Showing posts with label Human Resource Development. Show all posts
Showing posts with label Human Resource Development. Show all posts

HRD, HRD Systems, HRD Sub-Systems, Functioning of HRD, Measures to Improve HRD Functions, MS-22


Define HRD and list out various HRD systems and sub-systems. Describe the functioning of HRD in your organization or any organization you are familiar with. Suggest measures to improve HRD functions. Briefly describe the organization you are referring to.

In 1970 Len Nadler published his now-classic book Developing Human Resources, in which he coined the term "human resource development" (HRD). The term HRD provided a conceptual umbrella under which the field began to unify, using the three-fold notion of training, education, and development. HRD provided purpose and direction for the continued growth of the field: organized learning to provide the possibility of performance change. It further idententified a core discipline from which a field of study could develop: adult learning in the workplace. McLagans HRD studies in 1983 and 1989 reflected a shift taking place in HRD work. In 1983 the assumptions in the competency models focused on change in technology. In 1987 Patricia McLagan proposed the following narrative definition of. HRD:

HRD is the integrated use of training and development, career development, and organization development to improve individual effectiveness

In 1989 there were signs of an emerging concern for economic impact. The field began to move from focusing to what is performed to what is produced. One of the forces in 1989 was an increased use of systems approaches in HRD. Another shift in the field that took place was that the focus on individual learning was shifting to organizational learning as the primary activity and goal of the field. Patricia McLagan's role and competency study Models for HRD Practice described in 1989 a broadened scope of various roles in the competency models. The definition of HRD expanded beyond training and organization development. The move was toward HRD responsiveness and relevance.

Arriving at the final countdown to the 21st century HRD remains an important force for the future. In her article on HRD competencies and future trends in HRD Pat McLagan (1996) identified nine important roles for HRD practioners to perform. As HRD practitioners create rather than just respond, they will seek leverage and ways to help managers, teams, and individuals take charge of their own human resource practices. According to McLagan "HRD may be the only function in a clear position to represent human ethics and morality".

From an analysis of the HRD experiences of companies, the source of inspiration for introducing new HRD systems seem to come from one or more of the following:
1)   To support the structural and strategic changes made by the organisation to orchestrate its growth and expansion (BEML, IOC, SBI, L&T, ECC, Jyoti, CGL, TVS, Voltas, SFL, BOB)
2)    Recognition by the top management of the importance of HRD and their responsibility to promote it for the good of the organisation (L&T, SBI, SBP and Voltas)
3)   To prepare employees to respond to the increasing problems faced by the organization both internally (dissatisfaction, delays, fall in productivity etc.) and externally (high competition and falling market situation etc.) IOC, BHEL, TVS and SAIL.
4)   To keep the image of the company up by adding such modern instruments to its structure. From this, it may be concluded that most companies seem to perceive HRD as an instrument to orchestrate the growth of the organisation by preparing is people to strive for/or facilitate such growth or at least maintain internal stability.

Operating Mode
Having decided to strengthen the HRD function, how does one go about doing it? There are many ways of doing it. These include:
i.   Using the existing Personnel Department (SAIL).
ii.   Strengthening the Personal Department by equipping with new competencies (Voltas, CGL). iii.   Training all managers and making them recognise their role in HRD without adding any new
department or roles.
iv.   Adding the HRD role to the other roles of the Chief Executive or some top level managers. v.   Using task-forces (SAIL, partially SBI, BHML, L&T, ECC, CGL). vi.   Setting up HRD departments or eduivalents (IOC, SBI, SBP, BEML, BHEL, L&T, ECC, Jyoti, TVS,
BOB, SFL).
vii.   Creating a new role of HRD managers, or a combinations of the above and more.
The most frequently used mode seems to be by setting up a new HRD department. Only Voltas, SAIL and CGL seem to be exceptions. These organisations have not set up any new HRD departments but enriched the existing ones (for example, in the case of Voltas the manpower department unit was given HRD role). All others have set up either HRD departments or OD units. Of the fourteen companies, only three chose the operating mode of using the existing personnel departments for HRD work. The only organisation that did not make any substantial changes in the structure of their personnel. Department is SAIL. But by the time SAIL started working on the new appraisal system and priorities for action (an OD intervention) they already had a strong Personnel Department with HRD orientations at every level. They even had OD managers and fairly good training centres. On top of it, the Chairman himself is a person committed to a HRD philosophy. It is only when such favourable conditions existing personnel departments seem to be viable operating mode for initiating HRD activities.

Use of task-forces appears to be another effective way of implementing HRD activities. More than 50% of the organizations seem to use them. In L&T. ECC, CGL, BEML, SAIL implementation tasks-forces have played an important role in designing and monitoring the implementation. The tasks-force consisted mostly to senior level line managers.

From the experience of these organizations it may be concluded that setting up a new HRD department or recruiting a HRD manager and using task-forces consisting of line managers for implementation appear to be the more commonly used strategies. It may be noted here that using internal task-force has been found to be useful strategy for bringing about organization change using performance appraisals (See Butler and Yorks, 1984) Integrating Role

The creation of a new HRD department or new function of HRD can be called as a step in the direction of "differentiation" using the model of Lawrence and Lorch (1967). When such differentiation of task and functions is made there is also a need to have integrating mechanisms. An analysis of the experience of those organisations that have set up new HRD departments indicates that a senior corporate level executive dealing with personnel function of the entire company seems to have been assigned the integrating role to play.
In Voltas, SAIL and CGL, where there is no separate HRD department or functionary, the need for integration is much less as HRD is an integral part of the personnel function. In other organisations, normally a Corporate Director General Manager seems to play that role. In IOC, it is the Director Personnel who plays the role, as both HRD and personnel departments report to him. In SBI, it is the Chief General Manager, Personnel and HRD as well as the Deputy Managing Director, Personnel, who integrate. In SBP, it is the General Manager Planning and the MD himself. In BEML, it is the GM Human Resource and Director Personnel. In L&T, it is the Vice President Personnel and OD. In Jyoti, the Managing Director himself performs this role. In Bank of Baroda, it is the DGM Personnel. In L&T, ECC, the DGM, Personnel and OD report to the MD. Thus the integrating function seems to lie with a top level manager. This could be an advantage as well as a disadvantage for HRD. The advantage is that the HRD functionaries have access to the top. The disadvantage is that if the top manager does not understand or believe in HRD, he may not pay any attention to it and discourage the function.
Facilitation of Change by External Agents

By and large commercial organisations tend to initiate change processes only of they find the change as needed or useful for achieving their practices. However, eternal consultants seem to play an important role in identifying the nature of change required and for providing directions. Out of the 14 organisations, more than 50% had external consultants. They suggested that HRD function may be initiated. For example, in BEML it was recommended as a part of reorganization for expansion. In State Bank of India and its associates it was session on HRD led by an external consultant that stimulated thinking and subsequently made a part of a reorganization recommended by consultants. L&T used consultants to review the performance appraisal system but the consultants felt the need to have an integrated HRD. In ECC, the personnel function was strengthened as suggested by consultants.

Another interesting point to note is that most of the organisations have used or are using external consultants to facilitate the process of implementation. The only exceptions seem to be bank of Baroda, Voltas and Sundaram fasteners. Innovations in HRD Sub-systems

The experiences of these 14 organisations also indicate some evidence of learning from one or other, making modifications and evolving own systems to suit one's culture.

L&T is the first to start an integrated HRDS and L&T's HRD system has inspired several other organisations. After studying L&T's and other systems some of the organisations have evolved their own. For example, in the appraisal systems used by these 14 organisations, some of the development objectives and components are common: Most of them have self-appraisal, performance planning through task identification and target setting, managerial qualities, performance review discussion or counselling and identification of training needs (e.g. L&T, SAIL, SBI, BEML, Voltas, ECC, SFL etc,). ECC which became a part of L&T a few years ago developed a system somewhat different from L&T. While developing the new system they have learnt from the experiences of the parent company. The system is titled as 'Performance Analysis and Development System' and not an appraisal system. Some of the organisations have preferred to use the term performance review discussions rather than calling them "Performance Counselling" sessions. This is because they found that the terms "Counselling" itself
had negative connotations in the mind of managers (e.g. ECC, SFL, SAIL etc.). SFL has even introduced a third persons (a representative of HRD department) presence in the review discussions. Similarly, SBI and SBP introduced many innovations in their OD efforts, for example, their managers-to-messenger programme. In this programme a higher officer visits a branch and meets all the staff and spends a full day understanding their problems, and helping them to design action plans to solve their branch's problems. This develop team spirit, branch-level problem solving, upward communication and a feeling of being cared-for by the organisation. Another innovation made by SBI was to train a group of branch managers in some of the circles as OD facilitators. The assumption was that after a group of branch manager are trained, they can become internal OD consultants and any branch manager could invite them to help him improve the branch effectiveness. This process becomes a mutual learning experience. It worked better in one place than in another. It did not work in those places where it was not pursued well by the circle management. Similarly, introduction of branch level training by a mobile team trainer and helping in budget preparation are two other interesting innovations introduced by SBI.
"Priorities for Action" is in itself a new model set up by SAIL. CGL did a through analysis of the factors that contribute to team spirit and are in the process of incorporating the same in their appraisal system. Using simulation techniques like in-basket for potential developed is another contribution by CGL. "Instrumented Feedback" to develop managerial competencies has been attempted by L&T and BEML. New forms of reward management is also being thought of by some of these companies.

Knowledge Management, Importance of Knowledge Management, Human Resource Development, MS-22


Discuss different approaches to knowledge management. Explain how knowledge management is being carried out in your organization or any organization you are familiar with. Highlight its importance citing examples. Briefly describe the organization you are referring to.

KNOWLEDGE MANAGEMENT
It's "Information" Mining, one which is of utmost importance in consulting industry rather than the
previous two. Now people would ask, what's the difference between data, knowledge and information?
Well the answer is simple: the first one is raw material, the second is empirical output and the third one
is 'required/practical' knowledge. The significance of this statement would appear later on in this article.
Looping these comments let me go on to thread the topic of this write-up.

As is the academic scope of the Knowledge management, there are basically three aspects or strategies by which the consulting firms are cashing in or being helped in their strategic solutions

RISKS IN RELATION TO FIRST ISSUE: This being the first issue of shares of Zenith Global Consultants Ltd, there has been no formal market for the shares of Zenith Global Consultants Ltd.
The issue price (as has been determined and justified by the Lead Manager to the issue and the Issuer as stated under "Basis for Issue Price" should not be taken to be indicative of the market price of the equity shares after the shares are listed. No assurance can be given regarding an active or sustained trading in the shares of Zenith Global Consultants Ltd. or regarding the price at which the equity shares will be traded after listing.
GENERAL RISKS: Investment in equity and equity related securities involve a degree of risk and investors should not invest any funds in this issue unless they can afford to take the risk of losing their investment. Investors are advised to read the risk factors carefully before taking an investment decision in this Issue. For taking an investment decision, investors must rely on their own examination of the Issuer and the Issue including the risks involved. The securities have not been recommended or approved by the Securities and Exchange Board of India nor does Securities and Exchange Board of India guarantee the accuracy or the adequacy of this document.
ISSUER'S ABSOLUTE RESPONSIBILITY: The Issuer, having made all reasonable inquiries, accepts responsibility for, and confirms that this Prospectus contains all information with regard to the Issuer and the Issue, which is material in context of the Issue, that the information contained in this Prospectus is true and correct in all material respects and is not misleading in any material respect, that the opinions and intentions, expressed herein are honestly held and that there are no other facts, the omission of which makes this document as a whole or any of such information or the expression of any such opinions or intentions misleading in any material respect
RISK FACTORS AND MANAGEMENT PERCEPTION INTERNAL

1. The Company is promoted by first generation entrepreneurs and the proposed project is the first major venture of the promoters and investors would be exposed to all the consequential risks associated with such ventures.
Management Perception
The Board and the team are top level highly successful professionals running similar independent ventures.. The Board of Directors and Senior Management Team of the Company possess requisite experience in the proposed line of activity. The implementation of the expansion project of the Company is at a very preliminary stage. There has been a delay in implementing schedule as envisaged by Dena Bank, the appraising Bank.
Management Perception
The implementation of the project is being funded by the public issue. The Company has already acquired the required premises on lease from MEPZ. The first phase of expansion has been completed. The delay has not caused any cost overrun & Company is confident of implementing the expansion project on account of additional & advance funds committed by promoters, their friends, relatives & associates.

2. The Company has not yet identified the locations for setting up an Overseas Office and Calcutta Office envisaged under the project. The Company is yet to apply for the clearances from RBI for setting up an office abroad.
Management Perception
The Company is in the process of identifying the locations for the Overseas Office and Calcutta Office. The Company will apply to RBI for the necessary clearances for overseas office at the appropriate time and is confident of getting the necessary sanctions as per schedule.

3. The Company is yet to place orders for major part of hardware and software, furniture & fixtures and other fixed assets.
Management Perception
The Company has obtained the quotations, estimates and plans and is scrutinising and evaluating the same and will place orders as soon as the public issue funding is finalised. As major part of the hardware & software requirements & other fixed assets are readily available and the Company is in the process of placing orders for the required items for which the suppliers have already been identified.

4. The Company is a new entrant in Computer Based Training (CBT)/ Web Based Training (WBT) with a recent tie-up with Quest 2000 U.S.A and largely depends on the same in respect of software development activities
Management Perception
The Company has tie-up with Quest 2000 Inc. USA, who will provide training and ongoing technical support to Company's software course developers. The Company is exploring new avenues for tie-ups. The proposed office at USA will help the Company to forge such tie-ups & to reduce the dependence on single customer.

5. The Company has an agreement with Tata Consultancy Services (TCS) for acting as a business associate for handling specific tasks with regard to Y2K related work. As Y2K solutions work has been completed the specific agreement has come to an end which may have adverse effect on Company's performance.
Management Perception
The said alliance is concluding by February 2000 as Y2K solutions work is likely to end by then. The Company will however explore other business alliance possibilities with TCS to replace this activity.
6. Presently the Management Training Division contributes more than 60% of the revenues, whereas the Company is projecting major growth in revenue from software division which is a relatively new activity for the Company.
Management Perception
The Company has decided to focus on Software Division, for the future as the major revenue source.

7. Since the Company is contemplating export of software products, any fluctuation in the exchange rate will have an impact on the Company's export income.
Management Perception
Given India's external trade and US Dollar-Rupee exchange rates, the Rupee is unlikely to appreciate substantially against the US Dollar in the near future.

8.    Group Company M/s Meher Artquest Private Limited is yet to finalise the accounts for the year ended 31st March 1999.
Management Perception
M/s Meher Artquest Private Limited is engaged in the business of buying and selling of artworks. The performance of this Company will not have a bearing on the performance of the Issuer Company.

10. The Company has given a loan of Rs. 1041424/- to its Group Company M/s Meher Artquest Private Limited and advances recoverable in cash or in kind or for value to be receive is Rs. 844179/-.

11. Advances recoverable in cash or in kind or for value to be received include Rs. 551941/- being advances given to Directors.

12. The Company is yet to remit dividend @ 10% for the year ended 31/03/1999 to an NRI shareholder for 7650 equity shares.

EXTERNAL
1. The Company will face competition from currently established companies and future entrants into the industry.
Management Perception
Being a sunrise industry, while there are few new players in the US, the Company is a pioneer in India with a CBT/WBT focus. With the respective strengths of market access and technology of its US partner and diverse skills, management strengths and low cost in India the Company has a potentially winning combination. The Company has established its presence in niche areas. Alliances with US firms coupled with strong existing clientele will help the Company to withstand the pressure of competition from other entities.

2. Recruitment, selection and retention of skilled, good quality manpower is the crucial factor in the success of a software Company.
Management Perception
The Company follows a rigorous and innovative recruitment procedure to attract the best talent in the industry. It has also evolved a favourable working environment for its employees by continuously upgrading its systems and undertaking various training programs so as to avoid high employee turnover. For many years Company as the consulting firm provided placement services for its Indian and Overseas clients and is hence well equipped to handle this.

3. In the Information Technology industry the rate of technological obsolescence is very high. Management Perception
The Company's Technical Group continuously and proactively manages its technology capability and initiatives with the support of its alliance partner. Continious upgradation of technical skills will help the Company to set off the technological obsolescence

3. Any unfavourable change in Government policies on Computer Hardware, Software, Exports etc., can have adverse impact on the profitability of the Company.
Management Perception
The software industry has been identified as a thrust area by the Government of India and it is unlikely that the government would initiate policies which could be detrimental to the growth of this industry.

HIGHLIGHTS OF ISSUE
1.    Existing, profit making, Company engaged in Management Training and Software Development activities.
2.    Highly  qualified  and  experienced senior professionals from  IT,  Engineering  and  Consulting background at the Board and Top Management Level
3.    The expansion project is appraised and funded by Dena Bank, Mumbai
4.    Business alliances with reputed companies like Quest 2000 Inc. USA, Tata Consultancy Services (TCS) and Leadership Management International (LMI), USA.
5.    Listing proposed on Stock Exchanges at Pune, Hyderabad and Chennai.
6.    Tax benefits available to the Company under Section 80 HHE of the, Income Tax Act.


What's Your Take on different approaches to knowledge management.

Please comment on this article.

Multi-Source assessment feedback system, MAPS, Human Resource Development, MS-22


Describe the objectives of multi-source assessment feedback system (MAPS).  Explain the procedure for assessment feedback system of your organization or any organization you are familiar with. Identify the merits and demerits of assessment feedback system. Briefly describe the organization you are referring to.

Multi Source Feedback System
Knowledge of one's strength helps one to become more effective, to choose situation in which one's
strengths are required and to avoid situation in which one's weaknesses could create problems. Often
people do not recognize their strengths. Supervisors in an HRD system have the responsibility for
ongoing observation and feedback to subordinates about their strengths and weaknesses, as well as
guidance in improving performance capabilities.
Feedback Training
Finally, a training program for raters should provide some general points to consider for planning and
conducting the feedback interview. The interview not only provides employees with knowledge of results
of their evaluation, but it allows the manager and employee to discuss current problems and set future
goals.
Training in specific skills should cover at least three basic areas:
1.    communicating effectively,
2.    diagnosing the root causes of performance problems, and
3.    setting goals and objectives.

A checklist can be used to assist supervisors in preparing for the appraisal interview. A checklist is shown in figure. 1. The checklist reflects the growing tendency of organizations to have employees assess their own performance prior to the appraisal interview.

PERFORMANCE APPRAISAL METHODS
Since the early years of their use methods of evaluating personnel have evolved considerably. Old systems have been replaced by new methods that reflect technical improvements and are more consistent with the purposes of appraisal. Performance appraisal methods can be broadly classified as measuring traits, behaviors, or results. Trait approaches continue to be the more popular systems despite their inherent subjectivity. Behavioral approaches continue to be the more popular systems despite their inherent subjectivity. Behavioral approaches provide more action-oriented information to employees and therefore may be best for development. The results-oriented approach is gaining popularity because it focuses on the measurable contributions that employees make to the organization.
Checklist for the feedback interview Scheduling:
1.    Schedule the review and notify the employee ten days or two weeks in advance.
2.    Ask the employee to prepare for the session by reviewing his or her performance, job objectives, and development goals.
3. Clearly state that this will be the formal annual performance appraisal.

Preparing for the Review :
1.    Review the performance documentation collected throughout the year. Concentrate on work patterns that have developed.
2.    Be prepared to give specific examples of above = or below = average performance.,
3.    When performance falls short of exceptions, determine what chances need to be made.  If performance meets or exceeds expectations, discuss this and plan how to reinforce it.
4.    After the appraisal is written, set it aside for a few days and then review it again.
5.    Follow whatever steps are required by your organization's performance appraisal system.
Conducting the Review:
1.    Select a location that is comfortable and free of distractions. The location should encourage a frank and candid conversion.
2.    Discuss each time in the appraisal one at a time, considering both strengths and shortcomings.
3.    Be specific and descriptive, not general and judgmental. Report occurrences rather than evaluating them.
4.    Discuss your differences and resolve them. Solicit agreement with the evaluation.
5.    Jointly discuss and design plans for taking corrective action growth and development.
6.    Maintain a professional and supportive approach to the appraisal discussion.


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Self-renewal System, Human Resource Development, MS-22


What is meant by 'self-renewal system? Explain the process of development of the internal resource of self-renewal work in your organization or any organization you are familiar with. Critically examine self-renewal system is an integral part of HRD'. Briefly describe the organization you are referring to.

Managing the change cycle is a self-renewing process. It empowers adults to be self-confident and generative. Generativity is defined by Hardin (1992) as a process whereby we learn to follow our deeper interests and longings and bring about change. It helps us to "avoid the dangers of self-absorption and stagnation because we learn to live in new ways that expand our horizons" . Hudson presents 10 skills for managing the change cycle, pointing out that "each skill has a time in the cycle when it performs a critical function but that all 10 are important at all times because to some degree parts of our lives are simultaneously at various places in the cycle":
1. Visioning or dreaming the plan - The dream or vision is the "driving force for the life structure, a source of passion and values. The plan is the plot for making the dream happen".
2.    Launching - Launching puts the plan to action; it requires "commitment and personal mission".
3.    Plateauing - Plateauing is the "art of sustaining a successful life structure.... It is knowing how to keep enriching the dream/plan for as long as it makes sense to do so".
4.    Managing the doldrums - This requires coming to terms with "decline, negative emotions, and feeling trapped in an increasingly dysfunctional life structure" .
5.    Sorting things out - Choosing "what to keep, what to eliminate or change, what to add, and how to proceed into a revitalized life structure" is the task of this step of the change cycle .
6.    Ending a life structure - This requires an ability to say farewell with gratitude and clarity, which frees you to consider your next options.
7.    Restructuring - This minitransition can be used if the life structure could be improved through some specific changes.
8.    Cocooning - The transition into a new life structure requires "turning inward to take stock, to find your own basic values, and to disengage emotionally and mentally from the former life structure" .
9.    Self-renewal - Following successful cocooning, this step involves a rebirth of self-esteem, a reevaluation of core issues and beliefs, and the recovery of hope and purpose.
10. Experimenting - Creativity, learning, risk taking, and networking give one a sense of purpose and power in creating a new life structure.

SELF-RENEWAL FOR CAREER DEVELOPMENT


Finding meaning in our work is critical if we are to avoid stagnation and boredom (Bergquist et al. 1993). It is the responsibility of each individual to effect the change necessary to reinvent work so that it has personal relevance. Companies are requiring that employees take responsibility for their own careers. Grossman and Blitzer (1992) suggest strategies for career survival:
1.    honest assessment of self and skills;
2.    motivation and drive to establish and pursue a goal;
3.    awareness and knowledge of the strategic challenges of business in the 1990s (e.g., improving quality and customer service); and
4.    establishing an action plan that is built upon realistic expectations and that draws upon available resources, both within and outside the company.

Being able to accomplish successful career transitions within an existing organization/life structure or a new organization/life structure requires personal motivation. Successful transition is linked with one's sense of autonomy or internal locus of control, and manifested in a willingness to learn and a positive attitude. It is the force that propels individuals to take the initiative in directing their own lives and careers.
Many people find value in their work as a source of new learning and challenge. "They return to school, enter training programs, or enroll in workshops and seminars to keep up to date in their current jobs or strike out on their own" (Bergquist et al. 1993). Others, hampered by lack of drive, fear of failure, or reluctance to exit company retirement plans by terminating employment, stay in unsatisfying and/or stressful jobs. Bergquist et al. ask if the sacrifice is necessary or worthwhile. 'When does the time come for us to cease deferring gratification for the future and begin actually living the fabled future?" . Whatever their age, adults must find meaning and community in their work if they want to be generative and alive. Therefore, they must look toward continued opportunities to "reinvent work as a central part of reinventing themselves".


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Performance Management System, Human Resource Development, MS-22


Explain the concept of performance management system. Describe the performance management system of your organization or any organization you are familiar with. Suggest measures to improve the system. Briefly describe the organization you are referring to.

Performance Management System as a communications system designed to help employees succeed. It is directed by managers and supervisors but requires active participation by employees. The Performance Management System ensures that employees:

• are aware of their principal job functions,
• understand the level of performance expected,
• receive timely feedback about their performance,
• have opportunities for education, training and development, and
• receive performance ratings and rewards in a, fair and consistent manner.

Performance appraisal information is one consideration in making other personnel decisions such as promotions, performance-based disciplinary actions, and salary increases. Proposed personnel actions must be consistent with overall evaluations. Although there is a relationship between performance appraisals and determining employee eligibility for performance-based salary increases and bonuses, the System's primary focus is on managing employee performance towards the successful achievement of expectations set forth in the employee's work plan.

Coverage

The Performance Management System applies to all permanent SPA employees who are regularly scheduled to work 20 hours or more each work week.

North Carolina Rating Scale
Performance functions, expectations, and appraisals are guided by the five-point North Carolina Rating Scale:
OUTSTANDING PERFORMANCE (O)
Performance is far above the defined job expectations. The employee consistently does outstanding work, regularly going far beyond what is expected of employees in this job. Performance that exceeds expectations is due to the effort and skills of the employee. Any performance not consistently exceeding expectations is minor or due to events not under the control of the employee.
VERY GOOD PERFORMANCE (VG)
Performance meets the defined job expectations and in many instances, exceeds job expectations. The employee generally is doing a very good job. Performance that exceeds expectations is due to the effort and skills of the employee
GOOD PERFORMANCE (G)
Performance meets the defined job expectations. The employee generally performs according to the expectations doing a good job. The employee is doing the job at the level expected for employees in this position. The good performance is due to the employee's own effort and skills.
BELOW GOOD PERFORMANCE (BG)
Performance may meet some of the job expectations but does not fully meet the remainder. The employee generally is doing the job at a minimal level, and improvement is needed to fully meet the expectations. Performance is less than a good job. Lapses in performance are due to the employee's lack of effort or skills
UNSATISFACTORY PERFORMANCE (U)
Performance generally fails to meet the defined expectations or requires frequent, close supervision and/or the redoing of work. The employee is not doing the job at the level expected for employees in this position. Unsuccessful job performance is due to the employee's own lack of effort or skills.

Reward System, Process of Designing Reward System, Human Resource Development, MS-22


What is reward system? Describe the process of designing reward system in your organization or an organization you are familiar with. Discuss how reward system has been used to help the organization. Briefly describe the organisation you are referring to.

The only way employees will fulfill your dream is to share in the dream. Reward systems are the mechanisms that make this happen. "However, reward systems are much more than just bonus plans and stock options. While they often include both of these incentives, they can also include awards and other recognition, promotions, reassignment, non-monetary bonuses (e.g., vacations), or a simple thank you.

A reward system, in isolation, can serve operational needs badly. Rewards influence behaviour, attitudes, job satisfactions and performance. Reward system can be classified as:

  •  Monetary Rewards (directly, indirectly or un-related to actual performance outcomes)
  •  Monetary equivalent Rewards
  •  Non-monetary rewards


Guidelines for Designing An Effective Reward System

  •  Performance payoff must be a major, not minor, piece of total compensation package.
  •  Incentive plan should extend to all managers & employees.
  •  System must be administered with scrupulous care & fairness.
  •  Incentives must be linked tightly to achieving only performance targets in strategic plan.
  •  Performance targets each person is expected to achieve must involve outcomes person can personally affect.


I am familiar with TriWest Healthcare Alliance. It has partnership with the Department of Defense (DoD) to provide access to cost-effective, high quality health care for nation's active and retired uniformed services members and their families.

Process of Designing the Reward System At TriWest

TriWest wanted to implement a reward system that went beyond the cookie-cutter "employee of the month" programs, but management wasn’t sure what it should look like. To be certain that what they came up with would appeal to employees, we put together a team of people from across the company to create the new program under the guidance of reward and recognition expert Pat Zingheim.

We created a Five Star Program, a multi-tiered reward system with a theme built around the company’s star logo. Each star represents a separate program. The first two, which were already in place, are the bonus program and employee service awards. The team added three programs that reward employees for exceptional customer service and teamwork, internally and externally.
The first, called the Shining Star, is a peer-to-peer certificate program. When employees experience or witness great service or teamwork, they give Shining Star certificates to show their appreciation. Employees can give the certificates to anyone in the company, regardless of their title or location. One copy is delivered to the employee and another goes into a fishbowl for bimonthly drawings for gift certificates, prizes such as T-shirts and coffee mugs, and other small items.

About 10 percent of certificate recipients win fishbowl gifts. The team considered giving every Shining Star recipient a small gift, but they were concerned that the program could be abused. With a drawing, there is no way to know who’ll win.

Employees like the Shining Stars because it’s not a top-down system. "They have a tool to thank each other." Employees frequently post their Shining Stars in their offices or the common rooms, and we list all the winners each month at the company’s intranet site.

The second program, called the Super Star award, is given by directors to employees in recognition of great performance. As part of the program, each year directors are given a pot of "Starbucks" coupons equaling roughly $40 per employee in their unit, which recipients can use to buy logo-ed merchandise or exchange for gift certificates.

When directors see employees doing excellent work, such as going out of their way to help customers handle claims problems, they can give them up to 50 Starbucks on the spot. "The point is for directors to be able to reward great behavior the moment it happens". Directors are also encouraged to use the money at least once a year to throw a party in honor of team successes.

The final program, called the All Stars Award, is in recognition of performance above and beyond the scope of the job description. It’s based on a cash incentive that allows directors to give up to Rs. 2000 to an employee who makes major contributions to the corporation as a whole. To win this award, employees have to do something truly exceptional. For example, if an HR person does great work during open enrollment, she might receive 50 Starbucks, whereas if a technical employee works late and comes in on the weekends to be sure the new phone system is up and running on schedule, that would be worth an All Star. The awards have been given to teams that have improved company productivity, and to units that have been recognized by the government for doing exceptional work in the field of health-care management.

It was the development team’s idea to make the All Star program cash-based while keeping the other programs gift-based. Actually we didn’t want people to expect payment for doing their jobs. And the development team didn’t think cash was necessary for the other programs to be successful. Employees like to be told they are doing a good job. It doesn’t have to be a large sum of money; they just want the recognition.

How Reward System Helps The Organization ?


  1. Reward can act as the 'catalyst' for improved performance and better productivity. 
  2. Rewards are generally reckoned to improve productivity by somewhere of the order of 20 to 30 per cent. This is nearly twice as much as that attained by goal setting or job-redesign.
  3. It helps to link to strategic direction and business goals.
  4. They can actively engage and renew the overall sense of community and mission of an organization.
  5. It increases the frequency of an employee action.
  6. Rewards increase the chances that a performance will be repeated.
  7. Rewards help to create a more pleasant work environment, one where rewards are used more frequently than discipline to manage employee behavior.
  8. Through reward system individuals feel acknowledged for their accomplishments, contributions, and performance. The staff will be motivated and inspired to continuously strive for excellence.
  9. An effectively designed and managed reward program can drive an organization's change process by positively reinforcing desired behaviors.
  10. Rewards act as reinforcers for a variety of individual behaviour.

Coaching and Mentoring, Concept and Process of Coaching and Mentoring, Employee Development, Human Resource Development, MS-22


Explain the concept of coaching and mentoring. Describe the process of coaching and mentoring with reference to your organization or an organization you are familiar with. Discuss how coaching and mentoring are used to help in employee development. Briefly describe the organisation you are referring to.

Both coaching and mentoring are processes that enable both individual and corporate clients to achieve their full potential.
Coaching is…
"a process that enables learning and development to occur and thus performance to improve. To be a successful a Coach requires a knowledge and understanding of process as well as the variety of styles, skills and techniques that are appropriate to the context in which the coaching takes place"

Mentoring is...
"off-line help by one person to another in making significant transitions in knowledge, work or thinking"

Organizational development, changes brought about by mergers and acquisitions as well as the need to provide key employees with support through a change of role or career are often catalysts, which inspire companies to seek coaching or mentoring. Coaching & mentoring, both of which focus on the individual, can enhance morale, motivation and productivity and reduce staff turnover as individuals feel valued and connected with both small and large organizational changes. This role may be provided by internal coaches or mentors and, increasingly, by professional coaching agencies.

Coaching and mentoring programmes generally prove to be popular amongst employees as coaching achieves a balance between fulfilling organizational goals and objectives whilst taking into account the personal development needs of individual employees. It is a two-way relationship with both the organization and the employee gaining significant benefits.

Coaching is job focused; aimed at a specific subject or clearly defined task; it takes place over a relatively short period of time; the process is led by the coach, and the aim is to perform. The process takes place through instruction, discussion and dialogue and the coached person is learning from the coach.

Mentoring is person focused; aims at helping the mentee to help himself; takes place over a longer period of time; the process is led by the mentee and the aim is reflection. The process takes place through dialogue and the mentee learns with the mentor.

I am familiar with NASA. NASA is the National Aeronautics and Space Administration. It is the governmental agency that oversees space exploration for the USA. Founded in 1958, NASA belongs to the executive branch of the Federal Government. NASA's mission to plan, direct, and conduct aeronautical and space activities is implemented by NASA Headquarters in Washington, DC, and by nine major centers spread throughout the United States.

Coaching Process at NASA Headquarters


1. Identify a Coaching Opportunity
A coaching need relates to a person’s current job responsibilities: there is a gap between the person’s current level of competence or performance and that required of the position. A coaching opportunity relates to a person’s career development: the development of additional experience or competence will position the person well for future job opportunities.

Once a coaching need has been identified, and before a discussion is initiated with the person, it will is useful to assess your own experience.

2. Develop a Coaching Plan
A coaching plan includes the following:

  1. Agree on desired outcomes
  2. Explore obstacles and enablers
  3. Agree on coaching process, roles and responsibilities


3. Coach
Choosing a style to match the performer’s current capability is only the first step in the coaching process. In order for performers to grow, coaches need to change their own behaviour and adjust their style to encourage and support increasing competence and commitment. Consider these steps for moving a performer to gradually reach higher levels of capability and performance.

Describe the development goal: Start by knowing where you’re going. Describes the desired level of performance in terms of behavior and results. Assess the current capability level: Determine a current level of competence and commitment with respect to the work. Is the performer confident and motivated? How
much skill and/or experience does he or she have?

Encourage growth by adjusting your style: Use the "Stewardship Cycle" below to visualize this. Adjust the amount of directing and supporting behaviour so as to move in the model toward "Empowering". For example, if you’re currently "Directing" (Hi Structure/Hi Support) you might reduce the amount of direction while sustaining the high supporting behaviour. Take a risk by providing less help on the task side while being available to facilitate problem solving or bolster confidence. Alternately, you might be able to reduce both direction and support a little ("Teach" a bit less) and observe progress.
Continue/Re-adjust: If your efforts produce success, continue the process, gradually moving toward releasing the performer to do the job independently. Don’t be surprised by the occasional setback – and don’t over-react. Success could take days or months depending on what you are working on. Focus on a clear target and take reasonable steps. You might be surprised at how quickly things can change. Sometimes in a single meeting, you can adjust your style in response to evidence of growth.

4. Follow-Up
Effective coaches follow up with performers by giving them feedback on their progress, and determining with performers, if desired outcomes have been met.

Mentoring Process at NASA Headquarters


1. Mentoring program information sessions – General information sessions to provide interested employees with information about the program is offered prior to the application deadline. These sessions help prospective participants decide whether this program is right for them.

2. Mentoring program orientation/kickoff workshop – After employees have applied for the program, but before any mentor/mentee matches are officially made, a three hour kickoff workshop is held. This kick off workshop consists of two parts. The first part is be attended by mentees and their supervisors to gain a better understanding of the whole concept of mentoring and how the Headquarters Mentoring Program works. The second part includes an opportunity for mentors and mentees to "meet and greet".

3. Dynamic mentoring orientation training – After mentor/mentee matches have been made, both mentors and mentees receive one two-day required formal training course that marks the beginning of the formal mentoring partnerships.

4. Progress reviews and program evaluation - Mentors and mentees provide feedback for a mid-point progress review. The reviews provide participants an opportunity to benchmark progress, uncover problems and recommend improvements or adjustments to the program design.

5. Meetings/connections with mentors – Mentees have an opportunity to capitalize on the wisdom of a mentor’s experience. Mentoring meetings/connections help mentees hone their personal and professional capabilities, while increasing their organizational effectiveness.

Mentoring agreement – Participants negotiate a mentoring agreement that clarifies the expectations of the mentoring partnership.

Mentoring action plans – Each partnership design and define an individual Mentoring Action Plan (MAP). The MAP is based on an assessment of each individual’s developmental needs and identify the specific goals and activities that are to be accomplished during the partnership.

Ongoing program support – The Headquarters Training Office provides support to help the partnerships develop personalized activities, measure progress and troubleshoot problems and challenges.

End of program recognition – At the end of the program year, there is a formal recognition for mentors and mentees who actively participated in the program. A formal ending prevents the relationship from dwindling without focus or disintegrating from inactivity. It's an excellent time to evaluate your work together, finish your last objectives, and plan for future options.

Employee Development - Coaching and Mentoring Benefits Individuals who engage in a coaching relationship can expect to experience fresh perspectives on personal challenges and opportunities, enhanced thinking and decision making skills, enhanced interpersonal effectiveness, and increased confidence in carrying out their chosen work and life roles. Consistent with a commitment to enhancing their personal effectiveness, they can also expect to see appreciable results in the areas of productivity, personal satisfaction with life and work, and the achievement of personally relevant goals.

Mentoring benefits to mentees & mentors

  1. Take charge of their careers.
  2. Grow personally and professionally by taking advantage of resident corporate knowledge.
  3. Gain a broader view of NASA and how his/her work impacts the mission.
  4. Increase visibility and gain exposure to organizational values, relationships and business.


Help mentors

  1. Understand the needs of employees and the organization better.
  2. Gain a fresh perspective on their work and the value of helping others.
  3. Share their knowledge and expertise with others through mentoring partnerships.
  4. Develop potential resources for assistance on projects.

Concept of HRD Audit, Process of HRD Audit, Human Resource Development, MS-22


Discuss the concept of HRD Audit. Explain the process of HRD Audit being done in your organisation or an organisation you are familiar with. Describe how HRD Audit helps in improving organizational efficiency. Briefly describe the organisation you are referring to.

HRD audit is a comprehensive evaluation of the current HRD strategies, structure, systems, styles and skills in the context of the short and long-term business plans of a company. It attempts to find out the future HRD needs of the company after assessing the current HRD activities and inputs. I am familiar with Hoovers, Inc. It delivers comprehensive company, industry, and market intelligence that drives business growth. Their database of 12 million companies, with in-depth coverage of 40,000 of the world's top business enterprises, is at the core of our business tools and services that customers find vital to their business operations. Hoover's editorial staff of some 80 editors and researchers brings vital business information and knowledge to its coverage, updating the site daily to bring our visitors and subscribers the most up-to-date business information in the industry.

Process of HRD Audi at Hoovers
HRD audit starts with an understanding of the future business plans and corporate strategies. While HRD audit can be done even in organizations that lack well formulated future plans and strategies it is most effective as a tool when the organization already has such long-term plans.

The HRD audit starts with the following questions:


Where does the company want to be ten years from now, three years from now one year from now??
The top management needs to provide the answer to this question. If there are any long-term plan documents they are also reviewed. On the basis of answers, the consultants finalize the subsequent audit strategies and methodology. They identify the nature of the competencies the organization needs to develop in order to achieve its long term, five to 10 years plans.

What is the current skill base-of the employees in the company in relation to the various roles and role requirements?
This is assessed through an examination of the qualifications of employees, job descriptions training programmes attended, and so on. Besides this interviews are conducted to identify the skill gap in the organization. Training needs and performance appraisal forms provide insights into the competency and other skill requirements.

What are the HRD subsystems available today to help the organization competency base for the present, immediate future and long-term goals?
The auditors identify various HRD subsystems that are available to ensure the availability utilization and development of skills and other competencies in the company. The framework for evaluating these HRD subsystems have been presented earlier where all the component HRD systems have been presented. These systems and other HRD tools that an organization may be using are studied in details for arriving at the systems maturity score.

What is the current level of effectiveness of these systems in developing people and ensuring that human competencies are available in adequate levels in the company?
The consultants assess the effectiveness of each system. For example, the effectiveness of performance appraisal system is assessed by discussing with employees, individually and in groups, about the efficacy of the systems. The auditors look at the appraisal forms, at the. linkages between appraisal and framing, conduct questionnaire surveys to assess the extent to which coaching and other components on other appraisals are being utilized and also conduct systems.

Is the HRD structure existing in the company adequate enough to manage the HRD in the company?
At this stage, the auditors or consultants examine whether the current HRD structure can handle the pressing and future HRD needs of the company. They examine the existing skill base of the HRD staff, their professional preparation, attitudes, values, developmental needs, the line manager’s perception regarding them and so on. In addition to the full-time staff, the consultants also assess the HRD structure in terms of the use of task forces and other mechanisms.

Are the top management and senior manager styles of managing people in tune with the learning culture?
Here the consultants examine the leadership styles, human relations skills and so on, of senior managers. The extent to which their styles facilitate the creation of a learning environment are examined.

HRD Audit examines Linkages with other Systems:
Attempts Total Quality Management (TQM), personnel policies, strategic planning etc., evaluates HRD strategy, structure, system, staff, skill, style and consultants, make suggestions the basis of evaluation about the future HRD strategies required by the company. The structure the company needs to develop new competencies, the systems that need to be strengthened, and the styles and culture that have compatibility with the HRD process.

HRD Audit is Business-driven: 
HRD audit keeps business goals in focus. At the same time, it attempts to bring in professionalism in HRD. In keeping the business focus at the centre, HRD audit attempts to evaluate HRD strategy, structure, system, staff, skill and style and their appropriateness.

How HRD Audit helps in improving organizational efficiency?


It can get the top management to think in term of strategic and long-term business plans Ironically, it may seem that HRD audit should begin with such strategic plans, but in some cases it has propelled the top management to formulate such plans. Another aspect in this regard is that people cannot participate in HRD audit without some sharing of these plans. The audit, therefore, has forced the top management to share their plans across the organization resulting in increased involvement and commitment of employees. In a few system of annual planning and sharing of the business plans with management staff, to enable them to plan their own activities and competency development programmes, have been initiated.

Changes in the styles of the top management
Any successful HRD company has an excellent learning environment. Thus one of HRD is to create a learning organization. A learning culture can be created managers of the company exhibit an HRD orientation, ability to convert and conflicts and  problems as learning opportunities and so on. Some top level India have been found to block the motivation and learning of employees through coercive, autocratic and even paternalistic styles of management. HRD audit highlights styles of management thereby pointing out the difficulties in developing and employees for the future. This has helped in providing subtle feedback to the top management and initiating a change process.

Role clarity of HRD department and the role of line managers in HRD
In almost all cases, the HRD audit has been found to draw the attention of employees at various levels to the important role of the HRD department: current as well as the future, better role clarity of the HRD department and the HRD function, resulting in increased understanding of line managers about their HRD role and the uniform results of HRD audit. While the degree may vary from organization to organization depending on various factors, this exercise has favorable impact on employee productivity.

Improvements in HRD systems
HRD audit has helped most organizations in measuring the effectiveness of their HRD systems, and in designing or redesigning HRD systems, the most frequently changed or renewed system include performance appraisal, induction training, job rotation care planing and promotion policies, monitoring communication and training. A number of organizations have changed or strengthened one or more of their HRD subsystem as a result of HRD audit.

Increased focus on human resources and human competencies
(One of the results of HRD audit is to focus on new knowledge attitudes and skills required by the employees. Comments are made about the technical, managerial, human and conceptual competencies of staff at various levels. This differentiation has been found to help organizations in identifying and focusing sharply on the competency requirements and gaps. The audit establishes a system of role clarity and fixing of accountability. This may take place through separate role-clarity exercises or through the development of and appropriate performance appraisal systems. In any case, the attention of the organization gets focused on developing the competency base of the organization. More sensitivities are developed towards missing aspects of competencies. For example, one organization was found to neglect the human relations competencies of their staff which led to quite a few problems and wastage of time. With HRD audit many of these were streamlined. The various HRD policies also got strengthened.

Better recruitment policies and more professional staff 
HRD audit proposes the competence base required by tile organization. It gives direction for competency requirements of employees at various levels, thus providing a base for recruitment policies and procedures. As a result, in some companies, new recruitment and retention strategies have been worked out. In other companies, the audit as led to strengthening recruitment policies and procedures.?

More planning and more cost-effective training
HRD audit has been found to assist in assessing the returns on training. One of the aspects emphasized in the HRQ audit is to calculate the investments made in training and ask questions about the returns. The process of identifying training needs, and utilization of training and learning for organization growth development are assessed.
As direct investments are made in training, any cost benefit analysis draws the attention of the management and HRD managers to review the training function with relative ease. For example, one organization has strengthened its training function by introducing a new system of post training follow up and dissemination of knowledge to others through seminars and action plans. Many organizations have developed training policies and systematized their training function. Training needs assessment also has become more scientific in these organizations.

Strengthening accountability through appraisal system and other mechanism 
HRD audit can give significant inputs about existing state of accountability of can be assessed through performance appraisal as well as through the work culture and cultural dimensions. A number of organizations have introduced systems of planning, sharing of experience and documenting the accountability of staff. HRD audit to the chaining of appraisal systems.

Streamlining of other management practices
Most often HRD audit points out the strengths and weakness in some of the management systems existing in the organization. It also indicates the absence of system, which enhance productivity and utilization of the existing competency base, e.g., MIS, rules and procedure, etc., which may have an effect on the functioning of employees. In a few cases helped the management to look at some subsystems and work procedures. Preparation of a manual for delegation of powers, clarification of roles and responsibilities, developing or strengthening the manuals of financial and accounting procedures and systems and the information systems ad sharing of information are some of the resultant activities.

TQM interventions
Quality improvements and establishing TQM systems require a high degree of employees. In a number of cases HRD audit has pointed out to the linkages between TQM and other quality programmes, and helped in strengthening the same. Due to improvements in the training systems, enhancement of the quality of strengthening of the appraisals system, TQM programmes also get improved. In a few organizations performance appraisal have been changed to integrate quality internal customer satisfaction into the appraisal systems. Thus HRD audit leads to the strengthening of quality systems.

It can enhance the ROI (Return on Investment) of the HR function
In addition to all the above points, HRD audit aligns the HR function and activities with business goals. In the process it eliminates non-value adding HR systems, activities and processes and enhances the value-adding activities and processes. It reduces non-productive assets the HR department (For example, under utilized training centers, ill-implemented appraisal systems, etc.) and sharpens the focus of the HR function to get better results. The main contribution of HRD audit is to focus on value-adding HRD.

Organizational Development, Phases of Organizational Development, Benefits of Organizational Development, Human Resource Development, MS-22


Define Organizational Development. Describe various phases of OD programme being conducted in your organisation or the organisation you are familiar with. List out the benefits of OD programme's to the organization. Briefly describe the organization you are referring to.

Organizational development (OD) is a term most commonly used when referring to building capacities of an organization. Organization Development is the attempt to influence the members of an organization to expand their candidness with each other about their views of the organization and their experience in it, and to take greater responsibility for their own actions as organization members. The assumption behind OD is that when people pursue both of these objectives simultaneously, they are likely to discover new ways of working together that they experience as more effective for achieving their own and their shared (organizational) goals. And that when this does not happen, such activity helps them to understand why and to make meaningful choices about what to do in light of this understanding.

OD is about managing change in a systematic and planned way. The purpose of change for an organization is to evolve and to increase its positive impact on the lives of vulnerable people. The goal of changing is to become more effective, viable, autonomous and legitimate.

OD helps solve both specific and systemic problems like: unclear vision and strategies causing confusion among the ranks weak or slow implementation of strategies mistrust and recurrent conflict between divisions, levels, teams dissatisfied customers from weak Quality practices and culture inappropriate measures leading to misguided managers and employees too much change too fast (growing pains, restructuring, etc.)
high stress from the board room to the mail room slow decision making processes causing missed opportunities insufficient creativity or synergy in teams to meet challenges effectively management practices not in sync with the organization's stage of maturity low morale and productivity unskilled labor and wasteful processes

I am familiar with Zenith Computers, headquartered in Mumbai, India, is 25 years oldwith a turnover of Rs. 3 Billion. Zenith Computers has 1000 employees spread all over India in its 15 offices and manufacturing plant in Goa.Zenith's 40,000 sq ft, ISO 9001 + 14001 state-of-the-art manufacturing plant in Goa is one of the most comprehensive in the PC industry. Zenith has 800 Authorized Dealers and 350 Exclusive Retail
Showrooms called "Zenith PC World" across India. Phases of OD Programme At Zenith

1: Recognition: Recognition of a need for change can be brought about by many different events. An updated disaster assessment, a budget analysis, or periodic audits may reveal problems which must be dealt with. It is important that managers identify sources of feedback so that an information system can be developed and the need for change can be identified promptly.
2: Diagnosis of Problems: Before appropriate action can be taken, the problem is defined and all its aspects are examined. To diagnose the problem: identify the problem; determine what must be changed to resolve it; and determine what objectives are expected from the change (and how they can be measured).
3. Planning for Change: When the real problem of the organization is identified, OD consultant plans the various courses of action in the light of these problems. Since there are many techniques involved programme, attempts are made to transform diagnosis of the problems into proper action plan involving over all goals for OD, determination of the approach suitable for attaining goals, and sequence for implementing the approach.
4. Intervention in the System: After the techniques for OD programme and time sequence are determined, OD consultant attempts to change the organization and its people. It is a long affair and hence a gradual process. For example, most OD programmes begin with training the people in the light of the proposed organizational
change. Gradually intervention may be attempted at all the three level – individual, group and organization.
5. Evaluation and Feedback: OD work must include a high degree of accountability for results. Processes, results, successes and failures should be measured and documented. Progress of implementation as reflected in data associated with indicators should be monitored and adjustments should be made as needed. Careful monitoring and evaluation of the results of OD programmes provide feedback regarding what is going on. When any discrepancy appears between what is intended and what is happening, the change agent goes back almost to the first step, that is problem identification and diagnosis, though in this case, work involved may be slightly different. In the very beginning of problem identification and diagnosis, emphasis is more on data collection and its analysis; at this stage, emphasis may be more on analysis of OD programme techniques themselves. Moreover, feedback can be used as an energizing factor which will indicate what further action is necessary. Most common techniques for getting feedback are critique sessions, systematic appraisal of change efforts, and analysis of pre-training and post-training behavioural patterns based on actual operation.

Benefits of OD
adapt to the accelerating rate of change brought about by market forces embrace the demands of new technologies and processes make long-range comprehensive transformations vs. quick fixes initiate and manage change, particularly, complex change foster employee alignment and commitment to new ways of working expand everyone's ideas, beliefs, and behaviors to solve problems develop the organization's fitness for continuous innovation and renewal.

Concept of Career System, Career Development Strategies, Human Resource Development, MS-22


Discuss the concept of career system. Explain the strategies have been used for career development in your organisation or an organisation you are familiar with. Briefly describe the organisation you are referring to.

Career system
This function ensures that people do not stagnate in their jobs and there is change in responsibilities periodically. Every organization needs a suitable human suitability is not only in the recruitment but also in the course of development change. As and when there is a change in organizational structure, goals, policies and methods, the human factor is to be modified accordingly. The modification of human resource process takes some time. The management instead of announcing the charges suddenly have to brief the employees also plans their careers and try to adjust to the requirement of the organization. The resistance to sudden changes will be minimized. Thus, career planning means the employees will have the plans to modify, improve their work behaviour, which can be suitable to the organizational future changes. The career system depends upon the management’s willingness to keep the employees informed about the future plans and changes of the organization.

Career system helps both the management and employees in adjust stability and suitability to the changing environment. It will not create a sudden vacuum in the human resource management. Need for Career Planning: Need is caused by both economic and social forces. If organization has to survive and prosper in this en-changing environment its human resources must be developed. If there is no concern for proper career planning, then too many employees can retire at the same time. Further employees are insisting that work demands should be effectively integrated with human needs for personnel growth, expectations of one’s family and ethical requirements of society. So considering the changing social and economic environment the growing work expectations and aspirations of employees career planning is now regard as an essential prerequisite for effective to management, organizational growth and optimum productivity. When a person applies for any job before it he makes necessary enquires about the prospects of job in the particular organization. Soon after joining the organization he/she enquires about the prospects he likely to hold after a particular period of time. If answer is not satisfactory he feels demonstrated and starts looking for some other job with more development prospective. This is the case with persons with persons in senior supervisory, executive and managerial positions to attract competent persons for senior positions and retain them in the organization. It is essential to assure them progressive career. Thus, career planning has become must for manning an organization with efficient supervisors, higher technical and managerial personnel and for preventing them from leaving the organization for lack of promotional avenues because good employees seek career rather than short duration jobs. Thus, suitable career development programmes enable employees to achieve personnel fulfillment and also ensure that the organization places the right people in the right place at the right time to be sponsored.

I am familiar with Keele. It was the first new United Kingdom university of the twentieth century, established with degree giving powers in 1949 as the University College of North Staffordshire. University status, as the University of Keele, followed in 1962. It is the UK's largest integrated campus university and occupies a 617 acre estate, with Grade II registration by English Heritage, the central feature of which is 19th century Keele Hall. Located centrally within the UK, in Staffordshire, Keele is a major contributor to its local economy. With a turnover in excess of £50m, and a total staff of some 1,400, the University generates around £40m of business in the region.

Career Development Initiatives and Strategies at Keele University

1. Career Development Policy
The University's overall policy outlining its commitment to career development programs for staff. In implementing a system of career development, the University aims to create an improved approach to employee development by recognizing and responding to each individual's need for a satisfying and rewarding career. Career development should then become one of the most significant personnel considerations, applying to all staff, both academic and general, and generating progressive changes to related policies.

Career development is for all staff, not just those who are ambitious or those who want a "career". Career development activities are not always be upwardly focussed nor they necessarily lead to salary increases. Other relevant activities could include redesign, enrichment or broadening of current roles, as well as exploratory and/or permanent movements downwards, laterally, or to options outside of the University. The implementation of career development needs a strong commitment from both employees and the organization. Career development plans are regularly updated and reviewed, with supervisors and colleagues providing input, evaluation and feedback.

Other personnel policies in areas such as staff development, evaluation, conditions of employment, and promotion and reward, are consistent with, and supportive of career development. Career development at the University of Keele is a self-directed activity and has two dimensions. "Career planning" is where individuals analyze their own aptitudes, skills, qualifications, interests and values and plan accordingly. "Career management" is where the University supports and assists both planning and achievement through supervisor and system support. Both the University and the staff member accept responsibility for career development. This requires an organized, planned effort by the staff member and the supervisor to regularly define, develop and refine his/her career goals, skills, aptitudes, attributes and responsibilities. The career development system integrates agreed employee plans with opportunities realistically available to them in terms of the needs, requirements and strategic
directions of the University and their Unit within it.

Aims of Career Development Strategies at Keele
* Integrate the development plans of individual staff with the development plans of the University in a coherent manner.
* Commit the University, the unions and all staff to ongoing individual development of every member of staff.
* Provide regular and continuing opportunities for all employees to formulate meaningful and achievable career goals and plans.
* Make each career path more challenging and stimulating by, for example, increasing involvement in some areas, delegating tasks in others, changing the way in which jobs are executed, and participating in task forces or assuming new assignments.
* Provide a planned basis for the allocation of training and development resources to staff.
* Deliver accurate, informative and constructive evaluation and feedback to ensure goals are realistic and achievable.
* Establish a supportive climate and an open communication style that encourages participation of employees, unions and management in the design and revision of the career development system.

2. Career Mobility Program

The Career Mobility Program (CMP) aims to enhance career development opportunities by providing staff with possibilities of job rotation, secondments, and exchanges. This program encourages the broadening of the skills and experience of staff, offers opportunities for growth and change and thus expands the career path potential of general staff.

3. Development Leave
Development Leave provides general staff members with opportunities to develop, or experience the application of new skills through an individually tailored program of activities. Development leave may support attendance at conferences or short courses, a brief series of visits to other institutions or additional work experience with another employer.

4. Education Assistance Scheme
This scheme provides financial assistance to general staff who are undertaking tertiary studies, which will benefit the University. The scheme covers costs such as textbooks, student fees and study materials. It does not cover HECS payments.

5. Management Cadetship
Targeted at Year 12 students, the University's Management Cadetship offers a wonderful opportunity to combine both work and study. Cadets work in a number of areas across the University.

6. Postgraduate Sponsorship Program
The Postgraduate Sponsorship Program provides staff with the opportunity to develop a range of skills and knowledge, critical to their current position. The Postgraduate sponsorship program is offered to both Academic and General staff for work-related postgraduate study.

7. Partial Funding
The Career Development Unit in university offers partial funding to support Departments/Units to fund their staff attendance at professional and personal development courses and conferences.

8. Study Time
The University recognizes the value of ongoing education and skills development of staff, and supports participation in activities consistent with the employee's role within the University through the Study Time policy. Study Time is leave approved to assist employees to undertake part-time courses of study which positively contribute to their work performance.

Competency, Competency Categories, Human Resource Development, MS-22


Define competency. Identify competency categories prevailed in your organisation or the organisation you are acquainted with. Briefly describe each category of competency. Also describe the organisation you are referring to.

A competency is a skill, capability or characteristic that leads to success in a particular role. Within an organizational context, it includes the knowledge, skills and attributes that define exemplary performance in a specific work process. Generally speaking, competencies can be divided into three categories: managerial competencies, interpersonal competencies and technical competencies. Managerial competencies consist of the skills and abilities required for exemplary organizational leadership. Interpersonal competencies include the skills needed to communicate effectively, and to build positive relationships with others. Technical competencies consist of skills related to a particular function which enable one to be proficient at a task or a series of tasks.

When we talk of competency it is imperative to know the levels of competency such as practical competency (An employee's demonstrated ability to perform a set of tasks) Foundational competence (An employee's demonstrated understanding of what and why he / she is doing) Reflexive competence (An employee's ability to integrate actions with the understanding of the action so that he / she learns from those actions and adapts to the changes as and when they are required) and Applied competence (An employee's demonstrated ability to perform a set of tasks with understanding and reflexivity)

I am familiar with HCC - Howard Community College. It is a dynamic, creative learning community that strives to meet challenges by providing innovative solutions leading to learning breakthroughs for all students. Howard Community College (HCC) offers a wide range of academic pursuits and extracurricular activities for students of all ages and walks of life. The HCC campus features a Science and Technology Building, home to lasers, robots, computers, satellite links, and other tools for high-tech learning.

About 5,000 students pursue studies at HCC in a variety of academic programs leading to transfer to four-year colleges or immediate employment upon graduation. An additional 12,000 students take courses for personal or professional development.

Competency Categories in Howard Community College

1. Communication – COMn

Effective Notetaking
Utilizing effective techniques to enhance the speed, accuracy and comprehension of personal notes regarding speeches, meetings, or video presentations

Foreign Languages
Possessing rudimentary language ability sufficient to complete essential transactions common to work group

Interpersonal Communications
Participating effectively in informal conversations and discussions

Interviewing Skills
Setting the interviewee at ease, asking questions that zero in on job requirements and observing
confidentiality and integrity of interview proceedings

Public Speaking
Preparing and successfully delivering short professional reports to an audience of unknown
colleagues

Writing - memos, reports, evaluations
Understanding the requirements of the various types of written communication typical of job category and composing representative examples

2. Effective Work Habits: WHAB

Time Management/ Organizational Skills
Learning to be efficient by prioritizing, making appropriate decisions and anticipating and assessing needs; allocating time and resources to reflect priorities; managing multiple tasks

Change Management
Handling the human side of change, understanding others' resistance to change, and the basic do's and don'ts in change management process including selfcare strategies and risk-taking

Process Improvement
Using cross-functional and departmental teams to eliminate redundancies and improve quality control Phone System Working knowledge of the main functions of the college's phone and voicemail system

Help Desk Procedures
Selecting, applying and assessing hardware and software needs and seeking appropriate consultation Internet Skills Gaining a basic knowledge of world wide web and research applications including web page design software

Baldrige Approach to Organizational Improvement
Becoming aware of the fundamental concept behind the Baldrige Criteria

3. Interpersonal Interaction: IPER

Giving and Receiving Feedback
Eliciting and accepting constructive criticism and using it for improvement

Critical Thinking and Problem Solving

Being alert to and aware of breaking situations (foresee problems) and being able to think through quickly to resolve them

Dealing Effectively in Special Situations
Learning to identify a person's "special" needs (physical, mental, situational) and to respond
professionally and humanely; being aware of the requirements of the Americans with Disabilities Act

Team Building
Working together as a team; understanding different work styles; keeping focused on the team's objectives and long-term goals

Team Participation: within and across units
Participating on a project or work team as a leader/participant using CQI tools

Multiculturalism: Awareness, Acceptance, Communication in a Global Society
Understanding common dimensions of cultural difference and performing job tasks for culturally diverse customers


4. leadership - lSHP

Benchmarking Best Practices
Utilizing practices and resources that result in the reduction and control of expenses and increase in output and quality (core work and strategic initiative performance measures and benchmarks)

Budget Management
Differentiating between operating and capital budgets, online budget management, producing query reports.

Decision Making
Analyzing problems, gathering data, developing solutions and evaluating the consequences

Meeting Management
Running effective and efficient meetings that promote participation and result in useful outcomes.

Negotiating/ Influencing
Learning effective skills to bring about desired unit or individual results

Project Management
Learning to develop timelines, milestones and specified outcomes

Strategic Thinking
Developing strategies for the future; thinking through ramifications before acting; identifying factors critical to success

Inclusionary Management & Planning
Including staff in the development and review of core work, strategic plans, and budget development

Facilitative Leadership
Exercising leadership by facilitating and encouraging success of individuals and team, and putting it above personal agendas

5. Organizational Knowledge: ORGK

Access and Responsibility
Using college resources, facilities and data appropriately.

Administrative Policies and Procedures
Understanding the college governance model; overview of current policies and procedures

College Mission, Values and Vision
Reviewing the purpose and beliefs that provide the foundation for college curriculum and services

Curriculum, Programs and Services
Gaining familiarity of credit and non-credit courses, programs and services available to students and the general public.

Record keeping and Retention
Gaining familiarity with college-wide plan and implementation strategies

6. Safety: SFTY and Wellness: WELL

Conflict Resolution
Identifying causes of conflict and diffusing emotional situations through the use of appropriate strategies.

General Safety Regulations
Maintaining a safe environment by being aware of possible safety hazards in order to prevent accidents from happening.

Sexual harassment Avoidance
Gaining a better understanding of what sexual harassment is and isn't so that the college can provide a secure environment for employees

Wellness Program
Balancing work, home and health by making healthy lifestyle choices

Stress Management
Learning to identify your stressors and either avoid them or learn to effectively manage stress

7. Supervision - SUPR

Delegation and Empowerment
Learning to delegate appropriately, to empower supportively and to avoid micro-management

Mentoring, Coaching and Teaching
Learning to mentor, coach and teach; helping staff grow and succeed in a supportive environment

Performance Appraisal and Evaluation
Learning appraisal techniques that help employees learn and grow rather than feel put down and blamed; motivating employees to complete required training

Recruitment, Hiring and Retaining Employees
Reviewing HCC procedures on recruitment and hiring and following the process effectively and efficiently

Motivational Skills
Motivating staff by setting goals, encouraging improvements, and rewarding achievement.

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