What is reward system? Describe the process of designing reward system.

What is reward system? Describe the process of designing reward
system in your organization or an organization you are familiar with. Discuss how
reward system has been used to help the organization. Briefly describe theorganisation you are referring to.
Answer. The only way employees will fulfill your dream is to share in the dream.
Reward systems are the mechanisms that make this happen. "However, reward
systems are much more than just bonus plans and stock options. While they often
include both of these incentives, they can also include awards and other recognition,
promotions, reassignment, non-monetary bonuses (e.g., vacations), or a simple thankyou.
A reward system, in isolation, can serve operational needs badly. Rewards influence
behaviour, attitudes, job satisfactions and performance. Reward systejs can be
classified as:
Monetary Rewards (directly, indirectly or un-related to actual performance
outcomes)
Monetary equivalent Rewards
Non-monetary rewards
Guidelines: Designing An Effective Reward System
Performance payoff must be a major, not minor, piece of total compensation
package.
Incentive plan should extend to all managers & employees.
System must be administered with scrupulous care & fairness.
Incentives must be linked tightly to achieving only performance targets in strategic
plan.
Performance targets each person is expected to achieve must involve outcomes
person can personally affect.
I am familiar with TriWest Healthcare Alliance. It has partnership with the Department
of Defense (DoD) to provide access to cost-effective, high quality health care for
nation's active and retired uniformed services members and their families.
Process of Designing the Reward System At TriWest
TriWest wanted to implement a reward system that went beyond the cookie-cutter
"employee of the month" programs, but management wasn’t sure what it should look
like. To be certain that what they came up with would appeal to employees, we put
together a team of people from across the company to create the new program under
the guidance of reward and recognition expert Pat Zingheim.
We created a Five Star Program, a multi-tiered reward system with a theme built
around the company’s star logo. Each star represents a separate program. The first
two, which were already in place, are the bonus program and employee service
awards. The team added three programs that reward employees for exceptional
customer service and teamwork, internally and externally.
The first, called the Shining Star, is a peer-to-peer certificate program. When
employees experience or witness great service or teamwork, they give Shining Star
certificates to show their appreciation. Employees can give the certificates to anyone in
the company, regardless of their title or location. One copy is delivered to the employee
and another goes into a fishbowl for bimonthly drawings for gift certificates, logoed
prizes such as T-shirts and coffee mugs, and other small items.
About 10 percent of certificate recipients win fishbowl gifts. The team considered giving
every Shining Star recipient a small gift, but they were concerned that the program
could be abused. With a drawing, there is no way to know who’ll win.
Employees like the Shining Stars because it’s not a top-down system. "They have a
tool to thank each other." Employees frequently post their Shining Stars in their offices
or the common rooms, and we list all the winners each month at the company’s intranet
site.
The second program, called the Super Star award, is given by directors to employees
in recognition of great performance. As part of the program, each year directors are
given a pot of "Starbucks" coupons equaling roughly $40 per employee in their unit,
which recipients can use to buy logoed merchandise or exchange for gift certificates.
When directors see employees doing excellent work, such as going out of their way to
help customers handle claims problems, they can give them up to 50 Starbucks on the
spot. "The point is for directors to be able to reward great behavior the moment it
happens". Directors are also encouraged to use the money at least once a year to
throw a party in honor of team successes.
The final program, called the All Stars Award, is in recognition of performance above
and beyond the scope of the job description. It’s based on a cash incentive that allows
directors to give up to Rs. 2000 to an employee who makes major contributions to the
corporation as a whole. To win this award, employees have to do something truly
exceptional. For example, if an HR person does great work during open enrollment,
she might receive 50 Starbucks, whereas if a technical employee works late and comes
in on the weekends to be sure the new phone system is up and running on schedule,
that would be worth an All Star. The awards have been given to teams that have
improved company productivity, and to units that have been recognized by the
government for doing exceptional work in the field of health-care management.
It was the development team’s idea to make the All Star program cash-based while
keeping the other programs gift-based. Actually we didn’t want people to expect
payment for doing their jobs. And the development team didn’t think cash was
necessary for the other programs to be successful. Employees like to be told they are
doing a good job. It doesn’t have to be a large sum of money; they just want the
recognition.
How Reward System Helps The Organization
Reward can act as the 'catalyst' for improved performance and better productivity.
Rewards are generally reckoned to improve productivity by somewhere of the
order of 20 to 30 per cent. This is nearly twice as much as that attained by goalsetting
or job-redesign.
It helps to link to strategic direction and business goals.
They can actively engage and renew the overall sense of community and mission
of an organization.
It increases the frequency of an employee action.
Rewards increase the chances that a performance will be repeated.
Rewards help to create a more pleasant work environment, one where rewards
are used more frequently than discipline to manage employee behavior.
Through reward system individuals feel acknowledged for their accomplishments,
contributions, and performance. The staff will be motivated and inspired to
continuously strive for excellence.
An effectively designed and managed reward program can drive an organization's
change process by positively reinforcing desired behaviors.
Rewards act as reinforcers for a variety of individual behaviour.

Discuss the concept of HRD Audit.

Discuss the concept of HRD Audit. Explain the process of HRD Audit
being done in your organisation or an organisation you are familiar with.
Describe how HRD Audit helps in improving organizational efficiency. Briefly
describe the organisation you are referring to.
Answer. HRD audit is a comprehensive evaluation of the current HRD strategies,
structure, systems, styles and skills in the context of the short and long-term business
plans of a company. It attempts to find out the future HRD needs of the company after
assessing the current HRD activities and inputs.
I am familiar with Hoovers, Inc. It delivers comprehensive company, industry, and
market intelligence that drives business growth. Their database of 12 million
companies, with in-depth coverage of 40,000 of the world's top business enterprises, is
at the core of our business tools and services that customers find vital to their business
operations. Hoover's editorial staff of some 80 editors and researchers brings vital
business information and knowledge to its coverage, updating the site daily to bring our
visitors and subscribers the most up-to-date business information in the industry.
Process of HRD Audi at Hoovers
HRD audit starts with an understanding of the future business plans and corporate
strategies. While HRD audit can be done even in organizations that lack well
formulated future plans and strategies it is most effective as a tool when the
organization already has such long-term plans.

The HRD audit starts with the following questions:
Where does the company want to be ten years from now, three years from now
one year from now??
The top management needs to provide the answer to this question. If there are any
long-term plan documents they are also reviewed. On the basis of answers, the
consultants finalize the subsequent audit strategies and methodology. They identify the
nature of the competencies the organization needs to develop in order to achieve its
long term, five to 10 years plans.
What is the current skill base-of the employees in the company in relation to the
various roles and role requirements.
This is assessed through an examination of the qualifications of employees, job
descriptions training programmes attended, and so on. Besides this interviews are
conducted to identify the skill gap in the organization. Training needs and performance
appraisal forms provide insights into the competency and other skill requirements.
What are the HRD subsystems available today to help the organization
competency base for the present, immediate future and long-term goals?
The auditors identify various HRD subsystems that are available to ensure the
availability utilization and development of skills and other competencies in the
company. The framework for evaluating these HRD subsystems have been presented
earlier where all the component HRD systems have been presented. These systems
and other HRD tools that an organization may be using are studied in details for
arriving at the systems maturity score.
What is the current level of effectiveness of these systems in developing people
and ensuring that human competencies are available in adequate levels in the
company?
The consultants assess the effectiveness of each system. For example, the
effectiveness of performance appraisal system is assessed by discussing with
employees, individually and in groups, about the efficacy of the systems. The auditors
look at the appraisal forms, at the.
linkages between appraisal and framing, conduct questionnaire surveys to assess the
extent to which coaching and other components on other appraisals are being utilized
and also conduct systems.
Is the HRD structure existing in the company adequate enough to manage the
HRD in the company??

At this stage, the auditors or consultants examine whether the current HRD structure
can handle the pressing and future HRD needs of the company. They examine the
existing skill base of the HRD staff, their professional preparation, attitudes, values,
developmental needs, the line manager’s perception regarding them and so on. In
addition to the full-time staff, the consultants also assess the HRD structure in terms of
the use of task forces and other mechanisms.
Are the top management and senior manager styles of managing people in tune
with the learning culture?
Here the consultants examine the leadership styles, human relations skills and so on,
of senior managers. The extent to which their styles facilitate the creation of a learning
environment are examined.
HRD Audit examines Linkages with other Systems:
Attempts Total Quality Management (TQM), personnel policies, strategic planning etc.,
evaluates HRD strategy, structure, system, staff, skill, style and consultants, make
suggestions the basis of evaluation about the future HRD strategies required by the
company. The structure the company needs to develop new competencies, the systems
that need to be strengthened, and the styles and culture that have compatibility with the
HRD process.
HRD Audit is Business-driven: HRD audit keeps business goals in focus. At the same
time, it attempts to bring in professionalism in HRD. In keeping the business focus at
the centre, HRD audit attempts to evaluate HRD strategy, structure, system, staff, skill
and style and their appropriateness.
How HRD Audit helps in improving organizational efficiency
It can get the top management to think in term of strategic and long-term
business plans
Ironically, it may seem that HRD audit should begin with such strategic plans, but in
some cases it has propelled the top management to formulate such plans. Another
aspect in this regard is that people cannot participate in HRD audit without some
sharing of these plans. The audit, therefore, has forced the top management to share
their plans across the organization resulting in increased involvement and commitment
of employees. In a few system of annual planning and sharing of the business plans
with management staff, to enable them to plan their own activities and competency
development programmes, have been initiated.
Changes in the styles of the top management
Any successful HRD company has an excellent learning environment. Thus one of
HRD is to create a learning organization. A learning culture can be created managers
of the company exhibit an HRD orientation, ability to convert and conflicts and
problems as learning opportunities and so on. Some top level India have been found to
block the motivation and learning of employees through coercive, autocratic and even
paternalistic styles of management. HRD audit highlights styles of management thereby
pointing out the difficulties in developing and employees for the future. This has helped
in providing subtle feedback to the top management and initiating a change process.
Role clarity of HRD department and the role of line managers in HRD
In almost all cases, the HRD audit has been found to draw the attention of employees
at various levels to the important role of the HRD department: current as well as the
future, better role clarity of the HRD department and the HRD function, resulting in
increased understanding of line managers about their HRD role and the uniform results
of HRD audit. While the degree may vary from organization to organization depending
on various factors, this exercise has favorable impact on employee productivity.
Improvements in HRD systems
HRD audit has helped most organizations in measuring the effectiveness of their HRD
systems, and in designing or redesigning HRD systems, the most frequently changed
or renewed system include performance appraisal, induction training, job rotation care
planing and promotion policies, monitoring communication and training. A number of
organizations have changed or strengthened one or more of their HRD subsystem as a
result of HRD audit.
Increased focus on human resources and human competencies
(One of the results of HRD audit is to focus on new knowledge attitudes and skills
required by the employees. Comments are made about the technical, managerial,
human and conceptual competencies of staff at various levels. This differentiation has
been found to help organizations in identifying and focusing sharply on the competency
requirements and gaps. The audit establishes a system of role clarity and fixing of
accountability. This may take place through separate role-clarity exercises or through
the development of and appropriate performance appraisal systems. In any case, the
attention of the organization gets focused on developing the competency base of the
organization. More sensitivities are developed towards missing aspects of
competencies. For example, one organization was found to neglect the human relations
competencies of their staff which led to quite a few problems and wastage of time. With
HRD audit many of these were streamlined. The various HRD policies also got
strengthened.
Better recruitment policies and more professional staff
HRD audit proposes the competence base required by tile organization. It gives
direction for competency requirements of employees at various levels, thus providing a
base for recruitment policies and procedures. As a result, in some companies, new
recruitment and retention strategies have been worked out. In other companies, the
audit as led to strengthening recruitment policies and procedures.?
More planning and more cost-effective training
HRD audit has been found to assist in assessing the returns on training. One of the
aspects emphasized in the HRQ audit is to calculate the investments made in training
and ask questions about the returns. The process of identifying training needs, and
utilization of training and learning for organization growth development are assessed.
As direct investments are made in training, any cost benefit analysis draws the
attention of the management and HRD managers to review the training function with
relative ease. For example, one organization has strengthened its training function by
introducing a new system of post training follow up and dissemination of knowledge to
others through seminars and action plans. Many organizations have developed training
policies and systematized their training function. Training needs assessment also has
become more scientific in these organizations.?
Strengthening accountability through appraisal system and other mechanism
HRD audit can give significant inputs about existing state of accountability of can be
assessed through performance appraisal as well as through the work culture and
cultural dimensions. A number of organizations have introduced systems of planning,
sharing of experience and documenting the accountability of staff. HRD audit to the
chaining of appraisal systems.
Streamlining of other management practices
Most often HRD audit points out the strengths and weakness in some of the
management systems existing in the organization. It also indicates the absence of
system, which enhance productivity and utilization of the existing competency base,
e.g., MIS, rules and procedure, etc., which may have an effect on the functioning of
employees. In a few cases helped the management to look at some subsystems and
work procedures. Preparation of a manual for delegation of powers, clarification of
roles and responsibilities, developing or strengthening the manuals of financial and
accounting procedures and systems and the information systems ad sharing of
information are some of the resultant activities.
TQM interventions
Quality improvements and establishing TQM systems require a high degree of
employees. In a number of cases HRD audit has pointed out to the linkages between
TQM and other quality programmes, and helped in strengthening the same.
Due to improvements in the training systems, enhancement of the quality of
strengthening of the appraisals system, TQM programmes also get improved. In a few
organizations performance appraisal have been changed to integrate quality internal
customer satisfaction into the appraisal systems. Thus HRD audit leads to the
strengthening of quality systems.
It can enhance the ROI (Return on Investment) of the HR function
In addition to all the above points, HRD audit aligns the HR function and activities with
business goals. In the process it eliminates non-value adding HR systems, activities
and processes and enhances the value-adding activities and processes. It reduces
non-productive assets the HR department (For example, under utilized training centers,
ill-implemented appraisal systems, etc.) and sharpens the focus of the HR function to
get better results. The main contribution of HRD audit is to focus on value-adding HRD.

Define Organizational Development.

Define Organizational Development. Describe various phases of OD
programme being conducted in your organisation or the organisation you are
familiar with. List out the benefits of OD programme's to the organization. Briefly
describe the organization you are referring to.


Organizational development (OD) is a term most commonly used when
referring to building capacities of an organization. Organization Development is the
attempt to influence the members of an organization to expand their candidness with
each other about their views of the organization and their experience in it, and to take
greater responsibility for their own actions as organization members. The assumption
behind OD is that when people pursue both of these objectives simultaneously, they
are likely to discover new ways of working together that they experience as more
effective for achieving their own and their shared (organizational) goals. And that when
this does not happen, such activity helps them to understand why and to make
meaningful choices about what to do in light of this understanding.
OD is about managing change in a systematic and planned way. The purpose of
change for an organization is to evolve and to increase its positive impact on the lives
of vulnerable people. The goal of changing is to become more effective, viable,
autonomous and legitimate.
OD helps solve both specific and systemic problems like:
unclear vision and strategies causing confusion among the ranks
weak or slow implementation of strategies
mistrust and recurrent conflict between divisions, levels, teams
dissatisfied customers from weak Quality practices and culture
inappropriate measures leading to misguided managers and employees
too much change too fast (growing pains, restructuring, etc.)
high stress from the board room to the mail room
slow decision making processes causing missed opportunities
insufficient creativity or synergy in teams to meet challenges effectively
management practices not in sync with the organization's stage of maturity
low morale and productivity
unskilled labor and wasteful processes
I am familiar with Zenith Computers, headquartered in Mumbai, India, is 25 years old
with a turnover of Rs. 3 Billion. Zenith Computers has 1000 employees spread all over

India in its 15 offices and manufacturing plant in Goa.Zenith's 40,000 sq ft, ISO 9001 +
14001 state-of-the-art manufacturing plant in Goa is one of the most comprehensive in
the PC industry. Zenith has 800 Authorized Dealers and 350 Exclusive Retail
Showrooms called "Zenith PC World" across India.
Phases of OD Programme At Zenith
1: Recognition: Recognition of a need for change can be brought about by many
different events. An updated disaster assessment, a budget analysis, or periodic audits
may reveal problems which must be dealt with. It is important that managers identify
sources of feedback so that an information system can be developed and the need for
change can be identified promptly.
2: Diagnosis of Problems: Before appropriate action can be taken, the problem is
defined and all its aspects are examined. To diagnose the problem:
identify the problem;
determine what must be changed to resolve it; and
determine what objectives are expected from the change (and how they can be
measured).
3. Planning for Change: When the real problem of the organization is identified, OD
consultant plans the various courses of action in the light of these problems. Since
there are many techniques involved programme, attempts are made to transform
diagnosis of the problems into proper action plan involving over all goals for OD,
determination of the approach suitable for attaining goals, and sequence for
implementing the approach.
4. Intervention in the System: After the techniques for OD programme and time
sequence are determined, OD consultant attempts to change the organization and its
people. It is a long affair and hence a gradual process. For example, most OD
programmes begin with training the people in the light of the proposed organizational
change. Gradually intervention may be attempted at all the three level – individual,
group and organization.
5. Evaluation and Feedback: OD work must include a high degree of accountability
for results. Processes, results, successes and failures should be measured and
documented. Progress of implementation as reflected in data associated with indicators
should be monitored and adjustments should be made as needed.
Careful monitoring and evaluation of the results of OD programmes provide feedback
regarding what is going on. When any discrepancy appears between what is intended
and what is happening, the change agent goes back almost to the first step, that is
problem identification and diagnosis, though in this case, work involved may be slightly
different. In the very beginning of problem identification and diagnosis, emphasis is
more on data collection and its analysis; at this stage, emphasis may be more on
analysis of OD programme techniques themselves. Moreover, feedback can be used as
an energizing factor which will indicate what further action is necessary. Most common
techniques for getting feedback are critique sessions, systematic appraisal of change
efforts, and analysis of pre-training and post-training behavioural patterns based on
actual operation.
Benefits of OD
adapt to the accelerating rate of change brought about by market forces
embrace the demands of new technologies and processes
make long-range comprehensive transformations vs. quick fixes
initiate and manage change, particularly, complex change
foster employee alignment and commitment to new ways of working
expand everyone's ideas, beliefs, and behaviors to solve problems
develop the organization's fitness for continuous innovation and renewal.

Discuss the concept of career system.

Discuss the concept of career system. Explain the strategies have
been used for career development in your organisation or an organisation you
are familiar with. Briefly describe the organisation you are referring to.

Career system
This function ensures that people do not stagnate in their jobs and there is change in
responsibilities periodically. Every organization needs a suitable human suitability is
not only in the recruitment but also in the course of development change. As and when
there is a change in organizational structure, goals, policies and methods, the human
factor is to be modified accordingly. The modification of human resource process takes
some time. The management instead of announcing the charges suddenly have to brief
the employees also plans their careers and try to adjust to the requirement of the
organization. The resistance to sudden changes will be minimized. Thus, career
planning means the employees will have the plans to modify, improve their work
behaviour, which can be suitable to the organizational future changes. The career
system depends upon the management’s willingness to keep the employees informed
about the future plans and changes of the organization.
Career system helps both the management and employees in adjust stability and
suitability to the changing environment. It will not create a sudden vacuum in the
human resource management.
Need for Career Planning: Need is caused by both economic and social forces. If organization has to survive and prosper in this en-changing environment its human
resources must be developed. If there is no concern for proper career planning, then
too many employees can retire at the same time. Further employees are insisting that
work demands should be effectively integrated with human needs for personnel growth,
expectations of one’s family and ethical requirements of society. So considering the
changing social and economic environment the growing work expectations and
aspirations of employees career planning is now regard as an essential prerequisite for
effective to management, organizational growth and optimum productivity. When a
person applies for any job before it he makes necessary enquires about the prospects
of job in the particular organization. Soon after joining the organization he/she enquires
about the prospects he likely to hold after a particular period of time. If answer is not
satisfactory he feels demonstrated and starts looking for some other job with more
development prospective. This is the case with persons with persons in senior
supervisory, executive and managerial positions to attract competent persons for senior
positions and retain them in the organization. It is essential to assure them progressive
career. Thus, career planning has become must for manning an organization with
efficient supervisors, higher technical and managerial personnel and for preventing
them from leaving the organization for lack of promotional avenues because good
employees seek career rather than short duration jobs. Thus, suitable career
development programmes enable employees to achieve personnel fulfillment and also
ensure that the organization places the right people in the right place at the right time
to be sponsored.
I am familiar with Keele. It was the first new United Kingdom university of the twentieth
century, established with degree giving powers in 1949 as the University College of
North Staffordshire. University status, as the University of Keele, followed in 1962. It is
the UK's largest integrated campus university and occupies a 617 acre estate, with
Grade II registration by English Heritage, the central feature of which is 19th century
Keele Hall. Located centrally within the UK, in Staffordshire, Keele is a major
contributor to its local economy. With a turnover in excess of £50m, and a total staff of
some 1,400, the University generates around £40m of business in the region.
Career Development Initiatives and Strategies at Keele University
1. Career Development Policy
The University's overall policy outlining its commitment to career development
programs for staff. In implementing a system of career development, the University
aims to create an improved approach to employee development by recognizing and
responding to each individual's need for a satisfying and rewarding career. Career
development should then become one of the most significant personnel considerations,
applying to all staff, both academic and general, and generating progressive changes
to related policies.
Career development is for all staff, not just those who are ambitious or those who want
a "career". Career development activities are not always be upwardly focussed nor they
necessarily lead to salary increases. Other relevant activities could include redesign,
enrichment or broadening of current roles, as well as exploratory and/or permanent
movements downwards, laterally, or to options outside of the University.
The implementation of career development needs a strong commitment from both
employees and the organization. Career development plans are regularly updated and
reviewed, with supervisors and colleagues providing input, evaluation and feedback.
Other personnel policies in areas such as staff development, evaluation, conditions of
employment, and promotion and reward, are consistent with, and supportive of career
development.
Career development at the University of Keele is a self-directed activity and has two
dimensions. "Career planning" is where individuals analyze their own aptitudes, skills,
qualifications, interests and values and plan accordingly. "Career management" is
where the University supports and assists both planning and achievement through
supervisor and system support. Both the University and the staff member accept
responsibility for career development. This requires an organized, planned effort by the
staff member and the supervisor to regularly define, develop and refine his/her career
goals, skills, aptitudes, attributes and responsibilities.
The career development system integrates agreed employee plans with opportunities
realistically available to them in terms of the needs, requirements and strategic
directions of the University and their Unit within it.
Aims of Career Development Strategies at Keele
Integrate the development plans of individual staff with the development plans of
the University in a coherent manner.
Commit the University, the unions and all staff to ongoing individual development
of every member of staff.
Provide regular and continuing opportunities for all employees to formulate
meaningful and achievable career goals and plans.
Make each career path more challenging and stimulating by, for example,
increasing involvement in some areas, delegating tasks in others, changing the
way in which jobs are executed, and participating in task forces or assuming new
assignments.
Provide a planned basis for the allocation of training and development resources
to staff.
Deliver accurate, informative and constructive evaluation and feedback to ensure
goals are realistic and achievable.
Establish a supportive climate and an open communication style that encourages
participation of employees, unions and management in the design and revision of
the career development system.
2. Career Mobility Program
The Career Mobility Program (CMP) aims to enhance career development opportunities
by providing staff with possibilities of job rotation, secondments, and exchanges. This
program encourages the broadening of the skills and experience of staff, offers
opportunities for growth and change and thus expands the career path potential of
general staff.
3. Development Leave
Development Leave provides general staff members with opportunities to develop, or
experience the application of new skills through an individually tailored program of
activities. Development leave may support attendance at conferences or short courses,
a brief series of visits to other institutions or additional work experience with another
employer.
4. Education Assistance Scheme
This scheme provides financial assistance to general staff who are undertaking tertiary
studies, which will benefit the University. The scheme covers costs such as textbooks,
student fees and study materials. It does not cover HECS payments.
5. Management Cadetship
Targeted at Year 12 students, the University's Management Cadetship offers a
wonderful opportunity to combine both work and study. Cadets work in a number of
areas across the University.
6. Postgraduate Sponsorship Program
The Postgraduate Sponsorship Program provides staff with the opportunity to develop
a range of skills and knowledge, critical to their current position. The Postgraduate
sponsorship program is offered to both Academic and General staff for work-related
postgraduate study.
7. Partial Funding
The Career Development Unit in university offers partial funding to support
Departments/Units to fund their staff attendance at professional and personal
development courses and conferences.
8. Study Time
The University recognizes the value of ongoing education and skills development of

staff, and supports participation in activities consistent with the employee's role within
the University through the Study Time policy. Study Time is leave approved to assist
employees to undertake part-time courses of study which positively contribute to their
work performance.

Define competency. Briefly describe each category of competency.

Define competency. Identify competency categories prevailed in your
organisation or the organisation you are acquainted with. Briefly describe each category of competency. Also describe the organisation you are referring to.

A competency is a skill, capability or characteristic that leads to success in a
particular role. Within an organizational context, it includes the knowledge, skills and
attributes that define exemplary performance in a specific work process. Generally
speaking, competencies can be divided into three categories: managerial
competencies, interpersonal competencies and technical competencies. Managerial
competencies consist of the skills and abilities required for exemplary organizational
leadership. Interpersonal competencies include the skills needed to communicate
effectively, and to build positive relationships with others. Technical competencies
consist of skills related to a particular function which enable one to be proficient at a
task or a series of tasks.
When we talk of competency it is imperative to know the levels of competency such as
practical competency (An employee's demonstrated ability to perform a set of tasks)
Foundational competence (An employee's demonstrated understanding of what and
why he / she is doing) Reflexive competence (An employee's ability to integrate actions
with the understanding of the action so that he / she learns from those actions and
adapts to the changes as and when they are required) and Applied competence (An
employee's demonstrated ability to perform a set of tasks with understanding and
reflexivity)
I am familiar with HCC - Howard Community College. It is a dynamic, creative
learning community that strives to meet challenges by providing innovative solutions
leading to learning breakthroughs for all students. Howard Community College (HCC)
offers a wide range of academic pursuits and extracurricular activities for students of all
ages and walks of life. The HCC campus features a Science and Technology Building,
home to lasers, robots, computers, satellite links, and other tools for high-tech learning.
About 5,000 students pursue studies at HCC in a variety of academic programs leading
to transfer to four-year colleges or immediate employment upon graduation. An
additional 12,000 students take courses for personal or professional development.
Competency Categories in Howard Community College
1. Communication – COMn

Describe HRD audit and discuss its significance in an organizational set up.

Describe HRD audit and discuss its significance in an organizational set up. Describe the methodology of HRD audit being practiced in your organization or an organization you are acquainted with.

HRD audit is a comprehensive evaluation of the current HRD strategies, structure, systems, styles and skills in the context of the short and long-term business plans of a company. It attempts to find out the future HRD needs of the company after assessing the current HRD activities and inputs.

The audit itself is a diagnostic tool, not a prescriptive instrument. It will help you identify what you are missing or need to improve, but it can’t tell you what you need to do to address these issues. It is most useful when an organization is ready to act on the findings, and to evolve its HR function to a level where its full potential to support the organization’s mission and objectives can be realized.

Why Do An HR Management Audit ?
An HR Management Audit can answer important questions for your organization, such as:
• Are you currently legally at risk anywhere in the HR part of our business?
• Is the HR function structured to the company’s best competitive advantage?
• Is Human Resources providing the required services?
• Is Human Resources providing leading-edge, “best practices” services?
• Are the needs of the organization effectively addressed?
• Are we maximizing our resources to get the best level of productivity?
• Are we strategically positioned for the future?

I am familiar with Hoovers, Inc. It delivers comprehensive company, industry, and market intelligence that drives business growth. Their database of 12 million companies, with in-depth coverage of 40,000 of the world's top business enterprises, is at the core of our business tools and services that customers find vital to their business operations. Hoover's editorial staff of some 80 editors and researchers brings vital business information and knowledge to its coverage, updating the site daily to bring our visitors and subscribers the most up-to-date business information in the industry.

PROCESS OF HRD AUDIT AT HOOVERS
HRD audit starts with an understanding of the future business plans and corporate strategies. While HRD audit can be done even in organizations that lack well formulated future plans and strategies it is most effective as a tool when the organization already has such long-term plans. The HRD audit starts with the following questions:

1. Where does the company want to be ten years from now, three years from now one year from now? ¬
The top management needs to provide the answer to this question. If there are any long-term plan documents they are also reviewed. On the basis of answers, the consultants finalize the subsequent audit strategies and methodology. They identify the nature of the competencies the organization needs to develop in order to achieve its long term, five to 10 years plans.

2. What is the current skill base-of the employees in the company in relation to the various roles and role requirements.
This is assessed through an examination of the qualifications of employees, job descriptions training programmes attended, and so on. Besides this interviews are conducted to identify the skill gap in the organization. Training needs and performance appraisal forms provide insights into the competency and other skill requirements.

3. What are the HRD subsystems available today to help the organization competency base for the present, immediate future and long-term goals?
The auditors identify various HRD subsystems that are available to ensure the availability utilization and development of skills and other competencies in the company. The framework for evaluating these HRD subsystems have been presented earlier where all the component HRD systems have been presented. These systems and other HRD tools that an organization may be using are studied in details for arriving at the systems maturity score.

4. What is the current level of effectiveness of these systems in developing people and ensuring that human competencies are available in adequate levels in the company?
The consultants assess the effectiveness of each system. For example, the effectiveness of performance appraisal system is assessed by discussing with employees, individually and in groups, about the efficacy of the systems. The auditors look at the appraisal forms, at the.
linkages between appraisal and framing, conduct questionnaire surveys to assess the extent to which coaching and other components on other appraisals are being utilized and also conduct systems.

5. Is the HRD structure existing in the company adequate enough to manage the HRD in the company?
At this stage, the auditors or consultants examine whether the current HRD structure can handle the pressing and future HRD needs of the company. They examine the existing skill base of the HRD staff, their professional preparation, attitudes, values, developmental needs, the line manager’s perception regarding them and so on. In addition to the full-time staff, the consultants also assess the HRD structure in terms of the use of task forces and other mechanisms.

6. Are the top management and senior manager styles of managing people in tune with the learning culture?
Here the consultants examine the leadership styles, human relations skills and so on, of senior managers. The extent to which their styles facilitate the creation of a learning environment are examined.

7. HRD Audit examines Linkages with other Systems:
Attempts Total Quality Management (TQM), personnel policies, strategic planning etc., evaluates HRD strategy, structure, system, staff, skill, style and consultants, make suggestions the basis of evaluation about the future HRD strategies required by the company. The structure the company needs to develop new competencies, the systems that need to be strengthened, and the styles and culture that have compatibility with the HRD process.

8. HRD Audit is Business-driven: HRD audit keeps business goals in focus. At the same time, it attempts to bring in professionalism in HRD. In keeping the business focus at the centre, HRD audit attempts to evaluate HRD strategy, structure, system, staff, skill and style and their appropriateness.

Explain the concept and objectives of Coaching and Mentoring.

Explain the concept and objectives of Coaching and Mentoring. Discuss the process of Coaching and Mentoring for employee development in your organization or any other organization you are familiar with.


Both coaching and mentoring are processes that enable both individual and corporate clients to achieve their full potential.

Coaching is…

"a process that enables learning and development to occur and thus performance to improve. To be a successful a Coach requires a knowledge and understanding of process as well as the variety of styles, skills and techniques that are appropriate to the context in which the coaching takes place"
Mentoring is...

"off-line help by one person to another in making significant transitions in knowledge, work or thinking"

Organizational development, changes brought about by mergers and acquisitions as well as the need to provide key employees with support through a change of role or career are often catalysts, which inspire companies to seek coaching or mentoring.

Coaching & mentoring, both of which focus on the individual, can enhance morale, motivation and productivity and reduce staff turnover as individuals feel valued and connected with both small and large organizational changes. This role may be provided by internal coaches or mentors and, increasingly, by professional coaching agencies.

Coaching and mentoring programmes generally prove to be popular amongst employees as coaching achieves a balance between fulfilling organizational goals and objectives whilst taking into account the personal development needs of individual employees. It is a two-way relationship with both the organization and the employee gaining significant benefits.

Coaching is job focused; aimed at a specific subject or clearly defined task; it takes place over a relatively short period of time; the process is led by the coach, and the aim is to perform. The process takes place through instruction, discussion and dialogue and the coached person is learning from the coach.

Mentoring is person focused; aims at helping the mentee to help himself; takes place over a longer period of time; the process is led by the mentee and the aim is reflection. The process takes place through dialogue and the mentee learns with the mentor.

I am familiar with NASA. NASA is the National Aeronautics and Space Administration. It is the governmental agency that oversees space exploration for the USA. Founded in 1958, NASA belongs to the executive branch of the Federal Government. NASA's mission to plan, direct, and conduct aeronautical and space activities is implemented by NASA Headquarters in Washington, DC, and by nine major centers spread throughout the United States.

1. Identify a Coaching Opportunity
A coaching need relates to a person’s current job responsibilities: there is a gap between the person’s current level of competence or performance and that required of the position. A coaching opportunity relates to a person’s career development: the development of additional experience or competence will position the person well for future job opportunities.

Once a coaching need has been identified, and before a discussion is initiated with the person, it will is useful to assess your own experience.
2. Develop a Coaching Plan
A coaching plan includes the following:
• Agree on desired outcomes
• Explore obstacles and enablers
• Agree on coaching process, roles and responsibilities

3. Coach
Choosing a style to match the performer’s current capability is only the first step in the coaching process. In order for performers to grow, coaches need to change their own behaviour and adjust their style to encourage and support increasing competence and commitment. Consider these steps for moving a performer to gradually reach higher levels of capability and performance.
Describe the development goal: Start by knowing where you’re going. Describe the desired level of performance in terms of behaviour and results.

Assess the current capability level: Determine a current level of competence and commitment with respect to the work. Is the performer confident and motivated? How much skill and/or experience does he or she have?

Encourage growth by adjusting your style: Use the "Stewardship Cycle" below to visualize this. Adjust the amount of directing and supporting behaviour so as to move in the model toward "Empowering". For example, if you’re currently "Directing" (Hi Structure/Hi Support) you might reduce the amount of direction while sustaining the high supporting behaviour. Take a risk by providing less help on the task side while being available to facilitate problem solving or bolster confidence. Alternately, you might be able to reduce both direction and support a little ("Teach" a bit less) and observe progress.

Continue/Re-adjust: If your efforts produce success, continue the process, gradually moving toward releasing the performer to do the job independently. Don’t be surprised by the occasional setback – and don’t over-react. Success could take days or months depending on what you are working on. Focus on a clear target and take reasonable steps. You might be surprised at how quickly things can change. Sometimes in a single meeting, you can adjust your style in response to evidence of growth.

4. Follow-Up
Effective coaches follow up with performers by giving them feedback on their progress, and determining with performers, if desired outcomes have been met.

Mentoring Process at NASA Headquarters
1. Mentoring program information sessions – General information sessions to provide interested employees with information about the program is offered prior to the application deadline. These sessions help prospective participants decide whether this program is right for them.

2. Mentoring program orientation/kickoff workshop – After employees have applied for the program, but before any mentor/mentee matches are officially made, a three-hour kickoff workshop is held. This kick off workshop consists of two parts. The first part is be attended by mentees and their supervisors to gain a better understanding of the whole concept of mentoring and how the Headquarters Mentoring Program works. The second part includes an opportunity for mentors and mentees to “meet and greet”.

3. Dynamic mentoring orientation training – After mentor/mentee matches have been made, both mentors and mentees receive one two-day required formal training course that marks the beginning of the formal mentoring partnerships.

4. Progress reviews and program evaluation - Mentors and mentees provide feedback for a mid-point progress review. The reviews provide participants an opportunity to benchmark progress, uncover problems and recommend improvements or adjustments to the program design.

5. Meetings/connections with mentors – Mentees have an opportunity to capitalize on the wisdom of a mentor’s experience. Mentoring meetings/connections help mentees hone their personal and professional capabilities, while increasing their organizational effectiveness.

Mentoring agreement – Participants negotiate a mentoring agreement that clarifies the expectations of the mentoring partnership.

Mentoring action plans – Each partnership design and define an individual Mentoring Action Plan (MAP). The MAP is based on an assessment of each individual’s developmental needs and identify the specific goals and activities that are to be accomplished during the partnership.

Ongoing program support – The Headquarters Training Office provides support to help the partnerships develop personalized activities, measure progress and troubleshoot problems and challenges.

End of program recognition –At the end of the program year, there is a formal recognition for mentors and mentees who actively participated in the program. A formal ending prevents the relationship from dwindling without focus or disintegrating from inactivity. It's an excellent time to evaluate your work together, finish your last objectives, and plan for future options.

What is performance management system?

What is performance management system? Describe the functioning of performance management system in your organization or an organization you are acquainted with. How it could be improved?

Performance management system (PMS) is the heart of any " people management " process in organization. Organizations exist to perform. If people do not perform organizations don't survive. If people perform at their peak level organization can compete and create waves. Performance management systems if properly designed and implemented can change the course of growth and pace of impact of organizations.

Setting up a good performance management system doesn't happen overnight or by accident. You need to consider its design and carefully plan how it will work before managers begin using it to evaluate employees.

Armstrong and Baron stress that at its best performance management is a tool to ensure that managers manage effectively; that they ensure the people or teams they manage:
• know and understand what is expected of them
• have the skills and ability to deliver on these expectations
• are supported by the organization to develop the capacity to meet these expectations are given feedback on their performance
• have the opportunity to discuss and contribute to individual and team aims and objectives.

It is also about ensuring that managers themselves are aware of the impact of their own behaviour on the people they manage and are encouraged to identify and exhibit positive behaviors.

So performance management is about establishing a culture in which individuals and groups take responsibility for the continuous improvement of business processes and of their own skills, behaviour and contributions. It is about sharing expectations. Managers can clarify what they expect individual and teams to do; likewise individuals and teams can communicate their expectations of how they should be managed and what they need to do their jobs. It follows that performance management is about interrelationships and about improving the quality of relationships - between managers and individuals, between managers and teams, between members of teams and so on, and is therefore a joint process. It is also about planning - defining expectations expressed as objectives and in business plans - and about measurement; the old dictum is 'If you can't measure it, you can't manage it'. It should apply to all employees, not just managers, and to teams as much as individuals. It is a continuous process, not a one-off event. Last but not least, it is holistic and should pervade every aspect of running an organization.

Because performance management is (or should be) so all-pervasive, it needs structures to support it. These should provide a framework to help people operate, and to help them to help others to operate. But it should not be a rigid system; there needs to be a reasonable degree of flexibility to allow people freedom to operate. Performance management is a process, not an event. It operates as a continuous cycle.

Corporate strategic goals provide the starting point for business and departmental goals, followed by agreement on performance and development, leading to the drawing up of plans between individuals and managers, with continuous monitoring and feedback supported by formal reviews.

PM helps in building better management systems for efficient and effective working of organization.

A managers’ checklist for improving performance management
Vision
 Have you established a ‘vision’ for your service? Is it clear what improvement will look like?
 Have staff and customers been part of the process of establishing that vision?
 Do staff believe in the vision? Are they committed to achieving it?
 Do staff understand where the service will be in five year’s time? Next year? Next month?
 Does your service’s vision embrace how the service will change residents’ lives for the better? Does the vision include a sense of fairness, equity and diversity? Does it set out how you will deliver the right service to the right people for the right price?
 Does your vision interlink with the council and community vision? If not, why not? And what needs to change?

Communication
 Do you talk about what the service priorities are and what they are not?
 Do you share performance information with your staff? Is discussing performance a regular feature of staff meetings? Are performance indicators, milestones and targets posted prominently in your office or another place staff can easily access them?
 Are you telling staff what they’re doing well? Do you use praise as a positive management tool?
 Are you posting key performance indicators where your service’s users can see them?
 Do staff understand how what they do contributes to council and community objectives?
 Are you listening to staff? Do you encourage them to share problems as well as successes?
 Are staff clear about what is expected of them? Do you let them know when they exceed or fail to meet expectations? Are you communicating your position to your directorate or the corporate centre? Do they know how well you are performing? Do you let them know what they could do to help?
 Do Members know what your service does, how well it does it and what your priorities are?

Systems and processes
 How effective is your relationship with the corporate centre? Can you negotiate the support you need? Are you providing the information and actions they require for good performance management?
 How good is your performance monitoring? Do you have the right measures in place to let you know how well your service is performing today?
 Are the right people in your service able to produce robust performance information? Do people understand how to read and take decisions based on that information?
 Is your service’s performance framework part of the ‘golden thread’? Do your plans, targets and measures link with overarching plans and extend into unit, team and individual plans and targets?
 Do you have systems in place to gather customer information and feedback? Can you ensure that information is taken into account?
 Do you have effective project and risk management to ensure that improvement activities happen?
 Do you and your staff take time out to talk about how systems and processes could be improved to support your work, rather than stand in your way?

Setting the right tone
 Do you show by what you do and what you say that you value performance and performance management?
 Are you recognizing and rewarding good practice and giving staff time out to share their learning? Are you demonstrating that you are using performance management in your day-to-day activities?
 Are you willing to acknowledge your mistakes and demonstrate that you’re doing something to put them right?
 Are your staff clear that when underperformance occurs, that you take steps to deal with it?
 Are you valuing teamwork? Do you actively encourage and reward staff helping each other to improve?
 Do you work constructively with other services or partners?
 When discussing problems, are you more focused on finding solutions than apportioning blame?

PERFORMANCE MANAGEMENT AT QUALCOMM
Qualcomm uses the performance management approach with its 400 employees outside the US. The vice president of international administration and a staff corporate HR person communicate Qualcomm’s overall performance goals to the units abroad. The local HR unit ensures that the employee’s personal performance standards reflect those of the particular region, which in turn reflect Qualcomm’s overall corporate goals. Each Qualcomm employee then has an annual performance review with his or her manager. In this way, little is left to chance: Activities like recruiting, training, and apprising aren’t performed in an informal way. Instead, local managers design and assess each activity based on the extent to which it contributes to the goals the company is trying to achieve.

Explain the concept of Career system and discuss the career development perspective.

Explain the concept of Career system and discuss the career development perspective. Describe different strategies for career development being adopted in your organization or any organization you are familiar with.

Answer. This function ensures that people do not stagnate in their jobs and there is change in responsibilities periodically. Every organization needs a suitable human suitability is not only in the recruitment but also in the course of development change. As and when there is a change in organizational structure, goals, policies and methods, the human factor is to be modified accordingly. The modification of human resource process takes some time. The management instead of announcing the charges suddenly have to brief the employees also plans their careers and try to adjust to the requirement of the organization. The resistance to sudden changes will be minimized. Thus, career planning means the employees will have the plans to modify, improve their work behaviour, which can be suitable to the organizational future changes. The career system depends upon the management’s willingness to keep the employees informed about the future plans and changes of the organization.

Career system helps both the management and employees in adjust stability and suitability to the changing environment. It will not create a sudden vacuum in the human resource management.

Need for Career Planning: Need is caused by both economic and social forces. If organization has to survive and prosper in this en-changing environment its human resources must be developed. If there is no concern for proper career planning, then too many employees can retire at the same time. Further employees are insisting that work demands should be effectively integrated with human needs for personnel growth, expectations of one’s family and ethical requirements of society. So considering the changing social and economic environment the growing work expectations and aspirations of employees career planning is now regard as an essential prerequisite for effective to management, organizational growth and optimum productivity. When a person applies for any job before it he makes necessary enquires about the prospects of job in the particular organization. Soon after joining the organization he/she enquires about the prospects he likely to hold after a particular period of time. If answer is not satisfactory he feels demonstrated and starts looking for some other job with more development prospective. This is the case with persons with persons in senior supervisory, executive and managerial positions to attract competent persons for senior positions and retain them in the organization. It is essential to assure them progressive career. Thus, career planning has become must for manning an organization with efficient supervisors, higher technical and managerial personnel and for preventing them from leaving the organization for lack of promotional avenues because good employees seek career rather than short duration jobs. Thus, suitable career development programmes enable employees to achieve personnel fulfillment and also ensure that the organization places the right people in the right place at the right time to be sponsored.

I am familiar with Keele. It was the first new United Kingdom university of the twentieth century, established with degree giving powers in 1949 as the University College of North Staffordshire. University status, as the University of Keele, followed in 1962. It is the UK's largest integrated campus university and occupies a 617 acre estate, with Grade II registration by English Heritage, the central feature of which is 19th century Keele Hall. Located centrally within the UK, in Staffordshire, Keele is a major contributor to its local economy. With a turnover in excess of £50m, and a total staff of some 1,400, the University generates around £40m of business in the region.

Career Development Initiatives and Strategies at Keele University

1. Career Development Policy
The University's overall policy outlining its commitment to career development programs for staff. In implementing a system of career development, the University aims to create an improved approach to employee development by recognizing and responding to each individual's need for a satisfying and rewarding career. Career development should then become one of the most significant personnel considerations, applying to all staff, both academic and general, and generating progressive changes to related policies.

Career development is for all staff, not just those who are ambitious or those who want a "career". Career development activities are not always be upwardly focussed nor they necessarily lead to salary increases. Other relevant activities could include redesign, enrichment or broadening of current roles, as well as exploratory and/or permanent movements downwards, laterally, or to options outside of the University.

The implementation of career development needs a strong commitment from both employees and the organization. Career development plans are regularly updated and reviewed, with supervisors and colleagues providing input, evaluation and feedback.

Other personnel policies in areas such as staff development, evaluation, conditions of employment, and promotion and reward, are consistent with, and supportive of career development.

Career development at the University of Keele is a self-directed activity and has two dimensions. "Career planning" is where individuals analyze their own aptitudes, skills, qualifications, interests and values and plan accordingly. "Career management" is where the University supports and assists both planning and achievement through supervisor and system support. Both the University and the staff member accept responsibility for career development. This requires an organized, planned effort by the staff member and the supervisor to regularly define, develop and refine his/her career goals, skills, aptitudes, attributes and responsibilities.

The career development system integrates agreed employee plans with opportunities realistically available to them in terms of the needs, requirements and strategic directions of the University and their Unit within it.

Aims of Career Development Strategies at Keele
• Integrate the development plans of individual staff with the development plans of the University in a coherent manner.
• Commit the University, the unions and all staff to ongoing individual development of every member of staff.
• Provide regular and continuing opportunities for all employees to formulate meaningful and achievable career goals and plans.
• Make each career path more challenging and stimulating by, for example, increasing involvement in some areas, delegating tasks in others, changing the way in which jobs are executed, and participating in task forces or assuming new assignments.
• Provide a planned basis for the allocation of training and development resources to staff.
• Deliver accurate, informative and constructive evaluation and feedback to ensure goals are realistic and achievable.
• Establish a supportive climate and an open communication style that encourages participation of employees, unions and management in the design and revision of the career development system.

2. Career Mobility Program
The Career Mobility Program (CMP) aims to enhance career development opportunities by providing staff with possibilities of job rotation, secondments, and exchanges. This program encourages the broadening of the skills and experience of staff, offers opportunities for growth and change and thus expands the career path potential of general staff.

3. Development Leave
Development Leave provides general staff members with opportunities to develop, or experience the application of new skills through an individually tailored program of activities. Development leave may support attendance at conferences or short courses, a brief series of visits to other institutions or additional work experience with another employer.

4. Education Assistance Scheme
This scheme provides financial assistance to general staff who are undertaking tertiary studies, which will benefit the University. The scheme covers costs such as textbooks, student fees and study materials. It does not cover HECS payments.

5. Management Cadetship
Targeted at Year 12 students, the University's Management Cadetship offers a wonderful opportunity to combine both work and study. Cadets work in a number of areas across the University.

6. Postgraduate Sponsorship Program
The Postgraduate Sponsorship Program provides staff with the opportunity to develop a range of skills and knowledge, critical to their current position. The Postgraduate sponsorship program is offered to both Academic and General staff for work-related postgraduate study.

7. Partial Funding
The Career Development Unit in university offers partial funding to support Departments/Units to fund their staff attendance at professional and personal development courses and conferences.

8. Study Time
The University recognizes the value of ongoing education and skills development of staff, and supports participation in activities consistent with the employee's role within the University through the Study Time policy. Study Time is leave approved to assist employees to undertake part-time courses of study which positively contribute to their work performance.

Explain the concept of Human Resource Development.

Explain the concept of Human Resource Development. Discuss various HRD systems and sub-systems in your organization or any organization you are familiar with. Which of these systems are effective and why?


Human Resource Development (HRD) is the integrated use of training, organizational development, and career development efforts to improve individual, group, and organizational effectiveness.

Human resources are the assets, which do not find a place for mentioning in the balance sheet of company. But it is one of the most important assets as human resources are a resource of production as well as they are utilizing other resources of production like a material, machines, money etc. Any investment made on training and development of people is sure to show the results in the years to come. The results of any HRD plan or scheme appear in long term.

HRD is neither a concept nor a tool, but is an approach using different personnel systems, depending upon the needs and priorities of the organization. The basic assumption is the belief in human potential and its development by providing a suitable and congenial environment.

Various HRD sub system that i am familiar with are as follows:
Performance Appraisal
Performance appraisal of some type is practiced in most organisations all over the world. A written assessment to which the employee has no chance to respond is still common in most countries, particularly in the developing countries.

An HRD-oriented performance appraisal is used as a mechanism for supervisors to:
1. To control the difficulties of their subordinates and try to remove these difficulties.
2. Help the subordinates to become aware of their-positive contributions.
3. Encourage subordinates to become aware of their positive contributions.
5. To gain new capabilities.
6. Plan for effective utilization of the talents of subordinates.

In HRD organisations every supervisor has the responsibility to ensure the development of his or her subordinates in relation to the capabilities required to perform their jobs evocatively. Such performance appraisal interviews may be scheduled every three months or once or twice a year. During this review the supervisor attempts to understand the difficulties of the subordinate and to identify his or her developmental needs.

The supervisor also prepares for the meeting by listing observations, problems, suggestions, and expectations. During the appraisal meeting, the supervisor and the subordinate share their observations and concerns Such. discussions help to develop mutual understanding, and the data generated are reported to the higher management and is used in making decisions about individual employee development as well as developmental needs of the work group or the entire organisation.

Potential Appraisal and Development
In organisations that subscribe to HRD, the potential (Career-enhancement possibilities) of every employee is assessed periodically. Assessment is basically used for placement and development planning. If under this system the company is growing continuously. It may be larging in scale diversifying its operation introducing technological changes or entering new markets. Capabilities to perform new roles and responsibilities must continually be developed among employees.

Of course, many supervisors see their subordinates doing only those jobs to which they are assigned. the ideal way to judge a person's potential would be to try the person on each job for which his potential is being assessed.

Any employee can request such assessment. It should be clear whether or not there is a position available ill the company to which the employee could be transferred or promoted.

Feedback and Performance Coaching
Knowledge of one's strengths helps one to become more effective, to choose situations in which one s strengths are required, and to avoid situations in which one's weaknesses could create problems. This also increase the satisfaction of the individual. Often, people do not recognize their strengths. Supervisors in an HRD system have the responsibility for ongoing observation and feedback to subordinates about their strengths and their weaknesses, as well as for guidance in improving performance capabilities.

Career Planning
In the HRD system, corporate growth plans are not kept secret. Long-range plans for the organisation are made known to the employees. Employees are helped to prepare for change whenever such change is planned; in fact, the employees help to facilitate the change. Major changes are discussed at all levels to increase employee understanding and commitment. It is their responsibility to transmit information to their subordinates and to assist them in planning their careers within the organinsation. Of course, the plans may not become reality, but all are aware of the possibilities and are prepared for them.

Training
Training is linked with performance appraisal and career development. Employees generally are trained on the job or through special in-house training programmes.. For some employees (including managers), outside training may be utilised to enhance, update, or develop specific skills. This is especially valuable if outside training can provide expertise, equipment, or sharing of experiences that are not available within the organization.

Organisation Development (OD)
This function includes research to ascertain the psychological health of the organisation. Efforts are made to improve organisational health through various means in order to maintain a psychological climate that is conducive to productivity. The systems experts also help any department or unit in the company that has problems such as absentees, low production, interpersonal conflict or resistance to change. These experts also revamp and develop various systems within the organization to improve their functioning.

Rewards
Rewarding employee performance and behaviour is an important part of HRD. Appropriate rewards not only recognise and motivate employees, but also communicate the organisation's values to the employees. In HRD systems, innovations and use of capabilities are rewarded in order to encourage the acquisition and application of positive attitude and skills. Promotions are generally not considered as rewards because promotion decisions are based on appraisals of potential whereas most rewards are based on performance. Rewards may be given to individualists as well as to teams, departments, and other units within the organisation.

Employee Welfare and quality of Work Life
Employees at lower levels in the organisation usually perform relatively monotonous tasks and have fewer opportunities for projection or change. In order to maintain their work commitment and motivation, the organisation must provide some welfare benefits such as medical insurance, disability insurance, and holidays and vacations.

Quality-of-work-life programmes mainly focus on the environment within the organisation and adding basic physical concerns such as air-conditioning and heating, lighting and physical amenities such as food and beverage facilities. HRD systems focusing on employee welfare and quality of work life by regularly examining employee needs and meeting them to the extent feasible. Job enrichment programmes, educational subsidies, recreational activities, health and medical benefits, generate a sense of belonging that benefits the organisation in the long run.

All above information about employees should be stored in a central human resources data bank (usually by means of computer). This data is used whenever there is a need to provide employees for consideraion for special projects, additional training, or higher-level jobs.

EXAMPLE: HUMAN RESOURCES DEVELOPMENT (HRD) AT C-DAC
Introduction: Established in March 1988, as a Scientific Society of the Department of Information Technology (formerly, Dept. of Electronics), Ministry of Communications and Information Technology (formerly, Ministry of Information Technology), Government of India, The Centre for Development of Advanced Computing (C-DAC), is primarily an R & D institution involved in the design, development and deployment of advanced Information Technology (IT) based solutions.

Some HRD Systems and Sub-Systems
Training and Development: Training for C-DACians is based on the philosophy that all are willing pupils. Members are keen to enhance their proficiency, communication skills, computer expertise, potential, leadership and teamwork. Equally important is the Induction Training for the newly recruited members. Wherein, they are expected to move rapidly from the threshold of the organization to its core and become productive quickly. Thus, the Training Policy in C-DAC is targeted towards enhancing
 The "soft skills" that employees need to work effectively in the organization like, team-building skills, communications, supervisory skills, and
 The technical skills required to operate on the cutting edge of technology.

Learning Opportunities: C-DAC encourages acquisition of higher & advanced professional education and qualifications for its members while in service at C-DAC. In a knowledge driven organization like C-DAC, intellectual development of its human resources is a continuous process. In keeping with this philosophy, C-DAC encourages its employees to enhance their educational qualifications and also rewards them by way of increments and reimbursement in emoluments on successful accomplishments.

Mentoring: Starting with a well-organized induction program to familiarize each new member with complete technical activities and administrative processes of C-DAC, there is a continuous mentoring program underway which gives an opportunity to every member to share and discuss ones experiences with another member, a mentor, to give feedback to the management. The protégé thus not only becomes productive fairly early but also contributes to his own development in line with the defined career path and organizational objectives.

What is HRD Audit?

What is HRD Audit? Why should it be done? Can it be used as an intervention for the development of the organization? Briefly discussing its limitations, explain the ways and means of making this process more effective and efficient for development of the organization. Explain with suitable organizational examples. Briefly describe the organization you are referring to.

Human Resource Audit is the critical analysis of the existing human resource within the orgasnisation. To be able to do that, the audit will have to be served with the data that is quantitative, qualitative, as well as comprehensive. In others words, the success of this stage of human resource planning solely rests upon the manner in which personnel records and other information are maintained. It is from the base of the current situation that the human resource audit is to take in order that the future must be planned. Hence the information needs of such a critical exercise must be met.
ESSENTIAL STEPA IN HRA (Human Resource Audit)
Though the process would vary from organisation to organisation, generally it involves the following steps:
1) Briefing and orientation : This is a preparatory meeting of key staff members to
i) discuss particular issues considered to be significant,
ii) chart out audit procedures, and
iii) develop plans and programmed of audit.
2) Scanning material information : This involves scrutiny of all available information pertaining to the personnel, personnel handbooks and manuals, guides, appraisal forms, material on recruitment, computer capabilities if a computer and all such other information considered material.
3) Surveying employees : surveying employees involves interview with key managers, functional executives, top functionaries in the organisation, and even employees’ representatives, if necessary. The purpose is to pinpoint issues of concern, present strengths, anticipated needs and managerial philosophies on human resources.
4) Conducting interviews : What questions to ask? The direction which audit must follow is based on issues developed through the scanning of information gathered for the purpose. However, the audit efforts will get impetus if clarity is obtained as to the key factors of human resource management selected for audit and the related questions that need to be examined.
The following model depicts the various key factors on which information needs during human resource audit need to be focused. It is developed form the interview guide used in an electronics company. It covers a wide range of topics of profound interest relation to human resource management practices in the organisation.
The question to be asked on these topics needs to be framed very carefully. These questions may be developed by the interviewer/audit team on the following aspects as indicated against each topic.

The process of the interview and the sequence of questions are often as important as their content. Another effective method is the ‘focus interview’. A focus interview involves meeting between a trained interviewer and selected members of the organisation. Here the interviewer asks a variety of questions planned and prepared in the same fashion as the interview questionnaire explained earlier.
5) Synthesizing : The data thus gathered is synthesized to present the
• Current situation
• Priorities
• Staff pattern, and
• Issues identified
Similarly, future needs are identified and appropriate criteria developed for spot-lighting the human resource priorities and specific recommendations made.
6) Reporting: just as the planning meetings of briefing and orientation, the results of the audit are discussed within several rounds with the mangers and staff specialists In the process, the issues that get crystallized are brought to the notice of the management in a formal report.
In conclusion, human resource audit is an important approach to human resource planning. It is practical because if correctly conducted, it should increase the effectiveness of the design and implementation of human resource policies, planning and programmers. A periodic and systematic audit helps human resource planners develop and update employment and programmed plans.

PROCESS OF HRD AUDIT
Individual interviews :- The auditors normally make it a point to interview the top level management and senior managers individual interviews are a must capturing their thinking about the future plans and opportunities available for the company. Also, by virtue of occupying strategic positions, the top management has the required perspective for good HRD audit. Thus a good HRD audit begins with individual interviews of the top management. Individual interviews are also essential when sensitive information has to be obtained. Such information pertains to working styles and culture. Union leaders, departmental heads, some strategic clients and informal leaders are interviewed individually. In addition, if the organization is small and is largely manned by professionals, the coverage can be enlarged to include interviews with randomly selected representative sample of employees from different levels and functions.

Group Interviews
Normally, in an audit of companies having thousands of employees, it is not feasible to meet everyone individually. It is my experience the group discussions and interviews serve as a good mechanism for collecting information about the effectiveness of existing system. Group interviews are conducted normally for groups of four to eight individuals. It is preferable to have employees drawn from same or similar levels. This is because in Asian cultures there is likely to be some inhibition on part of junior employees to freely express their views in the presence of their seniors. However, it is quire common to give cross-cross-functional representation of employees in the same group. If the organization is large, an attempt is made to conduct group interviews for function separately to keep the levels homogeneous.
In both individuals and group interviews for HRD, audit the following open-ended questions are normally asked:
1. What do you see as the future growth opportunities and business to run your business, or directions of the company?
2. What skills and competencies does the company have which you are proud of?
3. What skills and competencies do you need to run your business, or to perform your role, more effectively at present?
4. What are the strengths of your HRD function?
5. What are the areas where your HRD function can do better?
6. What is good about your HRD subsystems, such as performance appraisal career planning, job rotation, training, quality circles, induction training, recruitment policies, performance counseling, worker-development programmes, and HRD departments?
7. What is weak about them ? What can be improved?
8. What changes do you suggest to strengthen HRD in your company?
9. What do you think are the ways in which line managers can perform more development roles?

Workshop
In some cases individual and group interviews are substituted by Large Scale Interactive Process (LSIO) workshop. In such workshops a large number of participants ranging from 30-300 can be gathered in a room and asked to do the HRD audit. Normally the participants work in small groups either around various sub systems or around different dimensions of HRD, do a SWOT analysis and make presentation. The Workshops also can be used to focus so specifically on individual HRD systems like performance appraisal. The workshop outcomes have been found to be very good.
HRD audit, if conducted through participatory methods, in itself may initiate the change process. Even if it does not, it is a potential diagnostic tool and can provide a lot of information to the top management on employee related process and help them plan further interventions.

QUESTIONNAIRE METHOD
A comprehensive questionnaire, is administrated to company executives. The questionnaire can be administrated individually or in a group. It is useful to call groups of respondents, selected randomly, to a room and explain the objectives and the process HRD audit and administer the questionnaire then and there itself. This ensures uninterrupted answering of the questionnaire and provides scope for getting more credible data due to the personal explanations given by the auditors.
A number of question developed. These questionnaires attempt to assess various dimensions of HRD including the competency base of HRD staff, the styles of line managers the implementation of various HRD systems etc.
The most significant use of the questionnaire method is that it helps in benchmarking.

OBSERVATION
In addition to the above methods, the auditors should physically visit the workplace including the plant, the machinery room, canteen, toilets, training rooms, hostels, hospital, school, living colony etc. These visits and observations are meant to assess the extent to which a congenial and supportive human welfare oriented climate exists in the company. This is essential because employees are not likely to give their best if they do not in good surroundings, their facilities and their working conditions are poor. The observations can be made using a checklist of questions.
ANALYSIS OF SECONDARY DATA
Analysis of Secondary Data can give a lot of insights into the HRD assets and liabilities of the company. For example, in a company that had about 50 HR people, only two had the required technical training in HRD. When analysis of training of programmes attended by others was carried out, it was found that a large number of them did not attend any HRD programme in the last five years. Such analysis of secondary data can give many insights. Analysis of age profiles of the employees, of the training attended, of the minutes of the meetings held etc. help in determining the assets and liabilities. Such an analysis should also pay attention to the costs incurred by the company in terms of maintaining the HRD infrastructure.

ANALYSIS OF REPORTS, RECORDS MANUALS AND OTHER PUBLISHED LITERATURE
Published literature of the company, such as manual reports, marked handouts, training calendar, personnel manual and various circular issued from time to time are also likely to help in assessing the strengths and weaknesses of HRD.

What is Organization Development(O.D.)?

What is Organization Development(O.D.)? How does the goals of OD match with that of HRD? Discuss various OD interventions,how can they be more effetive in the long term development of an organization. Briefly discuss its limitations. Explain your answer with suitable organizational examples.

MSc in People and Organisational Development
The Roffey Park Masters in People and Organisational Development is an innovative, two-year, part-time MSc programme which has been run by professional developers and for professional developers since 1991. It enables you to bring together theory, practice and your experience, as well as learning new skills to make you more effective and increase your personal and professional impact. As such, it will help you to maximise the performance of people in your organisation - and it will help you to achieve your full potential.
Case studies:
» Applying the skills
» International appeal
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Accredited by the University of Sussex, our MSc is delivered using Self Managed Learning, a process which helps you determine what you want to learn and how you are going to learn it, with others, in the context and framework of your organisation's needs, and a rigorous academic programme.
This process encourages you to learn in the same way as you work - you identify your own personal learning goals, objectives, targets and performance measures and you work with others to achieve and assess a successful outcome. Through Self Managed Learning - and by working closely with other developers, in an environment of high support and challenge - you'll benefit by gaining a Masters qualification which not only embraces the latest thinking in organisational and individual development, but is tailored to the areas most relevant and of most interest to you and your organisation.
What are the key benefits?
Our Masters in People and Organisational Development is specifically geared to you and to your organisation, both for your current and future development needs. You gain a far greater understanding of management and organisational development and you focus on what you want/need to learn in order to become a more effective developer and change agent. You will:
 gain a strategic perspective, with the latest management thinking
 link your learning to effective development within your organisation
 learn how to apply theory
 develop your critical thinking skills
 benefit from the input of other experienced developers, trainers, and consultants, Roffey tutorial staff and external contributors (who include academics, practitioners and senior managers);
 learn how to assess yourself and your peers and convert real-life experience into a recognised Masters qualification in People and Organisational Development.
The programme is challenging and demanding and involves self-discipline and effort. You are rewarded by an increase in your knowledge, expertise and leadership capabilities and in your confidence, self-awareness and self-reliance.
Who is the programme for?
One of the great strengths of our MSc is that it attracts management and organisational developers and trainers from the private, public and voluntary sectors. The mix of different backgrounds adds to the learning experience, gives you a broader perspective and creates a forum for you to network with your peers in different organisations.
To apply for our MSc, you should have:
• several years' management development experience;
• A demonstrable track record of personal achievement;
• The commitment, motivation and resilience to pursue and enjoy the programme;
• A curiosity about Self Managed Learning.
How is the MSc structured?
The Self Managed Learning approach enables you to fit your study patterns and learning assignments around your work and home commitments.
The programme includes three three-day Residentials at Roffey Park and ten meetings of your Learning Set per year - as well as individual study and through-the-job learning.
Learning Sets
The Learning Set is a forum for mutual support, challenge and feedback on MSc work undertaken, and as such plays a key part in the programme. The Set is a group of up to six people working with a set adviser – a member of Roffey Park's tutorial staff. The Set helps you set meaningful learning objectives and criteria for assessing success against these objectives (the Development Agreement). Working with the set you monitor progress against the objectives, develop and assess work.

Residential workshops

Over the two years, there are six, three-day residentials at Roffey Park which provide the opportunity for group work, discussion, presentations and practical activities - all in an environment which encourages you to explore new ways of learning. As part of each residential, the whole MSc learning community meets for an open forum, which gives participants and tutors the opportunity to share experiences across the Learning Sets.
As participants finalise their Development Agreements and gain greater clarity about the particular aspects of the MSc syllabus they wish to focus on, they take more responsibility for designing and structuring the residential workshops. Four of the six residentials are co-designed and facilitated with the group.
Past sessions have included work on cross-cultural international management; the learning organisation; drama and development; working with change; panel discussions with senior mangers and journalists; new organisational research, humour in development and knowledge management.

Portfolio of work
Year one
The first six months of the programme involve you in mapping your own development, that of your organisation and the broader field of individual and organisational development. From here you focus your portfolio of work to address the learning needs identified in this phase.
Your first responsibility on the MSc is to produce a Position Paper - a critical analysis of your current situation, which also puts the development needs of your organisation into context. This shows where you've come from, where you are now, where you are going and how you'll know when you get there.
You then produce a Critical Review of the main themes of individual and organisational development covered in the syllabus, including your own response to these themes. Here you begin to explore which areas you want to investigate in more depth.
With input from your Set and your mentor, you review your own knowledge and capabilities in these areas and you prepare your own Development Agreement - which states what you plan to learn, to what level, how you will learn it and how you plan to demonstrate that you have achieved your learning goals.
Although each participant determines the specific areas he/she wants to explore, there are four strands to the MSc syllabus, which provide a framework of the key issues that should be addressed.

These are:
 the individual learner and performer;
 the role of the developer;
 the developing and learning organisation
 and the wider perspective of management development.
By the year-end, you have to complete one of the pieces of work outlined in your Development Agreement, to show that you are on track and that you are starting to operate at a Masters level.
Your work, Position Paper, Critical Review and Development Agreement are all assessed by you and your Learning Set, before they are monitored by our external examiners.
Year two
Throughout the second year, your task is to achieve your planned learning - and to show evidence of your learning to your Set.
The Learning Sets provide an on-going mix of mutual support and challenge. Each person brings their own real-life examples, experiences and work scenarios, so everything they learn can be applied immediately and it has long-term benefit for them and for their organisation.
Members of the Learning Set continually assess each other's work and each build up a Portfolio of evidence of what they have learned and experienced. This includes a dissertation - an in-depth study of your chosen area/s of management development.
Assessment process
The learning set is the forum where work is assessed. The external examiners monitor the assessment process, rather than the work itself. The individual members of your Learning Set are your ‘internal examiners'. Experience has shown us that this method of peer assessment is definitely not an easy option. In addition to building a portfolio of work through this process, participants also develop excellent feedback and assessment skills.

MSc standards
All the work produced over the two years needs to meet the standard expected of a Masters level qualification. In particular this means the ability to reflect critically on:
 different theories and concepts
 participants' own practice and the assumptions that guide it
 methodologies that are used to gather, select and analyse information
 the wider context in which management development is carried out.

Graduation
Your MSc will be presented to you at a formal convocation ceremony at the University of Sussex, traditionally followed by a less formal presentation over dinner here at Roffey Park.
When does it start?

The next intake for the MSc in People and Organisational Development is January 2006. Please contact Sheila Dale for further details of residential dates.
How much does it cost?

The fees are £6,950 plus VAT for Year 1 (payable at the start of year), and £6,250 plus VAT for Year 2 (payable at start of year).
The fee for the MSc in People and Organisational Development is payable in two instalments at the start of each year.
Early Bird Offer

Fees are fully inclusive of:
 residentials and facilitated learning set meetings
 all accommodation and meals during residentials
 full Learning Resources Centre lending service, searches and bookshop via email, phone, fax and face to face
 all materials
 use of Roffey facilities, including fitness suite and swimming pool, during residentials
If you would like to find out more about the programme, please contact Diane Moody diane.moody@roffeypark.com, the MSc Programme Director, or Sheila Dale sheila.dale@roffeypark.com, the MSc Registrar, on 01293 854045. Alternatively, you can fill in the Request a phonecall form.
Prior to each intake, we hold a series of 'open events' which give you the opportunity to discuss the programme in detail with tutors and participants. Please see the Open Events page.
If you wish to apply for the MSc programme, please complete and return an application form[coming soon].
You will be invited to an assessment day, which includes interviews and practical exercises designed to show you, and us, whether you'd benefit from our Self Managed Learning approach.