principal of business writing

7/29/2019 principal of business writing

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Principles of Business Writing

The Principles

Each of these will be explained in a few sentences...

1. Stay Focused

First off, you need to adjust the scope and scale of your writing to influence thebehaviour of your readers. This

is the first step towards sharpening the focus of your writing.

Scope - adjust the breadth (restricting yourself to the subject matter) and depth (level of detail included)

of your material.

Scale - length of your writing. The larger your scale, the higher the need to plan your writing.

Behaviour - action or inaction of your reader after reading your material.

2. Identify your Purpose

Next is to identify the purpose of your writing and connect it to your readers expectations. Avoid buzzwords

and simply use a purpose analysis model (usually sieved from questions asked when taking your initial brief)

to gather your thoughts in 3 simple ways:

Identify your personal values and ambitions

Identify your readers' expectations

Find areas of overlap, emphasise recurring commonalities and address all discrepancies.

3. Explain your Meaning

Always explain the meaning of whatever you write, whilst making sure readers can also relate!! :0)

For example, answering the question what does Amean to B in a business stakeholders' communication is a

simple, yet effective way of connecting with your readers. If you are looking for a simple way to put this into

writing, use the [Statement], meaning [consequence] format. Simple illustrations include:

We are facing stiffer competition in our market, meaning we need to develop new products

This logistics team achieved its set targets, meaning team members have earned a bonus.

4. Substantiate, substantiate, substantiate!!!


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Your writing will gain credibility when it is substantiated with facts. Always make sure to verify your factual

statements before 'publishing'. ;0)

My approach will be to use focus as the lead principle. This will guide you when building a text from

scratch. Once the main structure of the text has been prepared, your substantiating details can then be

added.

5. Always build a Structure

Three useful indicators include the use of sequence, consistency and balance to build a structure that guides

the reader though your text

Sequence - order in which your writing unfolds;

Consistency - using the same style and the same words when referring to the same object;

Balance - your sentence or paragraph must be long enough to maintain a readers' interest but not too

long. Consider sentences that are around 2 to 3 lines and paragraphs that hover around 6 to 10 lines.

6. Provide enough writing Clarity

Ensuring clarity when you're writing is presenting your piece so that the readers thinking revolves around a

compelling idea.

Total clarity is therefore achieved during editing, since this is where you create a distance between yourself and

the material; i.e. reviewing and re-writing it. This puts your writing into perspective and allows proper evaluation

of the pros and cons of your work, a definite litmus test to check whether the initial five principles are self-

evident.

7. Remain Humble!!!

Be humble while writing and editing, and always critically judge your work first. Though this has no effect on

how good the technicality of your work is, the truth is that most people are sick of reading anything that has

an arrogant or condescending tinge to it. A tinge you definitely want to avoid if your thoughts are to be heard

via your writing.


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SQ3R Technique

Survey

Read to get the general idea of the chapter. Read titles, subtitles, picturesand captions, introductions, maps and charts and summaries. This tells

you what the chapter is about. Now you have an idea of where you are

going and what to expect.

Question

1. Make the subtitles into questions.2. This gives you a real reason for reading.3. The questions will help you concentrate on the subject you are

reading.

4. Work on one subtitle at a time.

Read 1. Read to find the answers to the questions.2. The answers you find will be the important facts and details.3. Don't do anything except read.

Recite 1. Go back and ask the questions again. Can you answer them? Ifnot, skim to find the answers again.

2. UnderlineRememb er! Underline the outline!3. Do any other work with the chapter which has been assigned.

Review 1. Usually class discussion will serve as first review. If you haveunderlined well, you can review the chapter anytime intelligently.

2. Review periodically, once every week.

If you're looking to be a more efficient reader, try the SQ3R Method. It's designed to help you read faster andretain more. SQ3R stands for the steps in reading: survey, question, read, recite, review. It might seem like ittakes more time to use the SQ3R method, but you'll find that you retain more and have to reread less often. Let'stake a look at the steps:

Survey

Before reading, survey the material. Glance through the topic headings and try to get an overview of the reading.Skim the sections and read the final summary paragraph to get an idea of where the chapter is going. Only spend

a few minutes surveying the reading to get a background knowledge, an initial orientation that will help you to

organize the material as you read it. It eases you into the reading assignment

Question

Look at the first heading in the chapter. Turn it into a question. Ask questions to be answered in your reading. This

step requires conscious effort, but is worth it as it leads to active reading, the best way to retain written material.

Asking questions focuses your concentration on what you need to learn or get out of your reading.


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Read

Read the first section of your reading assignment to answer your question. Actively search for the answer to your

question. If you finish the section and haven't answered the question, reread it. Read reflectively. Consider what

the author is trying to say, and think about how you can use that information.

Recite

Once you've read an initial section, look away and try to recite the answer to your question, using your own words

and examples. If you can do this, it means that you understand the material. If you can't, glance over the section

again. Once you have the answers to your questions, write them down.

Review

After reading the entire assignment, test your memory by asking yourself the questions that you've identified.

Review your notes for an overview the chapter. Consider how it fits with what you know from the course,

experience, and other classes. What is the material's significance? What are the implications or applications of this

material? What questions are you left with?

Effective communication in the workplace means improving employee

communication skills

Effective communication in the workplace is the backbone of any business.

Without it, you could miss out on important opportunities, waste time and cause your employees and customers to

become frustrated.

But not everyone is a born communicator, and there is always room to improve. That's why it's important to train your staff to create

effective communication in the workplace.

Removing roadblocks to effective communication in the workplace

When a problem arises, it's often due to poor communication in the workplace. Particularly in this digital age when we rely so heavi ly

on emails and phone calls to get things done, vital information can become lost or misinterpreted if not communicated clearly.

Arming your staff with good communication skills enables them to work efficiently, effectively and navigate any potential issues that

may arise.

Everyone is different

People have different styles of communication in the workplace. And while there is no right or wrong way to go about it, you can

ensure that your staff are understood by teaching them how to adapt their style to the needs of others.

With appropriate training, your employees will be able to identify their own communication style in the workplace, understand how

this influences the process, and develop strategies to get the best results.


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Effective communication in the workplace is a two-way street

Communication skills don't simply mean the ability to talk and write effectively - they also rely heavily on listening and negotiation.

Through training, employees will be able to practise their active listening and problem-solving skills and develop the means to

influence outcomes.

A professional training organisation can help your employees develop effective communication in the workplace by teaching:

the importance of effective communication

different styles of communication

awareness of non-verbal communication, such as body language

how to improve written communication skills

how to communicate with confidence

how to tailor communication for an intended audience

how to manage workplace conflicts or issues

negotiation and influencing skills

active listening skills and how to ask the 'right' questions.

Benefits of training to improve communication in the workplace

By developing better rapport with co-workers, employees are likely to be happier and more successful in their roles.

Improving employees' morale will make them more likely to remain loyal to your business.

Improving communication between individuals, teams or departments within your organisation will streamline businessprocesses and activities.

Customer retention will be improved through better customer service.

Staff will learn how to handle difficult situations and resolve conflict before it becomes a problem.

Q. Explain the advantages of oral communication with the help of suitable example. Answer:

Advantages of Oral Communication:Oral communication may be defined as a process whereby a speaker interacts verballywith one or more listeners, in order to influence the latters behavior in some way or theother.

Example: In a business context, a manager is doing a performance appraisal with anemployee, or a sales manager making a sales plan presentation to his sales team. Inthe first example, the manager may point out areas for improvement and in the secondcase, the sales manager may be explaining how to achieve new sales targets.Oral communication in a business context can take the form of meetings, presentations,one-to-one meetings, performance reviews and so on.

Oral communication has some advantages compared to written communication. Theseinclude its personal quality, high interactivity, possibility of making immediate contact,instantaneous feedback and control over the receivers attention.


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Oral communication was also classified into oral face-to-face communication (meetingsand presentations) and oral non face-to-face communication (teleconferencing,telephone and voice mail). While face-to-face meetings are more effective than nonface-to-face communication in most ways, they are expensive and impracticalsometimes, due to the distance factor. Thanks to advances in technology, meetings

today can still take place without being face-to-face, through teleconferencing.Teleconferencing allows participants at distant locations to speak and sometimes to seeeach other. Apart from the high cost and the difficulty in setting it up, teleconferencinghas the same advantages as oral face-to-face communication.

Example: Several retailers like Walmart, the worlds largest retailer, make use ofteleconferencing to keep their US headquarters in touch with their store managersworldwide. Some headhunters also make use of the facility to conduct preliminaryinterviews and shortlist candidates based in other countries, before inviting them for aface-to-face interview.Many multi-national corporations and large Indian organizations also use this facilityextensively.

In spite of its advantages, teleconferencing will not replace face-to-face meetingscompletely, since it is unsuitable for certain types of communication that involvebrainstorming, negotiations, persuasion and problem solving.

Telephone communication, another form of non face-to-face communication, has thebiggest advantage of being able to contact a receiver who would be impossible to reachin person. Today, mobile phones have made it even easier to contact people who areon the move. Telephone communication also has a personal quality and permits the useof some non-verbal cues such as tone of voice, to enhance the communication.

Voice mail is a type of telephone communication and is similar to an answeringmachine. Although it is generally inferior to speaking in person to the other party, it hassome advantages. When you leave a recorded message, you can make your point feltand save time that might be wasted in exchanging pleasantries. Invitations can also bedeclined without having to give an explanation or reason, or having the other person talkback. Thus, there is greater control over how the message is composed and delivered.Besides, voice mail also makes it possible to keep a permanent record of thecommunication, unlike other types of oral communication. In spite of these advantageshowever, voice mail has not caught on in India.

Oral communication implies communication through mouth. It includes individualsconversing with each other, be it direct conversation or telephonic conversation.Speeches, presentations, discussions are all forms of oral communication. Oral

communication is generally recommended when the communication matter is oftemporary kind or where a direct interaction is required. Face to face communication(meetings, lectures, conferences, interviews, etc.) is significant so as to build a rapportand trust.


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Advantages of Oral Communication

There is high level of understanding and transparency in oral

communication as it is interpersonal.

There is no element of rigidity in oral communication. There is flexibilityfor allowing changes in the decisions previously taken.

The feedback is spontaneous in case of oral communication. Thus,

decisions can be made quickly without any delay.

Oral communication is not only time saving, but it also saves upon money

and efforts.

Oral communication is best in case of problem resolution. The conflicts,

disputes and many issues/differences can be put to an end by talking

them over.

Oral communication is an essential for teamwork and group energy.

Oral communication promotes a receptive and encouraging morale among

organizational employees.

Oral communication can be best used to transfer private and confidential

information/matter.

Disadvantages/Limitations of Oral Communication

Relying only on oral communication may not be

sufficient as business communication is formal andvery organized.

Oral communication is less authentic than written

communication as they are informal and not as

organized as written communication.

Oral communication is time-saving as far as daily

interactions are concerned, but in case of meetings,

long speeches consume lot of time and areunproductive at times.

Oral communications are not easy to maintain and

thus they are unsteady.


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There may be misunderstandings as the information is

not complete and may lack essentials.

It requires attentiveness and great receptivity on part

of the receivers/audience. Oral communication (such as speeches) is not

frequently used as legal records except in

investigation work.

Emotio

nal

Intellig

ence

See also Leadership Styles

The capability of people to perform the work or job that they do falls into three areas:

Technical skills - which includes technical expertise e.g. accountancy skills.

Intellectual capability - which is commonly known as IQ, or cognitive abilities.

Emotional capability - often referred to as emotional intelligence or EI.

Whilst a significant amount of information, research and education exists in the fields of technical skills and intellectualcapability, the area of Emotional Intelligence remains largely untouched.

What is Emotional Intelligence?Emotional intelligence is the ability to recognise, understand and manage emotions in ourselves and others.Emotional Intelligence is divided into the four clusters of Self-Awareness, Self-Management, Social Awareness andRelationship Management (often been referred to very broadly as people skills in years gone by).

Daniel Goleman, a leader in this field, has identified that successful managers and leaders possess a high percentage ofemotional intelligence. By successful we mean those who have;

Achieved better financial results,

Developed more effective and supportive organisational climates or culture and

Achieved higher productivity gains with their workforce.

Golemans (1998) findings also indicated that Emotional Intelligence contributes 80 to 90% of the competencies thatdistinguish outstanding leaders from average leaders.

The behaviours identified include;

the ability to recognise and understand their own moods, emotions and drives as well as their effect on others;
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the ability to control or redirect disruptive impulses, moods and to think before acting;

the passion to work for reasons beyond money or status and the propensity to pursue goals with energy andpersistence;

the ability to understand the emotional makeup of other people and the skill in treating people according to theiremotional reactions; the proficiency in managing relationships, building networks and the ability to find commonground and build rapport.

IQ versus EIIn professional and technical fields the typical entry-level threshold IQ is 110 to 120. It is generally considered that your IQ,which is largely genetic, will change little from childhood. Since everyone is in the top 10% or so of intelligence, IQ itselfoffers relatively little competitive advantage.

EI on the other hand can be learned at any age. Growing your competency in EI is not easy or quick, as it takes perseverancein the process of critical self-evaluation, commitment to improvement and of course behavioural practice.

It is also important to note, that competence in Emotional Intelligence does not necessarily increase with age as you mightexpect. Some people may learn from lifes experiences, but many do not.

Emotional Intelligence


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Figure 1. Golemans Emotional Intelligence Model (2002)

Self-Awareness:The core of Emotional Intelligence is self-awareness. Self-awareness is comprised of three competencies;

emotional self-awareness, where you are able to read and understand your emotions as well as recognise their impacon work performance and relationships;

accurate self-assessment, where you are able to give a realistic evaluation of your strengths and limitations;

self-confidence, where you have a positive and strong sense of ones self-worth.

The starting point and key in these areas is the ability to be critically self-reflective.

Self-Management:Self-management is comprised of five competencies;

Self-control, which is keeping disruptive emotions and impulses under control;

transparency, which is maintaining standards of honesty and integrity, managing yourself and responsibilities;


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adaptability, which is the flexibility in adapting to changing situations and overcoming obstacles;

achievement orientation, which is the guiding drive to meet an internal standard of excellence;

initiative, which is the readiness to seize opportunities and act.

Social Awareness:Social Awareness is comprised of three competencies;

empathy, which is understanding others and taking an active interest in their concerns;

organisational awareness, which is the ability to read the currents of organisational life, build decision networks andnavigate politics;

service orientation, which is recognising and meeting customers needs.

Relationship Management:The Social cluster of Relationship Management is comprised of seven competencies;

visionary leadership, which is inspiring and guiding groups and individuals;

developing others, which is the propensity to strengthen and support the abilities of others through feedback andguidance;

influence, which is the ability to exercise a wide range of persuasive strategies with integrity, and also includeslistening and sending clear, convincing and well-tuned messages;

change catalyst, which is the proficiency in initiating new ideas and leading people in a new direction;

conflict management, which is resolving disagreements and collaboratively developing resolutions; building bondswhich is building and maintaining relationships with others;

teamwork and collaboration, which is the promotion of cooperation and building of teams.

The Emotionally Intelligent Organisation:The Emotionally Intelligent Organisation i.e. an organisation with a high number of emotionally intelligent leaders, managersand critical professionals stands to be at the forefront of organisational practice and performance, and is more likely to be anemployer of choice.

Research also supports the view that competence in Emotional Intelligence accounts for over 90% of the difference betweenineffective leaders and effective leadership performance.

Effective leadership improves business performance and provides organisations with a competitive advantage.Becoming an EI organisationThe decision to become an emotionally intelligent organisation needs to be based on an organisational strategy to improvebusiness performance.

To implement this strategy you first need to define what the core capabilities your business requires to achieve its vision,values and business strategies which includes Emotional Intelligence clusters and competencies. You will also need to identifythe more specific competency profiles for positions within the organisation.

This capability framework and competency profiles, then forms the basis for your performance management system inconjunction with your Key Performance Indicators. The performance management system then becomes a mechanism fordriving and achieving changes in the workplace.

The framework can also be used to support recruitment and selection and other cultural development strategies, thusensuring a more appropriate match of people and organization goals. mtrxalso has an EI Capability Assessment tool thatidentifies individual training needs as well as providing a picture of the organisations capability.

The next stage is to grow the emotional intelligence competencies through specific development programs reflecting theorganisations capability framework.

The Emotional Intelligence Development Programs provided by mtrx provide a structured pathway to improve theindividuals self-awareness, their self-management and the way they interact with people and develop relationships. In otherwords it will grow their Emotional Intelligence.

If you do not have a core capability framework for your staff, there are still benefits in introducing Emotional Intelligen cedevelopment programs. These are seen primarily through improved leadership and interpersonal relationships and as a resultimproved business performance.SeeLeadership Styles
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Growing Emotional Intelligence:

Growing your EI competencies is not easy or quick, as it takes perseverance in the process of critical self-reflection,commitment to improvement and of course behavioural practice.

Transformational LearningWhen you grow your Emotional Intelligence, it is called transformational learning, as this growth comes from using criticalself-reflection.

So, what is critical self-reflection? Most people would be familiar with reflection, which is the analysis of ones beliefs. Wealso have critical reflection, which is the analysis of the assumptions on which our beliefs are built. But the area we are mostinterested in is Critical Self-Reflection, which is the analysis of the way we pose problems to ourselves and of our ownstructure of assumptions that we use as a reference for interpreting our experiences.

Effective critical self-reflection requires you to question yourself and the assumptions you make on an ongoing basis. This canbe demonstrated through the three (3) why? Test, that is where you ask Why down three levels from the item you areanalysing.For example, I have been asked to present a workshop to one hundred people on a subject I know very well, and I have saidno.(1) Whydid I say no? Because I would not feel comfortable doing it.(2) Whydo you feel uncomfortable about doing it? Because I might look incompetent.(3) Whydo you feel you would look incompetent? Because people in the audience may know more than I do.

The answer to this question is based on assumptions, and we need to challenge these assumptions to check their validity. Ifthe assumptions are invalid and we change that assumption and therefore our perspective then transformational learning hasoccurred.

Emancipatory LearningDeveloping transformational learning in others is called emancipatory learning. At mtrxwe have structured ouremancipatory learning programs to cover the foundations of the Emotional Intelligence Self and Social clusters.SeeProducts & Services

Friday, March 23, 2012

Q2.What are the hindrances that we face in perception?

Individuals have a tendency to use a number of shortcuts when they judge others. An

understanding of these shortcuts can be helpful toward recognizing when they can result in

significant distortions.

1. Selective Perception

Any characteristic that makes a person, object, or event stand out will increase the probability

that it will be perceived. It is impossible for an individual to internalize and assimilate everything

that is seen .Only certain stimuli can be taken in selectively. Selectivity works as a shortcut in

judging other people by allowing us to speed-read others, but, not without the risk of drawing
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an inaccurate picture. The tendency to see what we want to see can make us draw unwarranted

conclusions from an ambiguous situation.

2. Halo Effect

The halo effect (Murphy & Anhalt, 1992) occurs when we draw a general impression on the

basis of a single characteristic. For example, whileappraising the lecturer, students may give

prominence to a single trait, such as, enthusiasm and allow their entire evaluation to be tainted

by how they judge the instructor on that one trait which stood out prominently in their estimation

of that person. Research suggests that it is likely to be most extreme when the traits to be

perceived are ambiguous in behavioral terms, when the traits have moral overtones, and when

the perceiver is judging traits with which he or she has had limited experience.

3. Contrast Effects

Individuals do not evaluate a person in isolation. Their reaction to one person is influenced by

other persons they have encountered recently. For example, an interview situation in which one

sees a pool of job applicants can distort perception. Distortions in any given candidates

evaluation can occur as a result of his or her place in the interviewschedule.

4. Projection

This tendency to attribute ones own characteristics to other people which is called projection

can distort perceptions made about others. When managers engage in projection, they

compromise their ability to respond to individual differences. They tend to see people as more

homogeneous than they really are.

5. Stereotyping

Stereotypingjudging someone on the basis of our perception of the group to which he or she

belongs. Generalization is not without advantages (Hilton & Hippel, 1996). It is a means of

simplifying a complex world, and it permits us to maintain consistency. The problem, of course,


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is when we inaccurately stereotype. In organizations, we frequently hear comments that

represent stereotypes based on gender, age, race, ethnicity, and even weight. From a

perceptual standpoint, if people expect to see these stereotypes, that is what they will perceive,

whether or not they are accurate.6. First-impression error Individuals place a good deal of

importance on first impressions. First impressions are lasting impressions. We tend to

remember what we perceive first about a person, and sometimes we are quite reluctant to

change our initial impressions. First-impression error means the tendency to form lasting

opinions about an individual based on initial perceptions. Primacy effects can be particularly

dangerous in interviews, given that we form first impressions quickly and that these impressions

may be the basis for long-term employment relationships.

Q4. Ms. Chanchal Das Gu pta is a recruitment specialist .

For the post of

Q CM a n a g e r , s h e i n t e r v i e w s t h r e e c a n d i d a t e s . G i v e n b

elow are the physicalcharacteristics of the candidates.

Ans: Per Sheldon`s theory of personality, below are the traits that Ms.Chanchalcan derive:Mr. Ravi represents Mesomorph body type. He is well-

proportioned.Psychologically he is Adventurous, Courageous, Indifferentto what othersthink or want, Assertive/bold, Zest for physical activity,Competitive, Witha desire for power/dominance, And a love of risk/chanceMr. Gineesh represents Ectomorph body type. Psychologically he is Self-conscious, Private, Introverted, Inhibited, Socially anxious, Artistic,Intense,Emotionally restrained, ThoughtfulMr. Ramgopal represents Endomorph body type. Psychologically

he isSociable, Fun-loving, Love of food, Tolerant, Even-tempered,Goodhumoured, Relaxed, With a love of comfort, And has a need foraffection


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perception

The word perception refers to what thebodyis able to perceive, that

is, theinformationthat the body is able to discern from the outside

world. According to the Oxford English Dictionary, perception is theprocess of becoming aware or conscious of a thing or things in

general; the state of being aware; consciousness; understanding.

The process of understanding becomes a mediated experience, as it

requires the use of thesensesin order to process data. To be

perceivable, the object must be able to be understood by

themindthrough the interplay of sight, sound,taste,touchand

smell. To be perceived, a sensation must pass through the body

through one of sensory organ, that is, the eye,ear, nose, mouth, orskin. To interpret that sensation is what is known as perception. The

perceivable is that which can be interpreted by the body.

The current form of perception relates back clearly to its original

Latin meaning as "the action of taking possession, apprehension

with the mind or senses" [1]. Perception is what allows us to make

sense of the world through the experience of oursensesand the

collection of data, but the question remains of how we perceive andwhat it means to perceive. Furthermore, what makes an object

perceivable? Are we the actors of perception or does it act upon us?

To perceive something is thus not to understand something, but

rather to hold that perception as a truth. Aristotle acknowledges this

in early forms of theories on perception. He states that "there are

two distinctive peculiarities by reference to which we characterize

the soul (1) local movement and (2) thinking, understanding andperceiving" [2]. Aristotle groups understanding and perception

together under the common assumptions of his predecessors who,

"all look upon thinking as a bodily process like perceiving, and hold

that like is understood as well as perceived by like They cannot

escape the dilemma: either whatever seems is true (and there are
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some who accept this) or error is contact with the unlike: for that is

the opposite of knowing of like by like That perceiving and

understanding are not identical is therefore obvious; for the former

isuniversalin the animal world, the latter is found in only a small

division of it" [3]. Perception refers to the mostimmediateresponsewe can create, the very use of our senses; perception itself is

uninterrupted, it is the raw data that enters our minds in order to be

processed through thought and action.

Thomas Reid explored these theories ofimmediacyand its relation

to perception. "If, therefore, we attend to that act of our mind which

we call the perception of an external object of sense, we shall find it

in these three things: First, Some conception or notion of the objectperceived; Secondly, A strong and irresistible conviction and belief

of its present existence; and, Thirdly, That this conviction and belief

are immediate, and not the effect of reasoning"4. An object is sensed

and recognized as existing in its immediateform, creating

animmediateexperience of the object, because "it is not by train of

reasoning and argumentation that we come to be convinced of the

existence of what we perceive; we ask no argument for the existence

of the object, but that we perceive it; perception commands ourbelief upon its own authority, and disdains to rest its authority upon

any reasoning whatsoever" [5]. Seeing is, in many ways, believing.

To believe in an object, one must perceive its existence, but the

perception that occurs is immediate. That is not to say, however,

that all perception is always unmediated.

Once perception links with sensation, a function of the brain itself,

the experience of the senses creates a link with experiences of thebrain, connecting feelings to the immediate. Reid uses the example

of smelling a rose. While the smell of a rose is merely a perception, it

becomes a sensation when we realize that it is a good smell. Smell,

in this case, becomes a medium for our sensation and pleasure,

instead of existing independent of ourselves. Perception relies on
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the mere act of smelling, while sensation relies on the interpretation

of that smell. Perception becomes merely the means in order to

access a medium. While perception as itself isimmediate, it is able

to transcribe media in order to createstimulationin our brains.

Kant's views on perception revolve around the idea of a priori

truths, or truths that do not come from experience, but rather from

the brain itself. A priori truths are devoid of sensory input, but

rather are the most basic and purely logical of human thought.

Truths that extend from knowledge and experience are a posteriori

truths. Posteriori truths require sensory input and posteriori

knowledge cannot be obtained independently of the senses. [6]

Sensitivity training is about making people understand about

themselves and others reasonably, which is done by developing

in them social sensitivity and behavioral flexibility.

Social sensitivity in one word is empathy. It is ability of an

individual to sense what others feel and think from their own

point of view.

Behavioral flexibility is ability to behave suitably in light ofunderstanding.

Procedure of Sensitivity Training

Sensitivity Training Program requires three steps:

Unfreezing the old values It requires that

thetraineesbecome aware of the inadequacy of the old values.This can be done when the trainee faces dilemma in which his

old values is not able to provide proper guidance. The first step

consists of a small procedure:
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An unstructured group of 10-15 people is formed.

Unstructured group without any objective looks to thetrainer for its guidance

But thetrainerrefuses to provide guidance and assume

leadership

Soon, the trainees are motivated to resolve the uncertainty

Then, they try to form some hierarchy. Some try assume

leadership role which may not be liked by other trainees

Then, they started realizing that what they desire to do and

realize the alternative ways of dealing with the situation

Procedure of Sensitivity Training

Development of new values With the trainers support,

trainees begin to examine their interpersonal behavior and
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giving each other feedback. The reasoning of the feedbacks are

discussed which motivates trainees to experiment with range of

new behaviors and values. This process constitutes the second

step in the change process of the development of these values.

Refreezing the new ones This step depends upon how

much opportunity the trainees get to practice their new

behaviors and values at their work place.

Sensitivity Training is a form of training that claims to make

people more aware of their own prejudices, and more sensitive toothers. According to its critics, it involves the use of psychological

techniques with groups that its critics, e.g.G. Edward Griffin, claim

are often identical tobrainwashingtactics. Critics believe these

techniques are unethical.

According to his biographer,Alfred J Marrow,Kurt Lewinlaid the

foundations for sensitivity training in a series of workshops he

organised in 1946 to carry out a 'change' experiment, in response to

a request from the Director of the Connecticut State InterracialCommission. This led to the founding of theNational Training

LaboratoriesinBethel,Mainein 1947. Kurt Lewin, who metEric

Tristin 1933, influenced the work of the LondonTavistock Clinic,

both in its work with soldiers during the second world war and in its

later work with the JournalHuman Relationsjointly founded by a

partnership of theTavistock Instituteand Lewin's group atMIT.

The nature of modern Sensitivity Training appears to be in some

dispute. Its modern critics portray its origins and function in

negative terms. Others view the approach as benignly beneficial in

many of its historical and contemporary implementations.

During World War II, Psychologists likeCarl Rogersin the USA

andWilliam Sargant,John Rawlings Rees, andEric Tristin Britain
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were used by the military to help soldiers deal with traumatic stress

disorders (then known as Shell Shock). This work, which required

service to large numbers of patients by a small number of therapists

and necessarily emphasized rapidity and effectiveness helped spur

the development of group therapy as a treatment technique. Rogersand others evolved their work into new forms includingencounter

groupsdesigned for persons who were not diagnosably ill but who

were recognized to suffer from widespread problems associated

with isolation from others common in American society. Other

leaders in the development of Encounter Groups, includingWill

Schutz, centered their work at theEsalen Institutein Big Sur,

California.

Meanwhile, Training Groups orT-Groupswere being developed at

theNational Training Labs, now part of the National Education

Association. Over time the techniques of T-Groups and Encounter

Groups have merged and divided and splintered into specialized

topics, seeking to promote sensitivity to others perceived as

different and seemingly losing some of their original focus on self-

exploration as a means to understanding and improving relations

with others in a more general sense.

Leadership grid

5. The team style (9, 9). The Sound / Team Leader (Contribute & Commit)

This is based on the aspect that work accomplishment is from committed people; interdependence through a

common stake in the organization purpose leads to relationships of trust and respect. In this style, high concern is

paid both to people and production. As suggested by the propositions of Theory Y, managers choosing to use this

style encourage teamwork and commitment among employees. This method relies heavily on making employees feelas a constructive part of the company.

This type of person leads by positive example and endeavors to foster a team environment in which all team

members can reach their highest potential, both as team members and as people. They encourage the team to reach

team goals as effectively as possible, while also working tirelessly to strengthen the bonds among the various

members. They normally form and lead some of the most productive teams.
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Why is it important to handle grievances carefully?

How can we evaluate the effectiveness of training programs conducted in organizations?

Q.4. How can we evaluate the effectiveness of training programs conducted in

organizations?

---- As per Assignment set -1

Evaluation of Training Effectiveness / How To Evaluate a Training Program:

An objective of training evaluation is to determine the payoff from the training investment. It

focuses on the improvement of the participant in the training programme to perform jobs for

which they were trained, what was effective and what was not, whether the trainees

required any additional on the job training, and the extent of training not needed for the

participants to meet job requirements.

In 1975, Donald Kirkpatrick, who was known for creating the training evaluation model, first

presented a four-level model of evaluation that has become a classic in the industry:

Level I: Reaction How did the student feel and what did they think about the training?

Level II: Learning How much did the student learn?

Level III: Behavior What is the extent of behavior and capability improvement and

implementation/application?

Level IV: Results What impact on the business did the training have as a result of the

learners performance?

By using Kirkpatricks 4 levels of evaluation, you can effectively determine if training goals

were met.

The Kirkpatrick Model for Summative EvaluationReactionDistribute an evaluation or feedback form. This is often called a smilesheet

and can be administered in either paper format or online format. This type of evaluation is

usually inexpensive and used by most organizations. Be sure to distribute evaluations

immediately after training ends. You can include questions to evaluate the instructor,

material covered, training materials and audio visual equipment.

Learning To assess the amount of learning, consider using pre-tests and post-tests. Thetests attempts to determine how students have advanced with regards to skills, knowledge

and attitude. Pre-tests should be administered before the class begins, and post-tests

would be given at the completion of the training class. You can administer pre-tests and

post-tests on paper or online. You can include multiple choice/fill-in the blank type

questions, and/or may include work-related hands-on exercises for the learner to complete

online.


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Behavior To determine the extent of behavior and capability improvement, consider

observing learners for an extended period of time after training is completed. This can be

measured via post training interviews, monitoring progress and meeting with managers of

the learners to determine if the training has allowed the learner to excel in his/her job.

Results To determine the business impact of the training program, measure key

performance indicators including return on investment, staff turnover, employee retention,

quality ratings and other types of quantifiable aspects of the performance of the

organization.

Explain the general procedures followed in thecase of a disciplinary action.75 days ago byGEP Faculty0

Q. Explain the general procedures followed in the case of a

disciplinary action.

Answer:

Though there is no specific procedure to be followed. Different

organizations use a variety of formal and informal methods to

resolve these matters. The following steps are recommended

a) An accurate statement of the disciplinary problem.

b) Collection of data or facts supporting the report of the offence.

c) Review policy and past similar incidents.

d) Identify corrective action to implement; take legal counsel to

ensure that the local laws of the land are not in conflicte) Apply the action

f) Follow-up on the disciplinary action.
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(A) Accurate Statement of the Problem: The first step is to

ascertain the problem by seeking answers to the following

questions:

1.Does this case call for a disciplinary action?

2.What, exactly, is the nature of the violation or offence?3.Under what-conditions did it occur?4.Which individual or individuals were involved in it?5.When, or how often, did the violation occur?In other words, an executive must first find out that a violation has

occurred and that is entirely the fault, or at least partially the fault,

of one or more subordinates. The next step is to determine and state

the nature of the alleged violation of a rule, a regulation, a policy; to

determine whether a request or order has been ignored or broken,and assess the seriousness of the specific offence which has been

committed. It is also necessary to know exactly who and what was

involved in the violation-whether a particular individual or group.

Finally, it is desirable to know when and/or how often the violation

occurred.

(B) Collection of data or facts support the report of the

offence: Before any action is taken in a case, it is essential to gather

all the facts about it. A thorough examination of the case should be

made within the stipulated time limit. The facts gathered should be

such as can be produced before a higher authority, if and when

needed.

(C) Review policy and past similar incidents: The kind of penalty

to be imposed for an offence should be determined beforehand.

Should it be simple reprimand, a financial or non-financial penalty?

Or should it be demotion, temporary lay-off or outright discharge?

(D) Identify corrective action to implement; take legal counselto ensure that the local laws of the land are not in

conflict: When a decision has been taken to impose a penalty, the

punishment to be awarded should be such as would prevent a

recurrence of the offence. If the punishment is lighter than it should


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be, it may encourage the violation of the same rule or another; if it is

greater than it should be, it may lead to a grievance.

(E) Apply the action: The application of the penalty involves a

positive and assured attitude on the part of the management. If thedisciplinary action is a simple reprimand, the executive should

calmly and quickly dispose of the matter. But when severe action is

called for, a fortnight, serious and determined attitude is highly

desirable.

(F) Follow-up on Disciplinary Action: The ultimate purpose of a

disciplinary action is to maintain discipline, to ensure productivity,

and avoid a repetition of the offence. A disciplinary action should,therefore, be evaluated in terms of its effectiveness after it has been

taken. In other words, there should be a more careful supervision of

the persons against whom a disciplinary action has been taken.

Q1. Trace out the growth of Human Resource Management in

India.

Posted on January 11, 2012

Filed UnderUncategorized|Leave a Comment

Over many centuries India has absorbed managerial ideas and practices from around the world. Early records of

trade, from 4500 B.C. to 300 B.C., not only indicate international economic and political links, but also the ideas of

social and public administration. The worlds first management book, titled Arlhshastra, written three millennium

before Christ, codified many aspects of human resource practices in Ancient India. This treatise presented notions of

the financial administration of the state, guiding principles for trade and commerce, as well as the management of

people. These ideas were to be embedded in organisational thinking for centuries (Rangarajan 1992, Sihag 2004).

Increasing trade, that included engagement with the Romans, led to widespread and systematic governance methods

by 250 A.D. During the next 300 years, the first Indian empire, the Gupta Dynasty, encouraged the establishment of

rules and regulations for managerial systems, and later from about 1000 A.D. Islam influenced many areas of trade

and commerce. A further powerful effect on the managerial history of India was to be provided by the British systemof corporate organisation for 200 years. Clearly, the socio cultural roots of Indian heritage are diverse and have been

drawn from multiple sources including ideas brought from other parts of the old world. Interestingly, these ideas were

essentially secular even when they originated from religious bases.

In the contemporary context, the Indian management mindscape continues to be influenced by the residual traces of

ancient wisdom as it faces the complexities of global reali ties. One stream of holistic wisdom, identified as the

Vedantic philosophy, pervades managerial behaviour at all levels of work organisations. This philosophical tradition

has its roots in sacred texts from 2000 B.C. and it holds that human nature has a capacity for self transformation and
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attaining spiritual high ground while facing realities of day to day challenges (Lannoy 1971). Such cultural based

tradition and heritage can have a substantial impact on current managerial mindsets in terms of family bonding and

mutuality of obligations. The caste system, which was recorded in the writings of the Greek Ambassador

Megasthenes in the third century B.C., is another significant feature of Indian social heritage that for centuries had

impacted organisational architecture and managerial practices, and has now become the focus of critical attention in

the social, political and legal agenda of the nation.

Q. Trace out the growth of Human Resource Management in India.

Answer:

Evolution of the Human Resource Management

The historical background to the management techniques of human resources

are in vogue since ancient times. Its only in the past 100 odd years that thetechniques and study of human behaviour at work has become formal and

structured with certain basic practices established as core and a host of other

practices left to each organization to design and implement as per their

individual business driven practices. As per Fisher, Schonfeldt and Shaw, in

their book titled Human Resources Management, they have characterised the

history of HRM as having evolved through four broad phases, the Craft system,

the scientific system, the human relations approach and the prevalent

organizational science-human resources approach.

The Craft system refers to early trends noticed in Egypt and Babylon, whereskills based training was provided to people to ensure a steady flow of

craftsmen required to build huge monuments. By the 13th century,

subsequently the trend was noticed in Europe and later craft guilds evolved to

ensure not only the skill acquisition but regulate the conditions of

employment, level of skill and improved production techniques. Most relevant

in the domestic industry where generations of skilled workers trained and

became experts in a particular skill.

The Scientific Management approach was a key part of the industrial

revolution typical of the nineteenth and early twentieth century. It was

instilled in the principles of mass production and organization of work

simple work skills and supervisory/managerial skills. This rapidly emerged as

the assembly line approach to managing workflow, which later Fredrick

Taylor (1856-1915) pioneered based on the philosophy that employees

wanted to be used efficiently and money being the primary motivator. Over a

period of time this was proved wrong as employee dissent grew and union


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issues surfaced. It was during this phase that employee welfare as a key HR

practice emerged which redressed employee issues like recreational facilities,

medical program and employee grievance systems.

The Human Relations approach was an outcome of the famous studies

undertaken by US social scientist Elton Mayo and Fritz Roethlisberger at theWestern Electrics Hawthorne plant in Chicago.

The Hawthorne Studies: As described in virtually every book written about

management, the human relations or behavioral school of management began

in 1927 with a group of studies conducted at the Hawthorne plant of Western

Electric, an AT&T subsidiary. Curiously, these studies were prompted by an

experiment carried out by the companys engineers between 1924 and 1932.

Following the scientific management tradition, these engineers were applying

research methods to answer job-related problems.

Two groups were studied to determine the effects of different levels of

illumination on worker performance. One group received increasedillumination, while the other did not. A preliminary finding was that, when

illumination was increased, the level of performance also increased.

Surprisingly to the engineers, productivity also increased when the level of

illumination was decreased almost to moonlight levels. One interpretation

made of these results was that the employees involved in the experiment

enjoyed being the centre of attention; they reacted positively because

management cared about them. The reason for the increase in the production

was not the physical but the psychological impact of the employees attitude

towards the job and towards the company. Such a phenomenon taking placein any research setting is now called the Hawthorne effect.

Leadership Style and Practices: As a consequence of the Hawthorne Studies,

worker attitudes, morale, and group influences became a concern of

researchers. A notable development of the nature occurred shortly after

World War II at the University of Michigan. A group of social scientists formed

an organization, later to be called the Institute for Social Research, to study

those principles of leadership that were associated with highest productivity.

Concurrent with the growth of human relations in work organizations, has

been the burgeoning of techniques and programmes to foster human growthoff the job. In the last two decades, millions of people seeking personal growth

(or sometimes simply emotional arousal) have participated in programmes

such as encounter groups, marriage enrichment groups, seminar training,

couples groups, and transactional analysis.


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Career development programmes in industry are more prevalent today than

at any time in the past. Although varying widely in content, all these

programmes are designed to help the individual make career decisions that

will move him or her toward self-fulfillment. In the process, it is assumed that

the person will make a better contribution to the organization.Finally the Organizational Sciences approach to human resources

management has brought the focus to the scientific process within

organizations that can impact employee experience, and less on just the

individual. Todays organizations focus on building their processes and

policies and compete to emerge as preferred employers (best employer). It

is not uncommon for competing organizations to woo the employees through

advertising more and better employee-friendly initiatives like work-from-

home jobs, careers for married couples, global work assignments and internal

job postings and world class workplace infrastructures from in-campuscricket grounds to gymnasiums for employee wellbeing. This is the HR that we

now see around us.

Q. Assume yourself as an HR Manager of a publishing house.

You find that the morale of the employees is generally low.

What steps would you take to improve employee morale?

Answer:

There are a number of measures which can be used to control the

warning signals of low morale. The following are the positive

measures to be taken to bring job satisfaction to the employees and

reconcile individual interests with the interests of the organization.

I take following steps to improve employee morale:

1. Creation of whole jobs: Under this method, complete jobs are

assigned to the employees. The complexity of a job should beincreased so that it may appeal to their higher needs.

2. Job enrichment: Job enrichment tries to deal with dissatisfaction

by increasing job depth. Under this, individual employees may be

given responsibility for setting their own work pace, for concerning


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their own errors, and/or for deciding on the best way to perform a

particular task

3. Building responsibility into a job: Employees should be

encouraged to participate and if possible be held responsible fortaking decisions. Some delegation of responsibility from the

manager to the employee could be useful in improving employee

ownership

4. Managerial effectiveness: This can be achieved by:

Developing work groups;

Improving the social contacts of the employees- time away from

work in team building and fun activities; Managerial coaching discussed above

Employee stress management activities

5. Flexing working hours: Flex time / work from home provisions

allow employees to arrange their work hours to suit their personal

needs and life-styles. This is particularly suited to situations with

fluctuating workloads. Flex time employees are responsible for co-

ordinating their functions with other employees and thereby havemore responsibility and autonomy.

6. Rotation of jobs:This reduces employees boredom which arises

out of the monotonous nature of his work.

7. Incentive and Profit-sharing plans: Morale can be improved by

effective incentive and profit-sharing schemes. Incentive schemes

are effective in improving workplace morale. They need to carefullydesigned (preferably by experts) well communicated and

implemented to be effective. In addition to its economic aspects,

profit-sharing has also psychological aspects relating to friendly

move by the management in providing the employees an

opportunity to participate in the profits.


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Morale can also be improved by adapting several other measures

such as employee contest, special recognition and awards to long

service employees and training the managers in how to manage

people.

Q. Explain sensitivity training.

Answer:

Sensitivity training (also known as T-group, T standing for training).

This approach evolved from the group dynamics concept of Kurt Lewin and the first sensitivity training session was

held in 1946 in State Teachers College, New Britain, USA. Since then, it spread to numerous training centers in USA

and other countries. Sensitivity training is a small-group interaction process in the unstructured form which requires

people to become sensitive to others feelings in order to develop reasonable group activity. The objectives of

sensitivity training are as follows:

1. To make participants increasingly aware of, and sensitive to, the emotional reactions and expressions in themselves and

others.

2. To increase the ability of participants to perceive, and to learn from, the consequences of their actions through attention to

their own and others feelings.

3. To stimulate the clarification and development of personal values and goals consonant with a democratic and scientific

approach to problems of personal and social decisions and actions.

4. To develop achievement of behavioural effectiveness in participants.

5. To develop concepts and theoretical framework for linking personal values and goals to actions consistent with these inner

factors and situational requirements.

Process of Sensitivity Training

Sensitivity training focuses on small group (T-group) with number of members ranging from ten to twelve. T-groups

are designed to provide members with experiential learning about group dynamics, leadership and interpersonal

relationships. The basic T-group training or sensitivity training is to change the standards, attitudes and behavior of

individuals by using psychological techniques and programs. Based on the sources from where these members are

drawn, there may be three types of T-group: stranger-lab, cousin-lab, and family-lab. In the stranger-lab, all

participants are from different organizations and they are strangers to each other. In cousin-lab, all participants are

from the same organization but from different units.

Q. Mr. Suresh Kumar is the VP- HR of a leading Financial services

company. He is having a meeting with Ms. Rejani Chandran leading HRconsultant. Mr. Suresh is concerned about creating an environment that

helps in increasing the job satisfaction amongst employees. Assume that

you are Ms. Rejani, the HR consultant. What suggestions you will give to

Mr. Suresh, for creating an environment that increases job satisfaction?

Answer:


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Job satisfaction is the sense of fulfillment and pride felt by people who enjoy

their work and do it well. For an organization, satisfied work force ensures

commitment to high quality performance and increased productivity. Job

satisfaction helps organizations to reduce complaints and grievances,

absenteeism, turnover, and termination. Job satisfaction is also linked to ahealthier work force and has been found to be a good indicator of longevity.

And although only little correlation has been found between job satisfaction

and productivity, it has also been found that satisfying or delighting

employees is a prerequisite to satisfying or delighting customers, thus

protecting the bottom line.

Below are the suggestions that as a leading HR consultant I will give to

Mr. Suresh, for creating an environment that increases job satisfaction:

Mentally Challenging Work: Employees tend to prefer jobs that give them

opportunities to use their skills and abilities and offer a variety of tasks,freedom and feedback on how well they are doing. Under conditions of

moderate challenge, most employees will experience pleasure and

satisfaction.

Personality-Job Fit: People with personality types congruent with their

chosen vocations should find they have the right talents and abilities to meet

the demands of their jobs; and because of this success, they have a greater

probability of achieving high satisfaction from their work. It is important,

therefore to fit personality factors with job profiles.

Equitable Rewards: Employees want pay systems and promotion policies

that they perceive as being just, unambiguous, and in line with their

expectations. When pay is seen as fair based on job demands, individual skill

level, and industry pay standards, satisfaction is likely to result. Similarly,

employees seek fair promotion policies and practices. Promotions provide

opportunities for personal growth, more responsibilities and increased social

status. Individuals who perceive that promotion decisions are made in a fair

and just manner are likely to experience job satisfaction.

Supportive working conditions: Employees prefer physical conditions that

are comfortable and facilitate doing a good job. Temperature, light, noise and

other environmental factors should not be extreme and provide personalcomfort. Further, employees prefer working relatively close to home, in clean

and relatively modern facilities and with adequate tools and equipment.

Supportive Colleagues: Employees have need for social interaction.

Therefore, having friendly and supportive co-workers and understanding

supervisors leads to increased job satisfaction. Most employees want their

immediate supervisor to be understanding and friendly, those who offer


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praise for good performance, listen to employees opinions and show a

personal interest in them.

Whistle blowing: Whistle-blowers are employees who inform authorities of

wrongdoings of their companies or co-workers. Whistle blowing is important

because committed organizational members sometimes engage in unethicalbehaviour in an intense desire to succeed. Organizations can manage whistle

blowing by communicating the conditions that are appropriate for the

disclosure of wrongdoing. Clearly delineating wrongful behaviour and the

appropriate ways to respond are important organizational actions.

Social Responsibility: Corporate social responsibility is the obligation of an

organization to behave in ethical ways in the social environment in which it

operates. Socially responsible actions are expected of organizations. Current

concerns include protecting the environment, promoting worker safety,

supporting social issues, investing in the community, etc. Managers must

encourage both individual ethical behaviour and organizational socialresponsibility.

Q. Assume yourself as an HR Manager. You have been given the

responsibility of promoting the rightful employees. For this,

performance appraisal of the employees must be carried out. What

appraisal method would you choose? Justify.

Answer:

A performance appraisal, employee appraisal, performance review, or

(career) development discussion is a method by which the job performance of

an employee is evaluated (generally in terms of quality, quantity, cost, and

time) typically by the corresponding manager or supervisor. A performance

appraisal is a part of guiding and managing career development. It is the

process of obtaining, analyzing, and recording information about the relative

worth of an employee to the organization. Performance appraisal is an

analysis of an employees recent successes and failures, personal strengths

and weaknesses, and suitability for promotion or further training. It is also the

judgment of an employees performance in a job based on considerationsother than productivity alone.

Aims

Generally, the aims of a performance appraisal are to:

Give employees feedback on performance


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Identify employee training needs

Document criteria used to allocate organizational rewards

Form a basis for personnel decisions: salary increases, promotions,

disciplinary actions, bonuses, etc.

Provide the opportunity for organizational diagnosis and development Facilitate communication between employee and employer

Validate selection techniques and human resource policies to meet federal

Equal Employment Opportunity requirements.

To improve performance through counseling, coaching and development.

Methods

A common approach to assessing performance is to use a numerical or scalar

rating system whereby managers are asked to score an individual against a

number of objectives/attributes. In some companies, employees receiveassessments from their manager, peers, subordinates, and customers, while

also performing a self assessment. This is known as a 360-degree appraisal

and forms good communication patterns.

The most popular methods used in the performance appraisal process

include the following:

Management by objectives

360-degree appraisal

Behavioral observation scale

Behaviorally anchored rating scales

Trait-based systems, which rely on factors such as integrity and

conscientiousness, are also used by businesses but have been replaced

primarily by more objective and results-oriented methods. The scientific

literature on the subject provides evidence that assessing employees on

factors such as these should be avoided.

The reasons for this are twofold:

1. Trait-based systems are by definition based on personality traits and assuch may not be related directly to successful job performance. In addition,

personality dimensions tend to be static, and while an employee can

change a behavior they cannot change their personality. For example, a

person who lacks integrity may stop lying to a manager because they have

been caught, but they still have low integrity and are likely to lie again

when the threat of being caught is gone.


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2. Trait-based systems, because they are vague, are more easily influenced byoffice politics, causing them to be less reliable as a source of information on

an employees true performance. The vagueness of these instruments

allows managers to assess the employee based upon subjective feelings

instead of objective observations about how the employee has performedhis or her specific duties. These systems are also more likely to leave a

company open to discrimination claims because a manager can make

biased decisions without having to back them up with specific behavioral

information.

People differ in their abilities and their aptitudes. There is always some

difference between the quality and quantity of the same work on the same job

being done by two different people. Performance appraisals of Employees are

necessary to understand each employees abilities, competencies and relative

merit and worth for the organization. Performance appraisal rates the

employees in terms of their performance. Performance appraisals are widelyused in the society.

The history can be dated back to the 20th century and then to the second

world war when the merit rating was used for the first time. An employer

evaluating their employees is a very old concept. It is an indispensable part of

performance measurement. Performance appraisal is necessary to measure

the performance of the employees and the organization to check the progress

towards the desired goals and aims.

The latest mantra being followed by organizations across the world being get paid according to what you contribute the focus of the organizations is

turning to performance management and specifically to individual

performance. Performance appraisal helps to rate the performance of the

employees and evaluate their contribution towards the organizational goals. If

the process of performance appraisals is formal and properly structured, it

helps the employees to clearly understand their roles and responsibilities andgive direction to the individuals performance. It helps to align the individual

performances with the organizational goals and also review their

performance.Performance appraisal takes into account the past performance of the

employees and focuses on the improvement of the future performance of the

employees. Here at naukri hub, we attempt to provide an insight into the

concept of performance appraisal, the methods and approaches of

performance appraisal, sample performance appraisal forms and the


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appraisal softwares available etc. An attempt has been made to study the

current global trends in performance appraisal.

Documents

principal of business writing