HRD-Human resource Development Suveer Jain.ppt

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1. SUVEER JAIN, SDMC UJIRE
1
Human Resource Development

2. Definition of HRD
2
A set of systematic and planned activities designed by an
organization to provide its members with the necessary skills
to meet current and future job demands.

3. Emergence of HRD
3
Employee needs extend beyond the training classroom
Includes coaching, group work, and problem solving
Need for basic employee development
Need for structured career development

4. Relationship Between HRM and HRD
4
Human resource management (HRM) encompasses many
functions
Human resource development (HRD) is just one of the
functions within HRM

5. Primary Functions of HRM
5
Human resource planning
Equal employment opportunity
Staffing (recruitment and selection)
Compensation and benefits
Employee and labor relations
Health, safety, and security
Human resource development

6. Secondary HRM Functions
6
Organization and job design
Performance management/ performance appraisal systems
Research and information systems

7. HRD Functions
7
Training and development (T&D)
Organizational development
Career development

8. Training and Development (T&D)
8
Training – improving the knowledge, skills and attitudes of
employees for the short-term, particular to a specific job or
task – e.g.,
Employee orientation
Skills & technical training
Coaching
Counseling

9. Training and Development (T&D)
9
Development – preparing for future responsibilities, while
increasing the capacity to perform at a current job
Management training
Supervisor development

10. Organizational Development
10
The process of improving an organization’s effectiveness and
member’s well-being through the application of behavioral
science concepts
Focuses on both macro- and micro-levels
HRD plays the role of a change agent

11. Career Development
11
Ongoing process by which individuals progress through
series of changes until they achieve their personal level of
maximum achievement.
Career planning
Career management

12. Learning & Performance
12

13. Critical HRD Issues
13
Strategic management and HRD
The supervisor’s role in HRD
Organizational structure of HRD

14. Strategic Management & HRD
14
Strategic management aims to ensure organizational
effectiveness for the foreseeable future – e.g., maximizing
profits in the next 3 to 5 years
HRD aims to get managers and workers ready for new
products, procedures, and materials

15. Supervisor’s Role in HRD
15
Implements HRD programs and procedures
On-the-job training (OJT)
Coaching/mentoring/counseling
Career and employee development
A “front-line participant” in HRD

16. Organizational Structure of HRD
Departments
16
Depends on company size, industry and maturity
No single structure used
Depends in large part on how well the HRD manager
becomes an institutional part of the company – i.e., a
revenue contributor, not just a revenue user

17. Sample HRD Jobs/Roles
17
Executive/Manager
HR Strategic Advisor
HR Systems Designer/Developer
Organization Change Agent
Organization Design Consultant
Learning Program Specialist
Instructor/Facilitator
Individual Development and Career Counselor
Performance Consultant (Coach)
Researcher

18. HR’s strategic role
18
Employees as organisation’s assets
Driving business strategy
Spanning organizational functions
HRD Deliverables:
Performance
Capacity Building
Problem solving/consulting
Org. change and development

19. Strategic HRD
19
Integration of HRD with strategy formulation and
implementation
Long-term view of HR policy
Horizontal integration among HR functions
Vertical integration with corporate strategy
SHR as core competitive advantage

20. Firm Capitals
20
Human Capital
Knowledge, skills, abilities of individuals
Social Capital
Relationships in social networks
Structural, cognitive, relational dimensions
Intellectual capital
Knowledge and knowing capability of social collectivities
Procedural/declarative; tacit/explicit; individual/social
Value and Uniqueness of capitals

21. Multiple Roles for HR (Ulrich, 1997)
21
Future/Strategic Focus
Day-to-day/Operational Focus
Processes People
Mgmt of SHR
Mgmt of Trans-
Formation/Change
Mgmt of Firm
Infrastructure
Mgmt of Employee
Contributions

22. Definition of HR Roles
Role/Cell Deliverable/
Outcome
Metaphor Core Activity
Mgmt of SHR Executing corp.
strategy
Strategic PartnerAligning HR and bus.
Strategy
Mgmt of Firm
Infrastructure
Building an efficient
infrastructure
Administrative
Expert
Reengineering org.
Processes
Mgmt of Employee
Contributions
Increasing employee
commitment and
capability
Employee ChampionProviding resources
to employees
Mgmt of
Transformation/Cha
nge
Organizational
renewal
Change Agent Managing
transformation and
change,
22

23. Importance of Human Resources
23
Human resources are an important part of the value chain
They can be unique, and thus a source of core competence in an
organization
If a core competence is related to HR, then HR can contribute to
competitive advantage

24. Strategic Analysis of HR: Purpose
24
People related strategies may be important to new strategy (for
example, a change in the way the organization does business)
In today’s technologically complex business world, analysis of
existing human resources is important in order to determine
what options are available
The network of people within an organization and their
relationships with people can be an important part of strategy

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

26. Challenges for HRD
26
Changing workforce demographics
Competing in global economy
Eliminating the skills gap
Need for lifelong learning
Need for organizational learning

27. Competing in the Global Economy
27
New technologies
Need for more skilled and educated workers
Cultural sensitivity required
Team involvement
Problem solving
Better communications skills

28. Need for Lifelong Learning
28
Organizations change
Technologies change
Products change
Processes change
PEOPLE must change!!

29. 29
Creating a learning organisation

30. Need for Organizational Learning
30
Organizations must be able to learn, adapt, and change
Principles:
Systems thinking
Personal mastery
Mental models
Shared visions
Team learning

31. Creating a Learning Organization
31
Senge suggests top managers follow several steps to build in learning:
Personal Mastery: managers empower employees and allow them to create and
explore.
Mental Models: challenge employees to find new, better methods to perform a task.
Team Learning: is more important than individual learning since most decisions are
made in groups.
Build a Shared Vision: people share a common mental model of the firm to evaluate
opportunities.
Systems Thinking: know that actions in one area of the firm impacts all others.

32. A Framework for the HRD Process
32
HRD efforts should use the following four phases (or stages):
Needs assessment
Design
Implementation
Evaluation

33. Training & HRD Process Model
33

34. Needs Assessment Phase
34
Establishing HRD priorities
Defining specific training and objectives
Establishing evaluation criteria

35. Design Phase
35
Selecting who delivers program
Selecting and developing program content
Scheduling the training program

36. Implementation Phase
36
Implementing or delivering the program

37. Evaluation Phase
37
Determining program effectiveness – e.g.,
Keep or change providers?
Offer it again?
What are the true costs?
Can we do it another way?

38. 38
Motivation, Reward and
Recognition System Management

39. Motivation
39
The force within us that activates our behavior.
It is a function of three distinct components,
Intensity, Direction, and Persistence.
Intensity PersistenceDirection
Motivation

40. Motivation - Intensity
40
Intensity refers to the amount of mental and
physical effort put forth by the person.
PersistenceDirection
Motivation
Intensity

41. Motivation - Direction
41
The extent to which an individual determines
and chooses efforts focused on a particular
goal.
Intensity PersistenceDirection
Motivation

42. Motivation - Persistence
42
The extent to which the goal-directed effort is
put forth over time.
Intensity PersistenceDirection
Motivation

43. Motivation: Intrinsic vs. Extrinsic
43
Intrinsic
When doing the job is inherently
motivating
Extrinsic
When rewards such as pay and
formal recognition act as
motivators

44. Two Basic Categories of Rewards
44
Compensation Rewards:
Those given in return for acceptable
performance or effort. They can include
nonfinancial compensation.
Non-Compensation Rewards:
Those beneficial factors related to the work
situation and well-being of each person.

45. Types of Rewards
45
Intrinsic Extrinsic
Motivation
Pay
Promotion
Sense of
Accomplishment
Personal Growth
Opportunities
Recognition
Job
security

46. Financial Compensation: Straight Salary
46
Advantages
-Salaries are simple to administer
-Planned earnings are easy to project.
-Salaries are useful when substantial development work is
required.
Disadvantages
-Salaries offer little incentive for better performance.
-Salaries represent fixed overhead.

47. Financial Compensation: Pay for Performance
47
Reward Systems in most cases should be consistent with other
HR systems.
The Reward System is a key driver of:
HR Strategy
Business Strategy
Organization Culture

48. Need for Consistency with Other HR Systems
48
Culture
Performance
Management
Employment
Training
Labor
Relations
Rewards
Overtime
pay rules
in
contract
Sign-on Bonus
Merit Pay
Merit pay
reinforces
performance
culture
Skill-based pay

49. Financial Compensation: Performance Bonuses
49
Advantages
-Organization can direct emphasis to what it considers
important.
-Bonuses are particularly useful for tying rewards to
accomplishment of objectives.
Disadvantages
-It may be difficult to determine a formula for calculating bonus
achievement if the objective is expressed in subjective terms.

50. Non-financial Compensation
50
Opportunity for Promotion:
The ability to move up in an organization along one or more
career paths
Sense of Accomplishment:
The internal sense of satisfaction from successful
performance

51. Non-financial Compensation
51
Opportunity for Personal Growth:
Access to programs that allow for personal development (e.g.,
tuition reimbursement, leadership development seminars)
Recognition:
The informal or formal acknowledgement of a desired
accomplishment
Job Security:
A sense of being a desired employee that comes from consistent
exceptional performance

52. Understanding Reward &
Recognition
52
Definitions:
A reward is an item or experience with monetary value that is provided for a
desired behavior or performance, often with accompanying recognition
Recognition is a positive consequence provided to a person for a behavior or
a result in the form of acknowledgement, approval or the expression of
gratitude
“Recognition” is more of an activity or an association (a social or
interpersonal activity) while a “Reward” is more of a thing (Money,
Merchandise, Trophy, Travel etc)

53. Why Reward & Recognise
employees
53
By valuating and recognizing people, you harness the power of motivation,
which is the single most powerful strategy used to promote performance
and positive behaviors
Drives Stretch in Performance
Enhances aspirations and creates Motivation
Feeling Valued
Builds Self Esteem and sense of Belonging
Improves Individual Attitudes

54. Reward is a Right; Recognition is a Gift…..
54
Rewards at work
Direct Financial (pay)
Indirect Financial (benefits)
Work Content (work)
Careers (development)
Affiliation (feeling of
belonging)
Study results: Surprisingly, all 5
types of rewards were considered
equally important….
Recognition
Praise
Time
Toys, Trophies & Trinkets
Fun, Freedom & Food
Small Money
Others
Common thread – Genuine, positive,
emotion
* Gerald Ledford Jr. and Peter LeBlanc, World at Work 9, no.3 (Q3 2000):1-11

55. What is Recognition?
55
“Recognition is any thought, word, or deed towards making someone feel appreciated for
who they are and recognized for what they do.”
1
“Recognition can be a strategic tool for shaping behavior and moving an organization in
a desired direction.”
2
“Recognition is something a manager should be doing all the time—it’s a running
dialogue with people.”
3
1
“Making Recognition a Daily Event” by Roy Saunderson, Recognition Management Institute
2
“A Culture of Recognition; Building a System to Celebrate Great Performance” by Rhonda
Sunnarborg, BI Business Improvement Series
3
Ron Zemke, Training magazine

56. Why Focus on Recognition?
56
Employees identify recognition as one of the most effective motivators
1
Even small increases in supportive practices are associated with
decreased turnover and increased sales/profitability
2
Employees who feel that their organization values them are more likely
to value their customers
2
Appreciation and/or praise are among the top three drivers of employee
motivation and engagement across a variety of industries and companies
3
1
The Conference Board, 1999 HR Executive Review:
Employee Recognition Programs
2
Pfeffer 2001 study
3
Hewitt Associates

57. Exercise
57
You are the HR Manager of an FMCG organisation which has
400 employees at their HO.
You have been asked to develop an R&R program for your
organisation to keep employees engaged and motivation levels
high.
A separate budget would be provided for the R&R activities.
You and you team has to design a program and present it to your
leadership team.

58. 59
Diversity @ workplace

59. What is Diversity?
60
In simple terms, diversity is "otherness," or those human
qualities that are different from our own and outside the
groups in which we belong. There are various qualities that
differentiate one individual from the next.

60. Elements of Diversity
61
Age
Gender
Ethnicity
Race
Physical Ability
Sexual Orientation
Physical Characteristics
Income
Education
Marital Status
Religious Beliefs
Geographic Location
Parental Status
Personality Type

61. 62
Diversity:
The uniqueness of all individuals; includes
everyone.

62. Principles of Diversity Management
63
Establish a business strategy for effectively managing a diverse
workforce
Create a positive work environment
Promote personal and professional development
Empower all people to reach their full potential
Remove barriers that hinder progress
Ensure equal opportunities and prevent discrimination

63. Creating an Organization That Can Manage Diversity
64
Organizational vision
Top management commitment
Auditing and assessment of needs
Clarity of objectives
Clear accountability
Effective communication
Coordination of activity
Evaluation

64. Techniques for Managing Diversity
65
Managing diversity training programs
Core groups
Multicultural teams
Senior managers of diversity
Targeted recruitment and selection programs

65. Techniques for Managing Diversity
66
Compensation and reward programs tied to achieving
diversity goals
Language training
Mentoring programs
Cultural advisory groups
Corporate social activities that celebrate diversity

66. Managing diversity effectively
67
Greater range of perspectives, ideas, and creativity.
Better problem definition, generation of alternatives, and
decisions.
Greater potential of developing a high performance team.
Greater resilience in dealing with escalating demands.

67. Mismanaging diversity
68
Disrupts development of trust, constructive working
relationships, arriving at consensus & agreement.
Stereotyping of other members and sub grouping along
cultural lines.
Misunderstanding and disruptive communication.
Low levels of efficiency, effectiveness & productivity

68. Unintended Results of Managing
Diversity
69
Programs that focus on encouraging certain groups may create
feelings of unfairness or exclusion in others
Giving preferential treatment to certain groups may stigmatize
their members
Increasing diversity without recognition and rewards for the new
members can create organizational tension

69. Implications for Managers
71
Managing a diverse workforce is an important part of an
international manager’s job
Must understand the impact of diversity and know how to
utilize
Realize different cultures view diversity differently and
consider impact on manager

70. Potential Benefits of an Effective Diversity
Management Program
72
Improve organizational performance
Help prevent unlawful discrimination or harassment incidents
Improve workplace relations
Build more effective work teams
Improve organizational problem solving
Improve customer service
Enhanced recruitment efforts

71. Making heads count is more
important than counting heads
73

72. Possible barriers in the organization that
prevent a more balanced workforce?
74
Limiting area of consideration
Lack of diversity at the senior ranks
Categorizing people into certain positions
Always recruiting from same source
Grooming/developing only one person

73. Strategies for Inclusion
75

74. The Value of Mentoring
76
Without regard to race, gender, religion, national
origin ….
Inconvenience yourself to show someone else the way
Unleash someone else’s potential

75. Professional Development
77
Identify training and development needs for all employees
Utilize Individual Development Plans
Rotational & Developmental Assignments
Rotate “acting” supervisor

76. 78
Diversity management is about full utilization of people with
different backgrounds and experiences.
Effective diversity management strategy has a positive effect
on cost reduction, creativity, problem solving, and
organizational flexibility

77. 79
Human Resource Audit

78. How is Human Resource Analysis
Done?
80
Human Resource Audit
Purpose:
To identify the size, skills and structure surrounding current
employees and
to identify future human resource needs of the organization
Question Answered:
Are the human resources a strength or a weakness?

79. The Audit: Principles
81
Obtain some basic information on the people and policies
involved in the organization
Explore in detail the role and contribution of the human
resources management function in the development of strategy

80. The Audit: Contents
82
People in the Organization
Role and Contribution of HR strategy

81. HR Audit: People in the
organization
83
Employee numbers and turnover
Organization structure
Structures for controlling the
organization
Use of special teams, e.g. for
Innovation
Level of skills and capabilities
required
Morale and rewards
Employee and industrial
relations
Selection, training and development
Staffing levels
Capital investment/employee
Role of quality and personal service
in delivering the products or services
of the organization
Role of professional advice in
delivering the product or service

82. Role & Contribution of HR Strategy
84
Relationship with strategy
Key characteristics of HR strategy
Consistency of strategy across different levels
Responsiveness of HR strategy in leading change in the
organization
Role of HR strategy in leading change in the organization
Monitoring and review of HR strategy
Time horizon for operation of HR strategy

83. What the Audit Achieves
85
Provides information that is useful in deciding how feasible a
strategy is
Identifies any human resource “gaps” (human resources
necessary for a proposed strategy minus the current state of
human resources)
Allows the organization to “benchmark” their performance
against other organizations (benchmark is a process of
comparison)

84. Human Resources as a CSF
86
Critical Success Factor (CSF) = a reason why one organization is
superior to another
HR can be a CSF if employees have unique skills

85. 87
Coaching and Mentoring

86. Coaching and Mentoring
88
These definitions indicate some overlap and some
differences between Mentoring and Coaching.
Mentoring is often seen as a longer term process, for
example offering support during a career change such as
induction or becoming a senior manager.

87. Mentoring
89
Mentoring is usually concerned with supporting practitioners
whilst they make a significant career transition.
Mentoring in intended to be supportive of the individual and
occurs ‘at need’. Here the emphasis is on ready and
confidential access to a ‘critical friend’ who can be used as a
sounding board and who offers a free form of advice.

88. Coaching
90
Coaching is normally used to support the process of
reviewing established or emerging practices. It is focused on
innovation, change or specific skills.
Coaching is conceived as a more structured learning process
aimed at explicit professional development in an agreed area
of performance.

89. 91
Activities involved in mentoring and coaching and their overlap

90. 92
The learner (the personal dimension)
If writers are more aware of their own writing
processes and what helps and hinders their writing then
they are more likely both to become more confident
writers and are able to support others in their writing
too. The same principles apply to leaders and
managers. The Mentor/Coach needs to be aware of the
ways in which Mentees/Coachees can focus on
themselves as learners.

91. The learning (the transformational dimension)
93
In Mentoring and Coaching transformation or change comes about through the
learning conversation. The conversation enables the process of Mentoring/Coaching
in which there needs to be an explicit focus on learning. Dennison and Kirk’s cycle
of learning (1990) is useful for this purpose.
This model can be
applied to developing
leaders and
managers ie:
understanding
themselves before
understanding
others!

92. What Mentoring and Coaching is not
94
Mentoring and Coaching is not counseling although some
counseling skills may be used by the Mentor/Coach. Learning
conversations do not focus on personal problems.
Neither is the learning conversation therapy although the
outcome of the conversation may leave the person feeling up-
lifted and may feel their emotions have changed. But learning is
always the focus.

93. 95
Competency Modeling

94. Competency
96
It is derived from the Latin word ‘Competere’, which
means to be suitable.
The concept was originally developed in Psychology
denoting Individual’s ability to respond to demand placed
on them by the environment.
Any underlying characteristic required performing a
given task, activity, or role successfully can be
considered as competency.

95. Competencies defined
97
A collection of characteristics (i.e. skills, knowledge and self-concept,
traits, behaviour, motivation, etc.), that enables us to successfully
complete a given task.
Self-concept Self-concept
(Attitude)(Attitude)
SkillsSkills KnowledgeKnowledge

96. Iceberg Model of Competencies
98
•Self-Image = attitudes and
values
•Traits = why and how we
behave a certain way
•Motives = what drives us, i.e.,
the need to seek achievement,
power/influence, affliliation
•Skills = a learned ability
•Knowledge = acquiring
information in a particular field

97. Competencies in the Corporate
World
100
Communication – without offending others
Critical Thinking – Seeing the Big picture
Ethics / Social Responsibility – Ethical behaviour
Information Technology – creativity optimization
Interpersonal Diversity – Being non-judgmental
Leadership
Managing Change
Self-managed Learning – self motivated
Teamwork – collaboration & impact of self
Technical know-how

98. Emotional Competency Framework
101
Personal Competence Social Competence
Self Awareness:
Knowledge of one’s self-
concept and values
Empathy:
Awareness of others’
feelings and emotions
Self Regulation:
Management of one’s
impulses and emotions
Social Skills:
Adeptness at inducing
desired responses in others
Motivation:
Self-guidance and direction
* from Working With Emotional Intelligence, by Daniel Goleman

99. Competency Classification
102
Individual Organisation
Social Behavioural
Leadership
Generic competencies
Organisational
Cultural
Technical Functional / operational
knowledge
Skill knowledge
Threshold competencies
Core competencies
Corporate competencies
Distinctive competencies

100. Why use competencies
103
Competencies
help individuals and organisations to improve their
performance and deliver results
can be quantified and communicated
can be taught, learned, measured and monitored

101. Benefits of competency-modeling
104
Integrates fragmented management and practices
Links individual or group performance to strategic direction
Helps develop high value activities for the organisation
Focusing on what people do, not what they are
Leads to organisational flexibility and stability
Leads to competitive advantage
Is participatory and involving
Is objective; therefore, can be geared to possible change in
business future and to ensure relevance

102. Benefits of competency-modeling – HR Delivery
105
Matching of Individuals and Jobs
Employee Selection
Training and Development
Professional and Personal Development
Performance Measurement
Succession Planning

103. Who Identifies competencies?
106
Competencies can be identified by one of more of the following category of
people:
Experts
HR Specialists
Job analysts
Psychologists
Industrial Engineers etc.
in consultation with: Line Managers, Current & Past Role holders,
Supervising Seniors, Reporting and Reviewing Officers, Internal Customers,
Subordinates of the role holders and Other role set members of the role
(those who have expectations from the role holder and who interact with
him/her).

104. What Methodology is used?
107
The following methods are used in combination for
competency mapping:
Interviews
Group work
Task Forces
Task Analysis workshops
Questionnaire
Use of Job descriptions
Performance Appraisal Formats etc.

105. How are they Identified?
108
The process of identification is not very complex. One of the
methods is given below:
1. Simply ask each person who is currently performing the role
to list the tasks to be performed by him one by one, and identify
the Knowledge, Attitudes, and Skills required to perform each of
these.
Consolidate the list.
Present it to a role set group or a special task force constituted
for that role.
Edit and Finalize.

106. What Language to Use?
109
Use Technical language for technical competencies. For
example: knowledge of hydraulics.
Use business language for business competencies. Example:
Knowledge of markets for watch business or Strategic thinking.
Use your own language or standard terms for Behavior
competencies. Example: Ability to Negotiate, Interpersonal
sensitivity, Sales techniques. Too technical and conceptual
knowledge align to the organization and people may create more
problems than help

107. 110
Assessment Centers

108. Assessment Centre
111
Assessment centers typically involve the participants
completing a range of exercises which simulate the activities
carried out in the target job.
Various combinations of these exercises and sometimes other
assessment methods like psychometric testing and interviews
are used to assess particular competencies in individuals.

109. 112
The theory behind this is that if one wishes to predict future job
performance then the best way of doing this is to get the
individual to carry out a set of tasks which accurately sample those
required in the job and are as similar to them as possible.
The particular competencies used will depend upon the target job
but one will often find competencies such as relating to people;
resistance to stress; planning and organising; motivation;
adaptability and flexibility; problem solving; leadership;
communication; decision making and initiative.

110. AC Vs DC
113
Assessment centres usually –
have a pass/fail criteria
are geared towards filing a job vacancy
address an immediate organisational need
have fewer assessors and more participants
involve line managers as assessors
have less emphasis placed on self-assessment
focus on what the candidate can do now
are geared to meet the needs of the organisation
assign the role of judge to assessors
place emphasis on selection with little or no
developmental feedback and follow up
give feedback at a later date
involve the organisation having control over the
information obtained
have very little pre-centre briefing
tend to be used with external candidates
Development centres usually –
do not have a pass/fail criteria
are geared towards developing the individual
address a longer term need
have a 1:1 ratio of assessor to participant
do not have line managers as assessors
have a greater emphasis placed on self-assessment
focus on potential
are geared to meet needs of the individual as well as the
organisation
assign the role of facilitator to assessors
place emphasis on developmental feedback and follow
up with little or no selection function
give feedback immediately
involve the individual having control over the
information obtained
have a substantial pre-centre briefing
tend to be used with internal candidates

111. Types of Exercises
114
Group Discussions
In these, candidates are brought together as a committee or project
team with one or a number of items to make a recommendation on.
Candidates may be assigned specific roles to play in the group or it
may be structured in such a way that all the candidates have the same
basic information. With this type of exercise, and in common with
other types of exercise, it is of great benefit to ensure that you
understand and follow the instructions for the exercise.

112. Types of Exercises
115
In Tray
This type of exercise is normally undertaken by candidates individually. The
materials comprise a bundle of correspondence and the candidate is placed in the
role of somebody, generally, who assumed a new position or replaced their
predecessor at short notice and have been asked to deal with their accumulated
correspondence. Generally the only evidence that the assessors have to work
with are the annotations which the candidates have made on the articles of mail.
It is important when undertaking such an exercise to make sure that the items
are not just dealt with, but that clearly mark on the items any thoughts that you
have about them or any other actions that you would wish to put in train.

113. Interview Simulations / Role Plays
116
In these exercises candidates meet individually with a role player or resource person.
Their brief is either to gather information to form a view and make a decision, or
alternatively, to engage in discussion with the resource person to come to a resolution on
an aspect or issue of dispute.
Typically, candidates will be allowed 15 -30 minutes to prepare for such a meeting and
will be given a short, general brief on the objective for the meeting.
In undertaking such an exercise you should consider carefully how you want to spend the
time in the meeting and plan accordingly. Although the assessment is made mainly on the
conduct of the meeting itself, consideration will also be given to preparatory notes, thus
it is useful for any meeting plan or objectives that you set yourself for the meeting to be
clearly set out in your preparatory notes.

114. Case Studies / Analysis Exercises
117
In this type of exercise the candidate is presented with the task of making a
decision about a particular business case. They are provided with a large
amount of factual information which is generally ambiguous and, in some
cases, contradictory.
Candidates generally work independently on such an exercise and their
recommendation or decision is usually to be communicated in the form of a
brief written report and/or a presentation made to the assessors. As with
the other exercises it is important with this kind of exercise to ensure that
your thought processes are clearly articulated and available for the scrutiny
of the assessors. Of paramount importance, if the brief requires a decision
to be made, ensure that a decision is made and articulated.

115. 118
The above is meant as an illustrated list of the types of exercises that may be
encountered in an assessment centre. Variations and permutations are
almost infinite.
It is, however, worth remembering that there is a large body of academic
research which suggests that the assessment centre is probably one of the
most valid predictors of performance in a job and, if correctly structured, is
probably one of the fairest and most objective means of gathering
information upon which a selection decision can be based. From the
candidate's perspective it is important to be natural and to be oneself when
faced with an assessment centre, remembering always that you can only be
assessed on what you have done and what the assessors can observe

116. Exercise categorisation
119
Level 1: Administrative - suitable for a wide range of roles including:
secretarial and clerical staff, call centre staff, frontline customer service
roles
Level 2: Graduate - ideal for roles where there is no requirement for
significant organisational experience
Level 3: First line manager - primarily for new or junior managers, or
managers with little experience of people management
Level 4: Middle manager - for experienced managers, including familiarity
with people management
Level 5: Executive - targeted at senior managers with significant experience

117. Design an Assessment Centre
120
Design of an assessment centre should reflect:
the ethos of the organisation
the actual skills required to carry out the job
potential sources of recruits
the extent to which recruitment is devolved to line managers
the HR strategy.

118. Design Criteria
121
The essential design criteria should include:
duration of the centre (one day might be insufficient for more
senior posts)
location (reality or ideal surroundings and accessibility for
candidates with disabilities)
number of candidates brought together (five may be too few for
comfort under observation and more than eight gives problems
in sharing the assessed time)
candidate background and comparability of past experience
number, mix, and experience of assessors.

119. Design Criteria
122
Essential and desired skills /competencies to be matched to
the techniques and tasks which test them
Group exercises should be as real as possible
The tasks might need to encourage competitiveness
/collaboration

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

121. 124
Performance Management

122. Objective Setting
125
An objective is a simple statement of an end result to be
achieved within a specified time frame.
It should be short, clear and specific.
It can also be in the form of an activity as it may not always
be possible to quantify the end results.

123. Why Objective setting ?
126
Gives direction to job.
Helps focus on important job areas.
Assists review and change in job emphasis.
Provides a basis for appraisal, counselling and feedback.
Increases mutual job understanding with superior.

124. Objectives
127
Are significantly important areas of job.
When performed well, improves overall results.
Are maximum payoff job areas.
Represent the work which account for 80% of results.

125. Objectives
128
Targets – are specific conditions to be achieved/indicates
how much of what and by when
Activities – action steps which lead to the end results / used
when targets are not quantifiable / indicate what by when

126. Process of goal setting
129
What is the job ?
What are the end results expected ?
What policies / procedures / work methods are impeding
performance ?
What changes are needed for better results ?
How can work assignments be regrouped/altered to
improve schedule ?
What problems need to be overcome next year ?

127. Objectives v/s Targets
130
Focus on imp. Areas
Related to job description
Signposts
Direction of work
Optimum number 6
Measures imp. Results
Related to objectives
Milestones/Pathways
Specific condition
One or more for each objective

128. Criteria for objectives
131
Observable
Basis for appraisal
Jointly evolved
Extra effort
Clear/consistent with dept. objective
Time bound
Initiative
Verifiable
End result- emphasis on
Satisfying

129. Objectives should be
132
S - Specific
M - Measurable
A - Attainable
R - Relevant
T - Time-bound

130. Process
133
Establishing specific goals to support stated purpose.
Determining the importance of these goals.
Making plans for action.
Arriving at performance standards and measurement criteria.
Stating anticipated problems.

131. Process..
134
Weighing the resources required to carry out the planned
action.
Providing for interaction of organization and individual goals.
Following up with actual performance measurement and
evaluation.

132. HRs role in Performance
Management
135
Delivering time-lines
Ensuring timely adherence
Auditing the objectives jointly with line managers
Ensuring objectives are in line with organisational goals
Requesting modification if required

133. 136
Thank you

134. High Performance Organizations
137
Traditional
Organizations
Narrow expertise
Rugged individuals
Centralized
Closed
Standardized selection
Routine training
Job-based pay
Narrow, repetitive jobs
Tall rigid hierarchies
Functional departments
Promote compliance
Routine behaviors
High Performance Organizations
Multi-skilled team players
Dispersed
Open
Realistic job interviews
Continuous learning
Performance-based pay
Enriched jobs
Flat, flexible hierarchies
Self-contained businesses
Promote involvement
Innovation and cooperation
Design
Components

People

Decision Systems

Human Resources

Structure

Values & Culture