Tejashree Talpade
1


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.
2





Employee needs extend beyond the training classroom
Includes coaching, group work, and problem solving
Need for basic employee development
Need for structured career development
3



Human resource management (HRM) encompasses many functions
Human resource development (HRD) is just one of the functions within HRM
4








Human resource planning
Equal employment opportunity
Staffing (recruitment and selection)
Compensation and benefits
Employee and labor relations
Health, safety, and security
Human resource development
5




Organization and job design
Performance management/ performance appraisal systems
Research and information systems
6




Training and development (T&D)
Organizational development
Career development
7


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
8


Development – preparing for future responsibilities, while increasing the capacity to perform at a current job


Management training
Supervisor development
9


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
10

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

12




Strategic management and HRD
The supervisor’s role in HRD
Organizational structure of HRD
13



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
14

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




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
16











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
17

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






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
19





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
20

Processes
Future/Strategic Focus
Mgmt of SHR
Mgmt of Firm
Infrastructure
Mgmt of Trans-
Formation/Change
People
Mgmt of Employee
Contributions
Day-to-day/Operational Focus
21

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




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
23




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
24




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
25






Changing workforce demographics
Competing in global economy
Eliminating the skills gap
Need for lifelong learning
Need for organizational learning
26







New technologies
Need for more skilled and educated workers
Cultural sensitivity required
Team involvement
Problem solving
Better communications skills
27






Organizations change
Technologies change
Products change
Processes change
PEOPLE must change!!
28

29



Organizations must be able to learn, adapt, and change
Principles:

Systems thinking




Personal mastery
Mental models
Shared visions
Team learning
30


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.
31





HRD efforts should use the following four phases
(or stages):
Needs assessment
Design
Implementation
Evaluation
32

33




Establishing HRD priorities
Defining specific training and objectives
Establishing evaluation criteria
34




Selecting who delivers program
Selecting and developing program content
Scheduling the training program
35


Implementing or delivering the program
36

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

38

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

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

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

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


When doing the job is inherently motivating

Extrinsic
When rewards such as pay and formal recognition act as motivators
43

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.
44

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

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.
46

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
47

Skill-based pay
Training
Overtime pay rules in contract
Labor
Relations
Rewards
Culture
Merit pay reinforces performance culture
Performance
Management
Employment
Sign-on Bonus
Merit Pay
48

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.
49

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
50

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
51

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)
52


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
53

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

“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
55


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
56





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.
57

59


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








Age
Gender
Ethnicity
Race
Physical Ability
Sexual Orientation
Physical Characteristics

Income






Education
Marital Status
Religious Beliefs
Geographic Location
Parental Status
Personality Type
61

62







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








Organizational vision
Top management commitment
Auditing and assessment of needs
Clarity of objectives
Clear accountability
Effective communication
Coordination of activity
Evaluation
64






Managing diversity training programs
Core groups
Multicultural teams
Senior managers of diversity
Targeted recruitment and selection programs
65






Compensation and reward programs tied to achieving diversity goals
Language training
Mentoring programs
Cultural advisory groups
Corporate social activities that celebrate diversity
66





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





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




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




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
71








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
72

73






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
74

75




76

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


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
78

79




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?
80


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
81



People in the Organization
Role and Contribution of HR strategy
82


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
83








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
84




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)
85


Critical Success Factor (CSF) = a reason why one organization is superior to another

HR can be a CSF if employees have unique skills
86

87


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.
88


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.
89


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.
90

Activities involved in mentoring and coaching and their overlap
91

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 .
92

The learning (the transformational dimension)
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!
93

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.
94

95




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.
96


A collection of characteristics (i.e. skills, knowledge and self-concept, traits, behaviour, motivation, etc.), that enables us to successfully complete a given task.
Skills Knowledge
Self-concept
(Attitude)
97

•Skills = a learned ability
•Knowledge = acquiring information in a particular field
•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
98











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
100

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

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




 help individuals and organisations to improve their performance and deliver results can be quantified and communicated can be taught, learned, measured and monitored
103









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
104







Matching of Individuals and Jobs
Employee Selection
Training and Development
Professional and Personal Development
Performance Measurement
Succession Planning
105







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).
106









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.
107






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.
108




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
109

110


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.
111


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.
112















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 selfassessment 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 selfassessment 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
113

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.
114

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.
115





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.
116



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.
117


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
118






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
119


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.
120


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.
121




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
122





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
123

124




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.
125






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.
126





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.
127


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
128







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 ?
129






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
130

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






S - Specific
M - Measurable
A - Attainable
R - Relevant
T - Time-bound
132






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.
133




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.
134






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
135

136


Design
Components


People
Decision Systems



Human Resources
Structure
Values & Culture

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
137