Human Resource

Development

Dr.C.Balakrishnan
Professor- Faculty of
Management Studies

1
 Definition of HRD

 A set of systematic and planned activities

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

2
 Emergence of HRD

 Employee needs extend beyond the training

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

3
Relationship Between HRM and HRD

 Human resource management (HRM)

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

4
 Primary Functions of HRM

 Human resource planning

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

5
 Secondary HRM Functions

 Organization and job design

 Performance management/ performance
appraisal systems
 Research and information systems

6
 HRD Functions

 Training and development (T&D)

 Organizational development
 Career development

7
 Training and Development (T&D)

 Training – improving the knowledge, skills and

attitudes of employees for the short-term,
particular to a specific job or task – e.g.,
 Employee orientation
 Skills & technical training
 Coaching
 Counseling

8
 Training and Development (T&D)

 Development – preparing for future

responsibilities, while increasing the capacity
to perform at a current job
 Management training
 Supervisor development

9
 Organizational Development

 The process of improving an organization’s

effectiveness and member’s well-being
through the application of behavioral science
concepts

 Focuses on both macro- and micro-levels

 HRD plays the role of a change agent

10
 Career Development

 Ongoing process by which individuals

progress through series of changes until they
achieve their personal level of maximum
achievement.
 Career planning
 Career management

11
Learning & Performance

12
 Critical HRD Issues

 Strategic management and HRD

 The supervisor’s role in HRD
 Organizational structure of HRD

13
 Strategic Management & HRD

 Strategic management aims to ensure

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

14
 Supervisor’s Role in HRD

 Implements HRD programs and procedures

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

15
 Organizational Structure of HRD
Departments
 Depends on company size, industry and
maturity
 No single structure used
 Depends in large part on how well the HRD
manager becomes an institutional part of the
company – i.e., a revenue contributor, not just
a revenue user

16
 Sample HRD Jobs/Roles

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

17
 HR’s strategic role

 Employees as organisation’s assets

 Driving business strategy
 Spanning organizational functions
 HRD Deliverables:
 Performance
 Capacity Building
 Problem solving/consulting
 Org. change and development

18
 Strategic HRD

 Integration of HRD with strategy formulation

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

19
 Firm Capitals

 Human Capital
 Knowledge, skills, abilities of individuals
 Social Capital
 Relationships in social networks
 Structural, cognitive, relational dimensions
 Intellectual capital
 Knowledge and knowing capability of social
collectivities
 Procedural/declarative; tacit/explicit; individual/social
 Value and Uniqueness of capitals

20
 Multiple Roles for HR (Ulrich, 1997)

Future/Strategic Focus

Mgmt of SHR Mgmt of Trans-

Formation/Change
Processes People
Mgmt of Firm Mgmt of Employee
Infrastructure Contributions

Day-to-day/Operational Focus

21
 Definition of HR Roles

Role/Cell Deliverable/ Metaphor Core Activity

Outcome
Mgmt of SHR Executing corp. Strategic Partner Aligning HR and
strategy bus. Strategy
Mgmt of Firm Building an Administrative Reengineering
Infrastructure efficient Expert org. Processes
infrastructure
Mgmt of Increasing Employee Providing
Employee employee Champion resources to
Contributions commitment and employees
capability
Mgmt of Organizational Change Agent Managing
Transformation/C renewal transformation
hange and change,

22
 Importance of Human Resources

 Human resources are an important part of the

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

23
 Strategic Analysis of HR: Purpose

 People related strategies may be important to

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

24
 HR and Sustainable Competitive
Advantage
 In some industries, people are the most
important factor in success
- advertising and creative development
- leisure and tourism
- management consulting
- hospitals and medical professions
 The adaptability of people to changing
environments is an important skill
 “The ability to learn faster than your
competitors may be the only sustainable
advantage” – Arie De Geus, former head of
planning at Royal Dutch Shell
25
 Challenges for HRD

 Changing workforce demographics

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

26
 Competing in the Global Economy

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

27
 Need for Lifelong Learning

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

28
Creating a learning
organisation

29
 Need for Organizational Learning

 Organizations must be able to learn, adapt,

and change
 Principles:
 Systems thinking
 Personal mastery
 Mental models
 Shared visions
 Team learning

30
 Creating a Learning Organization

 Senge suggests top managers follow several steps to build in

learning:

 Personal Mastery: managers empower employees and allow

them to create and explore.

 Mental Models: challenge employees to find new, better

methods to perform a task.

 Team Learning: is more important than individual learning

since most decisions are made in groups.

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

the firm to evaluate opportunities.

 Systems Thinking: know that actions in one area of the firm

impacts all others.

31
 A Framework for the HRD Process

HRD efforts should use the following four

phases (or stages):
 Needs assessment
 Design
 Implementation
 Evaluation

32
Training & HRD Process Model

33
 Needs Assessment Phase

 Establishing HRD priorities

 Defining specific training and objectives
 Establishing evaluation criteria

34
 Design Phase

 Selecting who delivers program

 Selecting and developing program content
 Scheduling the training program

35
 Implementation Phase

 Implementing or delivering the program

36
 Evaluation Phase

Determining program effectiveness – e.g.,

 Keep or change providers?
 Offer it again?
 What are the true costs?
 Can we do it another way?

37
Motivation, Reward and
Recognition System
Management

38
 Motivation

The force within us that activates our behavior.

It is a function of three distinct components,
Intensity, Direction, and Persistence.

Motivation
Motivation

Intensity Direction Persistence

39
 Motivation - Intensity

Intensity refers to the amount of mental and

physical effort put forth by the person.

Motivation
Motivation

Intensity Direction Persistence

40
 Motivation - Direction

The extent to which an individual determines

and chooses efforts focused on a particular
goal.

Motivation
Motivation

Intensity Direction Persistence

41
 Motivation - Persistence

The extent to which the goal-directed effort is

put forth over time.

Motivation
Motivation

Intensity Direction Persistence

42
 Motivation: Intrinsic vs. Extrinsic

 Intrinsic  Extrinsic
When rewards such as
When doing the job is
pay and formal
inherently motivating
recognition act as
motivators

43
Two Basic Categories of Rewards

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

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

44
 Types of Rewards

Motivation
Intrinsic Extrinsic

Sense of Pay
Accomplishment
Job Promotion
Personal Growth security
Recognition
Opportunities

45
Financial Compensation: Straight Salary

Advantages
- Salaries are simple to administer
- Planned earnings are easy to project.
- Salaries are useful when substantial
development work is required.

Disadvantages
- Salaries offer little incentive for better
performance.
- Salaries represent fixed overhead.

46
 Financial Compensation: Pay for
Performance

Reward Systems in most cases should be

consistent with other HR systems.
The Reward System is a key driver of:
 HR Strategy

 Business Strategy

 Organization Culture

47
 Need for Consistency with Other HR
Systems

Skill-based pay

Training Culture
Overtime
pay rules Merit pay
in
contract Labor Rewards reinforces
performance
Relation
Performanc
culture
s
e
Manageme
nt
Employmen
Sign-on Bonus t
Merit
Pay

48
Financial Compensation: Performance
Bonuses
Advantages
- Organization can direct emphasis to what it
considers important.
- Bonuses are particularly useful for tying
rewards to accomplishment of objectives.

Disadvantages
- It may be difficult to determine a formula
for calculating bonus achievement if the
objective is expressed in subjective terms.

49
 Non-financial Compensation

Opportunity for Promotion:

 The ability to move up in an organization

along one or more career paths

Sense of Accomplishment:
 The internal sense of satisfaction from

successful performance

50
 Non-financial Compensation

Opportunity for Personal Growth:

 Access to programs that allow for personal
development (e.g., tuition reimbursement,
leadership development seminars)
Recognition:
 The informal or formal acknowledgement of a
desired accomplishment
Job Security:
 A sense of being a desired employee that comes
from consistent exceptional performance

51
 Understanding Reward &
Recognition
Definitions:
 A reward is an item or experience with monetary
value that is provided for a desired behavior or
performance, often with accompanying recognition
 Recognition is a positive consequence provided to a
person for a behavior or a result in the form of
acknowledgement, approval or the expression of
gratitude
 “Recognition” is more of an activity or an association
(a social or interpersonal activity) while a “Reward” is
more of a thing (Money, Merchandise, Trophy, Travel
etc)

52
 Why Reward & Recognise
employees
 By valuating and recognizing people, you harness the
power of motivation, which is the single most
powerful strategy used to promote performance and
positive behaviors

 Drives Stretch in Performance

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

53
 Reward is a Right; Recognition is a
Gift…..
Rewards at work Recognition

 Direct Financial (pay)  Praise

 Indirect Financial  Time
(benefits)  Toys, Trophies &
 Work Content (work)
Trinkets
 Careers (development)  Fun, Freedom & Food
 Affiliation (feeling of
belonging)
 Small Money
 Others
 Study results:
Surprisingly, all 5 types of  Common thread –
rewards were considered Genuine, positive,
equally important…. emotion

* Gerald Ledford Jr. and Peter LeBlanc, World at Work 9, no.3 (Q3 2000):1-11
54
 What is Recognition?

“Recognition is any thought, word, or deed towards

making someone feel appreciated for who they are
and recognized for what they do.” 1

“Recognition can be a strategic tool for shaping behavior

and moving an organization in a desired direction.” 2

“Recognition is something a manager should be doing all

the time—it’s a running dialogue with people.” 3

1
“Making Recognition a Daily Event” by Roy Saunderson, Recognition Management Institute
2
“A Culture of Recognition; Building a System to Celebrate Great Performance” by Rhonda
Sunnarborg, BI Business Improvement Series
3
Ron Zemke, Training magazine 55
 Why Focus on Recognition?

 Employees identify recognition as one of the most

effective motivators1
 Even small increases in supportive practices are

associated with decreased turnover and increased

sales/profitability2
 Employees who feel that their organization values them

are more likely to value their customers2

 Appreciation and/or praise are among the top three drivers

of employee motivation and engagement across a variety

of industries and companies3
1
The Conference Board, 1999 HR Executive Review:
Employee Recognition Programs
2
Pfeffer 2001 study
3
Hewitt Associates

56
 Exercise
 You are the HR Manager of an FMCG
organisation which has 400 employees at
their HO.
 You have been asked to develop an R&R
program for your organisation to keep
employees engaged and motivation levels
high.
 A separate budget would be provided for the
R&R activities.
 You and you team has to design a program
and present it to your leadership team.

57
Diversity @ workplace

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 What is Diversity?

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

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

60
 Elements of Diversity
 Age  Income
 Gender  Education
 Ethnicity  Marital Status
 Race  Religious Beliefs
 Physical Ability
 Geographic Location
 Sexual Orientation
 Parental Status
 Physical
Characteristics  Personality Type

61
Diversity:

The uniqueness of all

individuals; includes everyone.

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 Principles of Diversity Management
 Establish a business strategy for effectively
managing a diverse workforce
 Create a positive work environment
 Promote personal and professional
development
 Empower all people to reach their full
potential
 Remove barriers that hinder progress
 Ensure equal opportunities and prevent
discrimination

63
 Creating an Organization That Can Manage
Diversity

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

64
Techniques for Managing Diversity
 Managing diversity training programs
 Core groups
 Multicultural teams
 Senior managers of diversity
 Targeted recruitment and selection
programs

65
Techniques for Managing Diversity

 Compensation and reward programs tied

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

66
 Managing diversity effectively

 Greater range of perspectives, ideas, and

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

67
 Mismanaging diversity

 Disrupts development of trust, constructive

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

68
 Unintended Results of Managing
Diversity

 Programs that focus on encouraging certain

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

69
 Implications for Managers

 Managing a diverse workforce is an

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

71
 Potential Benefits of an Effective
Diversity Management Program

 Improve organizational performance

 Help prevent unlawful discrimination or harassment
incidents
 Improve workplace relations
 Build more effective work teams
 Improve organizational problem solving
 Improve customer service
 Enhanced recruitment efforts

72
 Making heads count is more
important than counting heads

73
 Possible barriers in the organization
that prevent a more balanced
workforce?
 Limiting area of consideration
 Lack of diversity at the senior ranks
 Categorizing people into certain positions
 Always recruiting from same source
 Grooming/developing only one person

74
Strategies for Inclusion

75
 The Value of Mentoring
 Without regard to race, gender,
religion, national origin ….
 Inconvenience yourself to show
someone else the way
 Unleash someone else’s potential

76
 Professional Development

 Identify training and development needs

for all employees
 Utilize Individual Development Plans
 Rotational & Developmental Assignments
 Rotate “acting” supervisor

77
 Diversity management is about full utilization
of people with different backgrounds and
experiences.

 Effective diversity management strategy has

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

78
Human Resource Audit

79
 How is Human Resource Analysis
Done?
 Human Resource Audit
 Purpose:
 To identify the size, skills and structure
surrounding current employees and
 to identify future human resource needs of the
organization
 Question Answered:
Are the human resources a strength or a
weakness?

80
 The Audit: Principles

 Obtain some basic information on the people

and policies involved in the organization

 Explore in detail the role and contribution of

the human resources management function
in the development of strategy

81
 The Audit: Contents

 People in the Organization

 Role and Contribution of HR strategy

82
 HR Audit: People in the organization

 Employee numbers and  Selection, training and

turnover development

 Organization structure  Staffing levels

 Structures for controlling the  Capital investment/employee

organization
 Role of quality and personal
 Use of special teams, e.g. for service
Innovation in delivering the products or
services
 Level of skills and capabilities  of the organization
required

 Morale and rewards

 Role of professional advice in
delivering the product or
service
 Employee and industrial
relations

83
Role & Contribution of HR Strategy
 Relationship with strategy
 Key characteristics of HR strategy
 Consistency of strategy across different levels
 Responsiveness of HR strategy in leading
change in the organization
 Role of HR strategy in leading change in the
organization
 Monitoring and review of HR strategy
 Time horizon for operation of HR strategy

84
 What the Audit Achieves

 Provides information that is useful in deciding

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

85
 Human Resources as a CSF

 Critical Success Factor (CSF) = a reason why

one organization is superior to another

 HR can be a CSF if employees have unique

skills

86
Coaching and Mentoring

87
 Coaching and Mentoring

 These definitions indicate some overlap

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

88
 Mentoring

 Mentoring is usually concerned with

supporting practitioners whilst they make a
significant career transition.

 Mentoring in intended to be supportive of the

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

89
 Coaching

 Coaching is normally used to support the

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

 Coaching is conceived as a more structured

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

90
Activities involved in mentoring and coaching and their overlap

91
The learner (the personal dimension)

If writers are more aware of their own writing

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

92
The learning (the transformational dimension)

In Mentoring and Coaching transformation or change comes

about through the learning conversation. The conversation
enables the process of Mentoring/Coaching in which there
needs to be an explicit focus on learning. Dennison and
Kirk’s cycle of learning (1990) is useful for this purpose.

This model can be

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

93
What Mentoring and Coaching is not

Mentoring and Coaching is not counseling

although some counseling skills may be used
by the Mentor/Coach. Learning conversations
do not focus on personal problems.

Neither is the learning conversation therapy

although the outcome of the conversation
may leave the person feeling up-lifted and
may feel their emotions have changed. But
learning is always the focus.

94
Competency Modeling

95
 Competency
 It is derived from the Latin word
‘Competere’, which means to be
suitable.
 The concept was originally developed in
Psychology denoting Individual’s ability
to respond to demand placed on them by
the environment.
 Any underlying characteristic required
performing a given task, activity, or role
successfully can be considered as
competency.
96
 Competencies defined
 A collection of characteristics (i.e. skills,
knowledge and self-concept, traits, behaviour,
motivation, etc.), that enables us to successfully
complete a given task.

Skills Knowledge

Self-concept
(Attitude)

97
 Iceberg Model of Competencies
•Skills = a learned ability
•Knowledge = acquiring
information in a particular
field

•Self-Image = attitudes
and values
•Traits = why and how we
behave a certain way
•Motives = what drives us,
i.e., the need to seek
achievement,
power/influence, affliliation

98
 Competencies in the Corporate
World
 Communication – without offending others
 Critical Thinking – Seeing the Big picture
 Ethics / Social Responsibility – Ethical behaviour
 Information Technology – creativity optimization
 Interpersonal Diversity – Being non-judgmental
 Leadership
 Managing Change
 Self-managed Learning – self motivated
 Teamwork – collaboration & impact of self
 Technical know-how

100
Emotional Competency Framework

Personal Social Competence

Competence
Self Awareness: Empathy:
Knowledge of one’s self- Awareness of others’
concept and values feelings and emotions

Self Regulation: Social Skills:

Management of one’s Adeptness at inducing
impulses and emotions desired responses in
others
Motivation:
Self-guidance and
direction

* from Working With Emotional Intelligence, by Daniel Goleman

101
 Competency Classification

Individual Organisation
Social Behavioural Organisational
Leadership Cultural
Generic
competencies

Technical Functional / Core competencies

operational Corporate
knowledge competencies
Skill knowledge Distinctive
Threshold competencies
competencies

102
 Why use competencies

 Competencies
 help individuals and organisations to
improve their performance and deliver
results
 can be quantified and communicated
 can be taught, learned, measured and
monitored

103
 Benefits of competency-modeling
 Integrates fragmented management and practices
 Links individual or group performance to strategic
direction
 Helps develop high value activities for the
organisation
 Focusing on what people do, not what they are
 Leads to organisational flexibility and stability
 Leads to competitive advantage
 Is participatory and involving
 Is objective; therefore, can be geared to possible
change in business future and to ensure relevance

104
 Benefits of competency-modeling – HR
Delivery
 Matching of Individuals and Jobs
 Employee Selection
 Training and Development
 Professional and Personal Development
 Performance Measurement
 Succession Planning

105
 Who Identifies competencies?
 Competencies can be identified by one of more of the
following category of people:
 Experts
 HR Specialists
 Job analysts
 Psychologists
 Industrial Engineers etc.
in consultation with: Line Managers, Current & Past
Role holders, Supervising Seniors, Reporting and
Reviewing Officers, Internal Customers, Subordinates
of the role holders and Other role set members of the
role (those who have expectations from the role
holder and who interact with him/her).

106
 What Methodology is used?

 The following methods are used in

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

107
 How are they Identified?
 The process of identification is not very
complex. One of the methods is given below:
 1. Simply ask each person who is currently
performing the role to list the tasks to be
performed by him one by one, and identify
the Knowledge, Attitudes, and Skills required
to perform each of these.
 Consolidate the list.
 Present it to a role set group or a special task
force constituted for that role.
 Edit and Finalize.

108
 What Language to Use?
 Use Technical language for technical
competencies. For example: knowledge of
hydraulics.
 Use business language for business
competencies. Example: Knowledge of markets
for watch business or Strategic thinking.
 Use your own language or standard terms for
Behavior competencies. Example: Ability to
Negotiate, Interpersonal sensitivity, Sales
techniques. Too technical and conceptual
knowledge align to the organization and
people may create more problems than help

109
Assessment Centers

110
 Assessment Centre

 Assessment centers typically involve the

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

 Various combinations of these exercises and

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

111
 The theory behind this is that if one wishes to
predict future job performance then the best way
of doing this is to get the individual to carry out a
set of tasks which accurately sample those
required in the job and are as similar to them as
possible.

 The particular competencies used will depend upon

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

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 AC Vs DC
Assessment centres usually – Development centres usually –

 have a pass/fail criteria  do not have a pass/fail criteria

 are geared towards filing a job vacancy  are geared towards developing the
 address an immediate organisational individual
need  address a longer term need
 have fewer assessors and more  have a 1:1 ratio of assessor to
participants participant
 involve line managers as assessors  do not have line managers as
 have less emphasis placed on self- assessors
assessment  have a greater emphasis placed on
 focus on what the candidate can do self-assessment
now  focus on potential
 are geared to meet the needs of the  are geared to meet needs of the
organisation individual as well as the organisation
 assign the role of judge to assessors  assign the role of facilitator to
 place emphasis on selection with little assessors
or no developmental feedback and  place emphasis on developmental
follow up feedback and follow up with little or no
 give feedback at a later date selection function
 involve the organisation having control  give feedback immediately
over the information obtained  involve the individual having control
 have very little pre-centre briefing over the information obtained
 tend to be used with external  have a substantial pre-centre briefing
candidates  tend to be used with internal
candidates
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 Types of Exercises
Group Discussions
 In these, candidates are brought together as a

committee or project team with one or a number

of items to make a recommendation on.
Candidates may be assigned specific roles to play
in the group or it may be structured in such a way
that all the candidates have the same basic
information. With this type of exercise, and in
common with other types of exercise, it is of
great benefit to ensure that you understand and
follow the instructions for the exercise.

114
 Types of Exercises
In Tray
 This type of exercise is normally undertaken by

candidates individually. The materials comprise a bundle

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

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

116
Case Studies / Analysis Exercises

 In this type of exercise the candidate is presented with

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

117
 The above is meant as an illustrated list of the types of
exercises that may be encountered in an assessment
centre. Variations and permutations are almost infinite.

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

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

118
 Exercise categorisation

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

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

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 Design an Assessment Centre

 Design of an assessment centre should

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

120
 Design Criteria

 The essential design criteria should include:

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

121
 Design Criteria

 Essential and desired skills /competencies to

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

122
 Observers

 There should be a number of senior

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

124
 Objective Setting

 An objective is a simple statement of an end

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

125
 Why Objective setting ?

 Gives direction to job.

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

126
 Objectives

 Are significantly important areas of job.

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

127
 Objectives

 Targets – are specific conditions to be

achieved/indicates how much of what and by
when

 Activities – action steps which lead to the end

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

128
 Process of goal setting

 What is the job ?

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

129
 Objectives v/s Targets

 Focus on imp. Areas  Measures imp. Results

 Related to job  Related to objectives
description
 Signposts  Milestones/Pathways
 Direction of work  Specific condition
 Optimum number 6  One or more for each
objective

130
 Criteria for objectives
 Observable
 Basis for appraisal
 Jointly evolved
 Extra effort
 Clear/consistent with dept. objective
 Time bound
 Initiative
 Verifiable
 End result- emphasis on
 Satisfying

131
 Objectives should be

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

132
 Process

 Establishing specific goals to support stated

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

133
 Process..

 Weighing the resources required to carry out

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

134
 HRs role in Performance
Management
 Delivering time-lines
 Ensuring timely adherence
 Auditing the objectives jointly with line
managers
 Ensuring objectives are in line with
organisational goals
 Requesting modification if required

135
Thank you

136
 High Performance Organizations

 Design
 High Performance
 Traditional
Organizations
Components Organizations
People
 Multi-skilled team players
  Narrow expertise
 Decision Systems
 Dispersed
 Rugged individuals
 Human Resources  Open
 Centralized
 Structure  Realistic job interviews
 Closed
 Values & Culture  Continuous learning
 Standardized selection
 Performance-based pay
 Routine training
 Enriched jobs
 Job-based pay
 Flat, flexible hierarchies
 Narrow, repetitive jobs
 Self-contained businesses
 Tall rigid hierarchies
 Promote involvement
 Functional departments
 Innovation and cooperation
 Promote compliance
 Routine behaviors

137