experience in textile engineering in research center I am textile engineer, i have nine-year experience in textile engineering in research center I am textile engineer,

Most of the workers from these industries included in this study did not receive safety and healthy training and due to this most of them have no adequate understanding and safety knowledge, accordingly, they have a poor literacy level and are unaware

1. Human Resource Management In Textile Mills

2. Contents 1.Why is HRM Important to an Organization ? 2.How External Influences Affect HRM 3.Main Activities to Fulfill Man power 4 . Training and Development 5.Managing Man power for Better Quality and Productivity

3. 1.Why is HRM Important to an Organization ? Jobs have become more technical and skilled . Global competition has increased demands for productivity. Traditional job boundaries have become blurred team work HRM is the part of the organization concerned with the “people ” dimension .

4. 2.How External Influences Affect HRM Strategic Environment Governmental Legislation Labor Unions Management Thought

5. 3 .Main Activities to Fulfill Man power Employment planning Job analysis Recruitment Selection training and development

6. 3.1 Employment planning A process by which an organization ensures that it has the right number and kinds of people at the right place at the right time to achieve its overall strategic objectives. Overall plans and objectives must be translated into the number and types of workers needed.

7. 3.2 Job Analysis Job Analysis is a systematic exploration of the activities within a job . It defines and documents the duties , responsibilities and accountabilities of a job and the conditions under which a job is performed . Job Analysis Methods Observation, Individual interview, Group interview ,Structured questionnaire ,Technical conference method can be used. The best results are usually achieved with some combination of methods.

8. Job Descriptions Written statement of what jobholder does , how it is done, under what conditions and why . Common format: title; duties; distinguishing characteristics ; environmental conditions ; authority and responsibilities. Used to describe the job to applicants, to guide new employees, and to evaluate employees .

9. Job Specifications States minimum acceptable qualifications . Used to select employees who have the essential qualifications . Job Evaluations Specify relative value of each job in the organization. Used to design equitable compensation program.

10. 3.3 Recruiting Constraint and factors that affect recruiting efforts Organizational size Employment conditions in the area Working conditions, salary and benefits offered Job attractiveness Internal organizational policies Recruiting costs

11. Recruitment Sources: Internal Searches Employee Referrals/Recommendations External Searches Alternatives

12. 3.4 Selection Choosing a list of applicants who best meet the selection criteria. Factors Influencing Selection Organization Size, Complexity ,Technological ability Government employment laws and regulations Size , composition, and availability of local labor markets

13. Selection Criteria

14. Steps in the Selection Process

15. 4. Training and Development Used to help new employees adapt to their new organizations and become fully productive . Ideally , employees will understand and accept the behaviors desired by the organization, and will be able to attain their own goals by exhibiting these behaviors.

16. 4.1 Socialization A process of adaptation to a new work role. Adjustments must be made whenever individuals change jobs The assumptions of employee socialization : Socialization strongly influences employee performance and organizational stability Provides information on how to do the job and ensuring organizational fit .

17. Socialization is influenced by subtle and less subtle statements and behaviors exhibited by colleagues , management , employees, clients and others. All new employees go through a settling-in period.

18. 4.2 New-Employee Orientation Orientation may be done by the supervisor, the HRM staff or some combination. Formal or informal, depending on the size of the organization . Covers detail information about organization Senior management can play roles during the new employee orientation process.

19. 4.3 Learning the Organization’s Culture Culture includes long-standing , often unwritten rules about what is appropriate behavior. Socialized employees know how things are done, what matters , and which behaviors and perspectives are acceptable .

20. 4.4 Employee Training Employee training is a learning experience designed to achieve a relatively permanent change in an individual that will improve the ability to perform on the job. Employee development is future-oriented training , focusing on the personal growth of the employee.

21. Methods of Employee Training On-the-job training methods Job Rotation Understudy Assignments Off-the-job training methods Classroom lectures Films and videos Simulation exercises Vestibule training

22. 4.5 Employee Development This future-oriented set of activities is predominantly an educational process. All employees, regardless of level, can benefit from the methods previously used to develop managerial personnel . Employee development methods Job rotation to expand their skills, knowledge and abilities . Assistant-to positions allow employees with potential to work under and be coached by successful managers.

23. Committee assignments provide opportunities for: decision-making learning by watching others becoming more familiar with organizational members and problems Simulations include case studies , decision games and role plays and are intended to improve decision making. Outdoor training typically involves challenges which teach trainees the importance of teamwork.

24. 4.6 Evaluating Training and Development Effectiveness Typically , employee and manager opinions are used, These opinions or reactions are not necessarily valid measures I nfluenced by things like difficulty , entertainment value or personality of the instructor . P erformance-based measures ( benefits gained ) are better indicators of training’s effectiveness .

25. Question Describe Job analysis for Supervisor in your work Department?

26. 5. Managing Man power for Better Quality and Productivity After completing training process employees are transferred to production department production department allocates them according to their job title Their immediate boss is the lower level management which is called as supervisor, shift leader, production head or other according to factory’s size Therefore he is expected to handle workers on the following major areas effectively

27. 5.1 CONTROL ABSENTEEISM AND TURNOVER Absenteeism is one of the major human problems of i n industries Although some amount of absence will always be inevitable, most of it should be avoided A bsenteeism refers to unauthorized absence from work

28. Adverse effects of absenteeism Stops machines and disrupt process Creates production bottlenecks Increase direct overhead costs Increase workload on remaining workers Rejection of finished products and so on It has effect on the worker also economic wise

29. Causes of Absenteeism Personal factors Work environment Home conditions Economic factor Organizational factors Social factors

30. Measures to Control Absenteeism Evaluation of absenteeism on management level Check at the time of selection supervisory guiding and counseling Safety programs to avoid injuries and occupational diseases Preventing misuse of employees Other measures( advance planning of leave by workers, delayed shift change, introducing a five day week, granting regularity allowance, disciplinary action)

31. 5.2 Labour Welfare Objectives of Welfare To win over employees loyalty and moral To build up stable labour force, to lower turnover and absenteeism To increase efficiency and productivity among workers To earn good will and enhance public image To reduce threat of government intervention To make recruitment more effective

32. Types of labour welfare Prevention of accidents Health services Counseling and Mentoring

33. 5.3 Handling Employee Discipline No man ever grows until he is disciplined Discipline is an evitable correlate of organization. To be organized is to be disciplined

34. Causes of Indiscipline Ineffective leadership which cannot control, coordinate and motivate workers Low wages and poor working conditions Lack of promotional opportunities due to which people feel stagnated Absence of any code of conduct to regulate behavior on both sides Lack of timely redressal of workers complaints Unfair management practices Defective communication system Lack of workers education Drunkness and famility problems Outside political influences Excessive work pressure

35. Essentials of good disciplinary System A . Knowledge of rules : The employees must be informed clearly about what constitutes good behavior and rewards that may come from it The supervisor must know all the rules . He should have understanding about legal issue of: P ersonal leave S exual harassment E mployees’ right to privacy V iolence in the workplace T ermination period and others

36. B . Quick action All violations and misconduct –big and small-should be quickly enquired into. Beat the iron when it is hot . The greater the delay, the more one forgets and the more one feels that punishment is not deserved. C . Fair action All violations should be unduly punished Equal punishment for equal indiscipline Discipline uniformly enforced all time The employee should be given an opportunity to explain his actions

37. D . Well defined procedures for all kinds of indisciplinary actions The supervisory should gather information to analyze the problem After all facts have been gathered ,thought should be given to the various types of disciplinary action which can be taken in the case in question. The disciplinary action should be corrective rather than punitive The accused employee should have the right to appeal to higher authorities.

38. E . Proper handling of disciplinary actions Disciplinary action should be taken by immediate line supervisor The employee should be told not only the reasons for the actions taken against him but also how he can avoid such penalties in future The supervisor should be ready to hear variety of both imaginative and worn-out excuses. Disciplinary action should be taken in private After disciplinary action taken the supervisor must have normal attitude toward employee.

39. WHY LEGAL ISSUES? legal context affects organizational, professional, and personal dimensions in any organization. much of the responsibility for industrial decision and policy making must adhere to government policy managerial supervisors should know what to do and what not to do

40. 5.3 Facilitating Communication A constant challenge in all aspects of human life—home, work, and play. The challenge is amplified as expectations increase for information to be disseminated faster and to more people. As new technology facilitates the potential for diminished face-to-face interaction, the importance of interpersonal communication is increasingly recognized.

41. “create a language and conceptual categories,” “if members can not communicate with and understand each other, a group is impossible by definition”. Having a common language makes it possible for consensus to occur If organizational, people, and attitudinal issues are not fully considered, communication breakdown is inevitable. Communication in the workplace is not simply about words; it integrates values , experiences, and behaviors into a process that to be effective must produce a shared comprehension and ground joint action.

42. The supervisor is responsible for full communication with team members. There are a number of things the supervisor can do to understand and use language well. These include recognizing communication context, identifying metaphors and symbols, and acknowledging different communication modes and styles.

43. STRATEGIES FOR EFFECTIVE COMMUNICATION Since language is the primary way of communicating, and every word is symbolic, effective communication begins with recognizing the complexity of language. The supervisory figure out just how to convey clear messages. How is this done? We believe that supervisors must C onfront conflict, L earn to use strategic talk, C larify written materials if they are to be effective.

44. 5.4 Supporting Diversity T hree theoretical orientations used to discuss diversity in the workforce: (1) The legal perspective, which focuses on organizational and individual knowledge of the law, (2) The anthropological perspective, which focuses on cultural and subcultural group awareness, and (3) The socio psychological perspective, which focuses on similarities and differences among individual, group, and organizational values, knowledge, and skills .

45. “ Diversity refers to any mixture of terms characterized by differences and similarities ”. Thomas gives the example of a jar of green jelly beans to which is added a cup of red jelly beans. The diversity is the mix of the two groups together, and diversity education must always address both groups in the mixture, This definition has implications for all components of the organizations including policies and procedures, structure, marketing strategies, and systems of reward and promotion.

46. Accordingly, Thomas (1996) suggests the following propositions. First, diversity and organizational complexity are directly related in that as diversity increases so does complexity. Second, diversity is the totality of the range of differences along the continuum of a specific organizational dimension: Third, since diversity includes areas of difference and similarity, supervisors must attend to both areas concurrently.

47. ORGANIZATIONAL TYPE FOR SUPPORTING DIVERSITY Supervisors should understand behavior of their organization to determine the level of effort required. Level 1 equal employment opportunity in the organization Level 2 is the affirmative action Level 3, the self-renewing Level 4 describes the pluralistic or multicultural organization

48. AN ACTION MODEL FOR SUPPORTING DIVERSITY Mentoring and career development Matching the demographics of the organization to those of critical consumer or constituent groups Learning-and-effectiveness Based on this learning and effectiveness paradigms, Thomas (1996) proposes a three-phase model talking the talk thinking the talk walking the talk

49. ADVANTAGES OF IMPLEMENTING DIVERSITY PROGRAMS Helps any organization to achieve its mission. Helps eliminate stereotypes and prejudices toward staff and clients. S upervisors can asses themselves for better facilitation Facilitates increased cooperation and collaboration, essential in the work of interdisciplinary teams. P rovides opportunities for dialogue in which honest exchanges of ideas, fears, and questions promote the creation of new insights. Acknowledges multiple voices and viewpoints as people recognize differences.

50. CHALLENGES IN IMPLEMENTING DIVERSITY PROGRAMS It involves a complex learning process that requires the organization to invest in the process through the commitment of time, energy, and money. Threatens comfort levels for many people who are initially uncomfortable in dealing with difference. The fear of being prejudged, criticized, ostracized, and devalued are powerful forces that supervisors must recognize. Promotes the potential for confrontation, conflict, and even violence Can accentuate differences, enhance an “us versus them” attitude, and promote feelings of separateness.

51. 5.5 Creating and Sustaining Teams WHAT IS A TEAM? Total Quality Management and Reengineering are grounded in teaming. One does not make a group of individuals a team simply by declaring them to be one. It takes training and learning, and even then the path is not an easy one. There will inevitably be friction and conflicts. . . . Despite the current popularity of the team concept, most people in contemporary organizations have virtually no experience working in teams. Groups of people who work together toward common goals and objectives.

52. But what makes a team intra/interdisciplinary? Multiple disciplines actually work together on a common problem, They come to a common solution or strategy as an integrated group. It is characterized by shared purpose, creative problem solving, and synergy It takes work and talent on the part of supervisors to support and nurture effective interdisciplinary teaming. Multiple disciplines can involved in teaming, but each discipline can actually be somewhat removed and remote, present but not integrated.

53. USE OF THE TEAM Knowing when, how, and why to use a team is fundamental to the effectiveness Supervisors work to build a community of interests in which members more strongly identify with the team’s goals than with the goals of any of the individual disciplines. There will be times when an individual can more appropriately perform certain functions that do not require a full team effort.

54. TEAM LEADERSHIP Keystone for all team activities. It requires “the articulation of a vision, the creation of a clear mission, and the development of goals, objectives, and action plans” for the team It is about managing the team/organization interface and facilitating team development Team leadership takes a number of forms: designing, coaching, and advocating . The supervisor has an active role in organizing the team .

55. MANAGING THE TEAM/ORGANIZATION INTERFACE Necessary to understand the leadership role performed by the supervisor. The team leader the bridge between the team and the larger organization. Administration’s support provides the important base for the team’s success in achieving its goals. This, in turn, increases the power of the leader in the team and the position of influence of the leader in the larger organization. Teams require ongoing attention for the lifetime of the team.

56. The team also requires ongoing orientation about the organization. Thus the supervisor must help the team understand the organization’s needs and limitations in meeting all of the team’s requirements. Supervisors must ensure that the appropriate flow of tangible and intangible resources goes into the team and that the necessary amount of new information flows between the team and the organization. Managing the interface between the team and the organization requires managerial supervisors to understand the cultures of both in order to translate and relay information and work toward the best interests of both.

57. FACILITATING TEAM DEVELOPMENT Teams undergo stages of development like other groups. supervisors must monitor and guide the team’s development process. The model features for team development is categorized in five stages: dependency and inclusion, counter dependency and fight, trust and structure, work and productivity, and termination.

58. why do some teams not work smoothly or not work at all ? Less understanding of organizational values, goals, and structure If managers assign people to teams with no provision for giving them much input into their assignments Differential rewards to team members, resentment will fester. Members’ professional training level. The supervisor must be clear and consistent in describing the team’s orientation, have regularly scheduled meetings that structure interaction,

59. 5.6.1 MAJOR THEORIES OF MOTIVATION Maslow’s idea that people cannot focus on self-actualization if they do not first have lower order needs met Two-Factor or Motivator-Hygiene theory divides motivation into two categories McClelland’s (1961) Trichotomy of Needs Equity or social comparison Goals and objectives as motivators 5.6 Motivating , Appraising, and Rewarding

60. What is incentives ? The term INCENTIVES mean, something which encourages a person to do something. Or the “extra financial reward/ motivation”. Incentives is the performance-link reward to improve motivation & productivity of the employees. Incentives includes all that provide extra pay for the extra performance in addition to regular wages for the job.

61. Why Incentives are Important? Workers are likely to work at their best when they are offered monetary rewards for good performance. Provide opportunity for hard-working & ambitious employees to earn more . To improve work-flow, work methods & man – machine relation ship. Incentives are the sound technique of improving productivity. Help to improve discipline and industrial relation. The cost of supervision are reduced.

62. What makes an Incentives plan effective? In the absence of mutual trust between management & workers, an incentives may be viewed as an attempt to improve production/ profit only. Incentive plan should be installed in consultation with workers & union. Payment of incentives should be free from bias & established through scientific / proper work study. It should be easy to understand & simple to operate so that employee can calculate their own earnings. Plan should be flexible to adopt any changes later on. Payment of incentives should be prompt i.e. as early as possible. It should be adequate to motivate each employees. Every plan should be reviewed periodically.

63. Basic forms of incentives Bonuses Merit pay Commission for sales people

64. 5.6.2 PERFORMANCE APPRAISAL SYSTEMS Informing employees about their performance is essential to accomplishing three supervisory responsibilities: Maintaining good employer–employee relations, Developing and sustaining an effective working organization, Correcting or overcoming employee shortcomings. COMMUNICATING ABOUT PERFORMANCE One of the primary principles of good supervision is to let each employee know how he or she is getting along. Moreover , employees are usually interested in knowing where they stand

65. TYPES OF PERFORMANCE APPRAISAL SYSTEMS Supervisors use different types of appraisal systems for work evaluation. The most widely recognized evaluation practices include checklists and other individual rating scales, narrative assessments, and comparative analyses. Multirater assessments are also being used more frequently in some settings. Choosing which tool or combination of tools to use in conducting employee performance appraisals is based on a variety of factors. knowledge about each of the methods can assist supervisors in understanding and maximizing the effectiveness of the performance appraisal process.

66. RATING SCALES AND CHECKLISTS Individual rating scales and checklists present the appraiser with various predetermined personality attributes and/or work-related competencies on which to evaluate the employee. Many of these instruments require scoring an individual’s level of performance using numeric scales or selecting the appropriate rating from a range of adjectives such as excellent, good, satisfactory, or unacceptable, which is ultimately converted to a numeric equivalent. The mean score for all standards represents the employee’s overall level of performance.

67. An example of a predetermined rating scale, in the form of a checklist, follows: Please rate this employee in each area, according to the following scale: Poor 0; Fair 1; Average 2; Good 3; Excellent 4. Job Knowledge Administrative Ability Decision-Making Skills Human Relations Skills Supervisory Ability Communication Skills Initiative The other tools also use its own method for evaluation job knowledge narrative assessments comparative analyses Multi rater assessments

68. 5.6.3 STAFF DEVELOPMENT AND REWARDS Supervisors will constantly be looking for ways in which to encourage staff development and provide rewards for employees, Particularly when considering that an organization’s management approach influences how the organization formulates its reward systems. Elements of such systems include salaries, promotions , and other tangible and intrinsic benefits.

69. Rewards need to be immediate and respond to behaviors as they occur verbal praise should be given by going to the person’s work area or calling them to say how much their work is appreciated; written praise may be provided in terms of a personal note, a memo to one’s file, a memo to the director and so on. Symbolic rewards may come in the form of certificates. Establishing a culture that is reward based becomes easier as positive behaviors and events are shared.

70. Question What are major bottleneck for workers Productivity?

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