrct,h p irno HmRoMtio cna, nt rbaein uinngd,e arptapkreanis atol suynsdteemrs teatncd. :t otr uennddes rosft aenxdis tthineg sweonrskiftoivrec et oin i ntteerrmnsa lo ef nmviorotinvmateionnt,, creogmumlairt mopeinnti,o enx spuercvteaytiso,n b, efnrucshtmraatrioknin ge,t cc.l itmo arteem satuind ies etc. can be conducted.
dKinstoriwbuletidngg eaMnda n(da)g peomoleinngt t(hKeM k)n o: wKlMed rgeefe (rass t op eprr oWcielcsosx o-1f 9(a9)7 )c.rTehaeti npge,o (pble) sinto ar insygs (tec)m raeresp tohnes isboiluitryc eosf othf ec rienafotirnmga ktnioonw tleecdhgneo wlohgiyle m staocrhininge aryn do fd tihster iobrugtainngiz tahteio nin.f oHremnaceti on is the bmuarneaaguecmraetinc tp orfo c'kensosw. Klendogwel ewdogrek emr'a ins avgeermy ecrnitt ichaals i sgsauien eadn dp rcoamninnoetn bcee idno tnhee bliyg htrta odfit tiohnea l, ourngcaenrtizaaintitoyn t hoar tn tohte, peamrtpilcouylaerel yw whho ehraes t hcere aattterdit itohnes klen7o7wellesd agree, hwigillh ceor.n tinue with the
tUrasien ionfg tientcehrnveonlotigonys i nto t sruaiitn tihneg in: dTihvied uteacl hlenaorlnoegrys .o fIfmerpso artna notp fpeoarttuurneisty a irne d:e signing
1. Mass learning user friendly material can be produces at low cost.
2. Trainers and trainees can be physically separated.
3. Trainee has the option to choose time and date and place and convenience form for learning.
Technology based training methods help in distance learning.
Advantages of E-Learning :
1. Trainee can choose his own time and place to learn.
2. Trainee can learn at his own pace.
3. Trainee can check his understanding It is highly cost effective.
Disadvantages of E-Learning :
1. Inflexible as program is pre-produced.
2. It needs greater self discipline.
3. It can produce a sense of isolation If turnover is low.
4. It can prove expensive due to high cost of hardware and software
Unit - 25 : HRM and Information Technology
oGrlogbanaliizsaattiioonns hfraosm re amllo pvaerdts a oll ft thhee p whoyrslidc,a lb, ya nudse n oaft ioITn.a Hl bRoMu nadsa ar iefusn bcyti olinn khinags dual irnefsopromnastibioilnit yte tcoh rneoslopgoyn d( ItTo) ,t hfoer d teravnelsofpormmeanttiso nh aovf inthge t amkiennd pselatc oef ina llt hined aivriedau aolfs across the organization and also use of IT in day to day decision process.
The banking sector has absorbed maximum technology for their operations. a variety of delivery channels to support customers' needs in an efficient and I Te fhfeacst iovfef ered manner.
Role of IT in HRM
tTrhaeinrien gis, lpolta coef msceonpte, afoprp ruasiesa ol fa InTd irne wwahrodle s ryasntegme ,o of rHgRanMiz fautniocntiaoln dse iv.ee.l orpemcreunittm ineintita, tives eetmc.p lTohyee en euesde df owr ituhsien othf eIT o rcgaann bizea tsieoenn. Ntherwo udgimh ethnes iofonlslo hwainvge :b ie. eBna saidc dinefdo rtmo aetmiopnl oaybeoeu t dHaRtDa sduecchis iaosn str aairnei ndga,t ac-obmapseedte nnocwie sa, nsdk ilIlTs, perxopveidcetast itohnast edtact.a U. Apddahteiorenn ocef etom pstlaotyueteosr yd ata rcehqaulleirnegmee nint sk.e Aesp ipnegr tNhaed wleorr:k if.o Mrcaes'ss ivve.- cinrkfl uaxn do fk tneocwhnleodlogge yb iansteo cwuorrrekpnlta acne dp raevsoeidn ts great dweomrkofroarlcizei nogb seoffleescct.e nHcReD N eefwfo rtto omlsu sdti sarluigpnt ttroa dthiteio cnoarlp woorartke p paltatnenrninsg a. nHdR cDa ne fhfoarvtes would rbees uelxtas.m ined in terms of contributing to high performance work unit and demonstrating
HR Information and Database Management
iCnofomrpmuatteior nb assyesdte dma tian ccluand eesn thhaen fcoel ltohwei nqgu atyliptye so fo df edcaitsaio: nT hmea knienegd. Afo rty upsicea ol fH IRT can be sOeregna nthisraotuiognha lt hheis tfoorllyo w(einngtr:y i .l eBvieol-,d partoam, Eodtiuocna,t ipolnaacel mqueanltifsi,c atrtaioinni,n Pgr,o pfeesrsfoiormnaal nqcuea lification appraisal, competencies, Salary & allowances.
pTrhoev iadbeosv leo tt yopf ein offo rdmataat,io rne qausi rinesp ufet wfo rc hdaencgiseios no vmear kain tgim. e period. But the data base
sHyRst eRmess eliakerc rhe c:r uRietmseeanrct,h p irno HmRoMtio cna, nt rbaein uinngd,e arptapkreanis atol suynsdteemrs teatncd. :t otr uennddes rosft aenxdis tthineg sweonrskiftoivrec et oin i ntteerrmnsa lo ef nmviorotinvmateionnt,, creogmumlairt mopeinnti,o enx spuercvteaytiso,n b, efnrucshtmraatrioknin ge,t cc.l itmo arteem satuind ies etc. can be conducted.
dKinstoriwbuletidngg eaMnda n(da)g peomoleinngt t(hKeM k)n o: wKlMed rgeefe (rass t op eprr oWcielcsosx o-1f 9(a9)7 )c.rTehaeti npge,o (pble) sinto ar insygs (tec)m raeresp tohnes isboiluitryc eosf othf ec rienafotirnmga ktnioonw tleecdhgneo wlohgiyle m staocrhininge aryn do fd tihster iobrugtainngiz tahteio nin.f oHremnaceti on is the bmuarneaaguecmraetinc tp orfo c'kensosw. Klendogwel ewdogrek emr'a ins avgeermy ecrnitt ichaals i sgsauien eadn dp rcoamninnoetn bcee idno tnhee bliyg htrta odfit tiohnea l, ourngcaenrtizaaintitoyn t hoar tn tohte, peamrtpilcouylaerel yw whho ehraes t hcere aattterdit itohnes klen7o7wellesd agree, hwigillh ceor.n tinue with the
tUrasien ionfg tientcehrnveonlotigonys i nto t sruaiitn tihneg in: dTihvied uteacl hlenaorlnoegrys .o fIfmerpso artna notp fpeoarttuurneisty a irne d:e signing
1. Mass learning user friendly material can be produces at low cost.
2. Trainers and trainees can be physically separated.
3. Trainee has the option to choose time and date and place and convenience form for learning.
Technology based training methods help in distance learning.
Advantages of E-Learning :
1. Trainee can choose his own time and place to learn.
2. Trainee can learn at his own pace.
3. Trainee can check his understanding It is highly cost effective.
Disadvantages of E-Learning :
1. Inflexible as program is pre-produced.
2. It needs greater self discipline.
3. It can produce a sense of isolation If turnover is low.
4. It can prove expensive due to high cost of hardware and software
The Perspective
An organisation is primarily a ramification of the fact that there is implied in the satisfaction of needs of individuals alongside with th aen a icnhteiervdeempeenndt eonf cy organisational objectives
••FTowrom satlr eoar mInsf oorfm thaol u ghts:
1. tHhoew w toor ko rpgraonciesses tehse a ancdt iovpiteiersa tmioonsst csayns tbeme abtriocuagllyh ta anbdo aunt alytically so that specificity in 2. How to understand an individual’s relation to a given activity now recognised as ‘work’
••CRhoabrelrets OBwabebna (g1e7 7(117-19825-188):7 1A)d:v Docivaitseio onf obfe ltatbeor uwro rking conditions for ‘vital machines’ •Frederick Taylor (1856-1915): Scientific Management Approach
1. Conducted ‘Division of Labour’ and ‘Time and Motion’ studies
•Elton Mayo: Howthorne Studies 1924-33
1. sPioginnitfeicda ntoc ev ainri othues rdeimsterinctseiodn as popfr ohaucmha tna kbeenh aevairoliuerr that were not considered to be of any
•mFaonll’o pweerdsp beyc tHivuem an relations movement that replaced ‘rational-economic man’ by ‘social •HLeartzebre rregs peoarinctheedr so luikt et hCahtr iins dAivrgidyuriasl,s Aabrera mhaomtiv Mataesdlo bwy, oDtohuegr ltahsa Mn cmGorengeotar rayn fda cFtroerds etroicok •Line managers are the delivery points
Development of People Management Functions
•A distinct managerial function since end of nineteenth century
1. Few organisations had the post of welfare secretary(also referred to as social secretaries)
••ETxhpee treimrme npte orsno gnrnoeul po fbfeichear vwioausr pbeyr hParopfs Afi rKs tR uicsee din i nA hthmee cdhaebmadic aRli caen dM pillhsa irnm 1a9c5e2u t ical i•nTdhues tcroiensc einr n1 9fo6r0 hs u man element did not occur until the socio-psychological upheavels in t•hTew loa tme a1j9o2r 0trsa adnitdio enasr olyr 1tr9e3n0dss :
12.. Hard headed, profit minded approach to utilisation of human resources Social welfare viewpoint
FRUENLACTTIIOONNSSH IP BETWEEN HRM & HRD AND THEIR STRUCTURES AND
LPaebrsoounrn aenl dD eWpealrftamree nDte partment CHlRa sDseipfiacratmtieonnt o f HRM Activities
Administration and Maintenance (Personnel)
1. Conventional component of 2. people management 3. Administration tSeyrsmte mbesn reefliatst ed to acquisition, promotion & evaluation, administration, salary and long 45.. Maintenance Systems Traditional labour management, grievances and discipline management activities
Human Resource Development
1. dDeevveellooppmmeenntt aaln sdy sgtreomwst hs,u pcher afosr minadnucceti oanp parnadis saol caianldis acotiuonns oefli nthge, cinadreiveird upalalsn,n ing 2. dOergvealnoipsamtieonnta l interventions for climate development, employee and organisational
ROLE OF HR PROFESSIONALS
Supportive Role
1. Developing systems that deal with people, their problems and organisational dynamics
Systems Development and Research
1. IPnlatengnrinagti nFgu tpueroep mlea annpdo wtheeri,r Rroelcer,u Piteinrgfo, rUmtailinzcineg a bnyd pploatceenmtieanl ta,s Mseostsivmaetinntg, ,P Rlaentaniinnign g, growth of individuals etc
Managerial Role
1. Technical, managerial, helping, coping and processing competence
Developing Competence
1. oCrrgeaantiinsga tnioencaels lseavreyl caunldtu traek ainngd cvoarlrueecst ivine tshtee posr ganisation, diagnosing the problem at
Process Role
1. oCrrgeaantiinsga tnioencaels lseavreyl caunldtu traek ainngd cvoarlrueecst ivine tshtee posr ganisation, diagnosing the problem at
Critical Attributes
Technical
Knowledge of -
12.. Performance Appraisal Systems and their functioning 3. Potential appraisal and mechanism of developing a system 4. Various tests and measurements of behaviour 5. Personnel and management 6. Behavioural Sciences 7. Career planning processes and practices 8. Counselling Behavioural research techniques
9. Ability to design and coordinate training programmes at worker, managerial levels supervisor and 1101.. Understanding of overall organisational culture Counselling skills
Managerial
12.. Organizing Ability Systems Development Skills
Personality
12.. Initiative 3. Faith in human beings and their capabilities 4. Positive attitude to others 5. Imagination and creativity 6. Concern for excellence 7. Concern for people and their development 8. Friendly, sociable and affable 9. Attitude for research and development work 10 . Interest in learning new things Ability to work as a team member
Competencies for HR Heads
Behavioural
12.. Communication 3. Initiative 4. Drive 5. Creativity 6. Self-confidence 7. Teamwork 8. Influencing Ability 9. Problem Solving Inter Personal Skills
Functional
12.. Business Knowledge 3. Change Management 4. Diversity Management 5. Service Orientation 6. Execution Excellence 7. Financial perspective 8. Building expertise 9. Personal credibility 10 . Relationship management Strategic Thinking and Alignment
Strategic Role in the Future
1. To become a partner with senior and line managers in strategy execution, move planning from conference room to the market place helping to 2. aTdom biencisotmraet ivaen eefxfpiceiertn ciny tthoe e wnsauyr ew othrka ti sc oosrtgsa anrizee rde danudce edx wechuiltee dq,u daeliltiyv eisr inmga intained 3. Tmoa nbaegcoemmee nat cahnadm apt iothne f osar meme ptilmoyee, ews,o rvkiginogr otuos ilny crreeparsees eenmtipnlgoy tehee icr ocnotnricbeurtnios nt o senior 4. tToog betehceorm ime parno vaeg eannt oorfg caonnistiantuioonu’ss tcraapnascfiotyrm foart iochna, nsghea ping processes and a culture that
Development of HR functions in India
12.. During the British raj, the ripples of whatever happened were felt in India 3. Labour Welfare Officers under the Factories Act 4. By 1950s the provisions of the Industrial Disputes Act, 1947 began to percolate down Bmya n1a9g6e0ms denemt saynsdte fmors paenrds olanwnesl rporsoef essionals with specific knowledge about people 56.. Institutes were setup: 7. Indian Institute of Personnel Management (IIPM), 1947 8. National Institute of Labour Management aNbaotivoen atwl Ion sintisttuittuet eosf personnel Management (NIPM), 1982: Formed upon merger of the 19.0 . Indian Society for Training and Development , 1970 11. MNCs gave more attention to personnel issues based on home country experience 12. In India TISCO took proactive measures in the field 13. Govt. enacted legislations related to employment and employee welfare: 14. Article 16(1) of the Indian Constitution: Equal opportunity for employment 15. Apprentices Act, 1961: Training linked to employment 16. Child Labour Act, 1986 17. Bonded Labour System Act, 1976 18. Interstate Migrant Workmen Act, 1979 19. Next major transformation in 1980s with the onset of the HRD era Establishment of National HRD network in 1985
Unit - 21 : Development of Human Resources
HRD and its subsystems
1. iOmrpgraonvizinegd jloeba rpneinrgfo ermxpaenrcieen gcreo wint ha definite time period to increase the possibility of 2. Aw apyr otcoe: ss by which employees of an organisation are helped in a continuous and planned 3. tAhceqiur iprere osre nsht aorrp eexnp ceacpteadb ifliutiteusr er ejoqbusir ed to perform various functions associated with 4. pDoetveenlotipa l tfhoeri rt hgeeinr eorwaln c aanpda/boilri toiersg aans isinadtiiovnidaul adlse vaenlodp dmisecnotv epru rapnods ee xploit their own inner 5. tDeeavmewloopr ak na nodrg caonlilsaabtoiorantaiol ncu altmuroen gin swubhiucnhi tssu apreer vsitsroorn-gsu abnodr dcinonatteri bruetlaet itoon tshheip s, professional well-being, motivation and pride of employees
Goals of HRD
To develop:
1. Capabilities of each employee 2. as an individual 3. Capabilities of each individual in relation to his or her present role 4. Capabilities of each employee in relation to his or her expected future role(s) 5. Dyadic relationship between each employee and his/her supervisor 6. Team spirit and functioning in every organisational unit (department, group etc) 7. Collaboration among different units of the organisation eOnrgabanlinisga tcioanp’asb oilviteiersa lol fh einadltihvi daunadl ss,e dlfy-raedn teewaimngs , caanpda bthilieti eesn,t iwreh iocrhg, ainni stuatrino nin crease the
Job/Role Analysis
Job Description
1. List of requirements: Skills, Qualifications etc. for performing the job
Job Specifications
1. iUnsdeuds ttroy compare two jobs within an organisation or between organisations or even an
Job Evaluation
1. iUnsdeuds ttroy compare two jobs within an organisation or between organisations or even an
Task
12.. Complex system of tasks 3. Requires a person to achieve an overall product The relationship is irrelevant
Job
1. Puts an individual in a hierarchical position
Position
1. Emphasises on the pattern of mutual expectations
Role
1. Goes a step further to encompass socio-psychological relationship
Work
1. Goes a step further to encompass socio-psychological relationship
Training and Development – Role and Impact of Training
Involves:
1. Identification 2. of Training Needs 3. Conducting the training 4. Evaluation of Training Selection and development of trainers
Purpose of Training and Development
Training
12.. Improved performance of individual on his present job Learning related to present job
Education
12.. His preparation for an identified job in a not too distant future 3. Learning to prepare the individual for a different but identified job General Learning
Development
12.. His general growth (development) not related to any specific job 3. Learning for growth of the individual not related to a specific present or future job Futuristic Learning
Importance of clarity of purpose
12.. Purpose will determine the choice as shown earlier 3. It will make the expected outcomes clear to both the parties Helps in identifying who is responsible for what activity
Imperatives of Adult Learning
1. Andragogy – Adult learning process. Analogous to pedagogy
1. iAs ctoo odpisecroavtievre tvheen mtuerea ninin gn oonf- eaxuptheorireitnacreia, na, qinufeosrmt oafl mleainrdn iwngh,i cthh ed icghsi edfo pwunrp toos teh oe f rwoohtisc h owfh tihche mpraekceosn ceedputcioantiso nw hcoicthe rfmorinmouulsa twe iothu rli fceo nadnudc ht;e nac tee cehlenviqautees olifv lienagr nitisneglf ftoor tahdeu lltesv el of adventurous experiment.
Learning Theories
Mechanistic (or Behaviorist) Theories
12.. Hold that learner is passive in the learning process 3. Every input/stimulus will get a predetermined response sLteimarunliunsg occurs when a learner is conditioned to give the ‘right’ response to a given 4. Mechanistic (or Behaviorist) Theories
Cognitive Theories
1. Equate man with his brain – humans are capable of critical thinking and problem solving
2. Purpose of learning is to teach the brain to engage in such critical thinking solving and problem
Cognitive Theories
12.. Organismic (or Humanistic) Theories tLheeairrn pinegrs oocncaul rlsif ew shietuna lteioanrn ers have ‘freedom to learn’ what is particularly relevant to 3. Ppuotrepnotsiea l of learning is to encourage each individual to develop his or her full, unique
Variables associated with actual Teaching-Learning situation
12.. Learning is enhanced when learner is motivated 3. Learning requires feedback 4. Reinforcement increases the likelihood that a learned behaviour will be repeated 5. Practice increases a learner’s performance Learning must be transferable to the job
Systematic Approach to Learning (SAT)
12.. Will the training be done internally or externally? pHaorwt? much and what kind of training will be done externally and is this also an essential 3. Who are the functionaries responsible for administering the training system?
SAT – The process
12.. Training Need Analysis(TNA) and Identification of Training Needs 3. Preparation of a Training Plan Conduct of the Training
(including designing the programme)
1. Evaluation of the Training Programme and the plan
(Reaction Level, Learning Level, Behaviour Level and Functioning Level)
1. Selection and Development of Trainers
Support systems for Training and Development
12.. Performance Appraisal System 3. Human Resource Information System Organisational Culture
Attitude Development
12.. Persistent tendency to feel and behave in a particular way towards some object 3. Characteristics: 4. Tends to persist unless something is done to change it tCoa nn efgaall taivney where in the continuum from very favourable to very unfavourable or positive
5. Directed towards some object about which a person has perception, feelings which may result in emotionally charged opinion and prejudices and beliefs,
C omponents of Attitudes Emotional Component
12.. Person’s feelings or their effect – positive, neutral or negative – about an object Expression of emotions, whether positive or negative, is important to work behaviour
Information Component
12.. Beliefs and information that an individual has about an object cUosruraelclyt founded on insufficient observations or opinions which may not be empirically
Behavioural Component
1. Person’s tendency to behave in a particular way towards the object
Significance of Attitude at Workplace
Adjustment Function
1. Help people adjust to their work environment
Ego-defensive Function
1. Help people defend their self-image
Value-Expression Function
12.. Provide people a basis for expressing their values Helps to subscribe to the ethics
Knowledge Function
1. tHheel pw sourpldp layr ostuanndd athrdems a nd frames of reference that allow people to organise and explain 2. aRnedg aorbdjleecstss oifm hpoawct atchceu sraetnes ea tpheer sinodni’vs idviueawl mofa kreeasl iotyu ti so, fa wtthitautd eiss gtooiwnga rodn p. eople, event
Changing Attitudes
Barriers to attitude change:
12.. Prior commitment to a particular thing Insufficient information
Overcoming the Barriers to attitude change:
12.. Use of Fear 3. Provide New Information 4. Resolving discrepancies between attitude and behaviour Ipnefolupelen cinev oofl vpeede rins ,i mfripernodvse manedn to pprinoicoens sle aders Co-Opting – Getting the dissatisfied
Career Path Planning
The idea behind Career Path Planning
12.. Individuals desire and expect change at certain stages in life 3. There is a (predictable) pattern in these changes There is a feeling of frustration if things do not happen as desired or expected
Life (Adulthood) Stages
Adolescence
12.. Individual’s development is to achieve an ego identity pAe rrecceoivnec ihliaimtio tno pbreo caensds mofa wkeh aatn haed jpuesrtceedi vaesss ehsimsmseelnf tt oto b feo,r mwh haits hidee tnhtiintyk s others
Young Adulthood
1. oSctacrutps adteiovne.l oping relationship with individuals, groups (interest group or work group) or
Adulthood
12.. Guiding the next generation Passing on the knowledge, values or sponsoring the younger colleagues
Maturity
1. oPre rssaotnis faytitnegm pts to achieve ego integrity by examining whether life has been meaningful
Career Roles
Apprentice
12.. Beginning of the career 3. Does routine work under the supervision of the mentor Needs to accommodate himself to a certain level of dependency
Colleague
12.. Beginning of making independent contribution Less dependence on superiors for advice and direction
Mentors
1. Beginning of complex functions
2. Individual develops ideas, manages others and must learn to assume subordinates’ work responsibility for
Sponsors
12.. Needs to broaden perspective and think long term Nweoeudlds dtoe vdeelofipn e the direction in which the entire organisation or atleast a major segment 3. sNuepepdosr tt ot hdee vperolocpe stsh eo fc ainpfalubeilnitcyi ntgo choose the right people in the organisation who can
Career Concepts
Linear Career Concept
1. Plan for upward movement within the same profession using organisational hierarchy
Steady State Career
1. iInn dthiveid huiaelrsa rcchhoyo se a profession, acquire higher skills, but do not choose to go higher up
Transitory Pattern
1. Individuals shift from one job to another not necessarily related to the previous one
Spiral Career
1. tIhnedniv imduoavles otank eto o ann ao tnheewr t jyopbe, owfo wrko rhka radn,d p feorlfloowrm t hwee lsla, mmeo vpea tutpe rinn othf ed esvtaetloups manedn tr aannkd, performance
Plateau Career
1. Reaching a level higher than where one started but then continuing on the same level
Career Path
1. tWo hheanv eth kensoew mleodvgeem oefn atsll aarcet ivpirteiedse toefr tmhien eodrg iann ais alotgioicna (l hsoerqizuoenntcael mtoo evneambelen ta)n, dinifdfeivriednuta l (pheersirpaercchtiivael)s iot fc moualnda bgee msaeidn tt h(faiet ltdh ea nodr gcaonnitsraotliloinng )h aasn dd edvieffleorpeendt ale vcealrse oefr m paantahg ement
1. cWointhti nauno eusst asubplisphlye do fC ianrdeievird Puaatlsh wPliathn nreinqgu iSreudb scyaspteambi litthiees ofrogra fnuitsuarteio rno cleasn have a
Components of Career Anchors
12.. Self perception of talents and abilities based on one’s performance Self perceived motives and needs based on self diagnosis and feedback
3. Self perceived attitudes and values based on interactions with the implicit in the organisation norms and values
Schein’s Career Anchors
Technical/Functional Competence
1. ‘in love’ with a particular field or function
Managerial Competence
1. Early experiences indicate an individual will be able to rise in the management hierarchy
Security
1. Secure work environment and career
Creativity
1. Desire to create something new
Autonomy
1. Some find organisational life unpleasant or difficult. Prefer to maintain their freedom
Career Path Planning System
aMraei:n responsibilities of the organisation while developing and implementing a career plan
1. pTehref opromliacyn coef acta rcereitric palla sntnaignegs iws hmicahd eth eex pelmicpitl.o Iyte leasy sm duoswt nat tthaien benchmarks for 2. Iatd ivsa mncaedme ecnlet ar that the career path is a facility for growth and not a right for 3. tToh eh igcahreere lre vpealt h– –is am saedqeu eknncoew onf tjoo bth aes seimgnpmloeyneetss, ftrroamin inthge r teiqmueir eomf eennttrsy .a Pnedr pforrommaontcioen 4. feedback is a part of the career path 5. The career path is followed uniformly for all employees without any bias/prejudices Igti vsehno uclidrc ubme sflteaxnibceles to accommodate variations which may be needed to deal with the
Career Path Planning Process
12.. Define the career stages (Role) in relation to the organisational levels 3. Identify the core jobs at each level 4. Define and spell out the criteria for each successive level Placement in the next career role
Multiple Careers in one organisation
12.. In flatter organisations hierarchy is neither desired, nor available What is needed is to develop expertise in different areas
3. The concept of spiral careers is becoming an ideal one in this situation
…………………………………………………………………………………………………………………………… …
Self Development
dSeiflffe dreenvte tloapskmse annt de sssiteunattiiaolnlys rwefiethrs c toom dpeavrealtoivpein ega as em. aPtruorcee spse orsfo dniascliotyv ewrihnog caannd huatnildislien g the tremendous potential within one’s individual personality
Patent Self
1. External self comprising individual’s identity and physical features
Inner Self
1. aSnigdn iwfieesa ktnhees bseesh avior patterns, values and other psychological factors including strengths
Aspects of Self Development in relation to an organisation Individual Level
Individual Level
12.. Motivational Pattern 3. Locus of Control Power Bases
Interpersonal Level
12.. Interpersonal Needs Transactional Analysis
Group Level
1. Being effective member in the work group
Locus of Control
12.. Belief of an individual about who is responsible for what happens in life 3. Types: pEextresornnasl :i nB esolieciveet yt,h lautc ke,v ednetsst ianrye a dnedt esrom oinne d by external forces like other influential 45.. Internal: Believe individuals can determine events gMrootwivtaht ion has to come from with in for real growth. Internal locus of control ensures
Power Bases
1. aPso waveor:id A b peeinrsgo fno’src peodt eton tdiaol wtoh gaet th oet hoer rssh teo ddooe sw nhoatt whea notr tsoh de ow ants them to do, as well 23.. Types: cClooesrecniveess B taos eas s: oOurrgcae noisf aptoiownearl ,p woistihtihoonl,d pinugn iisnhfomrmenatt,i ocnh aornis mreas,o puercresos nal relationship, 4. Persuasive Bases: Expertise, competence and modelling
Interpersonal interactions: Dyadic relationship
1. In organisations most of the situations imply interacting with and 2. influencing others rDeylaatdio: nTswhoip individuals maintaining a sociologically significant relationship - Interpersonal 34.. Underlying concepts: 5. Interpersonal Needs Interpersonal Interactions (Transactional Analysis)
Interpersonal Needs
Need for Inclusion
1. iTnote ersatcatbiolins ha nadn da smsoaciniatatiionn a satisfactory relationship with people with respect to
Need to Control
12.. To establish and maintain satisfactory relationship including: 3. Psychologically comfortable relationship in controlling all behaviour of other people Eliciting behaviour from them which controls one’s own behaviour
Need for Affection
Transactional Analysis (TA)
1. cEogror esstpaotensd:i n‘cgo ncsoinssteisntte npta tptaetrtne ronf ofef eblienhga avinodu re’ xperience directly related to a
Parent
12.. Regulates behaviour and nurtures it 3. Ethical, conscientious behaviour Influenced by preaching’s from parents and elders
Adult
12.. Collects information and processes it Analytical, rational and practical orientation
Child
1. PCroonfceesrsnoer)d with creativity, curiosity, reactions to others and adjusting behaviour (Little 2. Instinctive behaviour with motive of enjoyment
TA - Types of Transactions
12.. Complementary (Most Desirable) 3. Crossed (Not Desirable) 4. Angular Duplex
TA - Life Positions
1. I AM OK YOU ARE OK 2. (Ideal Situation) 3. I AM OK YOU ARE NOT OK 4. I AM NOT OK YOU ARE OK 5. I AM NOT OK YOU ARE NOT OK I AM OK YOU ARE OK THEY ARE NOT OK
Working in Teams
1. aTcehaimev:e Am gernotu opf oaf gpoeaolp oler twhieth c ohmigph ledteiognre oef otfa sinkt erdependence geared towards the 23.. Group Dynamics: 4. Internal nature of groups 5. How they form 6. Their structure and processes How they function and affect individuals and organisation
Stages in Group Formation and Behaviour
1. tFeoarmm’isn gg o(aAlw aanrde nitess sro) lMe embers with varied awareness get acquainted, understand the 23.. Storming (Conflict) Conflict among the members helps the team in defining itself tNeoarmm?in g (Cooperation) How the task will be accomplished? Rules and regulations of the 45.. Conforming (Adjustment) Adjusting one with the team expectations and norms tPheerifro rgmoainl.g F (uPlrl oednuecrtgivyi tdye)d Miceamtebde tros bweohrakv. e in mature fashion and focus on accomplishing
Self-Awareness
12.. Understanding self helps in the process of self-development 3. Johari Window by Luft and Ingham The more one knows oneself, the better equipped he is to face challenges
TKON OSWELNF SNEOLTF KNOWN TO
KNOWN TO OTHERS ARENA BLIND
NOT KNOWN TO OTHERS CLOSED DARK
Emotional Intelligence
1. cAobniltitrioels i msupcuhl saes abnedin dge alabyl eg rtoat mificoatitvioante, toon eresgeulfl aatned o pneer’ssi smt oino dths ea nfadc ek eoefp f rauwstarya tdioisnt,r etoss 2. from swamping the ability to think, to empathise and to hope. Unlike IQ, EQ grows throughout adulthood
Five components of Emotional Intelligence
Self Awareness
1. oAnb iloittyh etors recognize, understand one’s mood, emotions and drives, as well as their effects
Self-Regulation
1. Ability to control or redirect disruptive impulses and moods and propensity judgement – to think before acting to suspend
Self-Motivation
1. Pgaosaslsio wn ittho ewnoerrkg fyo ar nreda pseornssis ttheantc eg o beyond money or status and propensity to pursue
Empathy
1. tAob itlhiteyi rt oe munodtieornsatal nreda tchteio nesm otional make up of others and skill to treat people according
Social Skills
1. Pgrroofuicnide nacnyd i nb umilda nraagpipnogr tr elationships and building networks and ability to find common
Morale
12.. The morale denotes a spirit as of dedication to a common goal that unites a group 3. Displays the emotional or mental condition w.r.t. cheerfulness, confidence, zeal etc eHxigphe cmtaotrioanles tfroarn psleartfeosr minaton cpeo asintidv eh ampoptyiv eamtiopnlo, yineecrse ased productivity, exceeding
Employee Morale Boosters
12.. Welcome Ideas 3. Keep Score 4. Inspect Thank You Notes 5. Huddle 6. Open Up 7. Have Fun 8. Show Charity 9. Add Perks 10 . Fire Staff Measure It
11. Unit - 22 : Human Implications of Organizations
12. HUMAN BEHAVIOUR AND INDIVIDUAL DIFFERENCES
13. uTnhdee bre thhaev fiooullor wofin agn h ienaddivsi:d ual is influenced by several factors. These can be grouped
14. a1n. dE n(cv)i rPoonlitmicealn; tal Factors: (a) Economic, (b) Social (norms and cultural values), (2f.) PNeor. soofn daelp Feancdtaonrtss;: (a) Age, (b) Sex, (c) Education, (d) Abilities, (e) Marital Status, 3D.e sOigrng,a (nci)z aLetiaodnearslh Fipa,c (tdo)r sC:o (map) ePnhsyastiicoanl Faancdi liRtieews,a (rbd) S Oyrsgteamni;z aatniodn Structure and (4e.) P Lseyacrnhionlgo.g ical Factors: (a) Personality, (b) Perception, (c) Attitudes, (d) Values.
15. EMPLOYEES BEHAVIOUR AT WORK
16. There are some basic assumptions about human behaviour at work:
17. 1. There are differences between 2. Concept of a whole person. individuals. 34.. BAenh ianvdiiovuidru oafl ahna si nddigivnidituya. l is caused. 56.. OThrgearen iizsa mtiountsu aalritey soofc iinatl esryesstte mams.o ng organizational members. 7. Organization behaviour is holistic.
18. oWrghailen itzhaeti ofinrsst. Tfohuer lcaosnt coenpet si sc ae nctoremdb ainraotuionnd opfe othpele f,i rtshte s nixe axst stuwmo patrioen cso. ncerned with
19. Ppeerrssoonns i sd, ifinfe rc earntadi na greasinp,e tchtes,r e are certain 'commonalities' in the persons. Every 12.. lliikkee asoll moeth oetrh peer rpsoenrsso, ns, and 3. like no other person.
20. aB yg ruenadte ersxttaenndt,i npgr ecdeirctta tinh ed ilmikeelnys bioenhsa ovifo puer risno ntearlmitys aonf da cbteiohnasv iaonudr, omuatcnoamgeerss o cfa n, to apcetrisoonnsa ilnit yr.e sOpneec td oimf eenmspiolony oefe sp.e Trshoenrael iatyre w sheivcehr aisl gtheettoinrige sa ttote enxtipolna ibno tthhe frcoomnc ept of oprrgoafinleizs.a tional as well as medical researchers is the Type A and Type B behaviour
21. qAu picekr saocnh ieexvheimbietinntg aTnydp ep eAr fbeecthioanviiosmur. is generally restless, impatient with a desire for lTeyspse c o'Bm' ppeertistoivnea laitnyd p meooprele pahrielo msoupchhi cmalo irne neaatsuyr eg.o ing, relaxed about time pressure,
22. FTryipeed mAa pne, rMsoenyaelrit ya:n d Ray Roseman have mentioned the following characteristics of
23. 12.. IRse ismtlepsast iebnyt nwaittuhr eth, es op athcaet ohfe t hailnwgasy, sd misloikveess ,w waaitliknsg aanndd eisa tism rpaaptiidelnyt. with those 3w.h Mo ualrteit ansokte rim –p daotieesn ts.e veral things at once. e4v. eTrryieths intog sisc hdeodnuel eo rm nooret. and more in less and less time, irrespective of whether 56.. OUsftueanll yd idspoelasy sn onte crvoomupsl egtees tounree st hsiuncgh b aesf ocrlee nscthaertdin fgis ot na nadn obtahnegri.n g on a table. 7. Does not have time to relax and enjoy life.
24. sToycpiea bBle p aenrsdo hnaasli tay beaxhlainbictesd j uosutt tlohoek o opnp olisfeit.e characteristics and is more relaxed,
25. sEtraikgseosn w hhaisc hid aernet ibfiaesde edi gohnt ad epveersloopnm'se snttaatle s otaf gmeisn din aetx ap lgaiinveinng ptohien tp oefr stoimnael iatyre. These mentioned below:
26. SSttaaggee 12:: ATruutostn voemrysu vse Mrsiusstr uSshta me and Doubt SSttaaglee 4 3:: l nIndiutisattriyv ev evresrussu sI nGfeurilito rity SSttaaggee 56:: IIdnetinmtaitcyy v veersrsuuss R Iosloel aDtiioffnu sion SSttaaggee 78:: IGnrtoewgtrhit yv evresrusus sS tDaegsnpaatiiro n ……………………………………………………… ………………………………………………………………………
27. THEORIES OF MOTIVATION AND THEIR PRACTICAL IMPLICATIONS
28. What Motiva tiiso nM iont aivna otirogann?i zational context is referred as 'the extent of willingness of an edmirepcltoeyde,e c toon srecisopuosnlyd otor uthnec oonrsgcaionuizsalyti,o tnoawl arerdqsu isreamtisefnactsti'.o nM ootfi vnaeteiodns i(sm goetniveersa)l.ly Mmoatnivaagteiorsn inas o arg baenhizaavtiioounrsa lt ocdoanyc.e pt is of great interest to the executives and
29. TThhee ovraireiosu os ft hMeootriievsa otifo mn otivation are: 12.. SHcuimenatnif icR eMlaatnioangse mMeondte lo r Rational Economic View 34.. FArberdaehraicmk MHearszlobwer'sg 'Ns eTewdo H-Fiearcatorcrh Tyh Tehoeryo ry 56.. ACclahyietovne mAlednetr fMero'tsi vEaRtiGo nT hTehoeroyr y 78.. JVaicmtoers HS tVarcoyo Amd'as mExs'p Eeqctuaitnyc yT hMeoodrey l 19.0 .L yRmeiannfo Wrc.e mPoerntet rT ahnedo rEyd ward E Lawler - Performance Satisfaction Model. (Go through all the 10 theories)
30. BMeohtaivviaotuiro onf aannd in Bdeivhidauvailo ius rg enerally motivated by a desire to achieve some goal. Bmeohtaivvaiotiuorn .i sI neditihveidr uaanls ' adciftfiveirt yn' ootr o, n'aly s einr iethse oirf aabcitliivtyit iteos 'd. oE abcuht aaclstoiv iitny tihs esiur pwpioll rttoe dd ob,y owri tmhiont tivhaet iionnd.i vMidoutaivle. sT haeres es oamree dtiimreecst edde ftionwedar adss ngeoeadlss,, wwhainchts ,m daryiv bees, coorn ismcipouulss eosr 'shuobpceodn sfociro' ures.w Gaordasls t aorwea ordusts widhei cahn minodtiivviedsu aalr.e G doiarelsc taerde. sometimes referred to as
31. MMaontaivgaetr ioshno tuold W alosor kk now specific ways and techniques to motivate employees in the bwyo rhki msi tiuna tthioen n. oMromsat l ocfo tuhressee. tSeocmhneiq oufe tsh ea rfer epqruaectnictlayl uins enda tcuorme manodn cinacne bneti vaedso ipnt ed organizations are :
32. Mmoanneayg,e ampepnrte,c aiantdio qnu, ajolibty e onfl awrgoerkm. ent, job enrichment, job rotation, participative
33. Factors contribute to the quality of work life:
34. 12.. AA dseaqfeu aatned a hneda flathiry c eonmvpireonnsmateinotn.. 34.. JGorbosw athim aendd aste dcuervietylo; pjoinbgs aanimd euds iantg eexmpapnlodyineeg' se mskpilllos yaeneds ' acbaiplitaibesil.it ies rather than l5e.a Adnin gen tvoi rtohnemir eonbts ionl ewscheicnhc ee.m ployees develop self-esteem and a sense of identity. 67.. PAr osetencstibiolen ianntdeg rreastpioenc to ffo jro ebm caprloeyeer ea'sn dri gfahmtsi ltyo l ipferi vaancdy ,l edisisusreen tti,m eeq.u ity. etc.
35. Role Set Conflicts
36. rTohlee role set consists of important persons who have different expectations from the tehxapte actna tiniodnivsi douf asli goncicfiucpainets .o tThheer sc oannfdli ctthse a irnisdeiv diduuea lt oh iimncsoemlf.p Tahtiebsileit yr oalem soentg c tohnef licts take the following forms:
37. 12.. RRoollee aEmxpbeicgtuaittiyo n Conflict
34.. RRoollee EOrvoesriloona d 56.. PReerssoounracel IInnaaddeeqquuaaccyy 7. Role Isolation
38. Unit - 23 : Employees’ Feedback and Reward System
39. Feedback Through Climate Surveys
40. aOnrg oarngiazantizioantiso nu saerde tcoa lmleeda csluimrinagte esmurpvloeyyes.e sT'h pee crcoevpetriaognes ooff ath tey ppirceavl asiulinrvge ycl icmaant eb ein a s follows:
41. r1u.l eSst,r urecgtuulraeti:o nTsh,e p freoecleindgu rtehsa,t ceommpmlouyneiecsa thioanvse cahbaonunte tlhs e( lcaoyenrsstr ianin dtes coisni otnh em garkoiunpgs),, d2e. lRegeastpioonn asnibdi laituyth: oTrhitey ,f eeetcli.n g of being your own boss, clarity of role and r3e.s Rpoenwsiabrildit:y Tvhise- afe-veilsin sgu poef rbioerin, gsu rbeowradrindaetde sfo arn ad jpoebe dros,n eet cw.e ll, perception about r4e.w Rairsdk a: nTdh ep usneinsshem oefn rti sskyisnteesms ,a pnedr ccehpatlileonng aeb ionu tth pea jyo abn adn dp rionm thotei oonr,g eatnci.z ation, and aarney permotpehcatesids) oonr tpalkaiyningg c asalcfuel aiste edn rciosuk r(argisekd t aaknidn ga cisc eepntceodu. r aged and bona fide errors a5t.m Wosaprhmetrhe,: tThhee p greevnaelreanl cfee eolifn ign foofr mfealllo swusphpipo rtthinagt cpureltvuariels a innd t hseo cwiaol rgkrgoruopusp. t6h.e S gurpopupo,r te:m Tphhea psiesr coenp mtiountu aabl osuutp phoelrpt ffurlonmes as boofv me aannadg beerslo awn din o tthhee rh eemiraprlcohyye.e s in p7e. rSfotarmnadnacred sst:a Tnhdea rpdesr,c tehivee edm imphpaosritsa nocne d oofi nimg pal igciot oadn djo bex, pthlicei tc hgaolalelsn gane dr epresented i8n. pCeornsofnliaclt :a nTdh eg rfoeueplin ggo tahlsa.t the managers and other workers want to hear different o9p. iIndioennst, itthye: Tprhoec efeses lionfg c oofn bfleiclto nregsinoglu ttioo nth, eo poprgoartnuinzaittyio tno aenxdp rpeesrsc tehivee vdi evwalsu,e e tinc . the organization and work group, etc.
42. REWARD AND COMPENSATION SYSTEM
43. cThhaen wgea gae jso ibn. tThhee f ocormm poef ncsoamtiponen sshaotiuolnd inso vt iebwe esdo amse tahgee mr tahinat a etmtrapclotiyoene tso d joo inno otr f eel amtotrtaivcatste tda lteon tp, uitt iisn ath meiar jboer ssto. utrhcee coofm repteennstaiotino no fs hthoeu ledx biseti nsgu cmh atnhpato wit ecro anntidn uhaallsy an edge which motivates them to give their best.
44. Types of Compensations
45. bCoonmupse, ncsaasthio anl loisw eaxnpcreess saendd i nb etneermfitss osfu mcho anse ya.c Icti dweonut,l dh ethaultsh iinncsluurdaen:c we acgoevse ro,r salary, jeombps laoryee rb'sr ocaodnltyr icbluatsisoinfi etdo itnh efo ruert igreromuepnst afnudn dtsh,e p croomvispieonns oaft ioancc foomr mthoedma tiiso nco, metmc.o Tnhlye referred to as shown below:
46. 12.. SMuapneargveisroiarly ( .t.o. ps,a mlairdyd le, junior) ... remuneration 34.. CUlnesrkicilalel do,r sAedmmi-inskisiltlreadt,iv sek i.l.e dsa alanrdy highly skilled ... wages
47. Compensation Base
48. bCaosmisp oern sfaactitoonr sp oonli cwy hisic ahn c oimmppoerntasnatt ioenle mgeetnst dienc pideerdso?n Int eclo muladn baeg:e ment. What is the
49. 1. 2. CMoamrkpeat nsyit uoabtjieocnt ivoer sp revailing market rate 3. Internal and external pressures.
50. cAo gnosiodde rcaotmiopnes,n ssautpiopnly paancdk adgeem sahnodu pldo sciotivoenr, ffaacirtonress sli,k ee qaudael qpuaayc yfo, rs oecqiueatal lw ork and job evaluation.
51. TTahkei nagd mthinisi satsra tthioen p irsi mboeu onbdj etcot ipvreo tthecet Itnhdei awno Grkofvoerrcnem freonmt hirarsa teionnaacltleyd l:o w wages.
52. 12.. TThhee PMainyimmeunmt oWf aWgaegs eAsc At,c 1t,9 14983 6, 34.. TThhee PEaqyumale Rnet mofu nBeornautsio An cAt,c t1,9 16957, 6a.n d
53. Unit - 24 : Performance Management - Part 1
54. epmerpfolormyeaen pcee rafoprpmraainsacel ,is t aakne i mcoprorertcatnivte t ostoel pbsy twhrhoiuchg ht htera oinrginagn,i zinatteiornves nrteiovinesw o r ppelarcfoemrmeannt cdee tcois aio nhsig, hreerw laervde lg. ood performance and attempt to take the employee
55. Objectives of Performance Appraisal System
56. 12.. JDuedvgeelompemnetanlt a- l f-o rt eslalinlagry a inn cermeapsloeyse, etr ahnoswfe irss haen dd opinrogm aontdio snusg; gesting changes in 3h.is C sokuilnlss,e alitntgit ubdye ss,u pbeerhioavr i-o ufor;r giving feedback and understanding problems for poor performance.
57. Uses of Performance Appraisal t1h. uIst rmaateksin agl l tthheem e mcopmlopyaereasb lien oan u an icfioemd mmoann nfoeor tbinyg u. sing the same rating scales and i2n.c Irte apsroevs,id teras ninsffeorrsm, atrtaioinni nwgh, icehtc c. ould be critical while deciding on promotion, pay i3n.i tIita tpioronv oidfe cso irnrefocrtmivea tsiotenp asb. out the areas of weaknesses of the employee to enable 45.. ITth iem spyrsotveems ,t hife i mqupalelimtye notf esdu pweitrhvi soipoenn anse tshse a nsudp terruvsits,o er nbseucroems ebse tate kre iennte orpbesersrovnear.l relations between the employee and his supervisor.
58. Performance Appraisal Methods
59. Traditional Methods 12.. FSrteraei gFhotr mRa Ensksinagy MMeetthhoodd 34.. CGoramdpinagri sMoent hMoedt hod 56.. FGorarcpehdic C ohro Licinee Daer sRcaritpintigo nS cMaeletsh od 78.. FGororcuepd ADpipstrraibisuatli oMne tMheotdh od
60. Modern Methods 12.. AMsasneasgsmemenent tC beyn tOreb jWecotrivkeshs ops 3. Human Asset Accounting Method
4. Behaviourally Anchored 5. 360 Degree Appraisal M eRtahtoindg Scales
61. Performance Appraisal versus Confidential Report
62. Icna rari eladr goeu tn ausm ab ecro noffi doergnatinailz aactitoivnitsy t.h Ien afancntu, atlh pee froformrm iann wceh iachp ptrhaeis pael refxoermrcaisnec eis of the employee is evaluated and reported is called confidential report.
63. Merits and Demerits of performance appraisal system
64. The merits are: t1r.u Istt rienv tehael so arg caonnizcaetrino nfo. r performance and creates an atmosphere of openness and t2i.m Gei.v es feedback to the employee and ensures that corrective steps are taken in 3. It raises the general motivation level of the employees if implemented properly.
65. The demerits are: i1n.f lTuheen chea ltoh ee fafesscet s—sm ae tnetn. dTehnec yh atloo aisll otow roantee atrna iet morp lcohyaerea cctoenrissitsitce notfl ya nh iegmh polro yloewe .t o a2n. dT haec cleonrdieinngclyy othr es tariscstensessms etennt dgeentcs yi nofflu tehnec seudp. eTrhioer sinutpeerrfieorre iss wuinthab tlhee t oa pcpormaies aol ut o3.f tThhees ec etnetnrdael ntecniedse. ncy problem refers to assigning average ratings to all the feemaprlleosyselye.s without properly evaluating each aspect of appraisal carefully and t4r.a Sitism ailnadr eprarroarm ise ttehres .t eTnhdoesnec wy hoof csohmowp atrhineg s itmheil aerm cphlaoryaecete wrisitthic os naersee nlfo ormn avlalyri orautse d high.
Unit - 25 : HRM and Information Technology
oGrlogbanaliizsaattiioonns hfraosm re amllo pvaerdts a oll ft thhee p whoyrslidc,a lb, ya nudse n oaft ioITn.a Hl bRoMu nadsa ar iefusn bcyti olinn khinags dual irnefsopromnastibioilnit yte tcoh rneoslopgoyn d( ItTo) ,t hfoer d teravnelsofpormmeanttiso nh aovf inthge t amkiennd pselatc oef ina llt hined aivriedau aolfs across the organization and also use of IT in day to day decision process.
aT hvea rbieatnyk ionfg d seelicvteorry hcahsa nabnseolsr btoe ds umpapxoirmt ucmus ttoemchenros'l ongeye dfosr inth aenir eofpfeicriaetniot nasn.d I Te fhfeacst iovfef ered manner.
Role of IT in HRM
tTrhaeinrien gis, lpolta coef msceonpte, afoprp ruasiesa ol fa InTd irne wwahrodle s ryasntegme ,o of rHgRanMiz fautniocntiaoln dse iv.ee.l orpemcreunittm ineintita, tives eetmc.p lTohyee en euesde df owr ituhsien othf eIT o rcgaann bizea tsieoenn. Ntherwo udgimh ethnes iofonlslo hwainvge :b ie. eBna saidc dinefdo rtmo aetmiopnl oaybeoeu t dHaRtDa sduecchis iaosn str aairnei ndga,t ac-obmapseedte nnocwie sa, nsdk ilIlTs, perxopveidcetast itohnast edtact.a U. Apddahteiorenn ocef etom pstlaotyueteosr yd ata rcehqaulleirnegmee nint sk.e Aesp ipnegr tNhaed wleorr:k if.o Mrcaes'ss ivve.- cinrkfl uaxn do fk tneocwhnleodlogge yb iansteo cwuorrrekpnlta acne dp raevsoeidn ts great dweomrkofroarlcizei nogb seoffleescct.e nHcReD N eefwfo rtto omlsu sdti sarluigpnt ttroa dthiteio cnoarlp woorartke p paltatnenrninsg a. nHdR cDa ne fhfoarvtes would rbees uelxtas.m ined in terms of contributing to high performance work unit and demonstrating
HR Information and Database Management
Computer based data can enhance the quality of decision making. information system includes the following types of data: The need Afo rty upsicea ol fH IRT can be sOeregna nthisraotuiognha lt hheis tfoorllyo w(einngtr:y i .l eBvieol-,d partoam, Eodtiuocna,t ipolnaacel mqueanltifsi,c atrtaioinni,n Pgr,o pfeesrsfoiormnaal nqcuea lification appraisal, competencies, Salary & allowances.
pTrhoev iadbeosv leo tt yopf ein offo rdmataat,io rne qausi rinesp ufet wfo rc hdaencgiseios no vmear kain tgim. e period. But the data base
sHyRst eRmess eliakerc rhe c:r uRietmseeanrct,h p irno HmRoMtio cna, nt rbaein uinngd,e arptapkreanis atol suynsdteemrs teatncd. :t otr uennddes rosft aenxdis tthineg sweonrskiftoivrec et oin i ntteerrmnsa lo ef nmviorotinvmateionnt,, creogmumlairt mopeinnti,o enx spuercvteaytiso,n b, efnrucshtmraatrioknin ge,t cc.l itmo arteem satuind ies etc. can be conducted.
dKinstoriwbuletidngg eaMnda n(da)g peomoleinngt t(hKeM k)n o: wKlMed rgeefe (rass t op eprr oWcielcsosx o-1f 9(a9)7 )c.rTehaeti npge,o (pble) sinto ar insygs (tec)m raeresp tohnes isboiluitryc eosf othf ec rienafotirnmga ktnioonw tleecdhgneo wlohgiyle m staocrhininge aryn do fd tihster iobrugtainngiz tahteio nin.f oHremnaceti on is the bmuarneaaguecmraetinc tp orfo c'kensosw. Klendogwel ewdogrek emr'a ins avgeermy ecrnitt ichaals i sgsauien eadn dp rcoamninnoetn bcee idno tnhee bliyg htrta odfit tiohnea l, ourngcaenrtizaaintitoyn t hoar tn tohte, peamrtpilcouylaerel yw whho ehraes t hcere aattterdit itohnes klen7o7wellesd agree, hwigillh ceor.n tinue with the
tUrasien ionfg tientcehrnveonlotigonys i nto t sruaiitn tihneg in: dTihvied uteacl hlenaorlnoegrys .o fIfmerpso artna notp fpeoarttuurneisty a irne d:e signing
1. Mass learning user friendly material can be produces at low cost.
2. Trainers and trainees can be physically separated.
3. Trainee has the option to choose time and date and place and convenience form for learning.
Technology based training methods help in distance learning.
Advantages of E-Learning :
1. Trainee can choose his own time and place to learn.
2. Trainee can learn at his own pace.
3. Trainee can check his understanding It is highly cost effective.
Disadvantages of E-Learning :
1. Inflexible as program is pre-produced.
2. It needs greater self discipline.
3. It can produce a sense of isolation If turnover is low.
4. It can prove expensive due to high cost of hardware and software
Unit - 25 : HRM and Information Technology
oGrlogbanaliizsaattiioonns hfraosm re amllo pvaerdts a oll ft thhee p whoyrslidc,a lb, ya nudse n oaft ioITn.a Hl bRoMu nadsa ar iefusn bcyti olinn khinags dual irnefsopromnastibioilnit yte tcoh rneoslopgoyn d( ItTo) ,t hfoer d teravnelsofpormmeanttiso nh aovf inthge t amkiennd pselatc oef ina llt hined aivriedau aolfs across the organization and also use of IT in day to day decision process.
The banking sector has absorbed maximum technology for their operations. a variety of delivery channels to support customers' needs in an efficient and I Te fhfeacst iovfef ered manner.
Role of IT in HRM
tTrhaeinrien gis, lpolta coef msceonpte, afoprp ruasiesa ol fa InTd irne wwahrodle s ryasntegme ,o of rHgRanMiz fautniocntiaoln dse iv.ee.l orpemcreunittm ineintita, tives eetmc.p lTohyee en euesde df owr ituhsien othf eIT o rcgaann bizea tsieoenn. Ntherwo udgimh ethnes iofonlslo hwainvge :b ie. eBna saidc dinefdo rtmo aetmiopnl oaybeoeu t dHaRtDa sduecchis iaosn str aairnei ndga,t ac-obmapseedte nnocwie sa, nsdk ilIlTs, perxopveidcetast itohnast edtact.a U. Apddahteiorenn ocef etom pstlaotyueteosr yd ata rcehqaulleirnegmee nint sk.e Aesp ipnegr tNhaed wleorr:k if.o Mrcaes'ss ivve.- cinrkfl uaxn do fk tneocwhnleodlogge yb iansteo cwuorrrekpnlta acne dp raevsoeidn ts great dweomrkofroarlcizei nogb seoffleescct.e nHcReD N eefwfo rtto omlsu sdti sarluigpnt ttroa dthiteio cnoarlp woorartke p paltatnenrninsg a. nHdR cDa ne fhfoarvtes would rbees uelxtas.m ined in terms of contributing to high performance work unit and demonstrating
HR Information and Database Management
iCnofomrpmuatteior nb assyesdte dma tian ccluand eesn thhaen fcoel ltohwei nqgu atyliptye so fo df edcaitsaio: nT hmea knienegd. Afo rty upsicea ol fH IRT can be sOeregna nthisraotuiognha lt hheis tfoorllyo w(einngtr:y i .l eBvieol-,d partoam, Eodtiuocna,t ipolnaacel mqueanltifsi,c atrtaioinni,n Pgr,o pfeesrsfoiormnaal nqcuea lification appraisal, competencies, Salary & allowances.
pTrhoev iadbeosv leo tt yopf ein offo rdmataat,io rne qausi rinesp ufet wfo rc hdaencgiseios no vmear kain tgim. e period. But the data base
sHyRst eRmess eliakerc rhe c:r uRietmseeanrct,h p irno HmRoMtio cna, nt rbaein uinngd,e arptapkreanis atol suynsdteemrs teatncd. :t otr uennddes rosft aenxdis tthineg sweonrskiftoivrec et oin i ntteerrmnsa lo ef nmviorotinvmateionnt,, creogmumlairt mopeinnti,o enx spuercvteaytiso,n b, efnrucshtmraatrioknin ge,t cc.l itmo arteem satuind ies etc. can be conducted.
dKinstoriwbuletidngg eaMnda n(da)g peomoleinngt t(hKeM k)n o: wKlMed rgeefe (rass t op eprr oWcielcsosx o-1f 9(a9)7 )c.rTehaeti npge,o (pble) sinto ar insygs (tec)m raeresp tohnes isboiluitryc eosf othf ec rienafotirnmga ktnioonw tleecdhgneo wlohgiyle m staocrhininge aryn do fd tihster iobrugtainngiz tahteio nin.f oHremnaceti on is the bmuarneaaguecmraetinc tp orfo c'kensosw. Klendogwel ewdogrek emr'a ins avgeermy ecrnitt ichaals i sgsauien eadn dp rcoamninnoetn bcee idno tnhee bliyg htrta odfit tiohnea l, ourngcaenrtizaaintitoyn t hoar tn tohte, peamrtpilcouylaerel yw whho ehraes t hcere aattterdit itohnes klen7o7wellesd agree, hwigillh ceor.n tinue with the
tUrasien ionfg tientcehrnveonlotigonys i nto t sruaiitn tihneg in: dTihvied uteacl hlenaorlnoegrys .o fIfmerpso artna notp fpeoarttuurneisty a irne d:e signing
1. Mass learning user friendly material can be produces at low cost.
2. Trainers and trainees can be physically separated.
3. Trainee has the option to choose time and date and place and convenience form for learning.
Technology based training methods help in distance learning.
Advantages of E-Learning :
1. Trainee can choose his own time and place to learn.
2. Trainee can learn at his own pace.
3. Trainee can check his understanding It is highly cost effective.
Disadvantages of E-Learning :
1. Inflexible as program is pre-produced.
2. It needs greater self discipline.
3. It can produce a sense of isolation If turnover is low.
4. It can prove expensive due to high cost of hardware and software
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