employees perception about organization hr practices and welfare

8/19/2019 Employees Perception About Organization HR Practices and Welfare

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A PROJECT REPORT

ON

“ Employees perception about organization HR practices andwelfare”

Submitted in partial fulfillment of the requirement for the degree of

M.B.A R! Sem

"nder the Super#i$ion of Submitted B%Mr. Mani$h Shri#a$ta#a An&ani Tripathi

!epartment Of Management Studie$Babulal Tarabai 'n$titute Of Re$ear(h ) Te(hnolog% *M.P.+

Januar% ,-/


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PREFACE

MBA i$ a $tepping $tone to management (areer. 'n order to a(hie#e pra(ti(al po$iti#e and (on(rete re$ult0

the (la$$room learning need$ to be effe(ti#el% fed to the realitie$ of the $ituation e1i$ting out$ide the

(la$$room.

Mar2eting i$ of intere$t to e#er%one0 3hether the% mar2eting good$0 $er#i(e$0 propertie$0 per$on0 e#ent$0

information0 'dea$ or organi4ation.

To de#elop health% managerial and admini$trati#e $2ill$ in the potential manager it i$ ne(e$$ar% that

theoreti(al 2no3ledge mu$t be $upplement 3ith e1po$ure of real en#ironment. A(tuall% it i$ #er% #ital for

the management and it i$ in the pra(ti(al training that the mea$uring of management i$ it$elf reali4ed.


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CER!"F"CA!E

Thi$ i$ to (ertif% that An-ani !ripat&i ha$ (ompleted hi$ pro&e(t report titled ““ Employees

perception about organization HR practices and welfare” under m% $uper#i$ion. To the be$t of

m% 2no3ledge and belief thi$ i$ hi$ original 3or2 and thi$0 3holl% or pra(ti(all%0 ha$ not been

$ubmitted for an% degree of thi$ or an% other uni#er$it%.

!ate8 Name Of the Student

An-ani !ripat&i

Appro#ed B% Dr) /ayant Dubey

0000000000000000000 9O!

BT'RT

Sagar *M.P.+


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AC1$#2ED3E(E$!5 Emplo%ee$ per(eption about organi4ation 9R pra(ti(e$ and 3elfare: ha$ been gi#en to me a$ a

part of the (urri(ulum in fifth $eme$ter of Ba(helor !egree of Bu$ine$$ Admini$tration.

' ha#e tried m% be$t to pre$ent thi$ information a$ (learl% a$ po$$ible u$ing ba$i( term$ that ' hope

3ill be (omprehended b% the 3ide$t $pe(trum of re$ear(her0 anal%$t$ and $tudent$ for further

$tudie$.

' am proud and pri#ileged to e1pre$$ m% heart% regard$ to our re$pe(ted Dr) /ayant Dubey

4H#D5 Dept of (anagement *tudy %!"R!5 *agar+ for gi#ing me opportunit% to prepare thi$

pro&e(t.

' am proud to e1pre$$ m% deep $en$e of gratitude to our re$pe(ted mentor 0000000000000000000 4ecturer5 Dept) of (anagement *tudy %!"R!5*agar6 for hi$ (ontent en(ouragement0

guidan(e and hi$ #aluable $ugge$tion$ a$ the rendered me all po$$ible help and guidan(e 3hile

re#ie3ing the manual $(ript and finali4ing the report.

' $pe(iall% 3ould li2e to than2 m% parent$ 3ho all the 3a% helped me mentall% and emotionall%

3ithout them ' 3ould not ha#e (ompleted m% pro&e(t $u((e$$full%.

' am grateful to all the re$pondent for their immen$e and appre(iation help 3ho (on$idered m%

time &u$t and $upplied me data.

' al$o than2ful to m% friend$ 3ho helped me a lot in the (ompletion of thi$ pro&e(t.

' al$o than2ful to ;O! for gi#ing me (ourage to (omplete thi$ pro&e(t 3or2.

An-ani !ripat&i


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A

PROJECT REPORT On

“Employees Perception About Organization HR Practices

And Welfare


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Co ntents

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$n tro du cti o n

Employee1

An employee is anyone who has agreed to be employed, under a contractof service, to work for some form of payment. This can include wages,

salary, commission and rates.

OR

A person who has agreed by contract to perform specied services for

another, the employer, in exchange for money.

T2is includes1

. !omeworkers.

". #eople who have been o$ered and have accepted a %ob.

&. 'ixed(term employees.

). *easonal employees.

+. asual and part(time employees.

-. mployees on probationary and trial periods.

An employee is not1

. A self(employed or independent contractor.

". A sharemilker.

&. A real estate agent whose agreement says they are an independent

contractor.

). A volunteer who does not receive a reward for working.

+. /n some cases, a person who is engaged in lm production.


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Perception0from the 1atin perceptio, percipio2 is the organi3ation, identication, and

interpretation of sensory information in order to fabricate a mental

representation through the process of transduction, which sensors in thebody transform signals from the environment into encoded neural

signals. All perception involves signals in the nervous system, which in

turn result from physical stimulation of the sense organs.

'or example, vision involves light striking the retinas of the eyes, smell is

mediated by odor molecules and hearing involves pressure waves.

#erception is not the performance appraisalsive receipt of these signals,

but can be shaped by learning, memory and expectation. #erception

involves these 4top(down4 e$ects as well as the 4bottom(up4 process of processing sensory input. The 4bottom(up4 processing is basically low(

level information that5s used to build up higher(level information 0i.e. (

shapes for ob%ect recognition2. The 4top(down4 processing refers to a

person5s concept and expectations 0knowledge2 that in6uence

perception. #erception depends on complex functions of the nervous

system, but sub%ectively seems mostly e$ortless because this processing

happens outside conscious awareness.

*ince the rise of experimental psychology in the late 7th entury,psychology5s understanding of perception has progressed by combining a

variety of techni8ues. #sychophysics measures the e$ect on perception

of varying the physical 8ualities of the input. *ensory

neurosciencestudies the brain mechanisms underlying perception.

#erceptual systems can also be studied computationally, in terms of the

information they process. #erceptual issues in philosophy include the

extent to which sensory 8ualities such as sounds, smells or colors exist in

ob%ective reality rather than the mind of the perceiver.Although the senses were traditionally viewed as performance

appraisalsive receptors, the study of illusions and ambiguous images has

demonstrated that the brain5s perceptual systems actively and pre(

consciously attempt to make sense of their input. There is still active

debate about the extent to which perception is an active process of

hypothesis testing, analogous to science, or whether realistic sensory

information is rich enough to make this process unnecessary.


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The perceptual systems of the brain enable individuals to see the world

around them as stable, even though the sensory information may be

incomplete and rapidly varying. !uman and animal brains are structured

in a modular way, with di$erent areas processing di$erent kinds of

sensory information. *ome of these modules take the form of sensory

maps, mapping some aspect of the world across part of the brain5s

surface. These di$erent modules are interconnected and in6uence each

other. 'or instance, the taste is strongly in6uenced by its odor.Process and terminology

The process of perception begins with an ob%ect in the real world, termed

the distal stimulus or distal ob%ect. 9y means of light, sound or another

physical process, the ob%ect stimulates the body5s sensory organs.

These sensory organs transform the input energy into neural activity:a

process called transduction. This raw pattern of neural activity is called

the proximal stimulus. These neural signals are transmitted to the brain

and processed.;"< The resulting mental recreation of the distal stimulus is

the percept. #erception is sometimes described as the process of

constructing mental representations of distal stimuli using the

information available in proximal stimuli.

An example would be a person looking at a shoe. The shoe itself is the

distal stimulus. =hen light from the shoe enters a person5s eye and

stimulates their retina, that stimulation is the proximal stimulus. The

image of the shoe reconstructed by the brain of the person is the

percept. Another example would be a telephone ringing. The ringing of

the telephone is the distal stimulus. The sound stimulating a person5s

auditory receptors is the proximal stimulus, and the brain5s interpretation

of this as the ringing of a telephone is the percept. The di$erent kinds of

sensation such as warmth, sound, and taste are called 4sensory

modalities4.;-


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#sychologist ?erome 9runer has developed a model of perception.

According to him people go through the following process to form

opinions@.;

=hen a perceiver encounters an unfamiliar target we are opened

di$erent informational cues and want to learn more about the target./n the second step we try to collect more information about the target.

radually, we encounter some familiar cues which helps us categori3e

the target.

At this stage the cues become less open and selective. =e try tosearch for more cues that conrm the categori3ation of the target.

At this stage we also actively ignore and even distort cues that

violate our initial perceptions. Our perception becomes more

selective and we nally paint a consistent picture of the target.

According to Alan *aks and ary ?ohns, there are three components

to #erception.

The #erceiver, the person who becomes aware about something and

comes to a nal understanding. There are & factors that can

in6uence his or her perceptions@ experience, motivational state and

nally emotional state. /n di$erent motivational or emotional states,

the perceiver will react to or perceive something in di$erent ways.

Also in di$erent situations he or she might employ a 4perceptual

defence4 where they tend to 4see what they want to see4.

The Target. This is the person who is being perceived or %udged.

4Ambiguity or lack of information about a target leads to a greater

need for interpretation and addition.4

The *ituation also greatly in6uences perceptions because di$erent

situations may call for additional information about the target.

*timuli are not necessarily translated into a percept and rarely does

a single stimulus translate into a percept. An ambiguous stimulus

may be translated into multiple percepts, experienced randomly,

one at a time, in what is called 4multistable perception4. And the

same stimuli, or absence of them, may result in di$erent percepts


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8uanties the relationship between the intensity of physical stimuli

and their perceptual e$ects 0for example, testing how much darker

a computer screen can get before the viewer actually notices2. The

study of perception gave rise to the estalt school of psychology,

with its emphasis on holistic approach.

E5ect of moti6ation and e7pectation

8ain article1 !et 9psyc2ology:

A perceptual set, also called perceptual expectancy or %ust set is a

predisposition to perceive things in a certain way. /t is an example of

how perception can be shaped by 4top(down4 processes such as

drives and expectations. #erceptual sets occur in all the di$erent

senses. They can be long term, such as a special sensitivity tohearing one5s own name in a crowded room, or short term, as in the

ease with which hungry people notice the smell of food. A simple

demonstration of the e$ect involved very brief presentations of non(

words such as 4sael4. *ub%ects who were told to expect words about

animals read it as 4seal4, but others who were expecting boat(

related words read it as 4sail4.

*ets can be created by motivation and so can result in people

interpreting ambiguous gures so that they see what they want to

see. 'or instance, how someone perceives what unfolds during a

sports game can be biased if they strongly support one of the

teams. /n one experiment, students were allocated to pleasant or

unpleasant tasks by a computer. They were told that either a

number or a letter would 6ash on the screen to say whether they

were going to taste an orange %uice drink or an unpleasant(tasting

health drink. /n fact, an ambiguous gure was 6ashed on screen,

which could either be read as the letter 9 or the number &. =hen

the letters were associated with the pleasant task, sub%ects were

more likely to perceive a letter 9, and when letters were associated

with the unpleasant task they tended to perceive a number

#erceptual set has been demonstrated in many social contexts.

#eople who are primed to think of someone as 4warm4 are more

likely to perceive a variety of positive characteristics in them, than if


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the word 4warm4 is replaced by 4cold4. =hen someone has a

reputation for being funny, an audience are more likely to nd them

amusing. /ndividual5s perceptual sets re6ect their own personality

traits. 'or example, people with an aggressive personality are

8uicker to correctly identify aggressive words or situationsOne classic psychological experiment showed slower reaction times

and less accurate answers when a deck of playing cards reversed

the color of the suit symbol for some cards 0e.g. red spades and

black hearts2

#hilosopher Andy lark explains that perception, although it occurs

8uickly, is not simply a bottom(up process 0where minute details are

put together to form larger wholes2. /nstead, our brains use what he

calls #redictive coding. /t starts with very broad constraints andexpectations for the state of the world, and as expectations are met,

it makes more detailed predictions 0errors lead to new predictions,

or learning processes2. lark says this research has various

implicationsC not only can there be no completely 4unbiased,

unltered4 perception, but this means that there is a great deal of

feedback between perception and expectation 0perceptual

experiences often shape our beliefs, but those perceptions were

based on existing beliefs2.

T2eories

Perception as 2ypot2esis;testing

ognitive theories of perception assume there is a poverty of

stimulus. This 0with reference to perception2 is the claim that

sensations are, by themselves, unable to provide a uni8ue

description of the world. *ensations re8uire 5enriching5, which is the

role of the mental model. A di$erent type of theory is the perceptual

ecology approach of ?ames ?. ibson. ibson re%ected the

assumption of a poverty of stimulus by re%ecting the notion that


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perception is based in sensations F instead, he investigated what

information is actually presented to the perceptual systems. !is

theory 4assumes the existence of stable, unbounded, and

permanent stimulus(information in the ambient optic array. And it

supposes that the visual system can explore and detect thisinformation. The theory is information(based, not sensation(based.4

!e and the psychologists who work within this paradigm detailed

how the world could be specied to a mobile, exploring organism via

the lawful pro%ection of information about the world into energy

arrays. *pecication is a mapping of some aspect of the world into a

perceptual arrayC

given such a mapping, no enrichment is re8uired and perception is

direct perception

#erception(in(action

An ecological understanding of perception derived from ibson5s

early work is that of 4perception(in(action4, the notion that

perception is a re8uisite property of animate actionC that without

perception action would be unguided, and without action perception

would serve no purpose. Animate actions re8uire both perception

and motion, and perception and movement can be described as

4two sides of the same coin, the coin is action4. ibson works from

the assumption that singular entities, which he calls 4invariants4,

already exist in the real world and that all that the perception

process does is to home in upon them. A view known as

constructivism 0held by such philosophers as rnst von lasersfeld2

regards the continual ad%ustment of perception and action to the

external input as precisely what constitutes the 4entity4, which is

therefore far from being invariant.

lasersfeld considers an 4invariant4 as a target to be homed in

upon, and a pragmatic necessity to allow an initial measure of

understanding to be established prior to the updating that a


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statement aims to achieve. The invariant does not and need not

represent an actuality, and lasersfeld describes it as extremely

unlikely that what is desired or feared by an organism will never

su$er change as time goes on. This social constructionist theory

thus allows for a needful evolutionary ad%ustment.A mathematical theory of perception(in(action has been devised and

investigated in many forms of controlled movement, and has been

described in many di$erent species of organism using the eneral

Tau Theory. According to this theory, tau information, or time(to(goal

information is the fundamental 5percept5 in perception.

RE!EARCH 8ETHO3O%O&


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Research Gethodology Adopted

Research Eesign @ Eescriptive research

Research /nstrument @ *tructured Huestionnaire

*ampling #lani2 *ample Gethod @ Ion(#robability *ampling

0onvenience *ampling2

ii2 *ample *i3e @ DD

iii2 *ample Jnit @ mployees who do not hold a

supervisory position

!ampling 3esign

onvenience *ampling, as the name implies, is based on the

convenience of theresearcher who is to select a sample. Respondents in the sample are

included in it merely on account of their being available on the spot

where the survey was in progress.

!ource of 3ata

. Eata *ource@

There are two types of dataC primary and secondary data.

#rimary data

/n this pro%ect work primary data has been collected by@

● Huestionnaires have been done on several respondents in the

local area and perception about the data card were collected.


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!econdary data

The data collected from secondary source is through Gaga3ine ,

newspaper, internet.

". Eata Analysis@

*tatistical Tool

The statistical tool used in this pro%ect is chi s8uare.

H R

P R AC T $C E !

The success of any business depends as much on appropriate,

effective, well(communicated, !R and business practices as it

depends on meeting the re8uirements of mandated laws and

regulations. /n fact, good planning and the development of

e$ective practices make regulatory compliance much easier.

!R practices helps in increasing the productivity and 8uality,

and to gain the competitive advantage of a workforce

strategically aligned with the organi3ationBs goals and ob%ectives.

= P$>s ?or H R

PR ACT $CE !

*ome of the @ey performance indicators for !uman Resources

include but are not limited to the following.

K mployeesB clarity on !R policies

K mployeesB clarity on roles, responsibilities and expectations

K Eevelopment of 8ualitative staff


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K Iumber of !R issues arising for which there are no clear policies

and guidelines

K ompetitiveness of compensation structure relative to industry

benchmark

K Jsefulness and accuracy of compensation survey

K 1ead time to respond to staff welfare issues

K mployeesB assessment of promotion criteria and process 0clarity,

fairness2

K Geasurement of !R policy violation

K Average time re8uired to fill vacancies

K #roportion of training programs resulting in productivity

improvement

K *taff attrition rate

K Jnderstanding L larity of the Organi3ational philosophy

Outline /nternal capabilities and identify gaps on skills(

competencies(behavioral aspects

#repare !R strategic Ob%ectives and bring in clarity as to how

the !R strategy supports the organi3ational strategy

Eevelop M#/5s for each of the

strategic ob%ectives.

Track and measure

performance


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H u m a n R e s o u r ces e s t

P r a ct ices

The best practices in the management of human resources are the

ones which optimi3e a workforce so that it can not only get work

done, but also ensure a greater level of efficiency, timeliness and

8uality as it accomplishes increases productivity overall.

!ence the %ob of the best practices human resources firm is to

make sure that these benefits and pay scales meet the companyBs

budget while remaining attractive and competitive enough to pull

in the very best talent possible. =e should know that these figures

put the company in a good light while also presenting themselves

as engaging and competitive for companyBs recruitment e$orts.


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O JE CT $BE O ? H R

PRACT$CE! 1;

The main ob%ective of !R #ractices is to di$erentiate the

organi3ation from its competitors by e$ective and e$icient !R

#ractices. 9y following this, the organi3ation does its whole work

process. The ob%ective of !R #ractices is to increase productivityand 8uality, and to gain the competitive advantage of a workforce

strategically aligned with the organi3ationBs goals and ob%ectives.

As The Transparent !R practices can

reduce attrition, 9ecause(

Transparent !R practices ensure continuous businessgrowth in every organi3ation.

/t gives the suitable working

environment to the employees.

The success of company motivates the employees of

organi3ation to continue relationship with it. As all the employees

#erks chart has been mentioned according to their designation inthe !R

practices, it helps the employees to know what their perks charts

are. *o it creates a transparency.


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Obecti6es o f t2 e proect;

As we know the whole function of !R department depends

upon the !R #ractices of the organi3ation. The !R management

is done according to the !R #ractices of the company. =hich

things to be done and which things should not be done depend

upon this only. /t also helps the organi3ation to achieve the target

of the organi3ation.

The !R policies of the organi3ation have been mentioned in the !R

#ractices. All the rules N regulations for the employees have been

also mentioned in this. All the welfare of the employeesB processes

is also mentioned in this.

*o the study of the !R #ractices means basically the brief study of

all !R functions in the organi3ation. / believe the !R #ractices is

a vital part of an organi3ation, which helps the organi3ation to

achieve the goal of the organi3ation.

All companies are having their !R #ractices but the company who

is having the best, is the most successful company among its

competitors. *o the company can get success within its

competitors by applying best, e$ective !R #ractices.


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The main ob%ective of the pro%ect is@

To understand the !R practices followed N #rocess of

#erformance Appraisal.

To know what are the uses of !R

practices for any organi3ation.

!ow these !R #ractices help any organi3ation to know its

stand in the market and to be competitive by implementing

good !R #ractices for their employees.

To understand how the organi3ation would achieve its

goals by implementing good !R #ractices. To understand the work culture

of the organi3ation.

!R function is very important in every organi3ation. /t helps the

organi3ation to manage not only the people of the organi3ation

but to manage all the working processes in it also. !R is

management function that helps managers to recruit, select, train

and develop members for an organi3ation. Obviously !R isconcerned with the peopleBs dimensions in organi3ations. !R refers

to set of programs, functions, and activities designed and carried

out.

The !R practices are as follows@

'"Recruitment D !election1

$"Recritment1

/t is a process to discover the sources of manpower to meet the

re8uirements of the sta$ing schedules and to employ the e$ective

measures for attracting that manpower in ade8uate numbers to

facilitate effective selection of an efficient workforce.


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dwin 9. 'lippo has defined it as P the process of searching for

prospective employees and stimulating them to apply for %obs in

the organi3ation. P

Obecti6es of Recruitment1

To attract people with multi(dimensional skills and experiences

that suti the present and future organi3ational strategies,

To infuse fresh blood at all levels of the organi3ation,

To develop an organisational culture that attracts competent

people to the company,

To search for talent globally and not %ust within the company,

To design entry pay that competes on 8uality but not on

8uantum,

To anticipate and find people for positions that do not exists yet.

PROCE!!

'inding out the re8uirement 0hiring vs. exit2, upcoming vacancies,

kind of employees needed.

Eeveloping suitable techni8ues to attract suitable candidates.

*timulating as many candidates as possible"


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?actors A5ecting Recruitment1

$nternal ?actors

E7ternal ?actors

mployerBs brand

*ocio(economic factors ompanyBs pay package

*upply N Eemand factors Huality of work life

mployment Rate Organisation culture

1abour market conditions

areer planning N growth #olitical, 1egal,

overnmental factors

ompanyBs si3e

ompanyBs products, services

Role of trade unions

ost of recruitment

ompanyBs name N fame.


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!ources Of Recruitment 1

$nternal !ources

E7ternal !ources

#resent employeesampus Recruitment

Retired employees

#rivate employment consultant

Eependent of present

Eata 9anks mployee Referrals

asual Applicants Trade Jnions

=alk(

ins

!ead

!unting


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Gergers N

Ac8uisitions

(

Recruitment

/t helps in translating 9usiness *trategy into people re8uirements.

A combination of internal recruitment, campus recruitment, and

executive search is leveraged to meet up to the changing needs of

the organi3ation

/n todayBs rapidly changing business environment, organi3ations

have to respond 8uickly to re8uirements for people. !ence, it isimportant to have a well(defined recruitment policy in place, which

can be executed e$ectively to get the best fits for the vacant

positions. *electing the wrong

candidate or re%ecting the right candidate could turn out to be

costly mistakes for the organi3ation.

//.!el ectio n1

/t is one area where the interference of external factors is minimal.!ence the !R department can use its discretion in framing its

selection policy and using various selection tools for the best

result. Recruitment of staff should be preceded by@

An analysis of the %ob to be done 0i.e. an analytical study of the

tasks to be performed to determine their essential factors2 written

into a %ob description so that the selectors know what physical and

mental characteristics applicants must possess, what 8ualities andattitudes are desirable and what characteristics are a decided

disadvantage.

$ectively, selection is 5buying5 an employee 0the price being the

wage or salary multiplied by probable years of service2 hence bad

buys can be very expensive. 'or that reason some firms 0and some

firms for particular %obs2 use external expert consultants for

recruitment and selection.


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8ually some small organi3ations exist to 5head hunt5, i.e. to attract

staff with high reputations from existing employers to the

recruiting employer. !owever, the 5cost5 of poor selection is such

that, even for the mundane day(to(day %obs, those who recruit and

select should be well trained to %udge the suitability of applicants.Outsourcing is also done through consultancies by mentioning the

re8uirement, number and time.

=here the organi3ation does its own printed advertising it is useful

if it has some identifying logo as its trade mark for rapid attraction

and it must take care not to o$end the sex, race, etc.

antidiscrimination legislation either directly or indirectly. The form

on which the applicant is to apply 0personal appearance, letter of

application, completion of a form2 will vary according to the postsvacant and numbers to be recruited.

/nterviewing can be carried out by individuals 0e.g. supervisor or

departmental manager2, by panels of interviewers or in the form

of se8uential interviews by di$erent experts and can vary from a

five minute 5chat5 to a process of several days. Jltimately personal

skills in %udgment are probably the most important.

Training in interviewing and in appraising candidates is clearly

essential to good

recruitment. 1argely the former consists of teaching interviewers

how to draw out the interviewee and the latter how to rate the

candidates. 'or consistency 0and as an aid to checking that2 rating

often consists of scoring candidates for experience, knowledge,

physicalLmental capabilities, intellectual levels, motivation,

prospective potential, leadership abilities etc. 0according to the

needs of the post2. Application of the normal curve of distribution

to scoring eliminates freak %udgments

T2 e C2 art of Recrui t ment D ! el ecti on

Pro cess 2 as b een gi 6en 2 ere1


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( " P erf o rm a n ce 8a n ag e m e n t ! y stem1

/t is a structured method of formally and ob%ectively evaluatingemployeesB performance with respect to their ob%ectives. /t

addresses the issue of an employeeBs development by providing

them with structured and in(depth analysis of strengths and areas

of improvement. /t provides with input for annual increments,

training and development.

'or an organi3ation the aim should not be %ust to have the best

people, but also to retain them and get best out of them.

mployee #erformance management includes planning work andsetting expectations, developing the capacity to perform,

continuously monitoring performance and evaluating it.

Gost organi3ations focus on an annual evaluation process for

employees and call that #erformance Ganagement. !owever,

annual evaluations are often sub%ective and can lack

specific measurements and supportive data to help the employeetruly improve their behavior.

*imply putting, a #erformance Ganagement *ystem is essential to

the success of any organi3ation because it influences the e$ort

expended by employees, which in turn, drives bottom(line business

results. 'urthermore, the #erformance Ganagement *ystem helps

an organi3ation identify, recruit, motivate, and retain key

employees.

An effective #erformance Ganagement *ystem

should achieve the following@


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Review the employment cycle of

every employee,

9eginning with the

recruiting process,

mployee

development,

nding with effective

exit interviews.

mployeeBs knowledge, skills, and abilities with theorgani3ation5s human capital needs and business ob%ectives.

#rovide managers and employees with the tools necessary to

focus on short(term and long(term goals that contribute to both

career and organi3ational success.

*upport the organi3ation in developing and sustaining a culturethat recogni3es and rewards individual contributions and team

performance.

#romote a work climate that re8uires employees to remain

flexibly focused. 'or instance, employees can manage current

tasks and unit goals while keeping pace with, and adapting to,

change in the work environment.

!R #erformance Ganagement *ystem can be

performed in three steps@ Ieeds Analysis/dentifying ompetencies

Eevelopment of e$ective #erformance Ganagement *ystem.


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P 4R P O! E1

?or Administration(

Eocument !R decisions with regards to performance N its

related issues.

Eetermine promotion of employees.

Eetermine increment in pay of employees.

Eetermine transfer N change in %ob assignments.

Eetermine retention or termination.

Eecide on layo$s.

Eecide need for training

Eecide salary N related issues.

?or 3e6elopment;

#rovide performance feedback to all concerned.

/dentify individual skills, core competencies, strength N

weaknesses.

Assist employees in setting goals.


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/dentify training needs.

/mprove communication.

8 et 2 od e m pl oy e d G

Ra ti n g D Co n tr ibu t i on

8a n ag e m e n t b y Ob Cec ti 6 e s 9 8 O :(

Advanced by #eter '. Erucker, way back in 7+). Euring last

decade about +D organisations have adopted G9O in work settings.

G9O is a process whereby superior N subordinate managers of an

organi3ation %ointly identify its common goals, define each

individualBs ma%or areas of responsibilities in terms of resultsexpected of him N use these measures of guides for operating the

unit N assessing the contribution of its members.

The G9O focuses attention on participatively set goals that are

tangible, verifiable

N measurable.

The superior N subordinates %ointly determine goals to beconsidered during appraisal period N what level of performance is

necessary for subordinates to satisfactorily achieve specific goals.

Euring performance appraisal period the superior N subordinates

update N alter goals as necessary due to changes in business

environment.

/f not achieved identify reasons for deviation.


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! ystem of P er f o r m a n c e A pp r a i sal G

a2 stablish #erformance *tandard.

b2 ommunicate standard N expectation to employees.

c2 Geasure actual performance, by

following instructions. d2 Ad%ust actual

performance due to environment influence.

e2 ompare actual performance with set

standards N find out deviations. f2 *uggest

changes in %ob analysis N standards if necessary.g2 'ollow up.


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P R O%E 8 ! ;

Rating biases(

!alo effect

rror of central tendency.

#ersonal #re%udice.

Recency effect.

Gainly the performance management is done by online system

includes the following basic processes@

. Annual goal setting

". Gid year review

&. Annual performance review


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'"Annu al go al settin g G

/n the month of AprilLGay every year, after the annual planning

and budgeting rounds, all teams identify their MRABs and goals for

the forthcoming financial year. This process occurs by o$line.

Then the employees fill their goal setting document in the

#oornata system, listing the MRABs, oals, Geasurement riteria,

Assigning =eightage and due date for completion of specificgoals as already discussed offline.

Then they notify the same to their managerLimmediate

supervisor and await approval.

The manager recommends any changes if re8uired or else

approves the goals set in the document.

The approval of the goals set by the managers

completes the goal setting process.

The approved documents will be then available to the

employees as well as their managers for the reference

throughout the year. These documents can also be viewed by

managerBs manager

0Reviewer2 for their indirect

subordinates.


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(" 8id


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)" Trainin g and 3 e6 elop ment

The needs of individual are ob%ectively identified N necessaryinterventions are planned for identified groups, which get rolled

out in a phased manner through training calendar.

The training and development program is charted out to cover the

number of trainees, existing staff etc. The programs also cover

the identification of resource personnel for conducting

development program, fre8uency of training and development

programs and budget allocation. Training and developmentprograms can also be designed depending upon %ob re8uirement

and analysis. *election of trainees is also facilitated by %ob

analysis.

The company has a strong focus on manpower training

according to their re8uirements. The internal training

department aims at improving the skill sets relevant to the

work profile of employees.

This includes improving

communication(

Ei$erent skills

(mail programming

Operation systems.

The design of the training program can be undertaken only

when a clear training ob%ective has been produced. The training

ob%ective clears what goal has to be achieved by the end of


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training program i.e. what the trainees are expected to be able

to do at the end of their training. Training

ob%ectives assist trainers to design

the training program.

T r a ining 3e s ig n;

T2e trainer F 9efore starting a training program, a trainer

analy3es his technical, interpersonal, %udgmental skills in order

to deliver 8uality content to trainers.

T2e trainees F A good training design re8uires close scrutiny

of the trainees and their profiles. Age, experience, needs and

expectations of the trainees are some of the important factors

that a$ect training design.

Training climate F A good training climate comprises of

ambience, tone, feelings, positive perception for trainingprogram, etc.

Trainees learning style F The learning style, age, experience,

educational background of trainees must be kept in mind in order

to get the right pitch to the design of the program.

Training strategies F Once the training ob%ective has been

identified, the trainer translates it into specific training areas and

modules. The trainer prepares the priority list of about what must

be included, what could be included.


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Training topics F After formulating a strategy, trainer decides

upon the content to be delivered. Trainers break the content

into headings, topics and ad modules. These topics and modules

are then classified into information, knowledge, skills, and

attitudes.

!euence the contents F ontents are then se8uenced in afollowing manner@

K 'rom simple to complex

K Topics are arranged in terms of their relative importance

K 'rom known to unknown

K 'rom specific to general

K Eependent relationship

Training tactics F Once the ob%ectives and the strategy of the

training program becomes clear, trainer comes in the position

to select most appropriate tactics or methods or techni8ues.

The

method selection depends on the following factors@

K TraineesB background


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K Time allocated

K *tyle preference of trainer

K 1evel of competence of trainer

K Availability of facilities and resources, etc


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$mp r o 6 e p e r f o r m a n ce1

PTraining N Eevelopment is any attempt to improve current or

future employee performance by increasing an employeeBs ability

to perform through learning, usually by changing the employeeBs

attitude or increasing his or her skills and knowledge.Q

The need for Training and Eevelopment is determined by the

employeeBs performance deficiency, computed as follows.

Training N Eevelopment Ieed *tandard

#erformance F Actual #erformance

Training1 Training refers to the process of imparting specific

skills. An employee undergoing training is presumed to have hadsome formal education. Io training program is complete without

an element of education. !ence we can say that Training is

offered to operatives.

3e6elopment1 Eevelopment means those learning opportunities

designed to help employees to grow. Eevelopment is not

primarily skills oriented. /nstead it provides the general

knowledge and attitudes, which will be helpful to employers inhigher positions. fforts towards development often depend on

personal drive and ambition. Eevelopment activities such as

those supplied by management development programs are

generally voluntary in nature. Eevelopment provides knowledge

about business environment, management principles and

techni8ues, human relations, specific industry analysis and the

like is useful for better management of a company.


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T2e T ra i n i n g $npu t s a r e1

*kill

ducation

Eevelopment

thics

#roblem *olving *kills

Eecision Gaking

Attitudinal hanges

$ m p o rt a n ce o f T r ai n i ng D 3 e 6 e lo p m ent1

!elps remove performance deficiencies in employees

reater stability, flexibility and capacity for growth in an

organi3ation

Accidents, scraps and damages to machinery can be avoided

*erves as e$ective source of recruitment

/t is an investment in !R with a promise of better returns in

future


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Reduces dissatisfaction, absenteeism, complaints and turnover

of employees

#eeds o f Tr a i n i ng1

/ndividual level

Eiagnosis of present problems and future challenges

/mprove individual performance or fix up performance deficiency

/mprove skills or knowledge or any other problem

To anticipate future skill(needs and prepare employee to handle

more challenging tasks

To prepare for possible %ob transfers

Tr a i n i n g g i6 en o n1

*afety aspects

9ehavorial aspects

Technical aspects

ommunication skills


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$ den t i f ic a t io n o f Tr a i n i n g#ee d s 98et 2 o d s :

/ndividual Training Ieeds /dentification

. #erformance Appraisals

". /nterviews

&. Huestionnaires

). Attitude *urveys

+. Training #rogress 'eedback

-. =ork *ampling

S. Rating *cales

& r o up % e 6 e l T r a in ing#eeds $ den t i f i c a t i o n

. Organi3ational oals and Ob%ectives

". #ersonnel L *kills /nventories

&. Organi3ational limate /ndices

). $iciency /ndices

+. xit /nterviews

-. G9O L =ork #lanning *ystems

S. Huality ircles


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>. ustomer *atisfaction *urvey

7. Analysis of urrent and Anticipated hanges

enef its o f T r a i n i n g#eeds $ d e nt i f i c a t i o n

. Trainers can be informed about the broader needs in

advance

". Trainers #erception aps can be reduced between

employees and their supervisors

&. Trainers can design course inputs closer to the specificneeds of the participants

). Eiagnosis of causes of performance deficiencies can be

done.

* " Talen t 8a nag ement1


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/t is a holistic and systematic process, across the group. /t is

built on the work done so far on people processes, and has a

Talent /dentification and Talent Eevelopment *trategy for all the

& levels of management i.e. *enior, Giddle N ?uniorGanagement. This is facilitated by Eevelopment Assessment

enter followed by /ndividual Eevelopment #lan, enabling planned

succession and career management.

T2e talent management process

includes HR process for1

Recruitment,

#erformance,

ompensation,

*uccession planning,


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1earning and other capabilities around self(service,

Analytics

Reporting.

=ith businesses going global and competition becoming intense,

there is mounting pressure on organi3ations to deliver more and

better than before. Organi3ations therefore need to be able to

develop and deploy people who can articulate the passion and

vision of the organi3ation and make teams with the energy to

perform at much higher levels.

Talent management is a key business process and like any

business process takes inputs and generates output.

Talent management is a professional term that gained popularity

in the late 77Ds. /t refers to the process of developing and

fostering new workers through onboarding, developing and

keeping current workers and attracting highly skilled workers to

work for your company. Talent management in this context does

not refer to the management of entertainers.

ompanies that are engaged in talent management 0human

capital management2 are strategic and deliberate in how they

source, attract, select, train, develop, promote, and move

employees through the organi3ation. This term also incorporates

how companies drive performance at the individual level

0performance management2.


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The term talent management means di$erent

things to different people.

To some it is about the management of high(worthindividuals or Pthe talentedQ.

To others it is about how talent is managed generally ( i.e. on

the assumption that all people have talent which should be

identified and liberated.

Talent management decisions are often driven by a set of

organi3ational core competencies as well as position(specificcompetencies. The competency set may include knowledge, skills,

experience,

and personal traits 0demonstrated

through defined behaviors2

+ " J ob A nalysis D E6a lua t ion1

/t is broadly categori3ed in two parts. ?ob Analysis is a process to

understand the %ob, identify and disaggregate the activities,

competencies and accountabilities associated with the %ob. /tdefines and clusters the task re8uired to perform the %ob. /t also

clarifies boundaries between %obs. The output of ?ob Analysis

exercise is referred to as %ob description.


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.

!TE P!1

2 P r o c e s s o f C o l l e c t i n g $ n f o r m a t i o n

P?ob Analysis is a process of studying and collecting

information relating to operations and responsibilities of a

specific %ob. The immediate products of this analysis are ?ob

EescriptionB and

?ob

*pecifications

B.Q


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(: ! ys t e m a t i c E 7 p l o r a t i o n o f A c t i 6 i t i e s

P?ob Analysis is a systematic exploration of activities within a %ob.

/t is a basic technical procedure that is used to define duties and

responsibilities and accountabilities of the %ob.Q

&2 $ d e n t i f yi n g J o b R e u i r e m e n t s

P?ob is a collection of tasks that can be performed by a singleemployee to contribute to the production of some product or

service, provided by the organi3ation. ach %ob has certain ability

re8uirements 0as well as certain rewards2 associated with it. ?ob

Analysis is a process used to identify these re8uirements.Q

ach %ob is a uni8ue description of a role that a person can hold

in an organi3ation or re8uired to be performed for the business

benefit of that organi3ation. =hen %obs are created, their tasksand re8uirements are taken into consideration.

Jobs are used in t2e folloFing components1

Job and Position Description

Shift Planning

Personnel Cost Planning

Career and Succession Planning

#o t e 1


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J ob descri pti ons s2oul d be as gene ral as

possi bl e a nd as det ail ed as n ecess ar y"

JO !

obs

Jobs are

general

classificatio

ns of tas@s

performed

by

employees

E7amples 1

Head of 3epartment

Auyer

!ecretary

9ead Of !ept.

Se(retar%

Bu%er


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Po sit io n s1

Positions

Positions are

t2e concrete

representation

of obs" T2ey are

2eld

by indi6iduals

at your

enterprise"

Job1

Hea

d of

3ep

t"

Positions are

specific to your

enterprise

8ore t2an one

position can be

based on t2e same

ob

Eac2 position

typically represents

one employeeI but

may be partially

filled by more t2an

one

Positi

on1 HO3

1

Purc2as

ing

Posit

ion1

HO3

1

!ales

Posi

tion

1

HO3

1 HR


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, " O r g a n iz a t io n a l ! t r u c t u re1

Jsing the basic ob%ect types F constructs of relationships is built to

mirror the business edifices and processes. 9y assigning ob%ectcharacteristics, validations, re8uirements etc, we can capture

complex organi3ational realities with relative ease.

Pro cess ?l oF 1

9efore creating all of the other necessary ob%ects and

relationships, the user must first create a

root organi3ational

unit. Once

one organi3ational unit has been created, it

is recommended to

create the appropriate organi3ational units below it.

?obs may be created after an organi3ational unit exists in themodel.

Vou can assign cost centers to organi3ational units and #ositions.


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-" Co mp ensatio n P2iloso p2y o f t2e co mpan y ;

/t is an outcome of what the Organi3ation would like to pay for,

which is determined by external and internal factors. All the

processes are aligned to reinforce the philosophy. The company

views compensation not only as something that reflects on the

pay slip or in the T 0ost To ompany2 but also they are

concerned about overall employee well being though they may

not put any monetary value on items like *cholarships, lub

membership, Retirement benefit, !ealth and Accident coverage.

The roupBs approach towards various aspects of compensation focuses on@

K #ay for performance 0Wariable #ay2

Rewards stretch performance which is linked to business, team

and individual results

K ompensation increase

#ay for the %ob

/nternal e8uity based on contribution to the organi3ation

K xternal benchmarking

Relevant industry segment and people market

#arameters beyond compensation@ head countL levelL reporting

/ndividual profile and performance


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To be market aware, not blindly follow market practices

K Compensation structure

Tax e$icient but compliant

ommon perk structure but varying amount

Three ma%or terms used in the companyBs compensation@

'" ? i7 e d Cos t 1 /t is the fixed component of the salary that is

committed to an employee and is paid on monthly L annual basis.

This includes base salary, all perks and reimbursements and

retrials such as #', ratuity and *uperannuation.

(" Ba r ia b le P ay 1 This is the variable component, payout of which

is contingent on 9usiness, JnitLXone and /ndividual performance.

Targets for the year will be fixed and communicated at the

beginning of every performance year

)" Cost t o C o m p a n y@ This is a sum of 'ixed

ost and Wariable #ay.

T is decided based on designation, 8ualification and

experience. 9asic is around )"U of fixed cost without housing.

#erks and allowances are fixed as per the designations. Wariable

pay based on %ob band is payable at >U, +U and "U of fixed

cost without housing. 9alance amount is


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paid as special

allowance.


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properly conducted, the interview provides the employer with the

opportunity to@

Eiscuss and clarify the reasons

for the termination

larify pay and benefits issues 0e.g., receipt of the last

paycheck, the amount of unused vacation, conversion or

continuation of benefits, terms of a severance package,

unemployment insurance, etc.2

xplain company policies relating to departing employees0e.g., trade secret confidentiality, restrictive covenants or non(

compete agreements, the possibility of future re(

employment,

freelance or contract work, the provision of references to

prospective employers, etc.2

nsure the return of keys, security cards, and company property

Obtain information about improper or 8uestionable

management practices connected with the employee5s

termination

Obtain information about a supervisor5s management skills

Obtain information about how effectively a department operates

Obtain feedback about employees5 opinions and attitudes about

the company

Resolve or defuse any remaining disputes with the exiting

employee


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#rotect itself against subse8uent charges that the

employee was forced to resign 0i.e., constructive discharge2

!uggestions1

The company should give the compensation as per to theskills, so that the employees could do the e$icient work.

Organi3ations must enhance work force motivation to

improve productivity. =orkers must be encouraged and

motivated to develop a customer satisfaction mind set.

Organi3ations need to empower their workers by allowing

them greater autonomy and control and to design %obs

that are more stimulating. This will enhance the personal

productivity.

/nterdependency of di$erent departments should be well

studied, co(ordinated for e$ective output.

Training schedule is worked out well here with proper

planning schedule.

Recruitment proper planned, structured according to

openings in plant, new vacancies.


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oal *etting programs undertaken with schedule to find

potential prospective employees for higher posts, giving

training, discussing the on %ob responsibilities.

The employee goals are well studied and structured. The

Mey Related Areas are properly designed N clearly

mentioned to employees.


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%imitations1

Euring the pro%ect there were various constraints, which were

faced.

The review is done in retrospect and is an average of six

months old, so recollection of events is poor .

The opinions of staff and manager are often in opposition,

causing de(motivation .

The process is usually Ganager driven and the staff member

is expected to be compliant in the interview .

The process usually involves the Ganager giving theiropinion and the staff member having to defend the position,

rather than a positive discussion .

The process is usually done in a rushed manner to meet a

budget development process and therefore loses its

relevance to performance .

Results of merit rating are not accurate unless factors in the

assessment are relevant.

*ometimes, proper weightage may not be given to di$erent8ualities to be rated.

Actual rating of sub%ective factors like initiative N

personality of employees may not be on scientific lines.

*uperior may be biased.

Gethod of Appraisal unreliable.


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$ $ % $O& RAP H < 1

333 .google .(om

333 .ufle1ltd .(om

333 .fle1film .(om

333 .ufle1engg .(om

333 .3i2ipedia .org

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Re f ere n ce s 1

T e7t oo @ s1

Thornton, .. N =.. 9yham 07>"2 Assessment centres and

Ganagerial #erformance, Academic #ress, Iew Vork .

T.W.Rao N J. #areek 07S>2 #erformace Appraisal and Review@

Operating Ganual, 1earning *ystem, Iew Eelhi.

!. Richl 077-2. A *kilful Approach to !igh #roductivityB, !.R.

Gaga3ine, August, 7S(D"

?.A.E onger 'inegold N ..1awler 077>2.BAppraising 9oardroom#erformanceB. !arvard 9usiness Review, ?anuary( 'ebruary.


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A$$E78RE

98E*!"#$$A"RE

$ame, ::::::::::::::::::::::::::::))

*e;,

< = (ale < = Female

Age,

< =8pto >? years < = >?@.? years < = .?@? years < = abo+e ? years

(arital *tatus,

< = (arried < = 8nmarried

Bears of ser+ice,

< =8pto > years < = >@ years < = @? years < = abo+e ? years

(ont&ly "ncome,

< = below ?5??? < = ?5???@>?5??? < = >?5???@.?5??? < = abo+e .?5???

*!8DB FAC!#R*,

SA< Strongl% agree0 A< Agree0 NS< No re$pon$e0 !A< !i$agree0 S!A< Strongl%

!i$agree


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*)no

)

Particulars *

A

A $

R

D

A

*D

A

Performan(e apprai$al impro#e$ &ob performan(e

The a$$e$$ment of performan(e moti#ate$ to 3or2 harder

G Performan(e goal$ are (learl% defined in the pro(e$$ ofapprai$al

? M% performan(e i$ adequatel% monitored during performan(e apprai$al

Performan(e apprai$al doe$ not (ontribute to &ob performan(e

> The performan(e apprai$al i$ helpful in redu(ing grie#an(eamong the emplo%ee

. ' do not need feedba(2 to monitor m% performan(e

The performan(e apprai$al i$ helpful for impro#ing per$onnel $2ill

Promotion i$ purel% ba$ed on performan(e apprai$al

'$ the Performan(e a$$e$$ment mat(h to %our e1pe(tation$

Apprai$al$ en(ourage (areer gro3th

Apprai$al$ enhan(e$ the (han(e$ for promotion

G Performan(e apprai$al pro#ide$ me 3ith the opportunit% to$et per$onal goal$

>? The Performan(e Apprai$al S%$tem gi#e a propera$$e$$ment of %our (ontribution to the Organi4ation

employees perception about organization hr practices and welfare

Documents