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FOUNDATION’S

Maharashtra Govt. Reg. No.: F-11724

       

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SUBJECT:-HUMAN RESOURCE MANAGEMENT
Total Marks—80 1. Figures to the right indicate the marks assigned to each Case Study.

2. All questions carry equal marks 3. Read the case studies carefully and then attempt the questions. Case –1 Questions 1. If you were the programmer, would you want to work at Microsoft? Why or Why not? Ans: No.

( 20 Marks)

I prefer small companies. The work gets done much faster, and you have much more say in the outcome, and how it is acheived. At MS you are just a very small part, and only work on one or two certain areas, but a a small company you usually have to do the whole project yourself, or with one other person. Not near the politics either! Give me a job at a small company any day. No, MS is a dinosaur, clueless and rudderless. Gates ran the company from an economics viewpoint. MS used to be practical and never a good corporate citizen. As an example, they hardly donated to politcal candidates and that cost MS big time. The current CEO, Ballmer, has his foundations as a sports franchise owner and lawyer. You can already see the mission of the company changing over to a Disney themepark outlook. MS is out to sue everybody as the ship begins to sink. Oracle, google and maybe IBM are the companies to watch. IBM has determined to offshore everything except their real estate holdings.

2. How many activities in this case can you tie into specific motivation theories? List the activities; list the motivation theories, and how they apply. Ans. Many theories apply. Examples include: Hegeman being promoted to front office manager--a job where he’d learn new things: Expectancy theory, as he appears to value being rewarded with a promotion; Herzberg’s theory (growth, responsibility, advancement as motivators); bonuses if work done well: Expectancy theory (if they value money) Herzberg’s theory, recognition (although it is in money form!) Holiday parties for employees and their families: need for affiliation, Theory Y management, Maslow’s hierarchy---social needs; transportation assistance: Maslow’s hierarchy---safety needs; Herzberg’s hygiene factors.

. Needs to values. This is the least empirically researched of the causal connections. Although motivation must start with needs, that is, the objective requirements of the organism’s survival and well-being, how work values grow out of needs has not been studied. Although Maslow was partly correct in claiming that people value what they need, there are numerous exceptions to this claim. These exceptions, of course, are one of the reasons why we need both a science of mental health and a code of ethics. 1. Values and personality to satisfaction. This pertains to the relation of self-esteem and neuroticism to job perceptions and job satisfaction. 2. Values and personality to goals and self-efficacy. Values and personality affect goals and selfefficacy and their effects on performance are 3. mediated by goals and efficacy. 4. Incentives to goals and self-efficacy. Like personality, incentives affect goals and selfefficacy which in turn mediate the effects of incentives. 5. Self-efficacy to goals. Efficacy affects goal choice and especially goal difficulty. 6. and 7. Self-efficacy and goals to mechanisms. Goals and efficacy affect performance through their effects on direction, effort, persistence, and task 7. strategies or tactics. 8. Goals, that is, goal mechanisms, to performance. Goals, especially goal difficulty, affect performance and performance, depending on the 9. organization’s policies, affects rewards. 10. Goal moderators. Goal effects are enhanced by feedback, commitment, ability, and (low) task complexity. 11. Performance to efficacy. Performance, including the attributions one makes for performance, affects self-efficacy. 12. Performance to satisfaction. Success and rewards produce satisfaction. 13. Work characteristics to satisfaction. Mental challenge and related job attributes enhance satisfaction. 14. Organizational policies to satisfaction. The perceived fairness of the organization’s policies, procedural justice, and the perceived fairness of the

15. results of these policies, distributive justice, affect satisfaction. 16. Satisfaction to involvement. Job satisfaction enhances job involvement.
17. Satisfaction to organizational commitment. Satisfaction enhances organizational commitment. 18. Satisfaction and commitment to action. Satisfaction and commitment, along with other

actors, affect action, especially approach and avoidance of the job or work. Several limitations of this model should be noted: • To limit cognitive-perceptual overload some causal arrows are omitted. For example, selfefficacy affects commitment and presumably choices among action alternatives in the face of dissatisfaction. Personality and values can also affect action taken in response to job dissatisfaction. Perceived injustice undoubtedly affects goal commitment. • The various theories, aside from goal theory, are not fully elaborated. For example, there are many complexities involved in procedural justice and a number of competing sub-theories. • Recursive effects are not shown, except in the case of self-efficacy to performance. In the real world, almost any output can become an input over time. • The model is static, not dynamic. Mone (1994) has done dynamic analyses of the goalefficacy-performance relationship and found the basic static model to hold. • Ability, knowledge and skill are critical to performance but, with one exception, are not shown in the motivation model. Self-efficacy, of course, reflects how people assess their skills and abilities. • The model focuses on conscious motivation and omits the sub-conscious, except insofar as it is cknowledged as being involved in emotions. • The model does not include theories with dubious or highly limited support

3. As Microsoft continues to get larger and its growth rate flattens do you think Management will x`? Elaborate. Ans. Students will have varying opinions. The article emphasizes how much the stock price places in motivation. Employee orientation is a good idea—but it is a one time event. Goal setting also appears to be important from the statement that “obsessed on the goal of shipping product.” Any modifications should include goals and financial rewards.

4.Can money act as a motivator? Explain. Ans. Yes Money as a motivator Organisational psychologists have conducted various different studies of work and why people work [Bass] and conclude that although money plays an important part in motivating people to work it does not form the sole contribution to work motivation. Money was considered a strong motivator and in a price system culture, people assume that the desire to earn money forms the main motivator. However, some studies show the perception of a fair pay has higher value than the actual amount of money paid and money as a motivator does not hold such a high position as initially thought. Although money does motive, other benefits such as health care or extra holidays have a higher ranking among many workers than extra pay. Other factors for motivation were the influence of groups and the individual’s culture. Culture aspects of motivation result in attitudes such as the protestant work ethic. However, this only appears as the case in wealthier nations; in poorer countries, pay forms a very important motivator. However, this may result from the low pay conditions that many people experience in poorer counties so that money has a high motivating factor as it can make the difference between having enough to eat or not.

Yet further investigation of money as a motivator shows that the actual money does not motivate people. People do not just earn money and then sit on it. They use the money for something, such as buying a house or food or saving for a rainy day. Thus, money stands in for or represents a number of motivators and the power of money to motivate comes from the fact that people can exchange it for other items that do motivate them.

Motivation in the work place

Some of the strongest motivators in the work place environment include the opportunity for personal accomplishment, growth, social relationships as well as cultural factors. Programmes aimed at improving work motivation have taken a number of forms. Some have concentrated on enriching the work environment though providing opportunities for growth and to develop different skills. Some schemes have concentrated on rewards such as extra time off or increased pay for desired behaviour. Setting objectives and goals has worked as a strong motivation technique. Each of these techniques adds something personal to each individual. However, some techniques work well with some people but not with other as different people have different motivating factors [Warr]. For examples, sale propel often have social motivators where as engineers find technical things motivating.

Case-2 Questions

(20Marks)

1. What should Atlantic Mutual Management do, if anything, to cope with the aftereffects of 9/11? Ans.

This is one of extraordinary events that shook the country the management should organize a team of counselors to attend all the employees select the people, who need special treatment and conduct a follow up keep monitoring the progress of the employees.

2. How long would You expect employees to be adversely affected by 9/11 if a company provides no formal assistance for dealing with anger and stress? Ans. The employees would be affected at different levels. Some would be affected only for a few days majority would be affected for 7-10 days. Some minority numbers would be affected for few months some small number would be affected life-long. 3. What, if anything, should Management do about employees who appear to be suffering from such kind or trauma and stress, but will neither admit it nor accept help from their employee? Ans. Work related stress is the adverse reaction people have to excessive pressures or other types of demand placed on them at work. There is a clear distinction between pressure which can be a motivating factor, and stress, which can occur when this pressure becomes excessive. Employers should be concerned about stress because:


• •

• •

They have a legal and morale duty to ensure that their workers and others that visit their premises are not injured or made ill because of the work they do. Staff absence and loss of productivity has a financial impact on their business Certain elements of poor work design (for example where an employee has little or no control over the work they do or where there is little support from managers or colleagues) have been shown to have a real impact on staff performance and reliability, even before an individual takes time off. It has an adverse impact on staff retention and recruitment, again causing additional costs to the business. Indemnity Insurance premiums may increase, and there may, in severe cases, be issues about litigation by those experiencing the stress

4. Outline the role of HR specialist in providing a safe and healthy environment for employees. Ans Outline the role of HR specialist in providing a safe and healthy environment for employees. The commitment to the physical plant of our work place includes the internal environment as well as the surrounding environment Our mission is to provide a healthy and safe environment, while maintaining facilities at the highest standards possible, with allotted resources Safe, clean, healthy and attractive facilities honor and dignify the work and the

people we serve By improving the general atmosphere in which we work, we diminish stress and increase productivity It makes sense that people that are happy within their working environment will work more effectively and contentedly than those who are not Practices:
♦ Develop guidelines for providing a safe and healthy environment Guidelines should include

information for personal safety as well as physical plant safety Guidelines should take into consideration and include such safety factors as: limited access to one door in building by clients/visitors; security system in place at entrance; receptionist greets all visitors Disseminate guidelines to all staff.


Ensure that staff are knowledgeable about an established action plan in an emergency • Conduct safety training and assign a safety leader nurses, etc.) in the event of emergencies

♦ Ensure that staff are aware of the location of medical staff (e.g., employees trained in CPR,

♦ Train staff or utilize staff already trained in CPR
♦ ♦

Contact local law enforcement and fire departments to ask that they provide free safety and security inspections and incorporate information gained from these inspections into guidelines Provide staff with the knowledge and skills to safeguard the building, occupants and others from hazards (e.g conduct fire drills, contact local fire department to conduct walk throughs to cite hazards) Correct hazards as soon as possible and ensure that all emergency equipment is operable (e.g smoke alarms, sprinkler systems) Provide specific instructions for effective plans for building evacuations, explosion, etc

♦ Review incident reports to pinpoint safety hazards Include regular safety inspections ♦

Provide simple guidelines for alleviating injuries on the job, (e.g., simple lifting techniques, proper storage of office materials) Ensure staff are aware of procedures for addressing and reporting office-related illnesses and injuries



♦ Conduct walk throughs along with staff to gauge first impressions

♦ Contact local county and/or state agencies (i.e., county/State Department of Health) to ask that they provide staff to conduct an inspection of the facility and provide feedback relative to safety (asbestos) and accessibility (handicapped).
♦ ♦

Engage staff to partake in changing their work environment (i.e., painting, decorating, etc) Provide for appropriate lighting and soothing color Lighting is one of the most important factors affecting personal comfort on the job Color is one of the easiest and major things that can be changed in the work environment Provide for good indoor air quality Practical alternatives can include: table top fans, ceiling fans, purchasing plants to provide for oxygen exchange





Ensure the posting of appropriate/culturally diverse materials The posting of negative statements in the work environment can have a balloon effect on negative attitudes who encounter work performance problems resulting from personal difficulties Address the issue before it becomes a problem.

♦ Work with staff to form an Employee Assistance Program to provide support to employees

♦ Create space for staff interaction and allow for the provision of healthy snacks Eating healthy

improves bot

Case – 3 Questions

(20 Marks)

1. Do you think the company has any orientation programme? If yes, discuss its effectiveness. Ans. Imagine starting a new job in a community-based organization in a new area You accept the position, show up for work on the agreed-upon day, and the director shows you your space, welcomes you to the organization...and leaves That's it - your introduction to your new position You're on your own to learn all the ins and outs of the job and the organization - who your co-workers are, who does what, what the pitfalls of your position are, where to eat lunch...all of it Do you think you'd be likely to be able to do your best work - or any work, really - in the first few weeks or months? More important, how would you feel about working for this organization? Would you have confidence that these folks had things under control, that they'd thought out what they were doing? Fortunately, most organizations don't operate this way New staff members are generally given at least some idea of what they're supposed to do, introduced to other staff, shown around, and made to feel welcome Most organizations find it useful to conduct a short informal orientation, or - if they have the resources - a longer, more formal one, for all new staff, so that they'll learn much of what they need to know to do their jobs before they actually start working Yours can do the same Actually conducting a staff orientation, in addition to planning out the topics to be covered, takes some consideration of a number of issues First, however, you need to think through what the orientation is really meant to do

1 Decide at whom your orientation is aimed Are you going to orient everyone in the organization, or only some people? Will there be different orientations for different positions? Once you're clear on Is it a group or individual orientation? If you're a new organization, or if you've just gotten a new pot of money, you may be hiring several people at once A group orientation offers some advantages over an individual one: new staff members can discuss issues among themselves, some may ask important questions that others in the group wouldn't have thought about, and you can plan group activities role plays, for instance - that might help people understand their jobs and the organization better Another advantage of a group is that the focus of the orientation is less likely to get lost in the day-today work of the organization if there's a group to consider

All of this raises the question of whether you should wait until you have a group of new and relatively new employees before you conduct an orientation Despite the advantages of a group orientation, putting off an orientation is usually a bad idea The new staff member needs the support and knowledge at the beginning By the time you get around to it, she may have already learned much of what she needs to know She may also be frustrated that she had to do it on her own, and had to endure the stress of not understanding the organization, and not knowing what she was supposed to do By waiting, you'll have lost the point of the orientation your audience, the rest will follow logically

2 Clarify what you want to accomplish Is the orientation meant simply to introduce the new staff member to others in the organization, or do you hope that it will equip her to start right in on her job? What are your goals here? Answering that question will help you reach your next decision

3 Decide on the content of the orientation Knowing whom you're orienting and to what purpose should give you the basis for determining how much of the content laid out above you want to include Will you go through the personnel policies? Will you take the new staff member to visit other sites or other organizations? Are there observations or activities that need to be included? Start by laying out the specific content areas that need to be covered Then, for each of them, you may be able to see what would be the best format and method to cover that area, and who would be the best person to present it 4 Decide whether the orientation will be group or individual To some extent, this will be determined for you by your situation If you've just hired one new staff member and you're not planning to hire others in the foreseeable future, then an individual orientation is in the cards If you're new or are overhauling your organization, you may be hiring several people at once, and a group orientation probably makes more sense If you're constantly recruiting volunteer staff, you may want to run group orientations on a regular basis - perhaps every other month, or three or four times a year 5 Choose your format and methods The format of your orientation is the medium through which material is presented You could present it face-to-face, post it to a website and ask people to read it or download it from there, give them information in print, involve them in activities, send them off on their own to talk to and/or observe staff of your or other organizations, ask them to watch a video or listen to an audiotape, or combine any number of these and other formats Varying the format is one way to keep the orientation interesting and fresh Methods are the techniques you choose to present the content of your orientation As is probably clear from the previous parts of this section, you have a range of possibilities in deciding what to actually do in an orientation The whole thing can be conceived of, for instance, as a straight presentation of information...which will probably be dry and boring, and most of which the new staff member will forget as soon as it's over It generally makes more sense to think in other ways: Practice participatory planning and implementation In addition to veteran staff, participants, and others, ask new staff members themselves to help plan out the orientation What are they most anxious about, or what do they consider most important to find out? What or whom in the organization would they like to learn about first? How do they think they could do that most effectively? By involving them directly in the planning and presentation, you'll pull new staff members in and give them own-

ership of the orientation process They'll then be far more likely to try to get as much as possible out of it Another advantage to running a participatory orientation is that, if you're a grass roots group, it probably reflects your organizational philosophy, thus reinforcing it in the minds of new staff

Think active There is certainly room for straightforward presentation of material, but most people learn best - and are most interested - when they're doing something That "something" may be as simple as being engaged in discussion or as complex as acting in a role play or guiding a group problemsolving activity Varying presentation styles and keeping people active will hold their interest and cement their learning Take or send new staff members on field trips The best way to understand a community is to walk, or, in the case of rural areas, to drive through it The best way to find out what other organizations are doing is to visit them, talk to their staffs, and observe their work Whether in the company of a knowledgeable guide - a member of the target population, for instance - or alone, new staff members should get out and see for themselves what's going on in the world they'll be working in Encourage as much personal contact as possible Other people - staff of your and other organizations, participants, members of the target population, folks in the community - offer the best information, as well as the potential friendships and good working relationships that both ease the transition into a new job and continue to make the job pleasant when it's no longer new Remember that different people learn differently Some people take in information best by seeing, others by hearing, still others by touching and manipulating Some tend to look at the big picture, others at the details; some prefer a step-by-step approach, others a more diverse and intuitive one It's important, especially in a group orientation, to be aware of presenting material in different ways Not only does this raise interest levels, but it's also more likely to speak to the diversity of learning styles in a group Possibilities include:
• • • •

Conversation and discussion: Personal contact helps learning for many Observation: Seeing the actual practice of what you've talked about or learned Text: Reading printed theory, policies, or other material Computer-based learning: On a website (your own, the Tool Box, or some other) or through some other channel (by e-mail, or on a professional list-serv or chat group) Lecture or blackboard/newsprint presentation Multimedia: Video and audiotapes, computer, etc Direct experience: Role plays, practice with feedback Journals: Writing about orientation learning and experience may set them in the mind

• • • •



Involve as many current staff, Board, participants, volunteers, and administrators as possible The diversity of people will not only help to increase the scope and effectiveness of the orientation and the knowledge base of new staff members, but will also make them feel that they know people in the organization, and contribute to their comfort as they start work Practice what you preach If your organization uses specific teaching or presentation methods with participants, or advocates certain ways of approaching people, those methods should be reflected in the way you conduct your orientation



6 Decide who will conduct the orientation In the ideal world, the orientation would be conducted by the person or people who know the most about the areas covered In reality, most organizations don't have the resources to make this happen In small organizations, orientation may be conducted by one person -- probably the director or the new staff member's supervisor In a larger organization, many people may be involved, each presenting information about her particular job or responsibilities In either case, a new staff member should meet with all other staff, either individually or in small groups, both to get to know them and to understand what they do and how they fit into the organization as a whole If the orientation is conducted by a number of people, it is still important that one person oversee the process, acting as the main contact for the new staff person and making sure that he gets appropriate information, completes assigned tasks, has no trouble arranging meetings, and gets his questions answered 7 Decide on the length of the orientation Knowing the content and your goals, you should be able to estimate how much time you'll need to run the orientation you want to You may run an informal orientation (some conversation, introductions to other staff, some reading to do), which may take up part of the first day, or be spread out over a few days Another possibility is a formal orientation (i.e a carefully-structured series of presentations, activities, meetings, etc.), each part of which lasts a set amount of time Or you may choose to designate an orientation period at the beginning of a staff member's employment, during which she may be working, but may also be involved in orientationrelated activities In the former cases, orientation might last only a few hours or a day or two In the latter, it could last a week or a month, or even several months, and would probably include initial training (See Chapter 10, Section 7: Developing Staff Training Programs.) Formal orientation If you run a formal orientation of only a few hours or a day, it will probably involve the direct presentation of a lot of information You may ask a variety of veteran staff members, participants, or others to take part in the presentation, and/or you may ask new staff members to seek out and talk to certain people on their own time Training will be separate from orientation in this case, although it may immediately follow it Orientation period An orientation period may last as little as a few days or a week, or as much as three or four months If it's short, it could be pure orientation time, during which the staff member does nothing else, or it could fit in around a work schedule During this time, the new staff member will get some direct information, and also spend a good deal of time meeting with other staff mem-

bers, Board members, participants, people from other organizations, and others who can cast light on her job and its context She might also observe or shadow other staff members, read relevant material, be trained in necessary areas, become familiar with the community or target area, etc In any case, the orientation is her job, or part of it, for this period If you designate an orientation period that encompasses staff members' first few weeks or months of work, it still makes sense to ensure that they get the important information and introductions they need before they actually begin work Then the rest - organizational history, for instance - can be passed on over time as they learn their jobs and settle into the organization An advantage of a long orientation period is that it gives people the time to absorb what, in most organizations, is actually a considerable amount of information If it's all handed to a new staff member at once, she'll forget at least some of it before she turns around, and only have to relearn it anyway As is true for most of the material in this and many other sections of the Community Tool Box, the above refers to an ideal world, one in which there are the time and resources for a proper orientation period to take place In reality, especially in a small grass roots or community-based organization, the position has probably been empty for longer than it was supposed to be, other staff have been working overtime to do the job until someone could be hired, the new staff member is going to have to start work the instant he appears, and no one in the organization has time to spare to actually run an orientation Even if your organization can't devote much time solely to orientation, however, it's absolutely crucial to regard at least the first week or two as an orientation period, and to support a new staff member by providing information, helping him to make contact with other people inside and outside the organization, and introducing him to the community It will make all the difference in the long run, both in the quality of his work and his attitude toward the organization When an organization hired a new Associate Director, she had to start instantly on a grant proposal that was due only days after she began work The Executive Director worked with her on the proposal, and made sure she spent some time every day getting to know other staff members He took her to every meeting he had for the first six weeks or so of her employment, so she could meet people from other agencies and the community, and understand the issues that the meetings addressed or exposed In daily conversations, he tried to tell her everything he could about the organization that wasn't obvious or available from printed material As a result, she was able to write a successful proposal, and to slide seamlessly into the job She ultimately became a key figure in the development of the organization

8 Evaluate your orientation each time you run it Evaluation will help you make your orientation more effective, which, in turn, will make your staff more effective An evaluation should include feedback from those evaluated, and can be built right into the orientation itself A final piece of the process might be reflection on what has taken place, and some ideas about what was missing, what was particularly helpful, and what could have been done better You might also consider asking staff members to reevaluate their orientation after they've been on the job for a while At the end of the orientation, they may not yet know what's most or least helpful, and what they'll use or not use They might have a better perspective on those issues in three or six months

9 Create some sort of marker for the end of the orientation or orientation period A small party, an official welcome to the staff, the presentation of keys...something that puts an official end to the orientation This kind of closure - and it doesn 't have to be tremendously formal - can help to facilitate the transition from "new " to "regular" staff member

An orientation at the very beginning of their employment is an important tool in helping new staff members understand and adjust to the organization and their jobs, and to become effective as soon as possible It also gives new staff members the chance to meet their colleagues and to start the process of becoming integrated into the organization. Orientations should include introductions to the organization, the target population, the community, and the job itself, as well as an evaluation and something to mark the transition to "regular employee." If you can run a timely orientation for new staff members that includes these elements, as well as whatever else you and they feel they need to know to do their jobs well, you'll probably have done much to forge a long-term relationship between them and the organization If you've never run an orientation for new staff - or if you're a new organization - now is a good time to create one If you've been running orientations for years, you might reexamine yours, and see how it could be improved to better serve your organization and its new staff An orientation that does its job can improve both the effectiveness of your organization and the quality of life for new staff members
2. If employees were properly selected, there should be no need for an orientation pro-

gramme” Comment on the statement. Ans. That's absurd I don't care how astute and educated someone is, there is always a learning curve when joining a new organization That doesn't seem right to me Every institution is different And surely that creates a massive bias against inexperienced prospective employees? We've all got to start somewhere. Orientation is the planned introduction of new employees to their jobs Their co- workers and the organization the main purpose of induction is to relieve the new employee from possibility anxiety and make him or her feel at home on the jobs. Orientation may be done informally or formally , informal induction is brief The employee is expected to familiarize with the new environment by himself or herself while working on the allotted job. Formal orientation is lengthy and may last even a few month formal induction is shared by the HR representative and the line manager The latter briefs the new employee about specific job duties while all the other details are provided by the HR representative Some complain even conduct anxiety –reduction seminars.

The main point here is that the more information and comfort you can provide to a new staff member at the beginning, the better If your organization's current orientation consists of "Come on in and look around, and we'll put you to work," you might think about what you can do to make a new person a bit more at home You don't have to run a full-day orientation to do that

So you're convinced - a staff orientation program is a great thing, and can really benefit your organization Now you're faced with the question of what such a program should consist of Orientation to just about any position needs to include introductions to the organization, the target population, the community, and the position itself The following are some elements that might be included in each of these introductions Much of the material suggested below can be conveyed in numerous ways - in person through conversation or discussion, in a workshop, through an activity, in printed form (either as a hard copy or on a website), etc Since the effectiveness of various methods of presentation varies from person to person, the ideal is probably to try to communicate information in different ways - some face-to-face, some independent reading, some observation, for instance
3. If You were Patil, how would you react to the above situation

Ans. Ans Patil Joined a pulp-making plant located at Kerala, as RK Materials The plant is part of a multiproduct and multi-plant conglomerate owned by a prestigious business house in India The perks, reputation and designation of the conglomerate attracted Patil away from the public sector steel monolith. according to me, renu has lot potentialities and calibur to take up the multi challenging tasks,the main reason for this is since from the begining she is not at all interested to take up the job which she is doing currently, compulsion made her to take this way, here interests matters a lot, watever job you do, you have to do and accept it whole-heartedly with full passion and zeal, love towards your career, its missing in case of renu, as she has not decided and designed her career properly because her qualifications are not matching the job requirements which she wants to perform
4. Discuss the purpose of orientation What are various requisites of an effective programme?

Ans. An orientation for new staff can be a boon to both those staff members and the organization Some specific advantages to such a program include:
• • • • • •

•It allows new staff members to hit the ground running If they have a clear understanding of the organization, their positions, and the community, they can jump into their jobs immediately and start to make a difference •It instills new staff with confidence in both their own ability to be effective - because they know they have the information and contacts they need - and the organization which has had the foresight to provide them with that background, and made them feel a part of the operation •It improves the possibility - through facilitating a good start and providing appropriate background - that people will do a good job over the long term...and stay longer with the organization •It makes life easier for others in the organization, by eliminating the need for new staff members to ask them constantly for information and advice •It enfolds the new staff member into an existing social structure, thereby helping him to feel comfortable and to bond with others, and at the same time helping to improve the organizational climate (the way the organization "feels" to those who work in and have contact with it) •It formally welcomes new staff to the organization, and makes them feel that they have support for doing a good job

• •

•By familiarizing new staff members with the organizational culture (see below ), it increases the chances that they will fit well into the organization, and absorb and become part of that culture •By making staff knowledgeable and better-prepared, it builds the organization 's reputation in the community, leading to community support and better services

• A well-conceived and well-run orientation can thus address all the factors - logistical, professional, social, and philosophical - that can help a staff member fit into the organization and do the best job she can Orientation to college is broadly defined as a series of activities aimed at assisting the entering student to adapt to the collegiate environment Orientation to college activities can range from a one-day to a week-long program Some institutions conduct orientation activities for entering students prior to the beginning of classes and often incorporate enrollment, academic advising, and alcohol education workshops Other institutions conduct seminars or "University 101" courses throughout the academic year on an elective credit or no credit basis or as part of a student's introduction to the academic major In developing an orientation program for entering students it is important to understand the target population For the purposes of this task, I am defining "entering student" or "first-year" student as any undergraduate starting a new institution. Orientation to college activities like many facets of American higher education can find its roots in the early colonial colleges Faculty of the early colonial colleges functioned as both teachers and mentors to their respective students During the colonial period, a formal and informal orientation occurred from matriculation to graduation (Rudolph, 1962) Due to the historical conditions that have forged higher education in the United States, colleges and universities have had to continuously restructure the concept of college orientation Trends in orientation programs have ranged in focus from social integration and assimilation to a renewed shift in "living-learning" models. In order to develop an orientation program for first-year students, it is important to identify some of the issues they will encounter as a collective group regardless of the institution's mission, size, or organizational framework Each institution of higher education is unique in respect to organizational culture, academic programs, policies, procedures and institutional climate A student matriculating for the first time will need to adjust to a new academic setting Therefore, one of the key functions of an orientation program is to assist the student to navigate this new environment while simultaneously attempting to understand the institutional structure An important concept to keep in mind in developing an orientation program is that entering students are not a homogeneous group Athletes, international, transfer, non-traditional and students of color also comprise many entering student populations My first task in developing an orientation program is to become familiar with the culture and student population of the institution. I believe that orientation programs can be conducted in a variety of formats If the student is a firstgeneration or non-traditional student his/her needs differ from a traditional college age student For example, a single-mother who wants to explore career options would benefit from Holland's vocational assessment model before enrolling In addition, since orientation activities involve the orchestration and coordination of several administrative components, consulting with student affairs and academic affairs units to understand how an entering student is processed through the system is crucial. More importantly, my approach in developing an orientation program evolves out of Peter Senge's learning organization model Central to the development of an orientation program is my belief that the core disciplines personal mastery, mental models, shared vision, and team learning enables an organization to respond to the needs of its constituents and stakeholders Knowing that entering students are navigating through a complex set of tasks, my approach in developing an orientation program is grounded in systems thinking and a holistic student development perspective.

Vincent Tinto in his studies of college students has found that the first year has a major impact on an undergraduate's educational experience Therefore, one of the goals of the orientation program that I would implement includes engaging the student in both the academic and social aspects of the institution For instance, the aforementioned single-mother during the orientation activities is introduced to other students in her situation and is familiarized with the institution's Women's Resource Center A special reception for students with children or connecting the student with a mentor will facilitate the transition for this particular student and ease many of the student's feelings of apprehension or alienation, especially if the college or university is residential Silvia Hurtado's work on the campus racial climate is relevant because her findings point out the importance of institutional commitment to diversity In developing an orientation program, a student affairs practitioner must be cognizant that students of color experience the campus differently Hurtado's research concludes that in large institutions diversity is difficult to achieve As a result, the institution must convey an inclusive environment by integrating cultural diversity and multiculturalism in all facets of programming Issues of isolation can discourage students of color from successfully completing college A strong institutional support system that values their presence and contributions to the institution is an important message that must be conveyed to all students during orientation and reinforced throughout the college experience. I would also utilize psychosocial theories as a fundamental aspect of the orientation program Sensitizing the institution to the diverse needs of its constituents can be met through programmatic efforts and by having a diverse and knowledgeable staff that is aware of the needs of underrepresented, non-traditional, and other special populations Role models that students can identify with and discuss issues pertaining to their specific concerns are important factors in a student's overall success For example, a first-year student during orientation may not be ready to discuss issues of sexual identity, but during orientation the student should become aware that a LGBT office exists and that support services are available According to research conducted by Nancy Evans, Arthur Chickering and Vivienne Cass young adults experience a myriad of developmental changes during college For instance, Cass's homosexual identity formation posits that individuals may seek more information about their feelings and attractions during the first stage of sexual identity development. An effective and knowledgeable student affairs practitioner incorporates student development research in the design of programs that directly impact the individual student Orientation programming efforts should not only help the student make a successful transition to college but must incorporate a strong student support system that takes into consideration all facets and levels of college student development Orientation programs assist the student to become familiar with the institution but are not designed to answer all questions related to college Orientation programs can be approached from an individualized focus to meeting the general needs of the entering class Regardless of the type or goal of the orientation program, my approach to developing orientation activities largely depends on the institutional structure and the student's experience in navigating a new educational system while taking into consideration the multiple levels of human development.

Case-4

(20Marks) engineering? Define the term “workers” participation in management Bring out the prerequisites for its success. Ans.

1. According to You, why did the Bs1110 Scheme succeed and the TQM Scheme failed in ABC

THE A-B-C OF COST ENGINEERING

analysis and distribution have been formulated. They have been tried out in hundreds of factories. If a single instance had been found, or could be imagined, where these principles did not prove true there would be reason to believe that they were incorrectly formulated; but large ex- perience has failed to find them misstated. Cost accounting authorities are practically unanimous in their pre- sentation of the traditional theory that the cost of production consists of the three elements: materials, direct wages, and "overhead." They agree as to charges for materials and direct wages, but indulge in endless and unconvincing discussions as to methods of distributing the "over- head." The mystery still remains unsolved and so long as accountants create the "overhead" just so long will it remain unsolved. The whole theory of ''overhead expense" is wrong. There are no "overhead" expenses in manufacture. The ''overhead" expense account is the cesspool of business. It is the catch-all for every item that the accountant does not know how to properly charge to the product. That "does not know'' spells ignorance. The extent of the "overhead" account in a cost accounting system indicates the extent to which the accountant is ignorant of correct methods of ex- pense distribution. Mystery and ignorance are always coexistent. Learn the truth and mystery will disappear. There are no mysteries in cost to those who understand the principles of Cost Engineering and know how to apply them. The systematic business is the progressive, growing, profitable business today.

If you have occasion to visit two factories, and find one of them housed in a dark, dingy building, the yard about it strewn with scrap and junk, the manager's desk cluttered with a jumble of correspondence; and the other housed in a modern, well-lighted building, with a grass plot in front, a yard free from scrap, an orderly, well- furnished office, a complete filing system making it possible for the manager to place his hand on any paper required without delay, while his own desk is free from all papers except such of the current day's work as he still has in hand, which would you say was the most desirable.If you were to approach the mana- ger of the disorderly factory with a proposition which would help him to bring order out of chaos, which would enable him to greatly increase the profitableness of his business, while at the same time relieving him of much of the detail and confusion of his daily work, he would probably respond by telling you that thread- bare story about the factory that was so busy trying to keep up an elaborate system that its personnel had no time to make product.

If you were to refer to the condi- tions in the more systematically conducted factory, he would prob- ably tell you that his prosperous competitor was a flagrant ''price- cutter," whose only aim in life was to destroy competition. You would however know the truth: that sys- tematic methods are economical methods; that disorderly methods cost more than all the modern equip- ment required in any business. No doubt some factories have been over-systematized. Some people go to extremes in everything.

2. Explain in your own words what empowerment means to You Also discuss “A worker is a

worker, a Manager a Manager and never the two shall meet.” Do You agree? Why? Ans. mployee empowerment is a process whereby: a culture of empowerment is developed; information—in the form of a shared vision, clear goals, boundaries for decision making, and the results of efforts and their impact on the whole—is shared; competency—in the form of training and experience—is developed; resources, or the competency to obtain them when needed to be effective in their jobs, are provided; and support—in the form of mentoring, cultural support, and encouragement of risk-taking—is provided Every employer uses employee empowerment to some extent, though it is often thought of as delegation No organization of more than one person can survive without some employee empowerment When the owner of a Mail Boxes, Etc hires someone to work the weekends, that person is empowered When a manager hires an accounting graduate to maintain the departmental ledger, that person is empowered When the director of advertising chooses which slogan should go on the web banner, that person is empowered In each of these instances the empowered person has been provided with the training and experience they need to be effective in their position Each has the information to know how their decisions will impact the larger whole Each has access to the resources he or she needs to be effective And the assumption is that each will be supported in the decisions they make Empowerment is a process of becoming, not a task or end result in and of itself, Just as with continuous improvement, no organization is ever done with its empowerment implementation; no person is ever "completely empowered" Empowerment becomes part of the culture of the organization Empowering others becomes a transparent act, nobody within the organization notices when an act of empowerment is exercised It may be noticeable in the extreme to outsiders, but, if the implementation effort has been successful, it will be second nature to those accculturated within the organization Clearly, empowerment is not quick nor easy, except in the case of a newly formed organization where the leaders understand it and have committed themselves and the

organization to it Given that this is the case it becomes necessary to demonstrate the benefits and provide an implementation strategy which builds upon a clear understanding of all that employee empowerment entails. I were a personnel manager I would love to analyse the situation properly, as renu has good potential in learning the new things but her qualification is not allowing her to grow,as she is an asset to the organization I would go to her personally, listen to her, take her opinions and thoughts,advices her to come back to office also give an example to her and make her to realize h the importance of job which she is carrying and what about the future scope and advantages which she gets over from this job and company, how she can brighten her career being part of this this organization others tasks, ladders, opportunities which she is likely to get here within 5 years. The managers need to learn how to motivate and manage this talent pool of older workers Both generations have very different views of the other and will need to learn how the other generation operates It is up to the managers, Gen X or otherwise, to take the lead and create the climate in which older workers will remain engaged and productive. hrow out all your assumptions. You may think older workers are harder workers or that they are difficult to train Get rid of your stereotypes Your older workers are individuals just like everyone else in your group Treat them as such. Remember the range of ages. You wouldn't treat a seasoned manager of 35 the same as a 21-year old right out of college Don't think the 15 year gap is any less in your older workers A worker at 55 and a worker at 70 have different goals and needs As a manager, you may need to look at groups getting ready to retire (55-62), retirement age and still working (62-70), and older worker who want to keep active or who need to work (70+) Each group presents different management challenges. Communicate, communicate, communicate Don't assume that the older worker knows what you expect of them They don't have the same background as you Be very clear what you want done and what the measurements of completion and of success will be "Bill, take care of that for me" is not enough Try "Bill, I need you to prepare the department's budget for the next fiscal year Use the numbers from last year and add 10% on everything except training which should go up 15% I need it by Tuesday". Value their life experience. Your older worker have been around They have seen a lot They have done a lot Recognize the value of this experience Learn from it Encourage the younger members of your team to learn from it The lessons from the "school of hard knocks" are invaluable. Train them.

Older workers need training as much as younger workers - just as much, just as often The subject of the training may be different, but the need is the same And don't believe that older workers can't be trained They are just as receptive as their younger peers. Meet their security needs. Older workers probably need benefits more than the younger workers They need medical coverage, vision care, and financial planning Make sure your company's benefits plan meets their needs too. Motivate them. Any manager's key job is to motivate their employees Older workers have different motivational "hot buttons" than their younger counterparts Opportunity for advancement is probably less important than the recognition of a job well done, but see step #1 above. You don't have to "be the boss". The older workers grew up in a hierarchical society They know you are the boss Most of them were bosses at some point too Get on with leading the department and don't waste time posturing It won't impress them anyway They've seen it all before. Be flexible. Your older workers, depending on age group (see #2 above) may want flexible hours or a shorter work week For those of them that need that, be willing to be flexible You need their talent and technical skill so do what you need to to keep it available Do not, however, assume that all older workers want to go home early Some may be motivated by working the same long, hard hours that they have always done. Use them as mentors. Let them coach and encourage the younger workers Most older workers have a wealth of knowledge and experience that they would love to pass on Give them the opportunity to do so and your entire organization will benefit.
3. What suggestions would You give to a similar company who were thinking of introducing

Total Quality Management to make it a success? Ans. A typical definition which reflects this aim is: ‘The attributes of a product and/or service which, as perceived by the customer, makes the product/service attractive to 10 D e v e l o p i n g , I n t r o d u c ingandSustainingTQM them and gives them satisfaction.’ The focus of the definition is adding value to the product and/or service. Satisfying customers and creating customer enthusiasm through understanding their needs and future requirements is the crux of TQM, and all organizations are dependent on having satisfied customers TQM is all about customer orientation and many company missions are based entirely on satisfying customer perceptions Customer requirements for quality are becoming stricter and more numerous, and there are increasing levels of intolerance of poor-quality goods and services and low levels of customer service and care The cus-

tomer is the major reason for an organization’s existence and customer loyalty and retention is perhaps the only measure of organizational success In most situations customers have a choice: they need not place future orders with a supplier who does not perform as they expected or who they feel has deceived them They will certainly not jeopardize their own business interest out of loyalty to a supplier whose products and service fail to perform properly, and will simply go to a competitor In the public sector the customer may not have the choice to go elsewhere; however, they can go to litigation, write letters of complaint, cause disruption, and use elections to vote officials out of office The aim of superiorperforming companies is to become the supplier of choice to their customers and to ‘lock’ themselves into their customers’ mode of operation by becoming their sole supplier, and by adding value to their customers’ businesses by process improvement and cost-down activities A number of countries (e.g America and Sweden) have now developed a customer satisfaction index The American index, for example, indicates satisfaction with the quality of goods and services in the following areas: • Retail and finance • Insurance • Transportation • Communication • Utilities and services • Manufacturing durables and non-durables The superior-performing organizations go beyond satisfying their customers: they emphasize the need to delight them by giving them more than what is required in the contract; they also now talk about winning customers and becoming infatuated with their customers The wisdom of this can be clearly understood when we consider the situation where a supplier has given more than the customer expected (e.g an extra glass of wine on an aircraft; a sales assistant going out of their way to be courteous and helpful and providing very detailed information) and the warm feelings generated by this type of action. A customer-focused organization also puts considerable effort into anticipating the future expectations of its customers (i.e surprising quality), and, by working =with them in long-term relationships, helps them to define their future needs and expectations They listen very closely to their customers and ‘real’ users of the product or service, in order to gain a clearer perspective on customer experiences They aim to build quality into the product, service, system and/or process as upstream as is practicable Excitement and loyalty are the words used to describe this situation. Those companies intent on satisfying customer needs and expectations will have in place a mechanism for facilitating a continuous two-way flow of information between themselves and their customers There are a variety of means available to companies for them to assess issues such as: T Q M : A n O v e r v i e w 11 • How well they are meeting customer expectations • How well the brand is respected • What are customers’ chief causes of concern • What are the main complaints • What suggestions customers might have for improvements • How they might add value to the product and/or service • How well they act on what the customer says • The best means of differentiating themselves in the marketplace The trend is for increasing the level of contact with the customer These ‘moments of truth’ (Carlzon 1987) occur far more frequently in commerce, public organizations, the Civil Service and service-type situations than in manufacturing organizations. The means include: • Customer workshops • Panels and clinics • Using ‘test’ consumers and mystery shoppers • Focus groups • Customer interviews

• Market research • Dealer information • Questionnaire surveys • Product reports • Trailing the service and/or product • Trade shows Customer complaints are one indication of customer satisfaction, and many organizations have a number of metrics measuring such complaints BS8600 (1999) provides guidance on how to develop an effective complaints management system in order to analyse and use complaints effectively The rationale is that managing complaints in a positive manner can enhance customer perceptions of an organization, increase lifetime sales and values and provide valuable market intelligence. Having listened to ‘customer voices’ an organization should put in place appropriate strategy and actions for making the necessary changes and improvements It is also important to clarify and identify the elements and characteristics of the product and service which the customer finds attractive The SERVQUAL questionnaire developed by Parasuraman et al (1988) may be used to track these kinds of issues This customer-required quality (i.e their wants) should be translated into the language of internal needs and driven back through all levels in the organizational hierarchy It is important that the requirements are put into terms that are measurable, realistic and achievable; the use of quality function deployment (QFD) is useful in this respect Customer needs and requirements are for ever changing, and organizations have to live up to their customers’ expectations; they are never satisfied, even though the supplying organization may think they are.

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