hrm

1. HUMAN RESOURCE MANAGEMENT – 03
DEVELOPMENT & MAINTENANCE
-Rachna Roy

2. POTENTIAL APPRAISAL
 Introduction
The potential appraisal refers to the appraisal i.e.
identification of the hidden talents and skills of a
person. The person might or might not be aware of
them. Potential appraisal is a future-oriented
appraisal whose main objective is to identify and
evaluate the potential of the employees to assume
higher positions and responsibilities in the
organizational hierarchy. Many organizations
consider and use PA as a part of the performance
appraisal processes.

3. DEFINITIONS
 Potential appraisal is a process of
determining an employee’ s strengths and
weaknesses with a view to use this as a
predictor of his future performance.
 Potential appraisal is a future oriented
appraisal aimed to identify and evaluate the
potential of the employees to assume higher
positions and responsibilities in the
organizational hierarchy

4. NEED FOR APPRAISAL
 Create competitive environment for better
performance
 Infuse a healthy organizational culture
 Boosting the morale and motivation of the
employees
 Attracting and retaining best talent

5. PURPOSE OR NEED OF POTENTIAL
APPRAISAL
 To inform employees of their future
prospects
 To update training and recruitment activities
 To advise employees about the work to be
done to enhance their career opportunities
 To enable the organization to draft a
management succession programme
 Motivate the employees to further develop
their skills and competencies

6. CHARACTERISTICS
 Process of identifying hidden skills and
abilities in a person
 The time for potential appraisal is not fixed
 It is future oriented process
 Part of performance appraisal
 It does not guarantee promotion

7. PARAMETERS OR INDICATORS OF
POTENTIAL
 Sense of reality
 Creative imagination
 Power of analysis
 Breadth of vision
 Leadership

8. STEPS AND REQUIREMENTS
1)Role description- A good potential appraisal system
would be based on clarity of roles and functions
associated with the different roles in an
organization. The requirement is extensive job
description to be made available for each job.
These job descriptions should spell out the various
functions involved in performing the job.

9. 2)QUALITY REQUIRED
A) Technical knowledge and skills
B) Managerial capabilities and qualities
C) Behavioral capabilities
D) Conceptual capabilities

10. INDICATORS OF QUALITIES
 Ratings by others
 Psychological test
 Simulation games and exercises
 Performance appraisal records

11. 3)ORGANIZING THE SYSTEM
 Once the functions , the qualities required to
perform these functions , indicators of these
qualities , and mechanism for generating
these indicators are clear , the organization
is in a sound position to establish and
operate the potential appraisal system.

12. FEEDBACK
 If the organization believes in the
development of human resources it should
attempt to generate a climate of openness.
Such a climate is required for helping the
employees to understand their strengths
and weaknesses and to create opportunities
for development.

13. TECNIUQES OF POTENTIAL APPRAISAL
 Self appraisal-
Self appraisal form
* Name of employee
* Designation
* Department
* Reporting officer
* Responsibilities
* Accomplishments
* Goals for next appraisal period
* Area of improving
* Problems faced

14.  Solutions tried
 Measures taken for personal and
professional development
 Best and worst aspects of the job
 Is the superior supportive

15. FORM ALSO INCLUDE BEHAVIOURAL
PARAMETERS
 Communication skills
 Inter-personal skills
 Problem-solving
 Team work
 Adaptability/flexibility
 Decision making
 Leadership

16.  Peer appraisal
 Superior analysis
 MBO
 Psychological tests
 Management games
 Leadership exercises

17. PRESENTATION ON TRAINING
& DEVELOPMENT

18. WHAT IS TRAINING?
Training is an organized activity for
increasing the knowledge & skills of people
for a definite purpose.
“Training is the act of increasing the
knowledge & skills of an employee for doing a
particular job.”-Edwin B. Flippo.

19. TRAINING AND DEVELOPMENT is a
subsystem of an organization and core
function of human resource management. It
ensures continuous skill development of
employees working in organization
and habituates process of learning for
developing knowledge to work. Training and
Development is the foundation for obtaining
quality output from employees.

20. Objectives of Training :-
• To increase the knowledge of workers in doing specific
jobs and to improve overall performance of the
organization
• To impart new skills among the workers systematically
so that they learn quickly.
• To bring about change in the attitudes of the workers
towards fellow workers ,supervisor & the
organization.
• To build second line of competent officers and prepare
them to occupy more responsible positions
• To reduce the number of accidents by providing safety
training to workers.

21. TRAINING NEEDS & IMPORTANCE
 Higher Productivity:- It improves the level of performance by
using the method of work
 Standardization of Procedure:- In formal training the methods are
standardized which help in improving the quality of product and
Services.
 Less Supervision:-Well trained Employees are self Reliant and
motivated.
 Economical Operation:-Trained Employees make more usage of
material and machinery, Reduced wastage and Spoilage

22.  Higher Morale:- Proper Training Develop Positive Attitude, Job
Satisfaction and Creates Job Security by removing employee
Grievances.
 Organizational Climate:- It helps in improving the Organizational
climate as industrial relation and Disciplines are improved ,
resistance to change are reduced, Decentralization of Authority
and Participative management can be introduced
 Personal Growth:- It enlarges the knowledge and Skills of the
Employees which helps them in grow in their career.

23. Identifying Training needs
Job
Present performance Desired performance
Gap
Setting Training Objectives and Policy
Designing Training Programme
Conducting the Training
Follow up and Evaluation
Approach to Training
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24. TYPES OF TRAINING
 Induction or Orientation Training:- It is concerned with
introducing or orienting a new employee to the organisation & its
procedure, rules & regulation.
 Job Training:- It relates to specific job which the worker has to
handle, it gives information about machines, process of
productions, instructions to be followed, methods to be used & so
on.
 Internship Training:- Under this method, the educational
institute enters into arrangement with an industrial enterprise for
providing practical knowledge to its students.

25.  Refresher Training:- It meant for the old employees of the
enterprise. The basic purpose of refresher training is to acquaint the
existing workforce with the latest methods of performing their jobs
& improve their efficiency further. In the words of Dale Yoder,
“Retraining programmes are designed to avoid personnel
obsolescence.”
 Training for promotion:- The talented employees may be given
adequate training to make them eligible for promotion to higher job
in the organisation.

26. TRAINING METHODS
On-the-Job Methods Off-the-Job Methods
- Job Rotation
- Coaching
- Job Instruction
-Vestibule Training
- Role Playing
- Lecture Methods
- Conference or Discussion
-Programmed Instructions

27. MANAGERIAL ON-THE-JOB TRAINING
 Job rotation
 Moving a trainee from department to department to broaden his or her
experience and identify strong and weak points.
On-the-Job Training Methods
This type of training, also known as job instruction
training is the most commonly used method. OJT has the
advantage of giving first hand knowledge & experience
under the actual working condition while the trainee learns
how to perform a job, he is also a regular worker rendering
the services for which he is paid.

28.  Coaching/Understudy approach
 The trainee works directly with a senior manager or with the person he or
she is to replace.
 Job Instruction
 This method is also known as training through step by step. Under this
method, trainer explains, the trainee the way of doing the job, job
knowledge & skills & allow him to do the job. The trainer appraises the
performance of the trainee, provides feedback information & corrects.

29. OFF-THE-JOB TRAINING METHODS
 Under this method of training, trainee is separated from
the job situation & his attention is focused upon
learning the material related to his future job
performance. There is an opportunity for freedom of
expression for the trainees. Off-the-job training method
are as follows :-

30. OFF-THE-JOB MANAGEMENT TRAINING AND
DEVELOPMENT TECHNIQUES
 Vestibule Training:-
 In this method, actual work condition are simulated in a class room.
Material, files & equipment those are used in actual job performance are
also used in training. This type of training is commonly used for training
personnel for clerical & semi skilled jobs. The duration of training ranges
from days to a few weeks.

31.  Role playing
 Creating a realistic situation in which trainees assume the roles of persons in
that situation. This method of training involves action, doing & practice.
The participants play the role of certain characters, such as the production
manager, mechanical engineers, superintendents, maintenance engineers,
quality control inspectors, foreman, workers & the like. This method is
mostly used for developing interpersonal interactions & relations.

32.  Lecture Method – The lecture is traditional & direct method
of instruction. The instructor organises the material &
gives it to a group of trainees in the of a talk. To be
effective, the lecture must motivate & create interest
among the trainees. An advantage of lecture method is that
it is direct & can be used for a large group of trainees.
 Conference or Discussion- It is a method in training the clerical
, professional & supervisory personnel. This method
involves a group of people who pose ideas, examine & share
facts, ideas & data, test assumption, & draw conclusion all
of which contribute to the improvement of job performance
.Discussion has the distinct advantage over the lecture
method in that the discussion involves two way
communication and hence feedback is provided.

33.  Programmed Instruction- In recent years this method has
become popular. The subject matter to be learned is
presented in a series of carefully planned sequential
units. These units are arranged from simple to more
complex levels of instruction. The trainees goes through
these units by answering question or filling the blanks .

34. DESIGN OF A TRAINING PROGRAMME
1.Identification of Training needs
• Organisational Analysis
• Task Analysis
• Human Resource Analysis
2.Setting Training
Objectives
3.Organisation of Training Programme
*Trainee and Instructor
*Period of Training
*Training Method & Material
4.Evaluation of
Training Results

35. (1) Organisational Analysis :-
It is a systematic study of the organisation in term of its
objectives, resource allocation and utilisation, growth
potential and its environment. Its purpose is to determine
where training emphasis should be placed in the
organisation for increasing organisational effectiveness.
Organisational analysis involves the following element:
(a) Analysis of Objectives
(b) Resource Utilisation Analysis
(2) Task Analysis:- It is a systematic analysis of jobs to
identify job contents, knowledge, skills and aptitudes
require to perform the job.
1.Identification of Training needs:-

36. (3) Manpower Analysis:-
The quality of manpower required by the org. has to be carefully
analysed. It has to be done in the light of both internal and
external environment of the organisation.

37. 2.SETTING TRAINING OBJECTIVE:-
Once the training needs are identified, the next step is set
to training objectives in concrete terms.
Specific Objectives of Training
IOverall Purpose
of Training
Increased
Organisational
Effectiveness
1. Increased Productivity
2. Improved Quality
3. Better H.R. Planning
4. Higher Morale
5. Better Health & safety
6. Prevention of Obsolescence
7. Enhanced Personal Growth

38. 3.ORGANISATION OF TRAINING PROGRAMME:-
a) Selection of Training Programme:- A trainee should be trained
for the kind of job he likes & is fitted to perform. Careful
screening of candidates for training will raise the
effectiveness of the training programme.
b) Preparation of the Instructor :-
1.The instructor of trainer is a key figure in an effective
training programme.
2.Qualified instructor may be obtained from inside or
outside the organisation.
3. Trainee must be tolerant & patient.
4. Trainee must be able to appreciate the value of training
job in Relation to the enterprise

39. c) Determination of training Period:- The length of training period
depends upon skill to be acquired, the trainee’s learning
capacity and the training methodology used.
d) Training Methods & Material:- There are several On-the job
& Off-the-Job methods of training. The choice of any
method would depend upon the specific objectives of the
training programme.
4.) Evaluation Of Training :-
It is essential to determine its effectiveness in terms of
achievement of specific training objectives. Individual
like to know how much they learnt or how well they are
doing. The sooner employees receive positive feedback
from the trainer, the less time they will waste.

40. EFFECTIVENESS OF TRAINING
Training effectiveness is the degree to which trainees are able to
learn and apply the knowledge and skills acquired during the
programme. It is influenced by the attitude, interests, values and
expectations of the trainees and the training environment. A
training programme is likely to be more effective when the trainees
want to learn, are involved in their jobs and have career plans.
Contents of the training programme, and the ability of trainers
also determine training effectiveness to a certain extent.

41. The following criteria may be used to measure the
effectiveness of training :
(a) Reaction :- Trainees’ reaction to be objective, contents
and methods of training are good indicators of
effectiveness. In case the trainees considered the
programme worthwhile and liked it, the training can be
considered effective.
(b) Learning :- The extent to which the trainees have gained
the desired knowledge and skills during the training
period is a useful basis of evaluating training
effectiveness.
(c) Behavior :-Improvement in the job behavior of the
trainees reflects the manner and extend to which the
learning has been put to practice.

42. MANAGEMENT DEVELOPMENT
It is an attempt to improve current or future management
performance by imparting knowledge, changing attitudes
or increasing skills.
“Management Development is an educational process
utilizing a systematic and organized procedure by which
managerial personnel learn conceptual and technical
knowledge for general purpose."

43. OBJECTIVES
• To increase quality of managers/executives
performance now and in future.
• To provide a steady source of competent
persons at different levels so as to meet the
future requirements of the organization.
• To enable the managers to understand the
problems of the business organization in so
far as they arise out of its policies and system
of control.
• To create conditions and a climate which
contribute to the growth process.

44.  To increase the versatility of the managers
 To stimulate creativity in the thoughts of the
managers.
 To create a sense of inter-departmental coordination
among managers.
 To acquire knowledge about the problems of human
relations.

45. ON THE JOB METHODS
 COACHING
In coaching the trainee is placed under a
senior manager who acts as an guide or coach
and teaches job knowledge and skill to the
trainee. He instructs him what he wants him to
do, how it can be done etc., and helps him to
correct errors and perform effectively.
This technique of development is quite
rewarding. As the managers learn by doing. It
also creates the opportunities for high level
interaction and rapid feedback on performance
and provides an opportunity to receive feedback
from an expert.

46. JOB ROTATION
 It refers to the transfer or movement of executive
from one job to another . Such rotation may
continue for a period ranging from 6 months to
24 months. Under this method, the trainees are
rotated over various routine jobs in a
department, division or unit before they are due
for promotion as managers. The idea behind this
is to give them the required diversified skills and
a broader outlook, which are very important at
the upper management levels.
 It also help in assessing employees who have
the potential and caliber for filling the position

47. MENTORING
 Mentoring is an ongoing relationship that is
developed between a senior and junior employee.
Executive mentoring is generally done by
someone inside the company.
 By dealing with diverse mentee’s, the executive is
given the chance to grow professionally by
developing management skills and learning how to
work with people with diverse background, culture,
and language and personality types.
 This method allows the mentor to determine what
is required to improve mentee’s performance.
Once the mentor identifies the problem, weakness,
and the area that needs to be worked upon, the
mentor can advise relevant training.

48.  The mentor can also provide opportunities to work
on special processes and projects that require use of
proficiency.
 JOB - INSTRUCTION TECHNIQUE(JIT)
Job Instruction Technique (JIT) uses a strategy with
focus on knowledge (factual and procedural), skills and
attitudes development.

49. OFF-THE-JOB
 Case Study
Case Studies try to simulate decision-making
situation that trainees may find at their work
place. The objective of the case study method is
to get trainees to apply known concepts and
ideologies and ascertain new ones. The case
study method emphasize on approach to see a
particular problem rather than a solution.
 It focuses on Assessing and developing
Knowledge, Skills and Attitudes (KSAs)
 Developing communication and interpersonal
skills
 Developing procedural and strategic knowledge

50. BUSINESS GAMES METHOD
 Under this, scheme an atmosphere is created in
which the participants play a dynamic role. Usually
management games consist of several teams which
represent competing groups. Each team consists of 2
to 6 persons.
 Each team has to make discussion and to arrive at
decisions concerning such as production; pricing,
research expenditure. The participants are assigned
such roles as Managing Director, General Manager
etc. They make decisions affecting price level,
production volume and inventory levels etc. These
business games are intended to teach trainees how to
take management decisions in an integrated manner.
The participants learn by analyzing problems and by
making trial and error method.

51. IN-BASKET TECHNIQUE
 In this method, each team of trainees is given the
different files of correspondence of the business
problems. These are also called business papers
like memoranda, reports and other general papers
which come across the table of the manager. The
trainees are asked to study them, analyze them and
make their comments on the file.
• This technique focuses on:
Building decision making skills
• Assess and develops Knowledge, Skills and
Attitudes (KSAs)
• Develops of communication and interpersonal skills
• Develops procedural knowledge

52. Careers and Career
Management

53. WHAT IS CAREER MANAGEMENT?
 Career management is the process through which
employees:
 Become aware of their own interests, values, strengths,
and weaknesses
 Obtain information about job opportunities within the
company
 Identify career goals
 Establish action plans to achieve career goals

54. WHY IS CAREER MANAGEMENT
IMPORTANT?
 From the company’s perspective, the failure to
motivate employees to plan their careers can result
in:
 a shortage of employees to fill open positions
 lower employee commitment
 inappropriate use of monies allocated for training and
development programs

55. WHY IS CAREER MANAGEMENT
IMPORTANT?
 From the employees’ perspective, lack of career
management can result in:
 frustration
 feelings of not being valued by the company
 being unable to find suitable employment should a job
change be necessary due to mergers, acquisitions,
restructuring, or downsizing

56. THE CAREER MANAGEMENT PROCESS:
Self-
Assessment
Reality
Check
Goal Setting
Action
Planning

57. COMPONENTS OF THE CAREER
MANAGEMENT PROCESS:
 Self-Assessment
 Use of information by employees to determine their
career interests, values, aptitudes, and behavioral
tendencies
 Often involves psychological tests
 Reality Check
 Information employees receive about how the company
evaluates their skills and knowledge and where they fit
into company plans

58. COMPONENTS OF THE CAREER
MANAGEMENT PROCESS:
 Goal Setting
 The process of employees developing short- and long-
term career objectives
 Usually discussed with the manager and written into a
development plan
 Action Planning
 Employees determining how they will achieve their
short- and long-term career goals

59. SHARED RESPONSIBILITY:
ROLES IN CAREER MANAGEMENT
Manager
Employees
Company
HR Manager

60. EMPLOYEES’ ROLE IN CAREER
MANAGEMENT
 Take the initiative to ask for feedback from
managers and peers regarding their skill strengths
and weaknesses
 Identify their stage of career development and
development needs
 Seek challenges by gaining exposure to a range of
learning opportunities
 Interact with employees from different work groups
inside and outside the company
 Create visibility through good performance

61. MANAGERS’ ROLE IN CAREER MANAGEMENT
Roles Responsibilities
Coach Probe problems, interests, values, needs
Listen
Clarify concerns
Define concerns
Appraiser Give feedback
Clarify company standards
Clarify job responsibilities
Clarify company needs
Advisor Generate options, experiences, and relationships
Assist in goal setting
Provide recommendations
Referral agent Link to career management resources
Follow up on career management plan

62. HR MANAGER’S ROLE IN CAREER
MANAGEMENT
 Provide information or advice about training and
development opportunities
 Provide specialized services such as testing to
determine employees’ values, interests, and skills
 Help prepare employees for job searches
 Offer counseling on career-related problems

63. COMPANY’S ROLE IN CAREER
MANAGEMENT
 Companies are responsible for providing
employees with the resources needed to be
successful in career planning:
 Career workshops
 Information on career and job opportunities
 Career planning workbooks
 Career counseling
 Career paths

64. EVALUATING CAREER MANAGEMENT
SYSTEMS
 Career management systems need to be evaluated
to ensure that they are meeting the needs of
employees and the business
 Two types of outcomes can be used to evaluate:
 Reactions of the customers (employees and managers)
who use the career management system
 Results of the career management system
 Evaluation of a career management system should
be based on its objectives

65. CASE STUDY
 Ashwin had just joined SYSTEMS as a training manager . Pesu Shroff was the MD . It was a
10 yr old unit employing 300 people . Had a turnover of 25 CR the previous year . The
company traded in several products , both domestic and imported .
 About 80% of the turnover came from selling assembled electronic products locally from
imports of semi knocked down kits . The landed cost of the imports was about 10 Cr last
year . Earlier during the current FY , the govt announced several policies which made
imports costlier . Hence it became tough to continue with imported raw material .
 Now there were just 3 options . First to build up its domestic trading activity rapidly ;
second , to assemble at least a few of the component products from raw materials
sourced locally ; third , pursue after sales service aggressively to generate revenue in the
short run and to establish an enduring client base .
 Hence , it meant that the survival of the SYSTEMS depended on how quickly it could train
its people beginning from a handful of sales engineers to become market centred and
customer friendly in their approach to business .
 Shroff asked Ashwin to train his people so that they acquire marketing skills . But he also
added that salesmen were born and not trained . He had always felt that there was no
need of a training manager at SYSTEMS but was prepared to do anything to have more
sales . This punching made Ashwin uneasy … But he decide to let it pass .
 Over the next few days , Ashwin got busy evolving specific training packages for workers ,
shop floor supervisors , administrative staff and senior functional executives and an
intense module for the field salesmen .

66. CASE STUDY
 Starting with the salesmen , he met the sales manager to ask him to depute 10 salesmen
for training session the next day . The sales manager was skeptical and only half heartedly
consented to release people for 2 day training . The session was a disaster . In fact one of
the salesmen came to him and said “ You see all this is a waste of time . Take the client for
a drink and you get the sale . It has worked in the past and shall work in future . “ Kumar
laughed it off but the message had been delivered . The attendance on the second day
was thin .
 This lack of interest was again obvious at the session for workers the next day . The works
manager who had earlier agreed to the idea was vague about the absence of so many
workers .
 Ashwin had encountered such resistance in the company where he had worked earlier .
He also knew that his training capsule was very effective and was aware that the training
needs were universal for all companies and so were the training techniques .
 But Ashwin began to realize that he had made a few tactical errors in this particular case .
 Analyse them ..
 What should he do now ??