HRM

INDUSTRIAL REALTION
IR AND TRADE UNION
1,DEFINE IR?
Ans, The Industrial Relations or IR encompasses the relationship between the
management and workmen and the role of a regulatory body to resolve any
industrial dispute.
Industry Relations comprises of two words, Industry, and Relations. Where
industry covers the production activity in which the group of workmen is engaged
in, while the relations show the relationship between the management and the
workers within the industry. IR plays a significant role in today’s working scenario
where the harmonious relationship between the employers and employees is
needed to have an uninterrupted production.

2. Parties involved in IR?

Ans,
The six main parties who are actively associated with any industrial relations system are the
workers, the managements, the organizations of workers and managements, and the State. 
But the scope of industrial relations cannot merely be confined to common labour-
management relations or employer-employee relations.
3,discuss the various approaches to IR?
Ans. IR is perceived differently by a different group of behavioral practitioners and
theorists. Some believed that IR is related to the Class Conflict while some
perceived it in terms of Mutual Co-operation and still others perceived it in
terms of Competing Interests of various groups. On the basis of these
perceptions, there are four popular approaches to Industrial Relations. These
are:

Unitary Approach: The unitary approach is based on the notion that all the
members of the organization Viz. Managers, workers, and other staff have a
common set of objectives, purposes and interests and, therefore, work in unison
towards the accomplishment of shared goals. Here, the conflict is seen as a
temporary divergence which is caused due to the poor management or the
negligence on the part of the employees to understand and mix with the
organizational culture.
Pluralistic Approach: The pluralistic approach is just the opposite of unitary
approach which is based on the assumption that an organization is an alliance of
powerful and divergent sub-groups (management and trade unions), having
different competing interests are mediated by the management. The
management and the trade unions (association of workers) are the powerful sub-
groups that may not agree with certain terms and conditions prevailing in the
organization and to resolve those management tries to mediate the interest of
both the groups.
Marxist Approach: The Marxist approach is based on the basic assumption that
the conflict is regarded as the product of a capitalist society. This means that
conflict arises not just because of the rift between the employee and the
employer, but also because of the division in the society between those who
owns the means of production (capitalists) and the ones who have only labor to
offer. The ultimate objective of the capitalists is to increase the productivity by
paying possible minimum wages to the workers due to which the latter feels
exploited.
Human Relations Approach: The Human relations approach is propounded by
Elton Mayo, who is a humanist and believes in the positive nature of the
employees. According to him, given human initiatives from management, the
employees positively listens and responds properly to them and hence there is
no room left for the conflict to arise. But however Marxists and Pluralists did not
appreciate too much stress on the positive nature of the workers.

TRAINING AND
DEVOLOPMENT
2, training evaluation model discuss

Training evaluation is a systematic process to analyze if training programs and

initiatives are effective and efficient. Trainers and human resource professionals use
training evaluation to assess if the employee training programs are aligned with the
company’s goals and objectives. The four levels
are Reaction, Learning, Behavior, and Results. We look at each level in greater
detail, and explore how to apply it, below.
Reaction
You want people to feel that training is valuable. Measuring how engaged they
were, how actively they contributed, and how they reacted to the training
helps you to understand how well they received it.

It also enables you to make improvements to future programs, by identifying

important topics that might have been missing.

Learning
Level 2 focuses on measuring what your trainees have and haven't learned. In
the New World version of the tool, Level 2 also measures what they think
they'll be able to do differently as a result, how confident they are that they
can do it, and how motivated they are to make changes.

This demonstrates how training has developed their skills, attitudes and
knowledge, as well as their confidence and commitment.

Behavior
This level helps you to understand how well people apply their training. It can
also reveal where people might need help. But behavior can only change
when conditions are favorable.

Imagine that you're assessing your team members after a training session.
You can see little change, and you conclude that they learned nothing, and
that the training was ineffective.

It's possible, however, that they actually learned a lot, but that the
organizational or team culture obstructs behavioral change. Perhaps existing
processes mean that there's little scope to apply new thinking, 

Results
At this level, you analyze the final results of your training. This includes
outcomes that you or your organization have decided are good for business
and good for your team members, and which demonstrate a good return on
investment.

Level 4 will likely be the most costly and time-consuming. Your biggest
challenge will be to identify which outcomes, benefits, or final results are most
closely linked to the training, and to come up with an effective way to measure
these outcomes in the long term.

3,career planning and management and development

Ans,
4, benefit of employee training
Ans, Recruitment

When prospective employees assess an organization to determine if it is a good

fit, they look at the employee benefit package.
Pay and benefits are important and many organizations offer tuition
reimbursement as a benefit to attractive employees who endeavor to continue
their education – but lack the resources to do so.

Business Advantage
The world is changing quickly and businesses need to keep their employee skills
current in order to be competitive.
Keeping up with changing software programs, technology changes, customer
service skills or leadership trends are examples of competitive advantages
organizations can have with a well trained work force.

3. Employee Morale
Most employees stay satisfied in a job for a period of time and then look for
growth opportunities.
Employees who continually develop their professional skills or pursue higher
education, are hopeful that there will be career advancement opportunities in
their future.

4,Employee Contributions
I have found that employees who are in school often bring back what they learn
to the organization and apply learned concepts to the job.

5,Employee Retention
Employees typically stay with an organization that is footing the bill for their
education.
Some organizations require students to stay with the organization for a period of
time after graduation to be eligible for tuition reimbursement.
5, management development program define
Ans,

The Management Development Programme (MDP) is uniquely designed to build your

capacity to lead your organisation into the future. It will challenge your views about
management, expand your horizons, and enhance your understanding of the relevance
and role of managers in today’s organisations. The MDP will provide you with the
opportunity to refocus, to immerse yourself in the latest thinking about best practice in
management, and provide you with personal and professional tools to strengthen your
effectiveness as a manager and leader.

The programme provides a global context for enhancing awareness and organisation
wide thinking, from the challenges of leading change and transformation, to working
more effectively in uncertain environments, and harnessing technology to ensure that
systems and procedures are optimised.

A key feature of the programme is the Personal Development Plan (PDP) which each
delegate undertakes, and which runs the length of the programme. The PDP is
underpinned by a team of executive and management coaches, who work one on one
with delegates to develop competencies. This personal learning journey ensures that
delegates have the opportunity to understand leadership theories and explore personal
mastery, supported by the creative development of a culture of performance and
execution in the workplace.

6,short note
1, sensitivity training
Ans,

Sensitivity training refers to one of the organizational development techniques which through
counseling methods works on increasing employee well-being, self-awareness of an individual's
own prejudices and sensitivity to others.
Members of different gender, culture and abilities are brought together in a free and open
environment, in which participants discuss different issues in an interactive way.

2, role play method

Ans,

Role playing is an active learning technique in which employees act out situations under the
guidance of a trainer. In each scenario, employees take on a role and act out the scene as
though it were real. For example, two people might simulate a meeting between
an employee and an angry customer.

3, simulation
Ans,

Companies can realize reductions in overall training costs by implementing simulation

training in their learning and development programs. Simulation training provides a virtual
environment in which new apps, methods, or tools are introduced in a space that mimics real-
life use.

4, vestibule training
Ans,

Vestibule Training is a term for near-the-job training, as it offers access to something new

(learning). In the early 1800s, factory schools were created, due to the industrial revolution, in
which workers were trained in classrooms within the factory walls.

7, define learning
Ans,

Training is the giving of information and knowledge, through speech, the written word
or other methods of demonstration in a manner that instructs the trainee. Learning is
the process of absorbing that information in order to increase skills and abilities and
make use of it under a variety of contexts.

8, various level of learning

1. Knowledge:
 Recall data or information
 Verbs: describe, identify, recall, arrange, define, duplicate, label, list, memorize, name,
order, recognize, reproduce state.
2. Comprehension:
 Understand the meaning of a problem, be able to translate into own words.
  Verbs: comprehend, give example, classify, describe, discuss, explain, express, identify,
indicate, locate, recognize, report, restate, review, select, translate,
3. Application:
 Use a concept in a new situation
 Verbs: apply, change, construct, compute, choose, demonstrate, dramatize, employ,
illustrate, interpret, operate, practice, schedule, sketch, solve, use, write.
4. Analysis:
 Can split concepts into parts and understands the structure
 Verbs: analyze, break down, relate, appraise, calculate, categorize, compare, contrast,
criticize, differentiate, discriminate, distinguish, examine, experiment, question, make
inferences, find evidence, test.
5. Synthesis:
 Produce something from different elements (e.g a report).
 Verbs: summarize, arrange, combine, categorize, assemble, collect, compose,
construct, create, design, develop, formulate, manage, organize, plan, prepare,
propose, set up, write.
6. Evaluation:
 Make judgments, justify a solution, etc.
 Verbs: appraise, interpret, argue, assess, attach, compare, defend, estimate, judge,
predict, rate, core, select, support, value, evaluate, prove, deduct.

9, learning principle
Ans,

5 principles of learning are;

1. Participation.

2. Repetition.

3. Relevance.

4. Transference.

5. Feedback.

1. Participation
Learning should permit and encourage active participation of the learner.
Participation improves motivation and apparently engages more senses that
reinforce the learning process. As a result of participation, people learn more
quickly and retain that learning longer.
2. Repetition
An important principle of the learning is to provide the learner with the
opportunity for practice and repetition. To gain the full benefit of
training learned behaviors must be overlearned to ensure smooth
performance and minimum of forgetting at a later date.

Proficiency in learning and retaining new skills is improved when individuals

visualize themselves performing the new behavior.

3. Relevance
Learning is helped when the material to be learned is meaningful. The learning
should be problem-centered rather than content centered.

People are motivated to learn when training is immediately relevant to help

them solve a current problem. Learning something just because someone
says “it is important” is not as motivating.

4. Transference
Transfer of training occurs when trainees can apply the knowledge and skills
learned in training course to their jobs. If the learning in one setting does not
transfer to the actual job situation, the training has failed.

Three transfers training situations are possible

(1) Positive transfer of training when the training activities enhance

performance in the new situation;
(2) negative transfer of training, when the training activities inhibit
performance in a new situation; and
(3) no observable effect of training.
5. Feedback
Feedback gives learners information on their progress. Performance feedback
is a necessary prerequisite for learning. Feedback improves performance not
only by helping learners correct their mistakes but also by providing
reinforcement for learning.

10, what are the impediment to effective learning

Ans,

Resistance to change
No one likes having the rug pulled out from under them. Unfortunately, corporate
learners often feel this way when they’re told that their methods and goals need to
change, and they need to learn a new way of doing things.

Resistance to change is especially common among more senior employees, who

often see change as something threatening. But senior employees’ buy-in is vital to
training so that more junior employees also become invested. Without the
investment of both groups, resistance can be one of the more insidious barriers to
training in the workplace.

Cheap and nasty short-term solutions

People (and organizations) are prone to reactive, rather than proactive, behavior.
Something inexplicable happens, and we’re inclined to panic and reach for the
fastest available solution.

Temporary solutions and a lack of long-term vision quickly become barriers to

learning in the workplace. For example, if an organization discovers that the sales
team is only hitting 40% of their sales targets, they’d be right to panic. They might
decide to rectify the obvious skills gap by urgently slapping together a course that
aims to improve negotiation abilities.
 Overwhelming complexity
Sometimes the content or skills that employees need to learn are, in themselves,
barriers to training in the workplace. Complex topics or detailed processes can
derail learners’ progress – fast. Worse still, employees quickly
lose motivation when learning goals seem unattainable.
A weak learning culture
While the way that learners, well, learn is important, it’s equally essential that they
learn in a supportive environment. A learning culture means that the organization’s
values support learning in a meaningful way. The frustration of trying to improve
skills and knowledge without support from the organization can add significantly to
barriers to learning in the workplace.

Boost your learning culture by making regular learning opportunities (both

compulsory and optional) available to employees. The organization can also
emphasize learning in its communication about company values and organizational
goals.
Poor leadership skills
Mitigating any of the previously listed barriers to training and development in the
workplace requires the support of excellent managers.

Sadly, managers don’t always receive sufficient training on how to support and
motivate their staff (aka leadership training). Too often, managers’ targets are
focused exclusively on business growth and project goals. Employees need to
experience guidance and encouragement from their direct managers to flourish
and improve performance.
One way that poorly trained managers create barriers to organizational learning is
by using a blame-focused approach. When mistakes happen, they focus only on
who is responsible, and what they did wrong. Instead, they should focus on the
opportunity to learn from mistakes. Employees are also more likely to innovate if
they know that their manager values growth and learning.

11, how to can make training process more effective

Ans,

1. Assess training needs:

 The first step in developing a training program is to identify and assess needs.
Employee training needs may already be established in the organization’s
strategic, human resources or individual development plans. If you’re building
the training program from scratch (without predetermined objectives) you’ll
need to conduct training needs assessments.

2. Set organizational training objectives:

The training needs assessments (organizational, task & individual) will identify
any gaps in your current training initiatives and employee skill sets. These
gaps should be analyzed and prioritized and turned into the organization’s
training objectives. The ultimate goal is to bridge the gap between current and
desired performance through the development of a training program. At the
employee level, the training should match the areas of improvement
discovered through 360 degree evaluations.

3. Create training action plan:

The next step is to create a comprehensive action plan that includes learning
theories, instructional design, content, materials and any other training
elements. Resources and training delivery methods should also be detailed.
While developing the program, the level of training and participants’ learning
styles need to also be considered. Many companies pilot their initiatives and
gather feedback to make adjustments before launching the program
company-wide.

4. Implement training initiatives:

The implementation phase is where the training program comes to life.

Organizations need to decide whether training will be delivered in-house or
externally coordinated. Program implementation includes the scheduling of
training activities and organization of any related resources (facilities,
equipment, etc.). The training program is then officially launched, promoted
and conducted. During training, participant progress should be monitored to
ensure that the program is effective.

5. Evaluate & revise training:

As mentioned in the last segment, the training program should be continually

monitored. At the end, the entire program should be evaluated to determine if
it was successful and met training objectives. Feedback should be obtained
from all stakeholders to determine program and instructor effectiveness and
also knowledge or skill acquisition. Analyzing this feedback will allow the
organization to identify any weaknesses in the program. At this point, the
training program or action plan can be revised if objectives or expectations are
not being met.

12, discuss career development initiatives

Ans,

These refer to the reality that it is the employees within the organization that make
initiatives prosper. When their performance objectives are identical to that of their
organization’s initiatives and when they perfectly meet their performance
objectives, then, the organization’s initiatives flourish.

Some Examples of Career Initiatives :

1) A Job Posting System
• Job posting is an organized process that allows employees to apply for open positions within the
organization.
• They can respond to announcements and postings of positions and then be considered along with
external candidates.
Job Posting System is the arrangement wherein a company privately posts a list of open positions (which
include the job requirements as well as their descriptions) in order for the current employees who aspire
to shift to different functional areas or positions may apply.]

Mentoring Activities
• The primary purpose of a mentoring system is to introduce people to the inner network
of the organization, which may assist them in their career advancement.
• Mentoring systems help clarify the ambiguous expectations of the organization, provide
objective assessment of the strengths and weaknesses of new employees, and provide a
sounding board for participants.

Career Resource Centers

• A career resource center returns the responsibility of career development to the
employee.
• The center offers self-directed, self-paced learning, and provides resources without
creating dependence on the organization.
• Career development works only if employees accept responsibility for their own careers.

Managers as Career Counselors

• These initiatives bring several unique advantages to the career counseling role. Managers:
• can make realistic appraisals of organizational opportunities
• can use information from past performance evaluation to make realistic suggestions
concerning career planning
• have experienced similar career decisions and can be empathetic toward the employee

Career Development Workshop

• Career development workshop is designed to encourage employees to take
responsibilities for their careers.
• Employees can reflect on their present occupation in order to determine their level of
satisfaction.
• Thus, workshops and seminars are excellent vehicle for orienting employees to career/life
planning, a major component of career development.

13, training program are frequently the fast items eliminated

management wants to cut cost why is it so
Ans,

Training is provided to employees with an objective to achieve higher efficiency and maximize
productivity. However, sometimes management fails to achieve this objective. There may be
the following reasons for it:

No scope of further improvement in efficiency as employees are well trained: Employees

working in an organization may not require such frequent training to equip them for better
performance. When performance is already well optimized, sending them for the training
programs will only hamper the production.

Employees Incapable to be trained: Very a few times training programs suggested for

employees may not result in benefits as employees are incapable of such training. This
incapacity may be due to qualification, age, and lack of interest by employees.

Employee's unwillingness for training programs: It is important that a training program

should be interesting, energetic, and helpful for employees. Programs that lack the essentials of
a good training program lose the interest of employees. Hence the program should not be
monotonous. The boredom of training activity is also a reason for the inefficiency of training
and results in cost-cutting towards training. Comparative benefits of training are more than
resultant cost. This is also a reason for cost-cutting towards training.

High employee turnover ratio: Employees are an asset to an organization. They are the cost
center for training. The organization spends huge much money on training them. However, the
growing tendency of employees leaving the organization in a shorter period than desired does
benefit organizations from training.
Reasons for cutting training cost
Although training is essential to the success of an organization. Despite that, the high cost of
training compared to its benefit, high employee turnover ratio, and others as explained below
is an illustrative list as to why management considers cutting training costs.

14, why do organizations often overlook evaluation training

and development program
Ans,
Evaluation is a process to determine the relevance, effectiveness, and impact of
activities in light of their objectives. In evaluating a training and development
programme, one needs to consider that most training and development activities
exist in a larger context of projects, programmes, and plans.

1. Identifying What Participants Need for Their Job

Obviously, you need to start out by knowing what you’re measuring. Most likely, you’ll be
looking for ways to tie your training efforts to the attainment, or improvement, of skills needed
back on the job. An important step, therefore, is to determine a measurable list of skills,
knowledge, and abilities needed.

2. Matching Session Learning Objectives with Job Requirements

The next step is to craft the training program in such a way that it’s actually addressing on-the-
job needs. This might sound obvious, but many companies focus simply on measuring
knowledge acquisition through testing retention of facts. This retention, though, doesn’t
necessarily translate to actually performing a job well.

3. Assessing Performance During and Upon

Completing the Training
Here’s where the actual assessment comes in, and it’s the step that lets you track L&D progress.
“Effective trainers do this by developing one or more assessment tools for each learning
objective,” says one expert. “During the session, you want to apply a variety of these
assessment methods. For example, a learning objective might be ‘Perform procedure X’ and
you may ask participants to perform the steps of procedure X in order from first to last.”
This type of assessment can be repeated over time to test retention of key learning objectives.

4. Evaluating the Training Effort After a Period of Time

This is a key element many companies miss. Asking training session participants to take a test
at the end of a training session doesn’t give you any idea of how well they retain that
knowledge long term. Some experts recommend having periodic refresher sessions that
include follow-up evaluations to help determine retention and long-term improvement.
Employee training is a critical component of employee development, but too many companies
put a lot of time and effort into employee training without having a good idea of how effective it
is. It’s like throwing resources into a black box and hoping something good is happening inside.
By effectively measuring the impact of your employee training, you can make your employee
development process much more efficient through continuous improvements.

15, management development shoot down play top skill and

leadership abilities and empathies the ethical issues
managerial decision making
Ans,

Managers in both large and small enterprises face difficult ethical situations daily as they attempt to do
their jobs. Since management decisions inherently involve ethical considerations, however, it is
important that managers recognize the ethical elements that are embedded in their day-to-day job
functions. They need to be able to reason through ethical decisions, just as they would reason through
any managerial problem facing them. Many times, ethics-laden situations involve issues that are clearly
right or wrong when judged by the manager's or organization's values or code of conduct. Furthermore,
most managerial decisions and actions are legal, although there are occasions when a certain decision
would clearly go beyond legal boundaries and be illegal. Assuming that the law itself is just, these
decisions are not really ethically problematic in that what to do to make an ethically sound decision is
quite clear. In these cases, making a decision to break the law or to do something that disagrees with a
code of conduct or set of values is clearly unethical. It is not difficult to know what the right thing to do
is in such situations. Ethical decision making problems arise for managers and leaders when decisions
involve a moral conflict—that is, a moral situation in which a person must choose between at least two
equally bad choices, or when there are multiple ethical considerations, some of which conflict with each
other. In such circumstances, which are common in business, the manager has to be able to think
through the consequences and ethical implications of the decision thoroughly and mindfully so that the
best possible decision can be made given the constraints, implications, and ethical considerations. If the
decision itself cannot be reframed as a situation in which all parties can benefit—that is, a win-win
situation—then the manager needs a decision-making framework to help. To help managers think
through ethical moral conflicts, the business ethicists Gerald Cavanagh and his colleagues have
developed a decision making framework that relies on the ideas of philosophers and ethicists and
applies those ideas to business decisions. This approach combines four methods of ethical reasoning—
rights and duties, utilitarianism, justice, and the ethics of care—into a framework that helps managers
and leaders step through a logical thinking process to sort out the ethical dimensions of a difficult and
inherently conflictual situation.

Performance appraisal
1.define performance appraisal
Ans,

A performance appraisal is a regular review of an employee's job

performance and overall contribution to a company. Also known as an
"annual review," "performance review or evaluation," or "employee
appraisal," a performance appraisal evaluates an employee’s skills,
achievements and growth, or lack thereof. Companies use performance
appraisals to give employees big-picture feedback on their work and to
justify pay increases and bonuses, as well as termination decisions. They
can be conducted at any given time but tend to be annual, semi-annual or
quarterly.

2. what is objective performance appraisal

Ans,

Objectives of Performance Appraisal:

a. To provide employees feedback on their performance.

b. Identify employee training needs.

c. Document criteria used to allocate organisational rewards.

d. A basis for decisions relating to salary increases, promotions,

disciplinary actions, bonuses, etc.

e. Provide the opportunity for organisational diagnosis and

development.

f. Facilitate communication between employee and employer.

g. Validate selection techniques and human resource policies to meet

regulatory requirements.
h. To improve performance through counseling, coaching and
development.

3. what is meaning of the term performance management

system
Ans,

Performance management system is tool which is used to communicate the organizational goal to
the employees individually, allot individual accountability towards that goal and tracking of the
progress in the achievement of the goals assigned and evaluating their individual performance.
Performance management system reflects the individual performance or the accomplishment of an
employee, which evaluates and keeps track of all the employees of the organization.

A performance management system includes the following actions.

 Developing clear job descriptions and employee performance plans which

includes the key result areas (KRA') and performance indicators.
 Selection of right set of people by implementing an appropriate selection
process.
 Negotiating requirements and performance standards for measuring the
outcome and overall productivity against the predefined benchmarks.
 Providing continuous coaching and feedback during the period of delivery of
performance.
 Identifying the training and development needs by measuring the outcomes
achieved against the set standards and implementing effective development
programs for improvement.

4. define the step involved in the process of performance

appraisal system
Ans,

The six steps involved in process of performance appraisal 

1.Establish Performance Standards:
The appraisal process begins with the establishment of performance standards.
The managers must determine what outputs, accomplishments and skills will be
evaluated. These standards should have evolved out of job analysis and job
descriptions.
2. Communicate Performance Expectations to Employees:

Once the performance standards are established, this need to be communicated

to the respective employees so that they come to know what is expected of them.
Past experience indicates that not communicating standards to the employees
compounds the appraisal problem.
The feedback from the employees on the standards communicated to them must
be obtained. If required, the standards may be modified or revised in the light of
feedback obtained from the employees. It is important to note that communica-
tion is a two-way street.
3. Measure Actual Performance:

This is the third step involved in the appraisal process. In this stage, the actual
performance of the employee is measured on the basis of information available
from various sources such as personal observation, statistical reports, oral
reports, and written reports.
4. Compare Actual Performance with Standards:

In this stage, the actual performance is compared with the predetermined standards.
Such a comparison may reveal the deviation between standard performance and
actual performance and will enable the evaluator to proceed to the fifth step in the
process, i.e., the discussion of the appraisal with the concerned employees.

5. Discuss the Appraisal with the Employee:

The fifth step in the appraisal process is to communicate to and discuss with the
employees the results of the appraisal. This is, in fact, one of the most challenging
tasks the manager’s face to present an accurate appraisal to the employees and
then make them accept the appraisal in a constructive manner.
6. Initiate Corrective Action:
The final step in the appraisal process is the initiation of corrective action when it
is necessary. The areas needing improvement are identified and then, the
measures to correct or improve the performance are identified and initiated.
The corrective action can be of two types. One is immediate and deals
predominantly with symptoms. This action is often called as “putting out fires.”
The other is basic and delves into causes of deviations and seeks to adjust the
difference permanently.

5.give the difference between performance appraisal and job

evolution
Ans,

6.what are the various type of performance appraisal

explain
ans,
1. The 360-Degree Appraisal
This method involves giving out a questionnaire with questions regarding the
performance of a colleague and they need to fill it up. This feedback can be
considered by the manager while evaluating the performance at the end of the
quarter/year.
2. General Performance Appraisal
This method involves continuous interaction between the employee and his manager
continuous setting of goals and achieving them. Whether the employee has been
able to do justice the entire process or not is evaluated at the end of the year.
3. Technological/Administrative Performance Appraisal
This appraisal technique concentrates on technical more than any other aspect of
performance on the job as the employees involved have specialized skills. They’re
judged on the skills they possess and the activity they complete.
4. Manager Performance Appraisal
The performance of a manager should also be appraised and this includes not just
his/her performance on the job but also relationship management with clients at
his/her disposal. Generally, anonymous feedback forms are received which are then
considered for appraisal.
5. Employee Self-Assessment
This method is very unpopular among employees as nobody can deal with rating
himself or herself. The self-assessment sheet is compared with the one filled up by
the manager and the differences are discussed.
6. Project Evaluation Review
This method involves performance appraisal of the team members involved at the
end of every project and not at the end of every year. This helps the team and its
members develop with each passing project.
7. Sales Performance Appraisal
A salesperson is evaluated on the basis of his/her sales skills and accomplishment of
financial goals set previously. Goals set in case of sales should be realistic and ways
of achieving them should be decided by the employee and the manager concerned.

7.write a note

1. 360 degree appraisal program

Ams,

It is a system in which employees will get feedback from all the people they
work with. There are about 7 to 12 people who will fill out a form which is
usually a feedback form. The contents of the form may vary from broad range
competencies to work environment. The employee who receives the feedback
will also be required to fill out a self assessment which again might consist of
the same components. This system is used to get an improved understanding
of every one’s strengths and weaknesses.
There are three general reasons as to why an organization would go in for a
360 degree appraisal.

 To get a better view of the performance and prospective of future leaders.

 To have a broad insight of developmental needs of manpower.
 To collect more feedback so as to ensure justice to the job performed by
the employees.
In 360 degree appraisal system, the feedback is collected from managers,
peers, subordinates, customers, team members etc. A survey is conducted to
get close understanding of-on the job performance of the employees. A 360
degree appraisal has four stages in it:
  Self Appraisal
 Superior’s Appraisal
 Sub-ordinates Appraisal
 Peer Appraisal

2. Management by objectives (MBO)

Ans,

Management by objectives (MBO) is a strategic management model that aims to

improve the performance of an organization by clearly defining objectives that
are agreed to by both management and employees. According to the theory,
having a say in goal setting and action plans encourages participation and
commitment among employees, as well as aligning objectives across the
organization.
Drucker believed MBO was not a cure-all but a tool to be utilized. It gives
organizations a process, with many practitioners claiming that the success of
MBO is dependent on the support from top management, clearly outlined
objectives, and trained managers who can implement it.

3. Behaviorally anchored rating scales (BARS) 

Ans,

Behaviorally Anchored Rating Scale (BARS) is a scale used to rate the performance of
employees. It is an appraisal mechanism that seeks to combine the benefits of narratives,
critical incidents and quantified ratings by anchoring a quantified scale with specific narratives
of performance ranging from good, satisfactory and poor performance. BARS is designed to
bring the benefits of both quantitative and qualitative data to employee appraisal process.
It compares an individual’s performance against specific examples of behavior that are tied to
numerical ratings of 5 to 9. Behaviorally Anchored Rating Scale (BARS) is usually represented as
a vertical rating graph. These behavioral anchor points are collected using Critical Incident
Techniques (CIT), which are procedures used for documenting human behavior that are of
significance in a particular arena.

4. Psychological Appraisal
Ans,

Large organizations employ full time industrial psychologists. When psychologists are used for
evaluation, they assess an individual’s future potential and not past performance. The appraisal
normally consists of in-depth interviews, psychological tests, discussion with supervisors and a
review of other evaluation.
The psychologist then writes an evaluation of employee’s intellectual, emotional, motivational
and other work-related characteristics that suggest individual potential and may predict future
performance. The evaluation by the psychologist may be for a specific job opening for which
the person is being considered, or it may be global assessment of his future potential. Form this
evaluation, placement and development decision may be made to shape the person’s career.

Because this approach is slow and costly, its usually required for bright young members who,
others think may have consideration within the organization. Since the quality of the appraisal
depends largely on skills of psychologist, some employees object to this type of evaluation,
especially if a cross-cultural difference exists.

6.potential appraisal
Ans,

The potential appraisal is a future-oriented appraisal to measure the

potentiality of an employee for future higher positions. The potential
appraisal refers to the identification of hidden talents and skills of a
person. The person might or might not be aware of them. To express it
in simple words, performance appraisal is an estimation of how an
employee did while potential appraisal is an estimation of how well he
might do. While the former is based on actual behaviour and results,
the latter is inferred from competencies. Performance appraisal is
usually linked to incentives and increments while potential appraisal is
linked with promotions.

Potential Appraisal is a process of identifying the hidden talents,

capabilities and potential talent within the individual with an aim to
harness and exploit the same to ensure optimum utilisation of the
strategic qualities to the benefit of the individual as well as the
organisation.
6.paired comparison method
ans,

Method of evaluation in which each employee and job is compared with each other employee
and job. Employee comparisons are performed usually on the basis of overall performance,
whereas job-evaluations are usually on the basis of skill, knowledge, and time required in their
performance. Scores derived from paired comparison are often compared with the standard
deviation and mean of all scores to arrive at standard Scores for future comparisons. Total
number of employees (or jobs), however, places a limitation on this method because such
comparisons require N(N - 1) ÷ 2 pairs (where N is the number of employees or jobs being
compared).

8. what do you mean by problem of error performance

appraisal system
ans,

Some Of the Problems with Performance Appraisal

1) Compare/contrast error
When appraising employees, it is important never to compare
their abilities and using it to make a judgment.

Each employee is gifted in their unique way and thus has different strengths
and weaknesses. When you try to compare or contrast their abilities, it means
that you will not get a fair review because high performers will certainly make
relatively low performers for particular tasks to look below average, which on
some occasions is never the case.

2) Similarity error
In every organization, some employees have a resemblance of different
aspects with the manager. Now some managers usually find it easy to reward
such employees highly compared to those who portray contrasting behaviour
or opinion.

As a manager, it would be significant to ensure that you perform your

employee appraisal objectively and considering that diversity should be
respected, try to carry out the appraisal process based on performance and
results that they provide and not primarily by similarity/dissimilarity that you
have.

3) Bias
Bias is also one of the problems with performance appraisal managers
often encounter. As a matter of fact, everyone has some biases towards
someone or something irrespective of how we portray them. However, as a
manager, it is imperative not to let the biases hinder the manner in which you
approach performance evaluation process.

4) Stereotyping
Stereotyping is closely related to biases only that in this case, you tend to
make your judgment by your predetermined mindset towards a particular
employee’s race, gender, political affiliation, religious background, culture and
other characteristics.

Stereotyping is problematic when assessing employees’ performance

because it implies that you will only be able to provide judgment based on
what you label the group similar to one that the particular employee belongs
to.

5.Attribution error
This is one of the trickiest problems with performance appraisal. It involves
making your independent belief on possible causes of some behaviours or
outcome and letting that influence your judgment.

It is never a good idea to develop an assumption of what transpired or made

the employee behave in the manner that he or she did and later use it as a
basis for reviewing the appraisal process. It is only essential if you stick by the
stipulated standards and criterion and how the performance of each employee
compares to such standards. It only becomes a fair when the employee is
judged on their performance in line with the set standards rather than
preconceived notion.

6.Recency effect
This is majorly about carrying out an appraisal for a short period before it
takes place. As stated earlier, an appraisal is an activity that takes place
continuously, which means that the focus should not only be for the short
period before it happens but rather the entire time of the year.

7.The Halo effect

This is also known as the horns effect. It is a situation where you let your
positive or negative feelings towards an employee to influence your evaluation
easily. It is necessary to judge each criterion independently without
compromising what you feel for the employee.

9. halo error
Ans,

A mistake or bias that can occur in evaluating an individual's performance where

they are consistently rated based on the evaluator's overall impression, rather
than on their actual performance in various categories. Human resource
professionals evaluating employees of a business need to be aware of the halo
error and correct for it.

10. performance dimension error

Ans,

Performance dimensions indicate broad categorization of employees'

behaviours and actions, which form the basis of performance
assessment. For example, strong networking ability is one of the
important performance dimensions of marketing people to achieve
results. Thus, performance dimensions relate job and the work with
those peripheral attributes, possessing which employees' can deliver
their best. Usually organizations decide the performance dimensions
outlining the range of behaviours that employees need to possess and
demonstrate while accomplishing their job roles. We may not have
any universality in performance dimensions, as these are specific to
job and so also the nature of the organization. 

11. spillover effect

Ans,

This bias pertains to a manager judging the current performance of an

employee by using past performance as a reference point. If a manager is
not viewing the performance of an employee clearly due to the spillover
effect many problems can arise.

12. status effect

Ans,

It refers to overrating of employees in higher level job or jobs held/perceived high esteem &
underrating employees in lower-level job or jobs held/perceived in low esteem.

13. critical incident method

Ans,
Critical incident method or critical incident technique is a performance appraisal tool in which
analyses the behavior of employee in certain events in which either he performed very well and
the ones in which he could have done better. Critical incident technique is used to collect data
using a set of procedures. In critical incident method the observer observes critical human
behaviors, skills used, incidents that occur on the job.
In Critical incident method, the manager of the employee gives all the details of the incident.
This method is quite subjective in nature as compared to other methods which may be very
objective and would require just ratings out of 5/10 etc. It helps to define the competencies
and Knowledge, Skills, Abilities and other attributes (KSAO) required for a task or set of tasks
that entails a job. The observer not only looks at the hard skills used but also the mental
abilities that are required by the job incumbent.
 Job evelution
1.define job evaluation process
Ans,

Job evaluation is the process to assess the relative value of a job in an

organisation by comparing it with other jobs within the organisation and with job
market outside. It attempts to make a methodical comparison between jobs to
assess their relative worth for the purpose of establishing a rational pay structure.
Job evaluation is different from job analysis. Job analysis is a systematic way to
accumulate information about a job. Every job evaluation method requires some
basic job analysis in order to provide accurate information about the jobs
concerned. Therefore, job evaluation begins with job analysis and ends at that
point where the value of a job is determined for achieving pay equity between
jobs. Basically, Job evaluation is the application of a process to identify, analyse
and measure each job against established criteria and weigh the relative value of
jobs in a uniform and consistent manner. It is not used to obtain a salary increase
for the incumbent.

2. what are the various method of job evaluation

Ans,

The Job Evaluation is the process of assessing the relative worth of the jobs in
an organization. The jobs are evaluated on the basis of its content and the
complexity involved in its operations and thus, positioned according to its
importance
 Non-analytical Job Evaluation Methods
Ranking Method: This is the simplest and an inexpensive job evaluation
method, wherein the jobs are ranked from he highest to the lowest on the basis
of their importance in the organization. In this method, the overall job is
compared with the other set of jobs and then is given a rank on the basis of its
content and complexity in performing it.
Job Grading Method: Also known as Job-Classification Method. Under this
method the job grades or classes are predetermined and then each job is
assigned to these and is evaluated accordingly.

Analytical Job Evaluation Methods

1. Factor-Comparison Method: Under this method, the job is evaluated, and the
ranks are given on the basis of a series of factors Viz. Mental effort, physical
effort, skills required supervisory responsibilities, working conditions, and other
relevant factors. These factors are assumed to be constant for each set of jobs.
Thus, each job is compared against each other on this basis and is ranked
accordingly.The advantage of this method is that it is consistent and less
subjective, thus appreciable by all. But however it is the most complex and an
expensive method.

2. Point-Ranking Method: Under this method, each job’s key factor is identified

and then the subfactors are determined. These sub-factors are then assigned the
points by its importance.