A PROJECT REPORT ON
“ Employees perception about organization HR practices and welfare” Submitted in partial fulfillment of the requirement for the degree of M.B.A R! Sem
"nder the Super#i$ion of Mr. Mani$h Shri#a$ta#a Shri#a$t a#a
Submitted B% An&ani Tripathi
!epartment Of Management Studie$ Babulal Tarabai 'n$titute Of Re$ear(h ) Te(hnolog% *M.P.+ Januar% ,-/
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$$ar% that theoreti(al 2no3ledge mu$t be $upplement 3ith e1po$ure of real en#ironment. A(tuall% it i$ #er% #ital for the management and it i$ in the pra(ti(al training that the mea$uring of management i$ it$elf reali4ed.
DECARA!"#$ ' here hereb% b% de(l de(lar aree that that the the pro& pro&e( e(tt 3or2 3or2 enti entitl tled ed on A $tud% $tud% of “ Employe Employees es per percept ception ion about about organization HR practices and welfare” $ubmitted to the “%abulal !arabai "nstitute #f Researc& '
re(ord rd of an orig origin inal al 3or2 3or2 done done b% me unde underr the the guid guidan an(e (e of 5(r) (anis& !ec&nology !e c&nology “i$ a re(o *&ri+asta+a” 0 6a(ult% member0 5%abulal %abulal !arabai rabai "nstitut "nstitutee #f Researc Researc& & ' !ec&n c&nolog ology y and thi$
pro&e(t 3or2 ha$ not performed the ba$i$ for the a3ard of an% degree or diploma 7 a$$o(iate $hip 7fello3$hip and $imilar pro&e(t if an %.
Date, Place,
Name and Signature of Candidate An-ani !ripat&i ()%)A .rd *em )
CER!"F"CA!E Thi$ Thi$ i$ to (ertif% (ertif% that that An-ani !rip (ompleted ted hi$ pro&e(t pro&e(t report report titled titled ““ Employees !ripat&i at&i ha$ (omple 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$it%.
!ate8
Name Of the Student An-ani !r !ripat&i ipat&i
Appro#ed B%
000000000000000 0000000000000000000 0000
Dr) /ayant Dubey
9O! BT'RT Sagar *M.P.+ *M.P.+
AC1$#2ED3E(E$! 5 Emplo%ee$ per(eption about organi4ation organi4ation 9R pra(ti(e$ and 3elfare: ha$ been gi#en to me me a$ a part of the (urri(ulum in fifth $eme$ter $eme$ter of Ba(helor !egree of Bu$ine$$ Admini$tration. Admini$tration. ' ha#e tried m% be$t to pre$ent thi$ information a$ (learl% a$ po$$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#il pri#ilege eged d to e1pre$ e1pre$$$ m% heart% heart% regard$ regard$ to our re$pe(t re$pe(ted ed Dr) /ayant Dubey 4H#D5 Dept of (anagement *tudy %!"R!5 *agar + for gi#ing me opportunit% to prepare thi$
pro&e(t. ' am proud to e1pre$$ m% deep $en$e of gratitude to our re$pe(ted mentor 000000000000000 0000000000000000000 0000 4ectur 4e cturer er55 Dept) Dept) of (anagem (anagement ent *tu *tudy dy %!"R! %!"R!5* 5*aga agar6 r6
for hi$ (onten (ontentt en(our en(ouragem agement ent00
guidan(e and hi$ #aluable $ugge$tion$ a$ the rendered me all po$$ible help and guidan(e 3hile re#ie3ing the manual $(ript and finali4ing the report. ' $pe(iall% 3ould li2e to than2 m% parent$ 3ho all the 3a% helped me mentall% and emotionall% emotionall% 3ithout them ' 3ould not ha#e (ompleted m% pro&e(t $u((e$$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$o than2ful to ;O! for gi#ing me (ourage (ou rage to (omplete thi$ pro&e(t 3or2.
An-ani !ripat !ripat&i &i
A PROJECT REPORT On “Emplo “Employee yees s Percep Perceptio tion n About About Organ Organiza ization tion HR Practic Practices es And Welfare
Contents
!"#O" ' ( ) * + , . / ' ' '
T$T%E!
PA&E
#O"
$ntroduction Employee1 An employee is anyone who has agreed to be employed, under a contract of service, to work for some form of payment. This can include wages, salary, commission and rates. OR A person who has agreed by contract to perform specied services for another, the employer, in exchange for money.
T2is includes1 . ". &. ). +. -.
!omeworkers. !omeworkers. #eople who have been o$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 v olunteer who does not receive a reward for working. +. /n some cases, a person who is engaged in lm production ion.
Perception 0from the 1atin perceptio, percipio2 is the organi3ation, identication, and inter interpr pret etat atio ion n of sens sensor ory y info inform rmat atio ion n in orde orderr to fabr fabric icat ate e a ment mental al representation through the process of transduction, which sensors in the body bo dy tran transf sfor orm m sign signal als s from from the the envir environ onme ment nt into into enco encode ded d neur neural al 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 medi mediat ated ed by od odor or mo mole lecu cules les and and hear hearing ing invo involve lves s pres pressu sure re waves waves.. #erception is not the performance appraisalsive receipt of these signals, but can be shaped shaped by learn learning ing,, memor memory y and expect expectati ation. on. #ercep erceptio tion n involves these 4top(down4 e$ects as well as the 4bottom(up4 process of processing sensory input. The 4bottom(up4 processing is basically low( level information that5s used to build up higher(level information 0i.e. ( shapes shapes for ob%ect ob%ect recog recognit nition ion2. 2. The 4top(d 4top(dow own4 n4 proce processi ssing ng refer refers s to a person5s concept and expe xpectation ions 0knowled ledge2 that in6uence percep perceptio tion. n. #ercep erceptio tion n depend depends s on comple complex x functio functions ns of the nervo nervous us system, but sub%ectively seems mostly e$ortless because this processing happens outside conscious awareness. *inc *ince e the the rise rise of experim xperimen enta tall psyc psycho holo logy gy in the the late late 7th 7th ent entur ury, y, psychology5s understanding of perception has progressed by combining a variety of techni8ues. #sychophysics measures the e$ect on perception of varying the physical 8ualities of the input. *ensory neur neuros oscie cienc nces estud tudie ies s the the brai brain n mech mechan anism isms s unde underly rlyin ing g per percepti ception on.. #erceptual systems can also be studied computationally, in terms of the infor informat mation ion they they proce process. ss. #ercep erceptua tuall issues issues in philoso philosophy phy includ include e the the extent to which sensory 8ualities such as sounds, smells or colors exist in ob%ective reality rather than the mind of the perceiver. perceiver. Alth Al tho ough ugh the the sens senses es were ere tra traditi ditio onall nally y view viewed ed as perf erformanc mance e appraisalsive receptors, the study of illusions and ambiguous images has demo demons nstr trat ated ed that that the the brai brain5 n5s s percep perceptu tual al system systems s acti active vely ly and and pre( pre( consciously attempt to make sense of their input. There is still active deba debate te abou aboutt the the exte extent nt to which which per perceptio ception n is an acti active ve proc process ess of hypoth hypothesi esis s testing testing,, analog analogous ous to science science,, or whethe whetherr reali realisti stic c sensor sensory y information is rich enough to make this process unnecessary.
The perceptual perceptual systems of the brain enable individuals to see the world around them as stable, even though the sensory information may be incomplete and rapidly varying. !uman and animal brains are structured in a mo modu dula larr way, way, with with di$er di$eren entt area areas s proc process essin ing g di$er di$eren entt kind kinds s of sensory information. *ome of these modules take the form of sensory maps maps,, mapp mapping ing so some me aspe aspect ct of the the world world acr acros oss s part part of the the brai brain5 n5s s surface. These di$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 i n 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 is the the per percept cept.. #erce ercept ptio ion n is so some meti time mes s desc descri ribe bed d as the the proc proces ess s of cons constr truc ucti ting ng menta entall repr epresen esenta tati tio ons of dista istall stim stimul ulii using sing the the information available in proximal stimuli. An example would be a person looking at a shoe. The shoe itself is the dista distall stim stimul ulus us.. =hen =hen ligh lightt from from the the shoe shoe ente enters rs a pers person on5s 5s eye eye and and stimula stimulates tes their their retin retina, a, that that stimul stimulati ation on is the the pro proximal ximal stimul stimulus. us. The imag im age e of the the shoe shoe recon econst stru ruct cted ed by the the brai brain n of the the pers person on is the 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$erent kinds of sens sensa ation tion suc such as warm armth, th, so soun und, d, and and taste aste are are call called ed 4se 4sensor nsory y modalities4.;-<;><
#sych sychol olog ogis istt ?er ?erom ome e 9run 9runer er has has deve develo lope ped d a mo mode dell of perce ercept ptio ion. n. Accor ccordi ding ng to him him peop people le go thr throu ough gh the the fo foll llow owin ing g proc proces ess s to fo forrm opinions@.; =hen =hen a per perceiv ceiver er enco encoun unte ters rs an unfa unfami mili liar ar targ target et we are are op open ened ed di$erent informational 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 to search for more cues that conrm the categori3ation of the target. At this stage we also actively ignore and even distort cues that viol violat ate e ou ourr init initia iall per percept ceptio ions ns.. Our Our per percept ceptio ion n beco becom mes mo morre 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, #erceiver, the person who becomes aware about something and come comes s to a nal nal unde unders rsta tand ndin ing. g. Th Ther ere e are are & fact factor ors s that that can 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 translated into multiple multiple percepts, percepts, experienced experienced randomly, 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
depending ing on sub%ect ectBs cultur lture e and previo eviou us experiences. Ambiguous gures demonstrate that a single stimulus can result in more than one perceptC for example the Rubin vase which can be interpreted either as a vase or as two faces. The percept can bind sensations from multiple senses into a whole. A picture of a talking person on a television screen, for example, is bound to the sound of spee speech ch from from spea speak kers ers to fo forrm a per percept cept of a talk talkin ing g pers person on.. 4#ercept4 is also a term used by 1eibni3,;D< 9ergson, Eeleu3e and uattari;< to dene perception independent from perceivers.
Perception and reality /n the case of visual perception, some people can actually see the per percept cept shif shiftt in thei theirr mi mind nd5s 5s eye. eye. Othe Others rs,, who who are are no nott pict pictur ure e thinkers, may not necessarily perceive the 5shape(shifting5 as their worl world d chan change ges. s. Th The e 5ese 5esemp mpla last stic ic55 natu naturre has has been been show shown n by exper experime iment@ nt@ an ambiguo ambiguous us image image has multip multiple le interp interprretatio etations ns on the perceptual level. This confusing ambiguity of perception is exploited in human technologies such as camou6age, and also in biological mimicry, for example by uropean #eacock butter6ies, whose wings bear eye markings that birds respond to as though they were the eyes of a
3A#&ER 3A# &ERO4 O4! ! PRE3ATO PRE3ATOR R. There is also evidence that the brain in some ways operates on a slight 4delay4, to allow nerve impulses from distant parts of the body to be integrated into simultaneous signals. #erce ercept ptio ion n is on one e of the the olde oldest st eld elds s in psyc psycho holog logy y. Th The e olde oldest st 8uanti 8uantitat tative ive law law in psycho psycholog logy y is the =eber eber('ech ('echner ner law, law, which which
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. 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$erent senses. They can be long term, such as a special sensitivity to hearing one5s own name in a crowded room, or short term, as in the ease with which hungry people notice the smell of food. A simple demonstration of the e$ect involved very brief presentations of non( words such as 4sael4. *ub%ects who were told to expect words about anima animals ls read read it as 4seal 4seal4, 4, but but ot othe hers rs who who wer were expect xpectin ing g bo boat at(( related words read it as 4sail4. *ets *ets can can be crea create ted d by mo moti tiva vati tion on and and so can can result esult in peop people le interpreting ambiguous gures so that they see what they want to see. 'or instance, how someone perceives what unfolds during a spor sports ts game game can can be bias biased ed if they they stro strong ngly ly supp suppor ortt on one e of the the teams. /n one experiment, students were allocated to pleasant or unpl unplea easa sant nt task tasks s by a comp comput uter er.. Th They ey wer were to told ld that that eith either er 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 with the the unpl unplea easa sant nt tas task they they tend tended ed to perce erceiv ive e a numb number er #ercep erceptua tuall set has been been demons demonstra trated ted in many many social social contex contexts. ts. #eople who are primed to think of someone as 4warm4 are more likely to perceive a variety of positive characteristics in them, than if
the the wor word 4war 4warm4 m4 is repla eplace ced d by 4col 4cold4 d4.. =hen =hen so some meon one e has has a reputation for being funny, an audience are more likely to nd them amusing. /ndividual5s perceptual sets re6ect their own personality trai traits ts.. 'or examp xample le,, peop people le with with an aggr aggres essi sive ve pers person onal ality ity are are 8uicker to correctly identify aggressive words or situations One 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 calls #redi #redicti ctive ve coding coding.. /t starts starts with with very very broad broad constr constrain aints ts and expectations for the state of the world, and as expectations are met, it makes more detailed predictions 0errors lead to new predictions, or lea learning ing process cesses es2. 2. la lark says says this his resea esearrch has has vari variou ous s impl im plic icat atio ions nsCC no nott on only ly can can ther there e be no comp comple lete tely ly 4unb 4unbia iase sed, d, unltered4 perception, but this means that there is a great deal of feed feedba back ck bet between ween per percep ception tion and expec xpecta tati tio on 0per percept ceptua uall exper experien iences ces of often ten shape shape our beliefs beliefs,, but those those percep perceptio tions ns were were based on existing beliefs2.
T2eories Perception as 2ypot2esis;testing ogn ognit itiv ive e theo theori ries es of per percept ceptio ion n assu assum me ther there e is a po pove vert rty y of stim stimul ulus us.. Th This is 0wit 0with h refer eferen ence ce to per percept ceptio ion2 n2 is the the clai claim m that that sens sensat atio ions ns are, by the themselv selves es,, unab unable le to prov provid ide e a uni8 uni8ue ue 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 ?. ib ibson. ibson re%ected the assumption of a poverty of stimulus by re%ecting the notion that
perception is based in sensations F instead, he investigated what infor informat mation ion is actual actually ly prese presente nted d to the percep perceptua tuall systems systems.. !is theor eory 4assumes the existe isten nce of stable, unbounded, and permanent stimulus(information in the ambient optic array. And it supp suppos oses es that that the the visu visual al syst system em can can explo xplorre and and dete detect ct this this information. 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 lawful pro%e pro%ecti ction on of infor informat mation ion about about the world world into into energ energy y 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 ecolog ecologica icall unders understan tandin ding g of percep perceptio tion n derived derived from from ibson ibson5s 5s earl early y wor work is tha that of 4per percep ceptio tion(in n(in(a (act ctio ion n4, the the not otio ion n that 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, alr already eady exis existt in the the real eal worl world d and and that that all all that that the the perc percep epti tion on 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.
las laser ersfe sfeld ld cons conside iders rs an 4inva 4invari rian ant4 t4 as a tar target get to be ho home med d in upon upon,, and and a prag pragma matic tic nece necess ssity ity to allo allow w an initi initial al meas measur ure e of unde unders rsta tand ndin ing g to be esta estab blish lished ed prio priorr to the the upda updati ting ng that that a
statement aims to achieve. The invariant does not and need not repr represe esent nt an actua actuality lity,, and laser lasersfe sfeld ld describ describes es it as extr extreme emely ly 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$erent species of organism using the eneral Tau Tau Theory. Theory. According to this theory, tau information, or time(to(goal information is the fundamental 5percept5 in perception.
RE!EAR RE! EARCH CH 8ETHO3 8ETH O3O%O&< O%O&<
Research Gethodology Adopted Research Research Eesign @ Eescriptive research Research Research /nstrument @ *tructured Huestionnaire *ampling #lan i2 *ample Gethod @ Ion(#robability Ion(#robability *ampling 0onvenience *ampling2 ii2 *ample *i3e @ DD iii2 *ample Jnit @ mployees who do not hold a supervisory position !ampling 3esign onv onven enie ienc nce e *amp *ampli ling ng,, as the the name name im impl plie ies, s, is base based d on the the convenience of the researcher researcher who is to t o select a sample. Respondents Respondents in the sample are included in it merely on account of their being available on the spot where the survey was in progress.
!ource of 3ata . Eata *ource@ There are are two types of dataC primary and secondary secondary data. #rimary data /n this pro%ect work primary data has been collected by@ Huestionnaires have been done on several respondents in the local area and perception about the data card were collected.
●
!econdary data The data collected from secondary source is through Gaga3ine , newspaper, internet. ". Eata Analysis@ *tatistical *tatis tical Tool The statistical tool used in this pro%ect is chi s8uare. s8uare.
HR PRACT$CE! The success of any business depends as much on appropriate, effectiv effective, e, well(co well(commun mmunica icated, ted, !R and busines business s practic practices es as it depends on meeting the re8uirements of mandated laws and regulations. regulations. /n fact, good planning and the development development of e$ective practices make regulatory compliance much easier. !R practices helps in increasing the productivity and 8uality, and and to gain ain the the comp ompetiti titiv ve adva advan ntag tage of a work orkforc orce strategically aligned with the organi3ationBs goals and ob%ectives.
=P$> P$>s ?or PRACT$CE!
HR
*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
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 improvement
of
training
programs
resulting
in
productivity
K *taff attrition rate K Jnderstanding L larity of the Organi3ational philosophy Outline /nternal capabilities competencies(behavioral aspects
and
identify
gaps
on
skills(
#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
Human Resources est Practices
The best practices pra ctices 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$orts.
O JECT$BE PRACT$CE! PRACT$CE!1;
O?
HR
The main ob%ective of !R #ractices is to di$erentiate the organi3 organi3atio ation n from from its competi competitors tors by e$ective e$ective and e$icien e$icientt !R #ractices. #ractices. 9y following this, the organi3ation organi3ation does its whole work process. The ob%ective of !R #ractices is to increase productivity and 8uality, and to gain the competitive advantage of a workforce strategically aligned with the organi3ationBs goals and ob%ectives. As The Transparent Transparent !R practices can reduce attrition, 9ecause(
Transparent !R practices ensure continuous business growth in every organi3ation. /t gives the suitable environment to the employees.
working
The success of company motivates the employees of organi3ation to continue relationship with it. it. As all the employees #erks chart has been mentioned according to their designation in the !R practices, it helps the employees to know what their perks charts are. *o it creates a transparency.
Obecti6es of t2e
proect;
As we know the whole function of !R department depends upon the !R #ractices of the organi3ation. The !R management is done according to the !R #ractices of the company. company. =hich things to be done and which things should not be done depend upon this only. /t also helps the organi3ation to achieve the target of the organi3ation. organi3ation.
The !R policies of the organi3ation have ha ve been mentioned in the !R #ractices. All the rules N regulations for the employees have been also mentioned in this. All the welfare of the employeesB processes is also mentioned in this.
*o the study of the !R #ractices means basically the brief study of all !R functions in the organi3ation. / believe be lieve the !R #ractices is a vital part of an organi3ation, organi3ation, which which helps the organi3ation organi3ation to achieve the goal of the organi3ation.
All companies are having their !R #ractices but the company who is having the best, is the most successful successful company among its competitors. *o the company can get success within its competitors by applying best, e$ective !R #ractices.
The main ob%ective of the pro%ect is@ To 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 competitive by implementing implementing good !R #ractices for their employees. To To under understa stand nd how the organi organi3at 3atio ion n would would achiev achieve e its its goals by implementing good !R #ractices. To understand the work culture of the organi3ation. organi3ation. !R function is very important in every organi3ation. /t helps the organi3ation organi3ation to manage not only the people of the organi3ation organi3ation but to manage all the working processes in it also. !R is management function that helps managers to recruit, select, train and develop develop members members for an organi3 organi3atio ation. n. Obvious Obviously ly !R is concerned 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
$"Recritment1 /t is a process to discover the sources sources of manpower to meet the re8uirements of the sta$ing schedules and to employ the e$ective measures measures for attracting that manpower in ade8uate numbers to facilitate effective selection of an efficient workforce.
dwin 9. 'lippo has defined it as P the process of searching for for prospective prospective employees and stimulating stimulating them to apply for %obs in the organi3ation. P
Obecti6es of Recruitment1 To To attract people with multi(dimensional skills and experiences that suti the present and future organi3ational strategies, To To infuse fresh blood at all levels of the organi3ation, organi3at ion,
To To develop an organisational culture that attracts competent people to the company, To To search for talent globally and not %ust wit within hin the company,
To To design entry pay that competes on 8uality but not on 8uantum,
To To anticipate and find people for positions positi ons 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 "
?actors A5ecting Recruitment1
$nternal ?actors E7ternal ?actors mployerBs brand *ocio( *ocio(eco econom nomic ic factors factors ompanyB ompanyBs s pay package package *upply *upply N Eemand Eemand factors Huality Huality of work life mpl mploy oyme ment nt Rate Rate Orga Organi nisa sati tion on cult cultur ure e 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.
!ources Of Recruitment1
$nternal E7ternal !ources #resent ampus Recruitment Retired #rivate employment consultant Eependent of Eata Eata 9anks anks mpl mploy oyee ee asual Applicants Trade Jnions =alk( ins !ead !unting
!ources
employees
employees
present Refe Referrrals rals
Gergers Ac8uisitions
N
( Recruitm ent /t helps in translating 9usiness *trategy into people re8uirements. A combina combinatio tion n of internal internal recrui recruitmen tment, t, campus campus recruitme recruitment, nt, and executive search is leveraged to meet up to the changing needs of the organi3ation organi3ation /n todayBs rapidly changing business environment, organi3ations have to respond respond 8uickly to re8uir re8uirements ements for people. people. !ence, !ence, it it is important to have a well(defined recruitment policy in place, which can be executed e$ectively to get the best fits for the vacant positions. *electing the wrong candidate candidate or re%ecting re%ecting the right candidate could turn out to be costly mistakes for the organi3ation. //.!electio ection1 /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 and attitudes are desirable and what characteristics characteristics are a decided disadvantage. $ectively, selection is 5buying5 an employee 0the price being the wage or salary multiplied by probable years of service2 hence bad buys can be very expensive. 'or that reason some firms 0and some firms for particular %obs2 use external expert consultants for recruitment and selection.
8ually some small organi3ations exist to 5head hunt5, i.e. to attract staff staff with with high high repu reputat tation ions s from from exist existin ing g employ employers ers to the recruiting employer. !owever, the 5cost5 of poor selection is such that, even for the mundane day(to(day %obs, those who recruit and select should be well trained to %udge the suitability of applicants. Outsourcing is also done through consultancies by mentioning the re8uirement, number and time. =here the organi3ation does its own printed advertising it is useful if it has some identifying logo as its trade mark for rapid attraction and it must must take take care not to o$end o$end the sex, race, race, etc. antidiscrimination legislation either directly or indirectly. The form on which the applicant is to apply 0personal appearance, letter of application, completion of a form2 will vary according to the posts vacant and numbers to be recruited. /nterviewing can be carried out by individuals 0e.g. supervisor or departmental manager2, by panels of interviewers or in the form of se8uential interviews by di$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 interviewin g and in appraising candidates is clearly essential to good
recruitment. 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 consists of scoring scoring candidates candidates for experience, experience, knowledge, knowledge, physica physicalLm lLmenta entall capabi capabilit lities, ies, intelle intellectua ctuall levels, levels, motivation motivation,, prospective prospective potential, leadership abilities abilities etc. 0according 0according to the needs of the post2. Application of the normal curve of distribution to scoring eliminates freak %udgments
T2e C2art of Recrui Recruitment ment D Pro cess 2as been gi6en 2ere1
!election
HO3 Reuisitio n for Bacancy to be as per Org 2art '" 3ata ban@ HR
!2ort %isting ("
Re Agency )" Poornata E#3 !c2eduli ng t2 e inter6ie F
$nduct ion
Joi Joining
Offer %etter
!election D egotiati atio #egoti
(" Performance 8anagement !ystem1
/t is a structured method of formally and ob%ectively evaluating evaluating employe employeesB esB perform performance ance with respe respect ct to their their ob%ecti ob%ectives. ves. /t addresses the issue of an employeeBs development by providing them with structured and in(depth analysis of strengths and areas of improvement. /t provides with input for annual increments, increments, training and development. 'or an organi3ation organi3ation the aim should not be %ust to have the best people, but also to retain them and get best out of them. mployee #erformance management management includes planning work and setting setting expectat expectations ions,, develop developing ing the capacit capacity y to perform, perform, continuously monitoring performance and evaluating it.
Gost organi3ations organi3ations focus on an annual evaluation process process for employe employees es and call call that #erforman #erformance ce Ganagem Ganagement. ent. !owever, !owever, annual evaluations are often sub%ective and can lack specific specific measurements measurements and supportive supportive data to help the employee truly improve their behavior.
*imply putting, a #erformance Ganagement *ystem is essential to the success of any organi3ation because it influences the e$ort expended by employees, which in turn, drives bottom(line business results. 'urthermore, the #erformance Ganagement *ystem helps an organi organi3at 3atio ion n ident identify ify,, recrui recruit, t, motiv motivate ate,, and and retain etain key employees.
An effective #erformance Ganagement should achieve the following@
*ystem
Review the employment cycle of every employee, 9eginning with recruiting process,
the
mployee development, nding with effective exit interviews. mployeeBs knowledge, skills, and abilities with organi3ation5s human capital needs and business ob%ectives.
the
#rovide managers and employees with the tools necessary to focus on short(term short(term and long(term long(term goals that contribute contribute to both both career and organi3ational success.
*upport the organi3ation in developing and sustaining a culture that recogni3es recogni3es and rewards rewards individ individual ual contributi contributions ons and and team team performance. #romote a work climate that re8uires employees to remain flexibly flexibly focuse focused. d. 'or instanc instance, e, employee employees s can manage manage curren currentt 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 ompetencies Eevelopment of e$ective #erformance Ganagement *ystem.
P4RPO!E1
?or Administration( Eocument !R decisions with regards to performance N its related issues.
Eetermine promotion of employees.
Eetermine increment in pay of employees.
Eetermine transfer N change in %ob assignments.
Eetermine retention or termination.
Eecide on layo$s.
Eecide need for training
Eecide salary N related issues.
?or 3e6elopment;
#rovide performance feedback to all concerned.
/dentify individual weaknesses.
skills,
core
Assist employees in setting goals.
competencies,
strength
N
/dentify training needs.
/mprove communication.
8et2od employed G
Rating D Con Contribu tributtion 8anagement by ObCecti6es 98O O::(
Advanced Advanced by #eter '. Erucker, way back in 7+). Euring last last decade about +D organisations have adopted G9O in work settings.
G9O is a process whereby superior N subordinate managers of an organi3a organi3ation tion %ointly %ointly identify identify its common common goals, goals, define each individualBs ma%or areas of responsibilities in terms of results expected 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 be considered 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 business environment. /f not achieved identify reasons for deviation.
!ystem of Performance Appraisal G a2
stablish #erformance *tandard.
b2
ommunicate standard N expectation to employees.
c2 Geasure actual performance, performance, by following ins insttructi ructions. ons. d2 Ad%ust actual performance due to environment influence. e2 ompare actual performance performance with set standards standards N find out deviations. deviations. f2 *uggest *uggest changes in %ob analysis N standards if necessary. g2 'ollow up.
PRO%E8!;
Rating biases(
!alo effect
rror of central tendency.
#ersonal #re%udice.
Recency effect.
Gainly the performance management includes the following basic processes@ . Annual goal setting ".
Gid year review
&.
Annual performance review
is done by online system
'"Annual goal setting 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 specific goals 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 employe employees es as well as their their manager managers s for the refer reference ence throughout the year. These documents can also be viewed by managerBs manager 0Reviewer2 for their indirect subordinates.
(" 8id 8id
)" Annual Performance re6ieF1 The annual performance reviews against goals set and achieved held during the months of April( Gay every year. The employee completes his self(review self(review Lappraisal against goals set, online in the #oornata system and submits the same to his manager for review. The manager then discuss the performance of the employee with himLher off(line, give him feedback on his performance and capture his own comments and performance ratings against goals and overall ratings in the managerBs evaluation form. The manager also discusses the employeeBs performance as well as rating with the managerBs manager 0reviewer2 0reviewer2 and sends the document document to the !R department for further processing.
)" Tra Training and 3e6elopment The needs of individual are ob%ectively identified N necessary interventions are planned for identified groups, which get rolled out in a phased manner through training calendar. The training trainin g and development program is charted char ted out to cover the t he number of trainees, existing existing staff etc. The programs also cover the identification of resource personnel for conducting development development program, fre8uency fre8uency of training and development development programs programs and budget allocation. Training and development programs can also be designed depending upon %ob re8uirement and analysis. *election of trainees is also facilitated facilitated by %ob analysis. The company has a strong focus on manpower training accordi according ng to their their re8ui re8uire rement ments. s. The internal internal training training department department aims at improving improving the skill sets relevant 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 ob%ectiv e clears what goal has to be achieved by the end of
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.
Training 3e 3es sig ign; n; T2e trainer F 9efore starting a training program, a trainer analy3es his technical, interpersonal, interperson al, %udgmental skills in 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. comprises of Training climate F A good training climate comprises ambience, ambienc e, tone, feelings, positive perception perception for training program, 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.
Training topics F After formulating a strategy, trainer decides upon the content to be delivered. delivered. Trainers break the content into headings, topics and ad modules. These topics and modules are then classified into information, knowledge, skills, skills, and attitudes.
!euence the contents F ontents are then se8uenced in a following manner@ K 'rom '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 th e position to select most appropriate tactics or methods or techni8ues. The method selection depends on the following factors@
K TraineesB background
K Time allocated K *tyle preference of trainer K 1evel of competence of trainer K Availability of facilities and resources, etc
$mpro6e performance1 PTraining N Eevelopment is any attempt to improve current or future employee performance by increasing increasing an employeeBs ability 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
Trai Traini ning ng11 Training refers to the process of imparting specific skills. An employee undergoing training is presumed to have had some 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. grow. Eevelopment is not primarily skills oriented. /nstead it provides the general knowledge knowledge and attitudes, attitudes, which will be helpful to employers employers in higher positions. fforts towards development often depend on personal drive and ambition. Eevelopment activities activities such as those supplied supplied by management management development development programs programs are generally voluntary voluntar y in nature. Eevelopment E evelopment provides knowledge about about busines business s environm environment, ent, managemen managementt princi principle ples s and techni8ues, techni8ues, human relations, specific industry analysis and the like is useful for better management of a company.
T2e Training $nputs are1 *kill
ducation
Eevelopment
thics
#roblem *olving *kills
Eecision Gaking
Attitudinal hanges
$mportance of Tra n ining D 3e6elopment1
!elps remove performance deficiencies in employees
reater reater stability, flexibility and capacity for growth growth in an organi3ation
Accidents, scraps and damages to machinery can be avoided
*erves as e$ective source of recruitment
/t is an investment investment in !R with a promise of better returns in future
Reduces dissatisfaction, absenteeism, complaints and turnover of employees
#eeds
of Training1
/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 To anticipate future skill(needs and prepare employee to handle more challenging tasks
To To prepare for possible %ob transfers
Training gi6en on1
*afety aspects
9ehavorial aspects
Technical aspects ommunication skills
$dentification of Training #eeds 98et2ods: /ndividual Training Ieeds /dentification . #erformance Appraisals ".
/nterviews
&.
Huestionnaires
).
Attitude *urveys
+.
Training #rogress 'eedback
-.
=ork *ampling
S.
Rating *cales
&roup %e6el Training
#eeds
$dentification
.
Organi3ational oals and Ob%ectives
".
#ersonnel L *kills /nventories /nventorie s
&.
Organi3ational limate /ndices
).
$iciency /ndices
+.
xit /nterviews
-.
G9O L =ork #lanning *ystems
S.
Huality ircles
>.
ustomer *atisfaction *urvey
7. Analysis of urrent and Anticipated hanges enefits of Training #eeds $dentification . advance
Trainers can be informed about the broader needs in
". Trainers #erception aps can be reduced between employees and their supervisors &. Trainers can design course inputs closer to the specific needs of the participants ). done.
Eiagnosis of causes of performance deficiencies can be
*" Talen lent 8anagement1
/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 manag nagement i.e. *enior, Giddle N ?un ?unior Ganagemen Ganagement. t. This is facili facilitated tated by Eevelop Eevelopment ment Ass Assess essment ment 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,
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. before. Organi3ations Organi3ations therefore need to be able able to develop and deploy people who can articulate articulate the passion passion and vision of the organi3ation 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 process of developing and fostering new workers through onboarding, developing and keeping current 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 comp compan anies ies driv drive e perfo performa rmance nce at the indi individ vidual ual level level 0performance management2.
The term talent management means di$erent things to different people.
To To some it is about the management of high(worth individuals or Pthe talentedQ.
To 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 organi3 organi3atio ational nal core core compet competenci encies es as well well as positio position(sp n(speci ecific fic competencies. The competency set may include knowledge, skills, experience, and personal traits 0demonstrated through defined behaviors2
+" Job Anal nalysis D E6aluation1
/t is broadly categori3ed in two parts. ?ob Analysis is a process to underst understand and the %ob, %ob, identify identify and dis disagg aggreg regate ate the activiti activities, es, competencies and accountabilities associated with the %ob. /t defines and clusters the task re8uired to perform the %ob. /t also clarifies clarifies boundaries between %obs. The output of ?ob Analysis Analysis exercise is referred to as %ob description.
.
!TEP!1
2 P r o c e s s o f C o l l e c t i n g $ n f o f o r m a t i o n
P?ob Analysis is a process of studying and collecting informat information ion relatin relating g to operati operations ons and resp responsi onsibil bilitie ities s of a specific specific %ob. The immediate immediate products products of this analysis are ?ob EescriptionB and ?ob *pecifications B.Q
(: ! ys t 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 y f y i n g J o b R e u i r e m e n t s
P?ob is a collection collection of tasks that can be performed by a single employee 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. organi3ation. =hen %obs are created, created, their tasks and 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 #ote1
Job descriptions s2ould be as general as possible and as detailed as necessary" JO! obs Jobs are general classificatio ns of tas@s performed by employees
E7amples 1 Head of 3epartment Auyer !ecretary
Se(retar%
9ead Of !ept.
Bu%er
Positions1
Positions Posit ions are t2e concrete representation of obs" T2ey are 2eld by indi6iduals at our your enterp terprise" se"
8ore t2an one p o s it i o n ca n be based on t2e same ob Eac2 position typica typically lly represents one one empl employ oyee eeII but but may be partially filled filled by more t2an one
Job1 Hea d of 3ep t"
Positi on1 on1 HO3 1 Purc2as ing
Positions are specific to your enterprise
Posit ion1 HO3 1 !ales
Posi tion 1 HO3 1 HR
Once you have created a %ob, define the number of positions re8uired the enterprise. ?obs are not staffed by employees. That is the role of positions. /f more than t han one person must perform %obs, %obs, more than one position must be created to meet this re8uirement. A position inherits the %obBs tasks, and can also be assigned its own additional tasks. #ositions can be DDU partially staffed, or vacant.
sta$ed,
=hen we define a position as vacant, the system prompts us to define the period for which the position will be vacant There will be a central central authority that will be designated to declare vacancies vacancies and make make them available for Recruitment Recruitment (both internal and external). Positions can fall vacant due to reassignment or Separation as well. Such positions become unoccupied and not vacant. acancy is thus a declared feature for a position. A chief position is a position designated as the leader of a particular organi3ational unit.
9y matching the re8uirements of a position and the 8ualifications 8ualifications of the employees, employees, we will be able to do career planning for employees and succession planning for positions. A profile matching reports can also be run to review the results of how an existing employee or an applicant fares against re8uirements of a position.
the
," Organizational !tructure1 Jsing the basic ob%ect types F constructs of relationships is built to mirror the business edifices and processes. 9y assigning ob%ect ob%ec t characteristics, validations, re8uirements etc, we can capture complex organi3ational realities with relative ease.
Process ?loF1
9efore creating all of the other necessary ob%ects and relationships, the user must first create a one organi3ational unit has been created, it root organi3ational is recommended to unit. Once
create the appropriate organi3ational units below it. ?obs may be created after an organi3ational organi3ationa l unit exists in the model.
Vou Vou can assign cost centers to organi3ational or gani3ational units and a nd #ositions.
-" Compensati ation P2 P2ilo ilosop2y of t2 f t2e e company;
/t is an outcome of what the Organi3ation would like to pay for, which is determined determined by external and internal factors. All the processes are aligned to reinforce the philosophy. The company views compensation compensation not only as something that reflects on the t he pay slip or in the T 0ost To To ompany2 but also they the y are concerned about about overall employee well being though they may ma y not put any monetary value on items like *cholarships, *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 Rewards stretch performance performance which is linked to business, 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
To To be market aware, not blindly follow market practices
K Compensation structure
Tax Tax e$icient but compliant ommon perk structure but varying amount
Three ma%or terms used in the companyBs compensation@
'" ?i7ed Cost1 /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.
(" Bariab le le Pay1 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 to Company@ This is a sum of 'ixed ost and Wariable #ay.
T is decided based on designation, 8ualification and experience. experience. 9asic is around )"U of fixed cost without housing. 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
paid as special allowance.
."E7it $nter6ieFs1
An exit interview is simply a conversation between a departing employee 0who is leaving the company company either voluntarily voluntarily or involuntarily2 involuntarily 2 and a representative from the organi3ation. The interview can follow a structured format or be conducted on an informal basisC written 8uestionnaires can even be used in place of a face(to(face meeting. =hichever format is used, exit interviews are generally documented.
Traditionally, exit interviews are conducted with employees leaving an organi3ation. organi3ation. The The purpose of of the interview is to provide feedback on why employees are leaving, what they liked or didnBt like like about their employment employment and what areas of the organi3ation organi3ation they feel need improvement. improvement. xit interviews are one of the most most widely widely used methods methods of gatheri gathering ng employe employee e feedback, along with employee satisfaction surveys.
enefi fits of of E7 E7it $nter6 e ieF
xit interviews can be a win(win situation for both the organi3ation organi3ation and the leaver. leaver. The organi3atio organi3ation n gets to retain a portion of the leaverBs knowledge and make it available to others, while the leaver gets to t o articulate their uni8ue contributions to the organi3ation and to leave their markB. xit interviews o$er a fleeting opportunity to find out information that otherwise might be more di$icult or impossible to obtain. The exit interview is an important learning tool for employers. =hen
properly conducted, the interview provides the employer with the opportunity opportunity to@ Eiscuss and clarify the reasons for the termination termination
larify larify pay and benefits benefits iss issues ues 0e.g., 0e.g., receipt receipt of the last last paycheck paycheck,, the amount amount of unused unused vacatio vacation, n, convers conversion ion or continuation of benefits, terms of a severance package, unemployment insurance, etc.2
xplain company policies relating to departing employees 0e.g., trade secret secret confidentiality, confidentiality, restrictive restrictive covenants or non( compete agreements, the possibility of future re( employment, freelance or contract work, the provision of references to prospective employers, etc.2
nsure the return of keys, security cards, and company property
Obtain information about improper or 8uestionable manag manageme ement nt pract practic ices es conne connecte cted d with with the empl employe oyee5s e5s termination Obtain information about a supervisor5s management skills
Obtain information about how effectively a department operates
Obtain feedback about employees5 opinions and attitudes about the company
Resolve or defuse any remaining disputes with the exiting employee
#rot #rotec ectt its tsel elff agai agains nstt subs su bse8 e8ue uent nt char charge ges s that that the the employee was forced to resign 0i.e., constructive discharge2
!uggestions1
The company should give the compensation as per to the skills, so that the employees could do the e$icient work.
Organi3ations must enhance work force motivation to impr improv ove e produ producti ctivit vity. y. =orker =orkers s must must be encour encourage aged d and 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 openings in plant, new vacancies.
according
to
oal *etting programs undertaken with schedule to find potential potential prospective prospective employees for higher posts, giving giving training, discussing the on %ob responsibilities.
The employee goals are well studied and structured. The Mey Related Areas are properly designed designed N clearly clearly mentioned to employees.
%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 G anager driven and the staff member is expected to be compliant in i n the interview . The process usually involves the Ganager giving their opinion 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 budge udgett deve develo lopm pmen entt proc proces ess s and and ther theref efor ore e lose loses s its 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$erent 8ualities 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.
$$%$O&RAPH<1
333 33 3.g .go oog ogle le .( .(o om 333 33 3.u .ufl fle1 e1lt ltd d.( .(om om 333 33 3.f .fle le1f 1fil ilm m.( .(o om 333 33 3.u .ufl fle1 e1en engg gg .( .(om om 333 33 3.3 .3i2 i2ip iped edia ia .o .org rg
References1
Te7t oo@s1 Thornton, .. N =.. 9yham 07>"2 Assessment centres and Ganagerial #erformance, Academic #ress, Iew Vork . T.W T.W.Rao .Rao N J. #areek #areek 07S>2 #erformace Appraisal and Review@ Review@ Operating Ganual, 1earning *ystem, Iew Eelhi. !. Richl Richl 077-2 077-2.. A *kilf *kilful ul Appro Approach ach to !igh !igh #roduc #roductivi tivityB tyB,, !. !.R R. Gaga3ine, August, 7S(D" ?.A.E onger 'inegold N ..1awler 077>2.BAppraising 9oardroom #erformanceB. !arvard 9usiness Review, ?anuary( 'ebruary.
A$$E78RE 98E*!"#$$A"RE
$ame, ::::::::::::::::::::::::::::)) *e;, < = (ale
Age, < =8pto >? years
(arital *tatus, < = (arried
Bears of ser+ice, < =8pto > years
(ont&ly "ncome, < = below ?5???
< = Female
< = >?@.? years
< = .?@? years
< = abo+e ? years
< = @? years
< = abo+e ? years
< = 8nmarried
< = >@ years
< = ?5???@>?5???
< = >?5???@.?5???
< = abo+e .?5???
*!8DB FAC!#R*, SA< Strongl% agree0 A< Agree0 NS< No re$pon$e0 !A< !i$agree0 S!A< Strongl% Strongl% !i$agree
*)no Particulars ) Performan(e apprai$al impro#e$ &ob performan(e The a$$e$$ment of performan(e moti#ate$ to 3or2 harder Performan(e goal$ are (learl% defined in the pro(e$$ of G ? > . G >?
apprai$al M% performan(e i$ 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 g rie#an(e among 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 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 proper a$$e$$ment of %our (ontribution to the Organi4ation
* A
A $ R
D A
*D A
