Principles Of Hr Mgt

1. Principles of HR Management

3. Human Resource Management : An Overview

4. HR Management Cycle Recruitment & Selection Training & Development Performance Management Reward Management Career Management

5. HR Strategy and Business Result Recruitment & Selection Training & Development Performance Management Reward Management Career Management HR STRATEGY Business Strategy Business Result

6. Manpower Planning & Employee Recruitment

14. Recruitment Sources Advertising (newspaper, magazine, internet) College Recruitment Recruitment Agent (headhunter) Recruitment Sources

15. Employee Selection

27. Training & Development

28. Training Need Analysis Training Objectives Training Delivery Training Evaluation Training Process What are the training needs for this person and/or job? Objective should be measurable and observable Techniques include on-the-job-training, action learning, etc. Measure reaction, learning, behavior, and results

30. Competency Analysis Required competency level for certain position Competency Gap Competency Assessment Current competency level of the employee Training and Development Program

31. Competency Profile Per Position Score Required Competency Type

32. Competency Profile Per Position

33. Training Matrix for Competency Development V = compulsory training Training Title

34. Enhance Training Effectiveness Make the material meaningful Provide for transfer to learning Motivate the trainee Training Effectiveness

40. Evaluation of Training Effectiveness Level 1 - Reaction Level 2 - Learning Level 3 – Behavior Application Level 4 – Business Impact Four Levels of Training Effectiveness

41. Evaluation of Training Effectiveness Test the trainees to determine if they learned the principles, skills, and facts they were to learn. Evaluate trainees’ reactions to the program. Did they like the program? Did they think it worthwhile? Level 1 - Reaction Level 2 - Learning

42. Evaluation of Training Effectiveness What final results were achieved in terms of the training objectives previously set? Did the number of customer complaints about employee drop? Did the reject rate improve? Was turnover reduced, and so forth. Ask whether the trainees’ behavior on the job changed because of the training program. For example, are employees in the store’s complaint department more courteous toward disgruntled customers than previously? Level 3 – Behavior Application Level 4 – Business Impact

43. Employee Performance Management

47. Problems in Performance Appraisal Lack of standards Irrelevant or subjective standards Poor measures of performance Poor feedback to employee Negative communication Failure to apply evaluation data Common Performance Evaluation Problems

48. Bias in the Appraisal Process Halo Effect The "halo" effect occurs when a supervisor’s rating of a subordinates on one trait biases the rating of that person on other traits Central Tendency A tendency to rate all employees the same way, such as rating them all average

49. Leniency The problem that occurs when a supervisory has a tendency to rate all subordinates either high or low Bias The tendency to allow individual differences such as age, race, and sec affect the appraisal rates these employees receives. Bias in the Appraisal Process

50. Performance appraisal elements has two main categories: 2. Performance Result : Hard or quantitative aspects of performance (result) 1. Competencies : It represents soft or qualitative aspects of performance (process) Performance Appraisal Element

52. Element # 1 : Competencies Competency : Collaboration Draws upon the full range of relationships (internal, external, cross The company) at critical points in marketing and negotiations. Ensures events and systems, eg IT, for collaboration are in place and used. Manages alliance relationships through complex issues such as points of competing interest. Drives and leads key relationship groups across The company. Builds and maintains relationships across The company. Encourages co-operation rather than competition within the team and with key stakeholders. Uses cross functional teams to draw upon skills and knowledge throughout the organization. Uses cross functional teams to draw upon skills and knowledge throughout the organization. Involves teams in decisions that effect them. Builds internal and external networks and uses them to efficiently to create value. Actively builds internal and external networks. Balances complementary strengths in teams and seeks diverse contributions and perspectives. Responds promptly to other team members’ needs. Shares resources and information. Shares resources and information. Shares resources and information. Shares resources and information. Empathise with audience and formulates messages accordingly. Empathise with audience and formulates messages accordingly. Empathise with audience and formulates messages accordingly. Empathise with audience and formulates messages accordingly. Actively listens, and clarifies understanding where required, in order to learn from others. Actively listens, and clarifies understanding where required, in order to learn from others. Actively listens, and clarifies understanding where required, in order to learn from others. Actively listens, and clarifies understanding where required, in order to learn from others. Expert Advanced Intermediate Basic

53. Element # 2 : Performance Results Target should be measurable and specific

54. Employee Career Management

55. Career Planning and Development Providing employees the assistance to form realistic career goals and the opportunities to realize them Career Planning & Development

56. Entry Level First Line Middle Management Senior Management Top Management Join Company 22 years old Supervisor/Ass. Manager 26 - 29 years old Managers 29 - 35 years old GM/Senior Managers 35 - 45 years old CEO/BOD 45 - 55 years old Typical Career movement

57. Career Stage Trial Stage The period from about age 25 to 30 during which the person determines whether or not the chosen field is suitable and if it is not, attempts to change it. Stabilization Stage The period, roughly from age 30 to 40, during which occupational goals are set and more explicit career planning is made to determine the sequence for accomplishing goals

58. Mid career Crisis Stage The period occurring between the mid-thirties and mid-forties during which people often make a major reassessment of their progress relative to their original career ambitions and goals Maintenance Stage The period form about ages 45 to 65 during which the person secures his or her place in the world of work Career Stage

59. Decline Stage The period during which many people are faced with the prospect of having to accept reduced levels of power and responsibility. Career Stage

60. Career Anchors Career Anchor : A concern or value that someone will not give up if choice has to be made Career anchors, as their name implies, are the pivots around which a person’s career swings; a person becomes conscious of them as a result of learning about his or her talents and abilities.

61. Five Career Anchors Technical/ Functional Career Anchor Managerial Competence as a Career Anchor Creativity as a Career Anchor Autonomy and Independence as Career Anchor Security as a Career Anchor