about human resources management

7/24/2019 about human resources management

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BQES2104 PRINCIPLES OF MANAGEMENT

SEMESTER 1, 2014/2015

LECTURER : PUAN MAZNAH BINTI OTHMAN

GROUP NO : 3

TOPIC : MANAGING HUMAN RESOURCES

GROUP MEMBERS:-

No Name Matrix Number

1 LIM ONG SENG BE!13""1#

$ CHE% MIN I BE!13"""&

3 CHIN 'UE (EI BE!13""")* LOI MING SHANG BE!13""1+

& MUHAMMA, HAZ%AN BIN MISRAN BE!13""$)

) MUHAMMA, NA-MI BIN AMRI BE!13""$+

Submission on 1!" #$%$mb$& 2014A! Bui'! En(i&onm$n!, )ni($&si!* o+ M'*, 500- .u' Lumu&

ACKNOWLEDGEMENT


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First of all, we would like to take this opportunity to epress our deepest !ratitude to

all the persons who willin! to lend a helpin! hand in "o#pletin! this assi!n#ent

pro$e"t%

&e would like to epress our sin"ere !ratitude to our 'ery dedi"ated "oordinators for

our Prin"iples Of Mana!e#ent, Pn% Ma(nah Binti Oth#an for the en"oura!e#ent,

ad'i"e, re"o##endation and "riti"is#% &e really appre"iate for her attention and

willin! to spare her pre"ious ti#e to !uide us also we pro"eed with our pro$e"t%

)et, we would also wish to epress our sin"ere appre"iation to Miss )ur *((ah Binti

*(har for spendin! her pre"ious ti#e to "ondu"t an inter'iew session with us% +er

helps, ad'i"es, and the infor#ation pro'ided is the key to this pro$e"t% urin! we

"ondu"t this "ase study, we fa"e a lot of prole#s% &ithout her "ontinued support and

interest, this pro$e"t would ha'e not "o#pleted so s#oothly%

.ast ut not least, a spe"ial thank for all the !roup #e#ers for fully "o##it#ent in

"o#pletin! this pro$e"t%

Listing Of Contribution Works of Each Member

/% *ntrodu"tion and General 0nowled!e of +u#an Resour"es Mana!in!-

.*M 1O)G SE)G and 2+E& M*) 1*

3% eter#ine whi"h "o#pany to inter'iew and "onta"t the +R Mana!er-

MU+4MM4 +45&4) B*) M*SR4)

6% 4ttend to inter'iew-

4.. MEMBERS

7% *nter'iew 8uestions and inter'iew report-

.O* M*)G S+14)G and 2+*) 9UE 0E*

% Presentation power point-

MU+4MM4 )4;M* B*) 4MR* and 2+E& M*) 1*


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for hi!her le'els of attain#ents, as well as ensurin! #aintenan"e of their le'el of

"o##it#ent are all si!nifi"ant a"ti'ities% ?hese a"ti'ities fall in the do#ain of +RM%

+u#an Resour"e Mana!e#ent is a pro"ess, whi"h "onsists of four #ain a"ti'ities,

na#ely, a"8uisition, de'elop#ent, #oti'ation, as well as #aintenan"e of hu#an

resour"es% *t is responsile for #aintainin! !ood hu#an relations in the or!anisation%

*t is also "on"erned with de'elop#ent of indi'iduals and a"hie'in! inte!ration of

!oals of the or!anisation and those of the indi'iduals%

S"ott, 2lothier and Sprie!el ha'e defined +u#an Resour"e Mana!e#ent as that

ran"h of #ana!e#ent whi"h is responsile on a staff asis for "on"entratin! on those

aspe"ts of operations whi"h are pri#arily "on"erned with the relationship of

#ana!e#ent to e#ployees and e#ployees to e#ployees and with the de'elop#ent of

the indi'idual and the !roup%

For this hu#an resour"e #ana!e#ent topi", we learn a lot to !et the ri!ht people for

#ana!erial su""ess% First, we learn strate!i" hu#an resour"e #ana!e#ent whi"h how

does effe"ti'e #ana!ers 'iewed the role of people in their or!ani(ation@s su""ess%

Se"ond is the le!al re8uire#ents of the hu#an resour"e #ana!e#ent whi"h what

areas of the law does * need to e aware of to a'oid eposure to le!al liailities% ?hird,puttin! the ri!ht people into the ri!ht $os whi"h how "an redu"e #istakes in hirin!

and find !reat people who #i!ht work to or!ani(ation% Forth, orientation, trainin! and

de'elop#ent whi"h on"e people are hired, what@s the est way to see that they do

what they@re supposed to do% Fifth, it is perfor#an"e appraisal whi"h how "an assess

e#ployees@ perfor#an"e #ore a""urately and !i'e #ore effe"ti'e feeda"k% .astly it

is #ana!in! an effe"ti'e workfor"e like "o#pensation and enefits as well as

#ana!in! pro#otions, transfers, dis"iplinin! and dis#issals%

o! one organi"ation find a##ro#riate and good em#$o%ees&

4ppropriates hu#an resour"es refers to the indi'iduals within the or!ani(ation who

#akes a 'aluale "ontriution to #ana!e#ent syste# !oal attain#ent% ?his

"ontriution results fro# their produ"ti'ity in the positions they hold% Produ"ti'ity in

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all or!ani(ations is deter#ined y how hu#an resour"es intera"t and "o#ine to use

all other #ana!e#ent syste# resour"es% Su"h fa"tors as a"k!round, a!e, $o-related

eperien"e and le'el of for#al edu"ation all play a role in deter#inin! how

appropriate the indi'idual is for the or!ani(ation%

Step / : Re"ruit#ent

Re"ruit#ent is the initial attra"tion and s"reenin! of the supply of prospe"ti'e hu#an

resour"es a'ailale to fill a position% *ts purpose is to narrow a lar!e field of

prospe"ti'e e#ployees to a relati'ely s#all !roup of indi'iduals fro# whi"h so#eone

e'entually will e hired% Re"ruiters #ust know so#e infor#ation like the $o they are

tryin! to fill, where potential hu#an resour"es "an e lo"ated as well as how the law

influen"es re"ruitin! efforts, therefore it will e"o#e #ore effe"ti'e% *n hirin! !ood

new e#ployees, #ana!e#ent #ust e "areful to e#phasi(e not $ust hirin! workers ut

hirin! the ri!ht, !ood workers whi"h "an #ake a 'aluale "ontriution to the

attain#ent of the "o#pany@s or!ani(ational o$e"ti'es%

Re"ruit#ent a"ti'ities #ust e!in with a thorou!h understandin! of the position to e

filled so the road ran!e of potential e#ployees "an e narrowed down intelli!ently%

?he te"hni8ue "o##only used to !ain that understandin! is known as $o-analysis% *tis a te"hni8ue used to !ain an understandin! of what a task entails and the type of

indi'idual who should e hired to perfor# the task% *t is ai#ed at deter#inin! a $o

des"ription and $o spe"ifi"ation% 4 $o des"ription is a list of spe"ifi" a"ti'ities that

#ust e perfor#ed to a""o#plish so#e task or $o su"h as $o title, lo"ation, $o

su##ary, duties, #a"hines and e8uip#ents, #aterials used, workin! "onditions and

et" while a $o spe"ifi"ation is a list of the "hara"teristi"s of the indi'idual who should

e hired to perfor# a spe"ifi" task or $o su"h as edu"ation, eperien"e, initiati'e,

skills, e#otional "hara"teristi"s and et"%

+u#an resour"es spe"ialists in or!ani(ation "ontinually #onitor the laour #arket so

they will know where to re"ruit !ood and suitale people and what kind of strate!ies

and ta"ti"s to use to attra"t $o appli"ants in a "o#petiti'e #arketpla"e% ?here ha'e

two sour"es to find !ood e#ployees whi"h sour"es inside the or!ani(ation and

sour"es outside the or!ani(ation%

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For sour"es inside the or!ani(ation it is taken fro# so#e indi'iduals who already

work for the or!ani(ation #ay e well 8ualified for the position% 4 hu#an resour"es

in'entory "onsists of infor#ation aout the "hara"teristi"s of or!ani(ation #e#ers%

?he infor#ation is fo"uses on #e#ers@ past perfor#an"e as well as on how they

#i!ht e trained and est used in the future% So, fro# this in'entory we "an indi"ate

whi"h indi'iduals in the or!ani(ation would e the !ood and appropriate e#ployees to

fill that position%

For sour"es outside the or!ani(ation, one often-tapped eternal sour"e of hu#an

resour"es is "o#petin! or!ani(ations% )et, e#ploy#ent a!en"ies also help people

find $os and help or!ani(ations find $o appli"ants% Readership of "ertain

puli"ations also one of the sour"e to !et !ood e#ployees% ?he ad'ertise#ent

des"ries the open position in details and announ"es that the or!ani(ation is a""eptin!

appli"ations fro# 8ualified indi'iduals% Besides, #any re"ruiters !o dire"tly to

s"hools to inter'iew students who "lose to !raduation ti#e% Fro# su"h of that ways

they ha'e "han"e to hire !ood e#ployees%

+owe'er, #ana!ers need to e aware of the laws that !o'ern re"ruit#ent efforts% ?he

2i'il Ri!hts 4"t passed in /A


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different kinds of tests are a'ailale for or!ani(ational use, they !enerally "an e

di'ided into four "ate!ories whi"h are aptitude tests, a"hie'e#ent tests, 'o"ational

interest tests as well as personality tests% 4ptitude tests #easure the potential of an

indi'idual to perfor# a task% *t #easure !eneral intelli!en"e, spe"ial ailities su"h as

#e"hani"al, "leri"al or 'isual skills% 4"hie'e#ent tests #easure the le'el of skill or

knowled!e an indi'idual possesses in a "ertain area% ?hese #ay een a"8uired throu!h

'arious trainin! a"ti'ities or throu!h eperien"e in the area% For ea#ple are typin!

and keyoardin! tests% Co"ational interest tests to #easure an indi'idual@s interest in

perfor#in! 'arious kinds of $os% ?he asi" purpose is to sele"t for an open position

the indi'idual who finds #ost aspe"ts of that position interestin!% ?his is also

i#portant dire"tion in lookin! a !ood e#ployee% Personality tests atte#pt to des"rie

an indi'idual@s personality di#ensions in su"h areas as e#otional #aturity,

su$e"ti'ity, honesty and o$e"ti'ity% ?hese tests "an e ad'anta!eously if the

personality "hara"teristi"s needed to do well in a parti"ular $o are well defined as

well as if the indi'iduals possessin! those "hara"teristi"s "an e identified and

sele"ted%

Mana!ers #ust e "areful howe'er, not to epose the#sel'es to le!al prose"ution y

asin! e#ploy#ent de"isions on personality tests that are in'alid and unreliale%?estin! !uidelines will dis"uss aout these% Se'eral !uidelines should e oser'ed

when tests are used as part of the sele"tion pro"ess% First, "are #ust e taken to ensure

that the test ein! used is oth 'alid and reliale% 4 test "onsider 'alid if it #easures

what it is desi!ned to #easure and reliale if it #easures si#ilarity ti#e after ti#e%

Se"ond, test results should not e used as the sole deter#inant of a hirin! de"ision%

People "han!e o'er ti#e and so#eone who doesn@t s"ore well on a parti"ular test

#i!ht still de'elop into a produ"ti'e e#ployee% ?hird, "are should e taken to ensure

that tests are non-dis"ri#inatory% Many tests "ontain lan!ua!e or "ultural iases that

#ay dis"ri#inate a!ainst #inorities and the EEO2 has the authority to prose"ute

or!ani(ations that use dis"ri#inatory testin! pra"ti"es%

Assessment centeris another tool used in e#ployee sele"tion% *t is a pro!ra# = not a

pla"e> in whi"h parti"ipants en!a!e in a nu#er of indi'idual and !roup eer"ises

"onstru"ted to sti#ulate a"ti'ities at the or!ani(ational le'els to whi"h they aspire%

?hese eer"ises "an e in"lude su"h a"ti'ities as parti"ipatin! in leaderless

dis"ussions, !i'in! oral presentations and leadin! a !roup in sol'in! so#e assi!ned

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prole#% ?he indi'iduals perfor#in! the a"ti'ities are oser'ed y #ana!ers or

trained oser'ers who e'aluate their aility and potential so that a !ood e#ployee is

hired% *n !eneral, parti"ipants are assessed a""ordin! "riteria are leadership,

or!ani(in! and plannin! aility, de"ision #akin!, oral and writin! "o##uni"ation

skills, initiati'e, ener!y, analyti"al aility, resistan"e to stress, use of dele!ation,

eha'ior fleiility, hu#an relations "o#peten"e, ori!inality, "ontrollin!, self-

dire"tion as well as o'erall potential%

'ackground information "an e taken fro# appli"ation for#s and resu#es% ?hese

infor#ation aout $o appli"ants su"h as "iti(enship, edu"ation, work history and

"ertifi"ations% +owe'er, this tool has a #a$or prole# whi"h a lot of resu#e

infor#ation "onsists of #ild puffery and e'en outra!eous fairy tales% For ea#ple, the

appli"ants lied aout their edu"ation% Many e#ployers don@t !i'e honest assess#ents

of for#er e#ployees% ?hey fear that if they say anythin! ne!ati'e they "an e sued y

the for#er e#ployee% ?hey also fear if they say anythin! positi'e, and the $o

"andidate doesn@t pan out, they "an e sued y the new e#ployer% Many e#ployers

also like to "he"k appli"ants@ "redit referen"es althou!h there is no e'iden"e that

people with weak "redit s"ores are appoint to e un8ualified or dishonest e#ployees%

Inter(ie!ing is the #ost "o##only used e#ployee-sele"tion te"hni8ue, #ay take

pla"e fa"e-to-fa"e, y 'ideo "onferen"in! or 'ia the *nternet% *t is ale to help

or!ani(ation to look for !ood e#ployees% +owe'er, fa"e-to-fa"e inter'iews ha'e een

found to e per"ei'ed as #ore fair and to lead to hi!her $o a""eptan"e intentions than

'ideo "onferen"in! and telephone inter'iews% ?o help eli#inate ias, inter'iews "an

e desi!ned, "ondu"ted and e'aluated y a "o##ittee of three or #ore people%

*nter'iew #ethod "an e di'ides into two for#s whi"h unstru"tured inter'iew and

stru"ture inter'iew% 4n unstru"tured inter'iew in'ol'es askin! proin! 8uestions to

find out the details and infor#ation of the appli"ant like an ordinary "on'ersation%

?here is no fied set of 8uestions and no syste#ati" s"orin! pro"edure% )owadays it is

sus"eptile to le!al atta"k e"ause so#e 8uestions #ay infrin!e on non-$o-related

#atters su"h as pri'a"y, di'ersity or disaility% +owe'er, "o#pared with the stru"tured

inter'iew #ethod, the unstru"tured inter'iew has een found to pro'ide a #ore

a""urate rate assess#ent of an appli"ant@s $o-related personality traits% Se"ond, for

stru"tured inter'iew it di'ided into two types% ?he stru"tured inter'iew in'ol'es

askin! ea"h appli"ant the sa#e 8uestions and "o#parin! their responses to a

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standardi(ed set of answers% Stru"tured inter'iew type / is like situation inter'iew

whereas stru"tured inter'iew type 3 is ased the eha'ioral-des"ription inter'iew% For

the situational inter'iew, the inter'iewer fo"uses on hypotheti"al situations% For

ea#ple 8uestion: D&hat would you do if you saw two of your people ar!uin! loudly

in the work area ?he idea here is to find out if the appli"ant "an handle diffi"ult

situations that #ay arise on the $o% For the eha'ioral-des"ription inter'iew, the

inter'iewer eplores what appli"ants ha'e a"tually done in the past% For ea#ple

8uestion: D&hat was the est idea you e'er sold to a super'isor, tea"her, peer or

suordinate ?his 8uestion is desi!ned to assess the appli"ant@s aility to influen"e

others%

o! to im#ro(e #roducti(it% of em#$o%ees&

4 !ood e#ployee #ean "an !i'e hi!her produ"ti'ity to "o#pany% On"e a new

e#ployee is hired, we "annot $ust "onsider he or she is a !ood e#ployee e"ause of

the infor#ation !et durin! sele"tion% ?herefore after a new e#ployee is hired we need

to take so#e a"tion to i#pro'e the produ"ti'ity of e#ployee then after day !i'e #ore

ad'anta!es to or!ani(ation% *f this "an happen #ean the #ana!er #ana!e to !et a

!ood worker%

First #ethod we need to do orientationto help the new"o#ers fit s#oothly into the

$o as well as the or!ani(ation% ?he first < #onths on a $o "an e "riti"al to how one

perfor#s o'er the lon! haul e"ause that is when the psy"holo!i"al patterns are

estalished% ?hus, e#ployers ha'e dis"o'ered that it is far etter to !i'e new"o#ers a

helpin! hand than to let the# learn possily inappropriate eha'ior that will e hard

to undo later% *n a lar!e or!ani(ation, orientation #ay e a for#al estalished pro"ess%

*n a s#all or!ani(ation, it #ay e so infor#al that e#ployees find the#sel'es ha'in!

to #ake #ost of the effort the#sel'es% E#ployee should e#er!e with infor#ation

aout so#e #atters whi"h the e#ployees ha'e a"8uired durin! the $o-appli"ation

pro"ess% First is the $o routine whi"h is asi"% ?he new e#ployee needs to ha'e

learned what is re8uired in the $o, how the work will e e'aluated and who the

i##ediate "o-workers and #ana!ers% Se"ond is the or!ani(ation@s #ission and

operations% ?hird is the or!ani(ation work rule and e#ployee enefit% 4 puli"

utility@s +R depart#ent #ay ha'e a ro"hure eplainin! for#ali(ed work rules, o'er-

ti#e re8uire#ents, !rie'an"e pro"edures and elaorate e#ployee enefits% ?here are

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#atters of law su"h as those pertainin! to seual harass#ent affe"tin! work

operations that e'ery e#ployee should e #ade aware%

Se"ond #ethod we need to "onsider is training and de(e$o#mentwhi"h helpin!

people to perfor# etter% 4 !ood #ana!er will produ"e a !ood e#ployee% So #ana!er

also needs trainin! to i#pro'e the #ana!e#ent skill% e'elop#ent pro"ess is to

up!rade skills of professional and #ana!ers% e'elop#ent refers to edu"atin!

professionals and #ana!ers in the skills they need to do their $os in the future%

+owe'er, trainin! is to up!rade skills of e#ployees% *t is the pro"ess of de'elopin!

8ualities in hu#an resour"es that will enale the# to e #ore produ"ti'e and thus to

"ontriute #ore to or!ani(ational !oal attain#ent% ?he purpose of trainin! is to

in"rease the produ"ti'ity of e#ployees y influen"in! their eha'ior% ?he trainin! is

follow four-step pro"esses whi"h deter#inin! trainin! needs, desi!nin! the trainin!

pro!ra#, ad#inisterin! the trainin! pro!ra# and e'aluatin! the trainin! pro!ra#%

First step: eter#inin! ?rainin! )eeds

?rainin! needs are the infor#ation or skill areas of an indi'idual or !roup that re8uire

further de'elop#ent to in"rease the produ"ti'ity of that indi'idual or !roup% ?here are

se'eral #ethods of deter#inin! whi"h skills to fo"us on with estalished hu#anresour"es% One #ethod "alls for e'aluatin! the produ"tion pro"ess within the

or!ani(ation% 4nother #ethod for deter#inin! trainin! needs "alls for !ettin! dire"t

feeda"k fro# e#ployees on what they elie'e are the or!ani(ation@s trainin! needs%

4 third way of deter#inin! trainin! needs in'ol'es lookin! into the future%

Se"ond step: esi!nin! ?he ?rainin! Pro!ra#

esi!nin! a pro!ra# entails asse#lin! 'arious types of fa"ts and a"ti'ities that will

#eet the estalished trainin! needs% O'iously, as trainin! needs 'ary, so will the fa"ts

and a"ti'ities desi!ned to #eet those needs%

?hird step: 4d#inisterin! ?he ?rainin! Pro!ra#

*t is trainin! the indi'iduals sele"ted to parti"ipate in the pro!ra#% ?here ha'e two

te"hni8ues for trans#ittin! infor#ation in trainin! pro!ra#s whi"h are le"tures andpro!ra##ed learnin!% ?he #ost widely used te"hni8ue in the trainin! pro!ra#s is the

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le"ture% ?he le"ture is pri#arily a one-way "o##uni"ation situation in whi"h an

instru"tor orally presents infor#ation to a !roup of listeners% ?he instru"tor typi"ally

does #ost of the talkin! and trainees parti"ipate pri#arily throu!h listenin! and note

takin!% 4n ad'anta!e of the le"ture is that it allows the instru"tor to epose trainees to

a #ai#u# a#ount of infor#ation within a !i'en ti#e period% ?he disad'anta!e is

little or no opportunity eists to "larify #eanin!s, to "he"k on whether trainees really

understand the le"ture #aterial, no opportunity for pra"ti"e% Pro!ra##ed learnin! is a

te"hni8ue for instru"tin! without the presen"e or inter'ention of a hu#an instru"tor%

S#all parts of infor#ation that re8uire related responses are presented to indi'idual

trainees% *t "an deter#ine fro# "he"kin! their responses a!ainst pro'ided answers

whether their understandin! of the infor#ation is a""urate% ?he ad'anta!e is it "an e

"o#puteri(ed and students "an learn at their own pla"e, know i##ediately if they are

ri!ht or wron! and parti"ipate a"ti'ely in the learnin! pro"ess% ?he disad'anta!e is

that no one is present to answer a "onfused learner@s 8uestion%

?e"hni8ues for de'elopin! skills in trainin! pro!ra#s "an e di'ided into two road

"ate!ories whi"h are on-the-$o trainin! and "lassroo#% On-the-$o trainin! is a

trainin! te"hni8ue that lends $o-related knowled!e with eperien"e in usin! that

knowled!e on the $o% ?here are in"ludes "oa"hin!, position rotation and spe"ialpro$e"t "o##ittees% 2oa"hin! is dire"t "riti8uin! of how well an indi'idual is

perfor#in! a $o% Position rotation in'ol'es #o'in! an indi'idual fro# $o to $o to

enale the person to !ain an under-standin! of the or!ani(ation as a whole% Spe"ial

pro$e"t "o##ittees are 'ehi"les for assi!nin! a parti"ular task to an indi'idual to

furnish hi# or her with eperien"e in a desi!nated area% 2lassroo# te"hni8ues for

de'elopin! skills also refle"t a lend of $o-related knowled!e and eperien"e%

Spe"ifi" "lassroo# te"hni8ues ai#ed at de'elopin! skills in"lude 'arious types of

#ana!e#ent !a#es and role-playin! a"ti'ities% ?he #ost "o##on for#at for

#ana!e#ent !a#es re8uires s#all !roups of trainees to #ake and then e'aluate

'arious #ana!e#ent de"isions% ?he role-playin! for#at typi"ally in'ol'es a"tin! out

and then refle"tin! on so#e people-oriented prole# that #ust e sol'ed in the

or!ani(ation% *n "ontrast to the typi"al one-way "o##uni"ation of the le"turer, the

skills instru"tor in the "lassroo# en"oura!es hi!h le'els of dis"ussion and intera"tion

a#on! trainees, de'elops a "li#ate in whi"h trainees learn new eha'ior fro#

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"arryin! out 'arious a"ti'ities, "larifies related infor#ation and fa"ilitates learnin! y

eli"itin! trainees@ $o related knowled!e and eperien"e in applyin! that knowled!e%

Forth step: E'aluatin! ?he ?rainin! Pro!ra#

4fter the trainin! pro!ra# has een "o#pleted, #ana!e#ent should e'aluate its

effe"ti'eness% Be"ause trainin! pro!ra#s represent an in'est#ent whi"h "osts in"lude

#aterials, trainer ti#e and produ"tion loss while e#ployees are ein! trained rather

than doin! their $os% 4 reasonale return is essential whi"h throu!h this trainin! "an

!et est e#ployees whi"h "an i#pro'e produ"ti'ity of the or!ani(ation%

o! to consider he)she is a good em#$o%ee&

*erformance a##raisa$is the #ethod to "onsider heshe is a !ood e#ployee% *t is the

pro"ess of re'iewin! past produ"ti'e a"ti'ity to e'aluate the "ontriution indi'iduals

ha'e #ade toward attainin! #ana!e#ent syste# o$e"ti'es% Feeda"k aout how

e#ployee doin! at work is part of perfor#in! appraisal whi"h "onsists of assessin! an

e#ployee@s perfor#an"e and pro'idin! feeda"k% Perfor#an"e appraisals "onsist of

two !eneral types whi"h are o$e"ti'e appraisal and su$e"ti'e appraisal% Perfor#an"e

appraisals need to e fair and a""urate not $ust e"ause it is ri!ht ut also e"ause it is

essential to effe"ti'e perfor#an"e #ana!e#ent% O$e"ti'e appraisals also "alled

results appraisal are ased on fa"ts and are often nu#eri"al% For ea#ple, in these

kinds of appraisals, you would keep tra"k of su"h #atters as the nu#ers of produ"ts

the e#ployee sold in a #onth, "usto#er "o#plaints filed a!ainst an e#ployee and et"%

Su$e"ti'e appraisals ased on a #ana!er@s per"eptions of an e#ployee@s traits or

eha'iors% ?rait appraisals are ratin!s of su"h su$e"ti'e attriutes as attitude,

initiati'e and leadership% ?rait e'aluations #ay e easy to "reate and use ut their

'alidity is 8uestionale e"ause the e'aluator@s personal ias "an affe"t the ratin!s%

Beha'ioral appraisals #easure spe"ifi", oser'ale aspe"ts of perfor#an"e whi"h

ein! on ti#e for work%

?here ha'e so#e appraisal #ethods whi"h are ratin! s"ale, e#ployee "o#parisons,

free-for# essay and "riti"al-for# essay% For ratin! s"ale, indi'iduals appraisin!

perfor#an"e use a for# "ontainin! se'eral e#ployee 8ualities and "hara"teristi"s to

e e'aluated su"h as dependaility, initiati'e and leadership% Ea"h e'aluated fa"tor is

rated on a "ontinuu# or s"ale ran!in!% For e#ployee "o#parisons, the appraisers rank

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12/28

e#ployees a""ordin! to su"h fa"tors as $o perfor#an"e and 'alue to or!ani(ation%

Only one e#ployee "an o""upy a parti"ular rankin!% For free-for# essay, the

appraisers si#ply write down their i#pressions of e#ployees in para!raph for#% For

"riti"al-for# essay, the appraisers write down parti"ularly !ood or ad e'ents

in'ol'in! e#ployees as these e'ents o""ur% Re"ords of all do"u#ented e'ents for any

one e#ployee are used to e'aluate the person perfor#an"e% ?here is a te"hni8ue

"alled 6


13/28

?he asi" #ethod to retain a !ood e#ployee is throu!h #onetary "o#pensation%

4lthou!h #oney isn@t e'erythin!, it is a key #oti'ator in re!ard to e#ploy#ent%

Businesses need to keep in #ind what other e#ployers are payin! for si#ilar

positions% *f e#ployees are properly "o#pensated for their work they will feel as

thou!h they are a 'alued #e#er of the tea#% 2o#pensation has three parts whi"h are

wa!es or salaries, in"enti'es and enefits% *f noti"ed that the e#ployees ha'e hi!h

produ"ti'ity to or!ani(ation, salary "an e in"rease to #ake sure the e#ployees retain

in the or!ani(ation% On top of that, to indu"e e#ployees to e #ore produ"ti'e or to

attra"t and retain top perfor#ers, or!ani(ation "an offer in"enti'es su"h as

"o##issions =pay for perfor#an"e>, onuses, profit-sharin! plans, !ain sharin!, pay

for knowled!e and sto"k option% For in"enti'e plans to work, so#e "riteria are

ad'isale whi"h rewards #ust e linked to perfor#an"e and e #easurale, rewards

#ust satisfy indi'idual needs, rewards #ust e a!reed on y #ana!er and e#ployees

and rewards #ust e elie'ale and a"hie'ale y e#ployees% Pay for perfor#an"e

also known as #erit pay is ase pay on one@s results% Bonuses are "ash awards !i'en

to e#ployees who a"hie'e spe"ifi" perfor#an"e o$e"ti'es% Profit sharin! is the

distriution to e#ployees of a per"enta!e of the "o#pany@s profits% Gain sharin! is the

distriution of sa'in!s or !ains to !roups of e#ployees who redu"ed "ost and

in"reased #easurale produ"ti'ity% &ith sto"k options, "ertain e#ployees are !i'en

the ri!ht to uy sto"k at a future date for a dis"ounted pri"e% Pay for knowled!e also

known as skill-ased pay ties e#ployee pay to the nu#er of $o-rele'ant skills or

a"ade#i" de!rees they earn% ?hese all in"enti'es are i#portant to retain a !ood

e#ployee% Offerin! a "o#petiti'e enefits pa"ka!e that fits your e#ployees@ needs is

essential in retainin! e#ployees% E#ployee enefits are ele#ents of re#uneration

!i'en in addition to the 'arious for#s of "ash pay% ?hey also in"lude ite#s that are not

stri"tly re#uneration, su"h as annual holidays% Benefits "an e di'ided into pension

s"he#es, personal se"urity su"h as illness, health, a""ident or life insuran"e, finan"ial

assistan"e like loans, house pur"hase s"he#es, relo"ation assistan"e and dis"ounts on

"o#pany !oods or ser'i"es, holidays and other for#s of lea'e% Besides that,

allowan"es su"h as "o#pany "ars and petrol s allowan"es, lo"ation allowan"es,

o'erti#e pay#ents, shift pay#ents, stand-y and "all-out allowan"es are ad'ised to

!i'e to the e#ployees% ?hese all enefits are i#portant to keep a !ood e#ployee in

the or!ani(ation%

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14/28

4nother #ethod to keep a !ood e#ployee is throu!h pro#otin!% 4 !ood e#ployee

who !i'es hi!her produ"ti'ity to the or!ani(ation #ust !i'e a "han"e to #o'e upward

so that to retain the e#ployee in "o#pany% Pro#otion is #o'in! an e#ployee to a

hi!her-le'el position% *t is the #ost o'ious way to re"o!ni(e that person@s superior

perfor#an"e% +owe'er, there ha'e so#e "on"erns need to noti"e whi"h are fairness,

non-dis"ri#ination and others@ resent#ents% First, it is i#portant that pro#otion e

fair% ?he step upward #ust e deser'ed and it should not e for reasons of nepotis#,

"ronyis# or other kind of fa'oritis#% Se"ond, the pro#otion "annot dis"ri#inate on

the asis of ra"e, ethni"ity, !ender, a!e or physi"al aility% ?hird, if so#eone is

pro#oted, so#eone else #ay e resentful aout ein! passed o'er% So the #ana!er

need to "ounsel the people left ehind aout their perfor#an"e and their opportunities

in the future%

*n addition to that, the or!ani(ation "an retain !ood e#ployees y pro'idin! welfare

ser'i"e% &elfare ser'i"es #ay e pro'ided for #atters "on"ernin! e#ployees whi"h

are not i##ediately "onne"ted with their $os althou!h they #ay e "onne"ted

!enerally with their pla"e of work% ?hese #atters will in"lude indi'idual ser'i"es

relatin! to e#ployees@ welfare su"h as pri'ate help with "ounsellin! on personal

prole#s, assistan"e with prole#s of health or si"kness and spe"ial ser'i"es forretired e#ployees% Group ser'i"es #ay in"lude the pro'ision of so"ial and sportin!

a"ti'ities and restaurants% Sport a"ti'ities enale to foster relationship etween the

e#ployees and ha'e fun for e#ployees% E#ployees will stay happy to work in the

"o#pany if the relationship a#on! the "ollea!ues is !ood% 0eep in #ind that an

at#osphere with happy e#ployees will set a positi'e tone for the entire "o#pany% 1ou

want your "o#pany to e a pla"e people want to "o#e to work, and fa"ilitatin! a

positi'e work en'iron#ent is one way to retain e"eptional e#ployees% Besides that,

"hild "are or nursery fa"ilities ha'e o'ious 'alue as a #eans of attra"tin! and

retainin! parents who would not otherwise e ale to work on a full or part-ti#e asis%

?he pro'ision of e#ployee welfare ser'i"es "an in"rease the loyalty of e#ployees has

lon! een eploded% *f su"h ser'i"es are used at all, they are taken for !ranted%

&elfare #ay not dire"tly in"rease produ"ti'ity, ut it #ay in"rease "o##it#ent and

help in the retention of key e#ployees%

Effe"ti'e "o##uni"ation "an help ensure that e#ployees to want to stay with your

"o#pany% People lea'e #ana!ers and super'isors #ore often than they lea'e

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15/28

"o#panies or $os% *t is not enou!h that the super'isor is well-liked or a ni"e person,

startin! with "lear epe"tations of the e#ployee, the super'isor has a "riti"al role to

play in retention% 4nythin! the super'isor does to #ake an e#ployee feel un'alued

will "ontriute to turno'er% Mana!er #ust #ake "larify aout epe"tations and !i'e

feeda"k aout perfor#an"e of e#ployees% 0eep "o##uni"ation si#ple, pro'ide

ade8uate infor#ation and pro'ide ea#ples for "larity% Show your trust in your

people and #ake the# feel in"luded y sharin! with the# finan"ial and other

"o#pany inside infor#ation% ?op #ana!e#ent needs to learn the art of in'ol'in!

e#ployees in the de"ision-#akin! pro"ess% ?hou!h, #ana!e#ent will #ost likely

#ake the final and ulti#ate de"isions, seekin! ad'i"e fro# staff #e#ers "an infuse a

sense of e#ployee ownership in the pro"ess% Mana!e#ent "an #ake #u"h etter

de"isions y !ettin! input fro# front-line e#ployees% *f your people know that their

'oi"es are heard and they feel like they are part of the de"ision #akin! pro"ess, they

will e #u"h happier and loyal to the "o#pany%

Ob+ecti(e of Inter(ie!

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16/28

&e are inter'iewed Miss )ur *((ah Binti *(har, hu#an resour"e #ana!er, who

worked at +a#shi 2apital Sdn Bhd% &e are inter'iewed her at Fa"ulty Built

En'iron#ent, Uni'ersity Malaya%

?he o$e"ti'es of this inter'iew are as follows:

/% ?o understand the fun"tion of hu#an resour"e depart#ent%

3% ?o in'esti!ate the responsiilities and roles of a hu#an resour"e #ana!er%

6% ?o find out effe"ti'e ways in !ettin! and keepin! !ood e#ployees%

7% ?o find out ineffe"ti'e ways in !ettin! and keepin! !ood e#ployees%

% ?o learn the ways to i#pro'e produ"ti'ity of e#ployees%


17/28

Miss )ur *((ah Binti *(har re8uested% She talked with us in the field infor#ally,

without use of a stru"tured inter'iew !uide of any kind% She told us that infor#al

inter'iew "an foster Jlow pressureJ intera"tions and allow us to ask #ore freely and

openly% Besides that, infor#al inter'iew "an e helpful in uildin! rapport with us and

in !ainin! our trust as well as our understandin! of the topi" whi"h is hu#an resour"e

#ana!e#ent% She is 'ery friendly and pro'ided a lot of infor#ation to us%

Miss )ur *((ah Binti *(har !raduated at Uni'ersity ?ena!a )asional with Ba"helor

e!ree of BB4 hu#an resour"e% )ow, she is workin! as hu#an resour"e ee"uti'e in

the +a#shi 2apital Sdn Bhd% +a#shi 2apital Sdn Bhd is a new "o#pany whi"h

estalished at 3H/3% +a#shi 2apital Sdn Bhd has #any ran"h of industry whi"h are

+a#shi Media Sdn%Bhd%, +a#shi Property Sdn%Bhd%, +a#shi Plantation Sdn%Bhd%,

+a#shi Style Sdn%Bhd%, +a#shi 0it"hen Sdn%Bhd% and +a#shi Resour"es Sdn%Bhd%

+u#an resour"e depart#ent is under +a#shi 2apital Sdn Bhd% 4s it is a new

"o#pany, there are only si e#ployees in the hu#an resour"e depart#ent% ?otal

e#ployees in the "o#pany are aout


18/28

"o#pany, the "o#pany is fo"us on re"ruit#ent of new talent people and train for the

e#ployees%

What are the res#onsibi$ities and ro$es of a human resource manager&

Miss )ur *((ah Binti *(har eplained to us that hu#an resour"e #ana!er has two

asi" fun"tions whi"h are o'erseein! depart#ent fun"tions and #ana!in! e#ployees%

4 hu#an resour"es #ana!er #ust e well-'ersed in ea"h of the hu#an resour"es

dis"iplines su"h as "o#pensation and enefits, trainin! and de'elop#ent, e#ployee

relations, and re"ruit#ent and sele"tion%

Com#ensation and 'enefits

+u#an resour"e #ana!er needs to pro'ide !uidan"e and dire"tion to "o#pensation

and enefits spe"ialists% &ithin this dis"ipline, hu#an resour"es #ana!er de'elops

strate!i" "o#pensation plans, ali!n perfor#an"e #ana!e#ent syste#s with

"o#pensation stru"ture and #onitor ne!otiations for !roup health "are enefits%

Ea#ples of hu#an resour"e #ana!er responsiilities in"lude #onitorin! Fa#ily and

Medi"al .ea'e 4"t "o#plian"e and adheren"e to "onfidentiality pro'isions for

e#ployee #edi"al files%

Training and De(e$o#ment

E#ployee trainin! and de'elop#ent in"ludes new hire orientation, leadership trainin!

and professional de'elop#ent se#inars and workshops% +u#an resour"e #ana!er

should o'ersee needs assess#ents to deter#ine when trainin! is ne"essary and the

type of trainin! ne"essary to i#pro'e perfor#an"e and produ"ti'ity% +u#an resour"e

#ana!er also ea#ines e#ployee perfor#an"e re"ords to identify areas where

e#ployees "ould i#pro'e throu!h $o skills trainin! or e#ployee de'elop#ent, su"h

as se#inars or workshops on leadership te"hni8ues%

Em#$o%ee -e$ations

?he hu#an resour"e #ana!er has responsiility for preser'in! the e#ployer-

e#ployee relationship throu!h desi!nin! an effe"ti'e e#ployee relations strate!y%

+eshe need to ensure that e#ployees ha'e a safe workin! en'iron#ent, free fro#

dis"ri#ination and harass#ent% +u#an resour"e #ana!er also need to resol'e

e#ployee "o#plaints%

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19/28

-ecruitment and .e$ection

+u#an resour"e #ana!ers need to de'elop strate!i" solutions to #eet workfor"e

de#ands and laor for"e trends% +u#an resour"e #ana!er needs to #aintain

or!ani(ation staffs y estalishin! a re"ruitin!, testin!, and inter'iewin! pro!ra#%

o! amshi Ca#ita$ .dn 'hd find a##ro#riate and good em#$o%ees&

For the recruitment, we are infor#ed that all the e#ployees are "hosen y hu#an

resour"e depart#ent ut not the head of depart#ent itself% 4fter "hoose the

"andidates, an inter'iew will e "arried out% Before re"ruit#ent of new e#ployee

"arried out, hu#an resour"e depart#ent #ust understand of the position to e filled so

the road ran!e of potential e#ployees "an e narrowed down intelli!ently% ?he

te"hni8ue "o##only used to !ain that understandin! is known as +ob/ana$%sis%

Re"ruiters #ust know so#e infor#ation like the $o they are tryin! to fill, where

potential hu#an resour"es "an e lo"ated as well as how the law influen"es re"ruitin!

efforts, therefore it will e"o#e #ore effe"ti'e% 4fter that, they will plan to re"ruit

how #any people for parti"ular position% On"e hu#an resour"e depart#ent ha'e

estalished the 'a"an"y and defined the position, re"ruit#ent "an e e!un% +u#an

resour"e depart#ent of +a#shi !roup will attra"t potential e#ployees to the "o#pany

y doin! ad(ertisement (ia on$ine and ne!s#a#er0?he reason of usin! newspaper

ad'ertise#ent is a lar!e audien"e with spe"iali(ed skills in a spe"ifi" !eo!raphi" area

"an e rea"hed while the internet re"ruitin! is "ost effe"ti'e and internet $o postin!s

are a'ailale to potential "andidates 37 hours a day% Besides, they also used em#$o%ee

referra$s method% ?his is e"ause their "o#pany is the new "o#pany and knowled!e

aout their or!ani(ation pro'ided y "urrent e#ployees "an !enerate stron!

"andidates e"ause a !ood referral refle"ts on the re"o##ender% ?hen, hu#an

resour"e depart#ent will de'elop the "riteria that will e used to s"reen resu#es and

sele"t the est person for the $o% ?hese should "o#e fro# the+ob descri#tionfor the

position and #ust e #easurale within the sele"tion pro"ess% +a'in! "lear and

#easurale sele"tion "riteria will help to a'oid ias so that inter'iewers are ale to

o$e"ti'ely e'aluate a "andidate@s suitaility for the $o% +ow she will sele"t !ood

e#ployees 4s we know fro# !eneral knowled!e, there ha'e 7 tools used in sele"tion

pro"ess whi"h testin!, assess#ent "enter, a"k!round infor#ation and inter'iewin!%

?e"hni8ue used for +a#shi !roup to sele"t the potential e#ployees throu!h

inter(ie!ing and background information% Ba"k!round infor#ation is ased on the

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20/28

resu#e whi"h "andidate sent to the "o#pany% Miss )ur *((ah Binti *(har infor#ed us

that they will "onsider the 1ua$ification2 e3#erience and reference of the

candidates% ?hey will "all the referen"es pro'ided in the resu#e in order to !et the

feeda"k% Only few "andidates whi"h fulfill the "riterias are "alled for $o inter'iew%

*t takes pla"e face to face% *nter'iewin! "an e di'ided into unstru"tured inter'iew

and stru"tured inter'iew% *n this "o#pany, they "arry out unstructured inter(ie!

in'ol'es askin! proin! 8uestions to find out the details and infor#ation of the

appli"ant like an ordinary "on'ersation% ?here is no fied set of 8uestions and no

syste#ati" s"orin! pro"edure% *n her 'ision, the i#portan"e of the inter'iew is to see

the confident $e(e$ of the candidates% Miss )ur *((ah Binti *(har told us that they

want to see how "andidates o'er"o#e their ner'ous durin! the inter'iew session% ?his

is the asi" se"ond sta!e to deter#ine that the "andidate is !ood e#ployee after

'iewin! the 8ualifi"ation and a"k!round fro# the resu#e% She also told us that when

"hoosin! e#ployees she also e1ua$$% the number of em#$o%ees ased on ra"e,

reli!ion, se and national ori!in% E'en she is a Malay ut she #ay not dis"ri#inate

others ra"e or e#ployees fro# other "ountry% 4s we know, her "o#pany ha'e different

ra"es, se as well as other "ountry e#ployees%

o! amshi Ca#ita$ .dn 'hd im#ro(e s #roducti(it% of em#$o%ees&&e are infor#ed that there are people !ood in inter'iew session% +owe'er, they

"annot perfor# well in their $o duties% *n order to o'er"o#e this prole#, the

"o#pany will pro'ide trainingto help the e#ployees to perfor# etter% ?he purpose

of trainin! is to in"rease the produ"ti'ity of e#ployees y influen"in! their eha'ior%

?he te"hni8ue used in the trainin! pro!ra#s for +a#shi !roup is the $ecture% ?he

le"ture is pri#arily a one-way "o##uni"ation situation in whi"h an instru"tor orally

presents infor#ation to a !roup of listeners% ?he instru"tor typi"ally does #ost of the

talkin! and trainees parti"ipate pri#arily throu!h listenin! and note takin!% 4n

ad'anta!e of the le"ture is that it allows the instru"tor to epose trainees to a

#ai#u# a#ount of infor#ation within a !i'en ti#e period% Besides that, there is

also e#ployee who is 'ery ta$ented but $a"% to do !ork% Miss )ur *((ah Binti *(har

said that the hu#an resour"e depart#ent will take a"tion y !i'in! ho$ida% $ea(e to

the e#ployee for hi#her to rest well% *f the e#ployee "ontinues to eha'e la(y, the

"o#pany will !i'e moti(ationto the#% 4fter !i'in! the #oti'ation the e#ployees

still don@t want to "han!e the eha'iour, re!ard su"h as salary in"re#ent will e

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21/28

!i'en to the#% *f the e#ployee still eha'es la(y after !i'in! the #oti'ations and

rewards, the "o#pany for"e to firehi#her e'en thou!h heshe is 'ery talented% ?he

"o#pany will !i'e !arning $etter to the e#ployee% 4fter re"ei'ed total of three

warnin! letter, the e#ployee will e fired and ter#inated hisher $o%

o! to a##raise an em#$o%ee&

Miss )ur *((ah Binti *(har eplained that e#ployee perfor#an"e appraisal is a re'iew

and "riti8ue of an e#ployeeJs #erformancedurin! a spe"ified period of ti#e =often a

year>% *t is nor#ally used to deter#ine raises and pro#otions, and to

de'elop perfor#an"e i#pro'e#ent plans for those who do not s"ore well% 4s we

know fro# her, there are #any #ethods used to appraise an e#ployee in the "o#pany%

?hey will appraise the e#ployees ased on the 1uantit% and 1ua$it%of their worked

perfor#ed% Besides that, they #ay also appraised y deter#inin! how fast work is

perfor#ed% *eer/a##raise "an also "onsider as one of the #ethods to appraise

e#ployees% E#ployees in si#ilar positions appraise an e#ployee@s perfor#an"e% ?his

#ethod is ased on the assu#ption that "o-workers are #ost fa#iliar with an

e#ployee@s perfor#an"e% )ot only that, the e#ployees "an ha'e se$f/a##raisa$% ?he

e#ployee appraises own perfor#an"e, in #any "ases "o#parin! the self-appraisal to

#ana!e#entJs re'iew% Often, self-appraisals "an hi!hli!ht dis"repan"ies etween what

the e#ployee and #ana!e#ent think are i#portant perfor#an"e fa"tors and pro'ide

#utual feeda"k for #eanin!ful ad$ust#ent of epe"tations% Finally, there is a #ost

"o##on used #ethod to appraise the e#ployees whi"h is 456/Degree or 78u$$/

Circ$e9 A##raisa$0 ?he e#ployee@s perfor#an"e is appraised y e'eryone with who#

heshe intera"ts, in"ludin! #ana!ers, peers, "usto#ers and #e#ers of other

depart#ents% ?his is the #ost "o#prehensi'e and epensi'e way to #easure

perfor#an"e and it is !enerally reser'ed for key e#ployees% ?he 'arious assess#ent

#ethods "an e used in "o#inations% ?he o$e"ti'e of perfor#an"e appraisals is to

deter#inin! the salary, pro#otion, ter#ination of the e#ployees% &hen the e#ployees

perfor# well, +a#shi 2apital Sdn Bhd will !i'e reward to the e#ployees y

pro#otin! the#% *f the "o#pany "annot afford to pro#ote a top perfor#er into a

hi!her position, there are other ways to "o#pensate hi# or her, says Miss )ur *((ah

Binti *(har, su"h as y in"reasin! the salary or in"enti'es =onus>% )or#ally, the

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"o#pany will in"rease /K of the salary e'ery year if the e#ployees perfor# their

$os well%

o! amshi Ca#ita$ .dn 'hd retains a good em#$o%ee&

Miss )ur *((ah Binti *(har told us that effecti(e communicationis 'ery i#portan"e

to retain !ood e#ployee% +a#shi !roup has hired forei!n workers% She told us that

so#e of the forei!n workers #ay fa"e ho#esi"kness prole#% ?hey want to lea'e the

"o#pany and a"k to their ori!inal "ountry% She will take a"tion y "o##uni"ate with

the# and !i'e so#e ad'i"e to the# in order to retain the#% She knows that the

purpose of forei!n workers who "o#e to Malaysia to work is to earn #oney%

?herefore, she willcounse$to help the# o'er"o#e the ho#esi"kness prole#% For

other "ase su"h as e#ployee want to lea'e the "o#pany to work with other "o#pany,

+a#shi !roup will try to retain the e#ployee y pro'idin! sa#e benefitswhi"h the

other "o#pany offered% Besides that, +a#shi !roup will !i'e the 8uarter onus

payouts to the e#ployees% )ot only that, +a#shi !roup will try to "reate a !ood

workin! en'iron#ent to the e#ployees% ?here will ha'e a fa#ily day on"e a #onth

and or!ani(e sport a"ti'ities% Fa#ily day enales to foster relationship etween the

e#ployees and ha'e fun for e#ployees% E#ployees will stay happy to work in the

"o#pany if the relationship a#on! the "ollea!ues is !ood% Creating bonding with

ea"h other in one "o#pany is the "ru"ial point for all e#ployee work under rela

en'iron#ent%

+a#shi !roup will pro'ide all the asi" !e$fare ser(ice to the e#ployees su"h as

pension s"he#es, personal se"urity su"h as illness, health, a""ident or life insuran"e,

holidays and other for#s of lea'e% +a#shi !roup pro'ides total annual lea'e of 37

days for the e#ployees who work #ore than two years whereas /I days for the

e#ployees who !et the "onfir#ation letter% *f the e#ployees "annot "lear all the

annual lea'es, the re#ainin! lea'e "an rin! forward to the net year% For those

e#ployees who still in proation period, there is one day lea'e on"e #onth% Besides

that, the "o#pany will pro'ide onuses, a""ident or life insuran"e to the e#ployees%

)ot only that, the "o#pany also pro'ides free a""o##odation, transport and passport

to the forei!n workers% ?he "o#pany will help the forei!n workers to pay the forei!n

worker le'y first and then "ut fro# their salaries e'ery #onth% &elfare ser'i"e

pro'ided y the +a#shi !roup is to attra"t and retain !ood e#ployees%

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What are the #rob$ems encountered !hen carr%ing the +ob duties&

Miss )ur *((ah Binti *(har had told us that this $o is a 'ery diffi"ult and tired $o%

?here are a lot of prole#s and "hallen!e need to fa"e and settle% First is

communication #rob$em among !orkers% +R #ana!er has to adapt to a rapidly

"han!in! worker profile and #ake sure that there is effe"ti'e "o##uni"ation etween

workers and also etween workers and #ana!ers%Sin"e this "o#pany is still new, they

plan to utilise hu#an resour"e to epand the usiness% ?hus we "an epe"t that

hundreds of workers will pour in the workfor"e in the "o#in! years, and te#porary

and part-ti#e workers a si!nifi"ant and see#in!ly per#anent fiture, "o#panies need

to adapt further to a new reed of e#ployee% &here there is an in"rease in the hu#an

resour"e, it is of ut#ost i#portan"e that +R #ana!ers play their roles to #ake sure

there is no #is"o##uni"ation and dispute a#on! the workers% Se"ond is ta$ent

management0 4 +R #ana!er needs to know what kind of people is suitale for what

kind of $os% ?hey need to #ake sure that the "o#pany will e"o#e a pla"e for their

workers to show"ase their talent and unleash their potential to the fullest% ?hus, as a

+R #ana!er, she needs to know where to lo"ate their workers in "orre"t position and

depart#ent so that this "o#pany "an e"o#e a steppin! stone for their workers to

a"hie'e su""ess in the "areer life% Moti(ationof e#ployees is also i#portant part that+R need to "onsidered%So#e workers, after workin! for a few #onths, start to show

so#e ne!ati'e workin! ethi"s like pro"rastination, low effi"ien"y, "o#in! to work late

and low produ"ti'ity% 4 +R #ana!er needs to o'er"o#e these prole#s y

understandin! their workers well and think of ways to #oti'ate the# to keep the#

passionate aout work% 4 +R #ana!er needs to plan and i#ple#ent ways to inspire

and en"oura!e their workers to keep their enthusias# of work so that they "an keep

perfor#in! at work%)et is !ork$oad #rob$em%4s a +R #ana!er, there are a lot of

work to e done% Fro# re"ruit#ent to sele"tion to trainin! to "areer path plannin!, a

+R #ana!er needs to do all that% ?hus, they feel i##ense stress and it@s a "hallen!e

to handle all these prole#s for so #any workers in their "o#pany% Leadershi#

de(e$o#mentneeds to e a "riti"al strate!i" initiati'e% +R professionals are fa"ed

with ein! epe"ted to pro'ide the essential stru"tures, pro"esses, tools, and points of

'iew to #ake the est sele"tion and de'elop the future leaders of the or!ani(ation% *t

re8uires +R #ana!er to "o#e up with a strate!i" initiati'e in ensurin! that the ri!ht

e#ployees are retained, that the "ulture of the or!ani(ation supports perfor#an"e

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fro# within to !ain #arket position, and that #ana!ers are e8uipped to take on

leadership roles of the future so that the or!ani(ation is 'iale in the lon! ter#% 4 +R

#ana!er also needs to "onsider cost and budgetin handlin! hu#an resour"e% Sin"e

their "o#pany is a new one, it@s a "hallen!e for the# to allo"ate ud!et for the

epenses that in'ol'e the people part of any usiness like health-"are enefits,

trainin! "osts, hirin! pro"ess "osts and #any #ore%

What are the $ong/range #$ans for human resource management&

Miss )ur *((ah Binti *(har had told us that her "o#pany has lon!-ran!e plans for

hu#an resour"e #ana!e#ent as the "o#pany is still new% .on! ter# !oal is to use

hu#an resour"e that dri'es "o#pany@s su""ess% +u#an resour"es !oals and o$e"ti'es

fo"us on re"o!nition of hu#an "apital as the resour"e that dri'es or!ani(ational

su""ess%

Consistent em#$o%ee engagement and contribution is what they stri'e for in its

lon! ter# !oals for the workfor"e% 2reatin! a work en'iron#ent where e#ployees are

enthusiasti" aout their $os all the ti#e, not $ust when annual onuses are due is a top

priority% Su"h plannin! i#pro'es the likelihood of "reatin! the ri!ht #at"h etween

e#ployee skills and $o assi!n#ents, as well as "oordinatin! pro#otionalopportunities and workfor"e "apailities%

4nother lon! ter# !oal is to keep their workers moti(ated2 commited and most

im#ortant of a$$2 ha##%% 4ttra"tin! 8ualified appli"ants, #oti'atin! the eistin!

workfor"e and inspirin! lon!-ter# "o##it#ent are realisti" fa"tors for attainin! !oals

re!ardin! turno'er and retention%

?hey also ai# to e"o#e LEm#$o%er of Choice:% +u#an resour"es has e'erythin! the

"o#pany needs to i#pro'e its i#a!e therefore, "reatin! an e#ployer of "hoi"e is a

!oal that@s well within the "apailities of a fo"used hu#an resour"es depart#ent% 4n

e#ployer of "hoi"e is the "o#pany e#ployees are happy to e a part of and the

"o#pany for whi"h others want to work% Stren!thenin! e#ployer-e#ployee

relationships, offerin! inno'atin! "o#pensation and enefits pa"ka!es and in'estin!

in e#ployees@ are ways hu#an resour"es "an a"hie'e this !oal%

*n "on"lusion, we ha'e learned a lot fro# Miss )ur *((ah Binti *(har% )ow, we are#ore understood aout hu#an resour"e #ana!e#ent in a "o#pany% &e know how to

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find appropriate and !ood e#ployees, ways to i#pro'e produ"ti'ity of the e#ployees,

and ways to retain !ood e#ployees% &e really 'ery appre"iate the help and

"oorperation !i'en y Miss )ur *((ah Binti *(har%

Conc$usion

*n a nutshell, e#ployee is the #ost i#portant asset in the "o#pany% *n order to retain

and sustain hi!h le'els of en!a!e#ent, "o#pany needs an epli"it strate!y to #ana!e

hu#an resour"e% +u#an resour"e #ana!e#ent is a strate!i" and "o#prehensi'e

approa"h to #ana!in! people and the workpla"e "ulture and en'iron#ent% Effe"ti'e

hu#an resour"e #ana!e#ent enales e#ployees to "ontriute effe"ti'ely and

produ"ti'ely to the o'erall "o#pany dire"tion and the a""o#plish#ent of the

or!ani(ationJs !oals and o$e"ti'es%

+u#an Resour"e Mana!e#ent has four asi" fun"tions whi"h are staffin!, trainin!

and de'elop#ent, #oti'ation and #aintenan"e% Staffin! is the re"ruit#ent and

sele"tion of potential e#ployees, done throu!h inter'iewin!, appli"ations,

networkin!, et"% ?rainin! and de'elop#ent is the net step in a "ontinuous pro"ess of

trainin! and de'elopin! "o#petent and adapted e#ployees% Moti'ation is a key to

keep e#ployees hi!hly produ"ti'e% ?his fun"tion "an in"lude e#ployee enefits,perfor#an"e appraisals and rewards% ?he last fun"tion of #aintenan"e in'ol'es

keepin! the e#ployeesJ "o##it#ent and loyalty to the or!ani(ation%

4fter inter'iew Miss )ur *((ah Binti *(har, hu#an resour"e #ana!er, who worked at

+a#shi 2apital Sdn Bhd, we are #ore understood aout hu#an resour"e

#ana!e#ent% Miss )ur *((ah Binti *(har eplained the fun"tion of hu#an resour"e

depart#ent and the responsiilities and roles of a hu#an resour"e #ana!er% Besides

that, we are infor#ed the effe"ti'e and ineffe"ti'e ways in !ettin! and keepin! !ood

e#ployees% &e also ha'e learned the ways to i#pro'e produ"ti'ity of e#ployees and

to retain a !ood e#ployee% She also shared her eperien"e in ta"klin! the prole#s

en"ountered when #ana!in! hu#an resour"e and told us the lon!-ran!e plans for

hu#an resour"e #ana!e#ent for her "o#pany%

*n short, strate!i" hu#an resour"e #ana!e#ent is 'ery i#portant to the "o#pany% *f

the "o#pany loss the e#ployee asset, it "an lea'e a !reat ne!ati'e i#pa"t to the

"o#pany% ?herefore, it is "ru"ial to #ana!e hu#an resour"e strate!i"ally in order for

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the "o#pany to run s#oothly and effi"iently% ?o that end, hu#an resour"e

#ana!e#ent is 'ery "ru"ial for the whole fun"tion of an or!ani(ation e"ause it

assists the or!ani(ation to "reate loyal e#ployees, who are ready to offer their est%

-eferences

/% 4)GE.O 0*)*20*, BR*4) 0% &*..*4MS =3H//>, Mana!e#ent 4 Pra"ti"al

*ntrodu"tion: M"Graw-+ill, Fifth Edition%

3% 2hattopadhyay, S%, N Pareek, U% =/AI3>% Mana!in! Or!ani(ational 2han!e%

)ew elhi: Oford N *B+ Pulishin! 2o#pany%

6% ES..ER, G% =3HH>, +u#an Resour"e Mana!e#ent% )ew ;ersey: Pearson

Prenti"e +all%

7% Griffin, N Ri"ky &% =/AAA>% Mana!e#ent: +ou!hton Mifflin 2o#pany%

% GOME5-ME;*4, .%, % B4.0*) N R% 24R1 =3HH>, Mana!in! +u#an

Resour"es% )ew elhi: P+* .earnin!%

, ?he Strate!i" Mana!in! of

+u#an Resour"es% +arlow: F? Prenti"e +all%

% )OE, R%, ;% +O..E)BE20, B% GER+4R? N P% &R*G+? =3HH>, +u#an

Resour"e Mana!e#ent% Boston: M" Graw+ill%

I% S?EP+E) P% ROBB*)S, 4C* 4%E2E)5O, M4R1 2OU.?ER =Gloal

Edition 3H/6>, Funda#entals Of Mana!e#ent Essential 2on"epts 4nd

4ppli"ations: Pearson, Ei!hth Edition%

A##endi3/ Detai$s

/% 2o#pany )a#e : +a#shi 2apital Sdn Bhd%

3% 2o#pany 4ddress : Suite 6-64, 7I/3 2B Perdana 3, ;ln

Perdana,

2yer /3, 2yer$aya,


27/28

A##endi3/ Letter

+a#shi 2apital Sdn Bhd%

Suite 6-64, 7I/3, 2B Perdana 3,

;alan Perdana, 2yer /3, 2yer$aya,


28/28

Re8uest For 2ondu"tin! *nter'iew

Referrin! to #atter ao'e, we kindly re8uest for "ondu"t an inter'iew aout +u#an

Resour"e Mana!in! of your "o#pany% ?he purpose of our inter'iew is to find out how

+R #ana!er found to e effe"ti'e in !ettin! and keepin! !ood e#ployees and what

has not een effe"ti'e%

3% &e are se"ond year student of uantity Sur'eyin! in Uni'ersity of Malaya%

2urrently * a# takin! Prin"iple Mana!e#ent su$e"t as our "ore "ourse we are

assi!ned to "o#plete an assi!n#ent aout +u#an Resour"es Mana!e#ent of a

"o#pany%

6% Our !roup #e#ers are:

7% *n re!ards, we are askin! for your per#ission to "ondu"t the inter'iew with you%

Rest assured that all infor#ation "olle"t is for a"ade#i" purposes only% &e are lookin!

forward for your fa'ourale response to our re8uest% 1our "ooperation is hi!hly

appre"iated%

?hank 1ou%

Sin"erely,

Student of Fa"ulty of Built En'iron#ent,

Uni'ersity of Malaya%

LIM ONG SENG BE!13""1#

CHE% MIN I BE!13"""&

CHIN 'UE (EI BE!13""")

LOI MING SHANG BE!13""1+

MUHAMMA, HAZ%AN BIN MISRAN BE!13""$)

MUHAMMA, NA-MI BIN AMRI BE!13""$+

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