human resource management hrm 360

8/2/2019 Human Resource Management HRM 360

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SYED AMER ALI [1020550030]

HRM 360DRAFT 2 REPORTSUBMITTED TO :

AKM MOMINUL HAQUE TALUKDER (MHT)

SUBMITTED BYGROUP 4

MD. FORHAD AHMED [0930720030]M. SHAHKHAWAT HOSSAN [071228030]


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Abstract

In this particular project, our dependable variable is competency. And there are 6 independent

variables also. We conduct a research in an organization with a questionnaire to figure out the

relation among them. We found many important and useful findings through this process. The

whole topic or the project will give you a clear idea about the important aspects of a company

should do during dealing with the employees.

Keywords: Performance appraisal, Training, Job Description, Selection Process, Rewards,

Motivation, Competency.

Introduction

Considering competency as the dependent variable, we will try to find the links and therelationship between the competency and other independent variables. All together there are 6

independent variables. All of these are vary important to any firm and can play a very important

role to increase the efficiency and effectiveness of the firms employees. 6 independent variables

are:

1)Performance appraisal

2)Rewards

3)Training

4)Job description

5)Selection process &

6)Motivation

competency is the quality of being adequately or well qualified physically and intellectually. It is

the major thing a company looks for in their recruitment process. A good employee with good

competency can make a difference and always an asset to the firm. Some scholars see"competence" as a combination of knowledge, skills and behavior used to improve performance;

or as the state or quality of being adequately or well qualified, having the ability to perform a

specific role. For instance, management competency might include systems thinking

and emotional intelligence, and skills in influence and negotiation.


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Performance appraisal is the process of measuring the performance of employees. Performance

appraisal is an analysis of an employee's recent successes and failures. (Dulewicz, 1989) said

that, "a basic human tendency to make judgments about those one is working with, as well as

about oneself." According to Flippo, a prominent personality in the field of Human resources,

"performance appraisal is the systematic, periodic and an impartial rating of an employees

excellence in the matters pertaining to his present job and his potential for a better job."

Performance appraisal is a systematic way of reviewing and assessing the performance of an

employee during a given period of time and planning for his future.

It is a powerful tool to calibrate, refine and reward the performance of the employee. It helps to

analyze his achievements and evaluate his contribution towards the achievements of the overall

organizational goals. Performance appraisal can be influenced by competencies. As competency

figures out the personal qualities of employees it can find who is the best and who is not. So

performance appraisal can be influenced by competency.

On the other hand employees always want rewards from their employer. Employers must offer

employee rewards that the company's employees find meaningful. Well-managed employee

rewards programs have tangible affirmative effects on the employer's bottom line in several

ways. Rewards are objects or events that make the employees to come back for more. Rewards

can be of different types but the company should figure out what rewards will be appropriate for

the employees. Good rewards will boost the energy of the employees. But in terms of giving

rewards company will look for the best one, and by measuring competency among the

employees company can find the employees capable of rewards.

Training is the process of developing the employees skills, knowledge and efficiency towards

the job. 'training' is required to cover essential work-related skills, techniques and knowledge,

and much of this section deals with taking a positive progressive approach to the 'training'. The

company should unfold all the necessary information about training to their employees. Like- the

objective of their training, how much time they will get to b trained, how many of them are

receiving the training, how will the company measure the effectiveness of the training etc.(

business balls.com) Training and Development helps in optimizing the utilization of human

resource that further helps the employee to achieve the organizational goals as well as their

individual goals.

A job description is a list that a person might use for general tasks, or functions,

and responsibilities of a position. It may often include to whom the position reports,

specifications such as the qualifications or skills needed by the person in the job, or

a salary range. Job descriptions are usually narrative. (Hall) Job description sets out the purpose

of a job, where the job fits into the organization structure, the main accountabilities and

responsibilities of the job and the key tasks to be performed. Many Employer tries to give a

complicated job description, but it will just confuse the applicant or employee, so the job

description should be in easy understandable. A job description typically consists of six major

components: 1) essential job functions; 2) knowledge and critical skills; 3) physical demands; 4)


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environmental factors; 5) the roles of the ADA and other federal laws such as the Occupational

Safety Health Act (OSH Act); and 6) any explanatory information that may be necessary to

clarify job duties or responsibilities.

The selection the process of selecting employees. A good selection process can give the

company an asset, where a bad selection process can give a worse one. Another independentvariable is motivation.Motivation is defined as the process that initiates, guides and maintains

goal-oriented behaviors. Motivation is what causes us to act, whether it is getting a glass of water

to reduce thirst or reading a book to gain knowledge. It involves the biological, emotional, social

and cognitive forces that activate behavior. In everyday usage, the term motivation is frequently

used to describe why a person does something.

Motivation is the process of influencing the employees to do more works, to be more attentive

and more productive.It is the force that initiates, guides and maintains goal-oriented behaviors.

It is what causes us to take action, whether to grab a snack to reduce hunger or enroll in college

to earn a degree. The forces that lie beneath motivation can be biological, social, emotional orcognitive in nature.Motivation is a must for this current world to get good return from the

employees.


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Significance & Objectives if the topic

Competency is a valuable dependable variable which has its impacts over the other independent

variables. By the literature review and discussions we understand the significance of

competency. If a firm has a good competency in his office the firm can have a good bunch of

employees. Employees will have a good performance appraisal system. They will get rewards for

their better performance. Employer will train the potential employees, which will energies the

employees and create a strong bonding with the firm. The firm will get qualified employees by a

standard job description and well designed selection process. Employees will get required

motivation to boost their productivity. So the presence of competency is important for a firm to

develop a better work environment.


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Literature review

For over 30 years, business and industry has utilized competency models to select employees.

The trend to use competency-based approaches in education and training, assessment, anddevelopment of workers has experienced a more recent emergence. With the mobility of the

workforce and retirement of the baby boomers, competency models are being used for

succession planning as well. It is within the last few years that the Employment and Training

Administration (ETA) has turned its focus on skills acquisition and assessment to the

competency model process for determining the needs of business and employers and the

requirements of skilled worker. competencies, or individual characteristics, were recognized as

significant predictors of employee performance and success, equally as important as an

individuals academic aptitude and knowledge content as indicated by tests scores or results

(Lucia & Lepsinger, 1999; McClelland, 1973). A competency is the capability of applying or

using knowledge, skills, abilities, behaviors, and personal 5characteristics to successfully

perform critical work tasks, specific functions, or operate in a given role or position.

A competency model is a descriptive tool that identifies the competencies needed to operate in a

specific role within a job, occupation, organization, or industry. Simply stated, a competency

model is a behavioral job description that must be defined by each occupational function and

each job (Fogg, 1999). Depending on the work and organizational environment, a group of 7 to

9 total competencies are usually required of a particular job and depicted in a competency model

(Shippman, et. al., 2000). To understand competency requirements of a job role, they are often

represented

pictorially and competencies are mapped, with competencies existing on a hierarchy

(Sandwith,1993). This also is true of the competency models that the ETA has recently

developed with industry representatives for 3 of the 14 targeted industry sectors identified as part

of the Presidents High Growth Job Training Initiative and can be found in the ETA Competency

6 Model Clearinghouse. Each of the three industry models are based on the general competency

model framework described on the ETA Competency Model Clearinghouse. The generic

framework depicts the competencies existing on nine tiers, with lower tiers serving as building

blocks for the higher tiers (PDRI, & Aguirre International, 2005). The lower tiers describe

foundational competencies with a broad application to many industries or occupations.

Specifically, the foundational competencies group includes tiers one through three, which

represent personal effectiveness, academic competencies, and workplace competencies. As one

moves up the tiers, the competencies become more specific to an industry and an occupation.

The second grouping is industry-related competencies and includes industry-wide technical

competencies and industry-specific technical competencies . The third and final grouping on the

ETA model is occupation-related competencies that subsumes tiers six through nine (i.e., these


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tiers include the occupation-specific knowledge competencies, occupation-specific technical

competencies, occupation-specific requirements competencies, and management competencies).

The elements of the competency models developed by ETA and industries are consistent with the

literature that describes competency models.

Thus, there are different levels of proficiency for the various behavioral descriptors included in acompetency model. Dreyfus and Dreyfus (1980) describe levels of competence that include

novice, experienced beginner, practitioner, knowledgeable practitioner, expert, virtuoso, and

maestro. From the novice that is focused on rules and limited or inflexible in their behavior to

the individual who is willing to break rules to provide creative and innovative solutions to

business problems. An adaptation of this model, by Benner (1984), describes levels of

performance as follows: 1) unskilled or not relevant; 2) novice; 3) learner; 4) competent; 5)

proficient; and 6) expert.

The value of competency models is that a whole-person assessment or holistic approach

(Mansfield, 1989; and Rodriguez, Patel, Bright, Gregory, & Gowing, 2002) can be developed toexamine the competencies that an individual possesses and may still need to acquire as required

by a given industry or occupation. The information can then be used successfully by human

resources development (HRD) or workforce development professionals in various applications

with the workforce. For example, a competency model can be appropriate for integrating

education and training, aligning both with the needs of the labor market and promoting mobility

[and transparency] for individuals (e.g., vertical as in career progression, lateral as in movement

between sectors, or spatial as in geographically), especially for workers faced with job

insecurity (Delamare Le Deist & Winterton, 2005; van der Klink & Boon, 2002). Therefore,

competency-based hiring, assessment, and training and development practices have

emerged.Competencies and competency-based human resources management (CBHRM) are

incommon practice in many private sector areas and on the rise in many Canadian federal

government departments and agencies. While organizations have used the idea of competencies

for over fifty years, the expansion of the competency movement within the private sector and,

now, into the public one, has resulted in a proliferation of definitions, tools, models and

applications. All of which are not universally understood and applied.

Performance appraisals are one of the most important requirements for successful business and

human resource policy (Kressler, 2003). Rewarding and promoting effective performance in

organizations, as well as identifying ineffective performers for developmental programs or other

personnel actions, are essential to effective to human resource management (Pulakos, 2003). The

ability to conduct performance appraisals relies on the ability to assess an employees

performance in a fair and accurate manner. Evaluating employee performance is a difficult task.

Once the supervisor understands the nature of the job and the sources of information, the

information needs to be collected in a systematic way, provided as feedback, and integrated into

the organizations performance management process for use in making compensation, job

placement, and training decisions and assignments (London, 2003).


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Rewards can be as simple or elaborate as you want as long as theyre motivation to you and

positively promote your goal. Rewards can be any size; even small rewards can keep you

motivated and give you a sense of accomplishment.

Training needs analysis is considered to be the foundation of all training activities. In order to

deliver appropriate, effective training which meets the needs of individuals and the organisationand represents value for money a training needs analysis is essential (Boydell and Leary 1996,

Reid and Barrington 1999). There is general agreement in the literature that a training needs

analysis is a best practice first step in the systematic approach to training (Wills 1998, Boydell

and Leary 1996, Reid and Barrington 1999, Garavan et al., 1995, Bartram and Gibson 1997,

1999, Reay 1994).

'The primary function of a job description is as a communication tool. They effectively

communicate a great deal of information about a job, especially between the manager and

employee (Giles, 1995; Grant, 1989). 'When employees have a road map to success they often

perform much better - and that translates into continued business growth for you and your firm'(Consulting Task Force, 1991). Information may include reporting relationships; skill

requirements; major responsibilities; where the job fits into the organisation and what is required

of the position. This information is presented in a completely objective and impersonal way

(How to write job descriptions the easy way, 1993) which allows the job description to be used

in relation to many human resource functions such as recruitment, induction, training and

performance management.

Employee Selection is the process of putting right men on right job. It is a procedure of matching

organizational requirements with the skills and qualifications of people. Effective selection can

be done only when there is effective matching. By selecting best candidate for the required job,the organization will get quality performance of employees. Moreover, organization will face

less of absenteeism and employee turnover problems. By selecting right candidate for the

required job, organization will also save time and money. Proper screening of candidates takes

place during selection procedure. All the potential candidates who apply for the given job are

tested.

But selection must be differentiated from recruitment, though these are two phases of

employment process. Recruitment is considered to be a positive process as it motivates more of

candidates to apply for the job. It creates a pool of applicants. It is just sourcing of data. While

selection is a negative process as the inappropriate candidates are rejected here. Recruitmentprecedes selection in staffing process. Selection involves choosing the best candidate with best

abilities, skills and knowledge for the required job.


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Motivation refers to the reasons underlying behavior (Guay et al., 2010, p. 712). Paraphrasing

Gredler, Broussard and Garrison (2004) broadly define motivation as the attribute that moves us

to do or not to do something (p. 106). Intrinsic motivation is motivation that is animated by

personal enjoyment, interest, or pleasure. As Deci et al. (1999) observe, intrinsic motivation

energizes and sustains activities through the spontaneous satisfactions inherent in effective

volitional action. It is manifest in behaviors such as play, exploration, and challenge seeking that

people often do for external rewards (p. 658). Researchers often contrast intrinsic motivation

with extrinsic motivation, which is motivation governed by reinforcement contingencies.

Traditionally, educators consider intrinsic motivation to be more desirable and to result in better

learning outcomes than extrinsic motivation (Deci et al., 1999).

hypothesis: : Performance appraisal, Training, Job Description, Selection Process, Rewards,

Motivation, Competency.


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CONCEPTUAL MODEL

Conceptual model is graphically presenting the relationship between competency and other

dependent variables. The model is tested that derived from a review of the literature by

integrating theory and research relating to performance appraisal, training, job description,

motivation, rewards, selection process and competency . The framework shows which external

and internal factors positively or negatively correlate with competency. It describes, an

employees competency of the job is greatly influenced by these factors which in turn also

determines an organizations turnover, absenteeism and productivity.

Figure-1: Conceptual Framework of research variables and their relationships

CompetencyRewards

Performance

Appraisal

Selection

process

Motivation

Training

Job Description


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METHOD

The sample, on which we based our research analysis on, consisted of 100 participants. 73 were

bottom level managers, 27 were top & middle level manager. For better understanding of our

topic of research, the questionnaire was provided by our facultyit was structured to carry out a

survey on the managerial employees of Reliance Insurance, Bangladesh. We used the Likerts

scale as a value of the respondents answers. The questionnaire was divided into seven sections

and designed to be scale rated (Likerts Scale). Also, the questionnaire had to more sections

which dealt with Background Information of the respondent and an Additional Comment section.

The questions of each section were shaped as statements that were direct, simple and concise.

The respondents had to tick/circle the boxes provided beside each question according to the

extent of their agreement (scale provide at the beginning of the questionnaire). According to the

Lickerts scale, our scale rating provided was: [1 = Highly Disagree; 2 = Moderately Disagree; 3

= Neutral; 4 = Moderately Agree; 5 = Highly Agree]. The participants were chosen from the

different levels of managerial levels as the research was completely based on their behavior andresponses to the situations. Out of the 27 top & middle level managers 8 comprised of top level

managers and the rest 19 were middle level managers. The rest 73 were bottom level managers.

Out of the 100 respondents 42 % or the participants were female and the rest 58 % were male.

The education level of the participants was primarily comprised of 60%( MBA), 15%(MCom),

20%(BCom), 5%(BBA). The length of work experience of the participants was primarily

between 15 years [55%], 6 - 8 years [25%], 9 - 12 years [20%]. The descriptive statistics were

position (M =2.20 , SD = .559 ), education (M =1.78 , SD =1.0 ), tenure (M =2.20 , SD =1.22),

gender (M =1.46 , SD = .575) and age ( M =1.89, S= .827). The data that were obtained was

analyzed with SPSS for Windows 17. Cronbachs alpha was calculated to know the reliability. In

order to test the hypotheses the analyses of Pearson Correlation and linear regression were used.

Data was analyzed using descriptive statistics to project the respondents profiles as well as the

general patterns of the variations in attitude moderating competency.


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DATA ANALYSIS AND RESULTS

elbT1 ro hnblrC lCl CorC nlT nc0 .413 0 .780. hnblrC lClo a

coefficient of reliability. It is commonly used as a measure of the internal consistency orreliability oflnolbT. (aodoTkol). eCo cTlwnT rlcT w oC nTolboo ( lCl> 0.5) CorC

o lrrTlbT n wnCTn llo.

ELBAT1 :Mens ,stn evitions ,elibilities n coeltions of vibles

N= 100 ;** p< 0.01 ,* p< 0.05

aibles Men DS 1 2 3 4 5 6 7

1.efornce

Lppisl

3.934 2.781

2.dew 3.736 2.639 0. 656**

3.Eining 3.984 3.283 0. 656** .589**

4.ob

esciption

3.782 2.760 0.778** .541** .457**

5.Delection

ocess

3.820 1.946 0. 540** .459** .419** .385**

6.Motivtion 4.928 2.262 0. 366** .449** .224* .496** .347**

7.yorpetencC 3.510 2.575 0.351** .387** .131 .349** .386** .681**


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ELBAT2: degession esultsof suppotve corruniction fecting erploCees (ycneppmoC) aibles Bet E U

(f=1,99)

uste

d sque

1.efornce Lppisl .351 3.714 13.793 .114

2.dew .387 4.157 17.283 .141

3.Eining .131 1.305 1.702 .007

4.ob esciption .349 3.692 13.633 .113

5.Delection ocess .386 4.141 17.146 .1406.Motivtion .681 9.210 84.828 .459

N= 100 ;* p< 0.05

sCTo1 nTkorTk Cl CoCTnTnnclrT lnlolo odT nTw o nTlTn

rcTTr. An employee starts to develop a liking for their job CT he or she will get morecommitted towards his or her job lk Cw ornTlo Co n CTndo CT ib. eCT wk

nTkor Cl TnnclrT lnlolo oT nTlTk oC ib lolro . elbT1 &2 C

Cl(n=0. 351, o= 0( CorC C Cl CCTo 1o lrrTTk.

sCTo2 nTkorTk ClnTlnk trigger last for longer periods hence affecting the overall job

satisfaction. mooT nTlnk TcornTlTrcTTrCTnTl CTnT l TooT nTlnk

TcnTkwrT o . eCw nTlnk lk rcTTro rT odTk . eCT wk nTnTk Cl nTlnk

o ooT nTlTk oC rcTTr.elbT 1 &2 C Cl(n=0.387,0 .05 ) lk

l(F=1.702>o=0. 195( CorC C Cl CCTo 3o lrrTTk.

sCTo4 nTkorTk ClnTn ib kTrnoo will enable an employee to attain the right job

attitude required to fulfill a job and hence achieve higher levels of competency .mnTn pb


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kTrnoo libCTCTnTcT nd o l Tclor l. eCT wk nTnTk Cl

bTClon o ooT nTlTk oC ib lolro .elbT 1& 2C Cl )n=0 .349, >0.01 (lk

l )F=13.6330.05 (lk l )F=17.1460.01 (lk l )F=84.848>o=0(,CTnTnT

CCTo6o lrrTTk .


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Discussion

Training has an effect on competency. Training, similarly to education, has been researched by

many authors including Burke (1989), Lewarn (2002), Emad and Roth (2008), Karka (1998),Smith (2006), Bandura (1986), etc. The idea of linking education to industrial/business models

goes back to the 1920s, centred on specific outcomes in behavioural objective form (Burke,

1989). The degree of receptiveness of the individual to these training programmes varies

according to several factors. Based on Banduras theory (1986) of social cognition, Young and

Sexton (1997) treated entrepreneurial learning as a mental process that acquires and stores skills

and knowledge using motivational and personality-related factors such as confidence,

motivation to complete tasks and achieve goals. Typically, training is conducted when a

performance problem has been identified. Managements goal is to close the performance gap as

quickly and efficiently as possible with minimal time away from the job, minimal cost and

maximum improvement in job performance. Consequently, training evaluation has traditionally

been limited to the first level of Kirkpatricks (1983) model (the trainees reaction to training

immediately following instruction). However, most of the participants in this study simply did

not realize how easy and enriching it could be to engage strangers in conversation about very

sensitive issues they have never discussed with someone they had not met previously. Most of

them said that they would never look at situations, circumstances, co-workers and people in the

same way again. This mindset seems to extend to the second and third levels (learning and

behavior change) of Kirkpatricks (1983) model as opposed to being limited to the first level.


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CONCLUSION

To conclude the most factor that has the most impact on competency is caused by motivation.

On the other hand, the degree of performance appraisal has the lease impact on Job satisfaction.The sample size was not large (N = 100). Small sample sizes generate low statistical power and

generalizability. It is highly recommended that applying large sample size both in service as well

as manufacturing industries might produce universal inference on tangible role of attitude across

organizations and its impact on job satisfaction.

As for implications, while on the process of compiling this report we have learned lessons in

abundance regarding the topic of research, also regarding the process through which the research

was conducted. Before we state furthermore, we would like to acknowledge our deepest

appreciation and respect to our honorable faculty Mr. AKM Mominul Haque Talukder (MHT),

for giving all of us the opportunity to work together as a team. His wisdom helped us build thisproject and we hope that our effort yields much satisfaction and benefit regarding the topic of

research. We have had much cooperation from our faculty which aided us in the compilation of

this report.

Although we faced many challenges during the period of data collection, Reliance Insurance was

very supportive of us acquiring the required information. Some respondents refused to help us

fill out a questionnaire, whereas most of the managerial employees showed encouraging display

of support. After data collection, we realized how some of the required information was missing

such an act was simply due to reluctance of displaying background information. Although very

few participants displayed such reluctance, rest of the respondents seemed to have provided uswith authentic views. After data collection was completed, us as a group divided our part of the

project and concentrated on certain fields. In the process of compiling and analyzing the data

provided, we have learned very much about the impact of attitude on competency all six

variables effecting competency and we hope the aforementioned analysis of our understanding is

found to be satisfactory.


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Reference

Burke J. W. 1989. Competency Based Education and Training. Routledge, London.

Bandura A. 1986. Social Foundations of Thought and Action: A social Cognitive Theory.

PrenticeHall, Englewood Cliffs, NJ.

Emad G. and Roth W. 2008. 'Contradictions in the practices of training for and assessment of

competency: A case study from the maritime domain'. Education + Training, 50(3): 260-272.

Lewarn B. 2002a. 'Maritime education and trainingthe future is now'. International

Association of Maritime Universities Journal, 2(1): 19-24.

Smith E., Smith A., Pickersgill R. and Rushbrook P. 2006. 'Qualifying the workforce: the use of

nationally-recognised training in Australian companies'. Journal of European Industrial Training,

30(8): 592-607.

Kirkpatrick, D. L. (1983). Four steps to measuring training effectiveness. Personnel

Administrator, 28, 19-25.

http://wiki.answers.com/Q/What_is_the_importance_of_training_and_development_to_the_organization#ixzz1fZtcaniR

Torrington & Hall. Personnel Management: A New Approach. Prentice Hall International.

pp. 205.

http://www.managementstudyguide.com/employee-selection-process.htm
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