HRD MANAGEMENT

Personnel Management

2011-03-11T22:34:00.000-08:00

Personnel Management

The general objective of this coarse is to equip candidates with the basis knowledge of HR principles. A variety of aspects is covered throughout the first year syllabus of personnel management and emphasis is placed on basic principles, definitions, methods, reasons, theories, factors, and practical facts in the field of human resources. A more specific objective is to improve the students knowledge of the human factor in the production process. A competent [successful ] student will have a good foundation concerning a variety of personnel [HR] aspects that will form a solid base to build his/hers second years studies on. read more here...

Hospital Management System

2011-03-11T22:31:00.000-08:00

Hospital Management Systemread more here

Postgraduate Diploma in HRM

2011-03-11T22:28:00.000-08:00

Postgraduate Diploma in HRM download this module here

HR for Supervisors Course Management Guide

2011-03-11T22:24:00.000-08:00

HR for Supervisors Course Management Guide here this file

HR Administration in Government

2011-03-11T22:21:00.000-08:00

HR Administration in Government get this file here

HR AND PAYROLL MANAGEMENT

2011-03-11T22:16:00.000-08:00

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General Bank HRD Module.B

2011-03-11T22:11:00.000-08:00

General Bank HRD Module.B

HUMAN RESOURCE MANAGEMENT-->Module1

2011-03-11T22:08:00.000-08:00

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Human Resource Management System (HRMS)

2011-03-11T22:06:00.000-08:00

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HRD Info Maps

2011-03-11T21:55:00.000-08:00

HRD Info Maps put file file here

50 Case Studies For Management and Supervisory Training

2009-08-09T23:52:00.001-07:00

Managers and supervisors will sharpen their analytical and decision-making skills with this new collection of fully reproducible case studies. Based on actual, real-life situations, these exercises prepare supervisors and team leaders for the challenging problems they face in today's complex workplace.

Each case study includes

Summary of the case
Discussion questions which evoke thought and analysis
Suggested solutions to the problems presented

Training Objectives

Improve participant's listening skills
Empower employees to negotiate
solutions fairly
Provide opportunities for participants to practice new skills in a supportive environment
Illustrate the skills needed to respond productively to complex issues

Activities Cover

Performance appraisal
Managing effectively
Sexual harassment/discrimination
Managing disruptive employees
Coaching/counseling employees
Hiring the right person

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Benchmarking Human Resource Development (HRD)

2009-08-09T23:39:00.000-07:00

Benchmarking Human Resource Development:
An Emerging Area of Practice
Ian Smith. La Trobe University Library, Australia

Benchmarking is a process of evaluating products, services, and work processes of organizations that are recognized as representing best practices, for the purpose of organizational improvement (Spendolini, 1992). The process of undertaking systematic comparison between organisations, and making improvements based on those comparisons is generally regarded as originating in the Xerox Corporation’s efforts, in the late 1970s, to reinvent itself in the face of competition in a market segment that it had hitherto dominated (see for example: Elmuti & Kathawala, 1997; Ford, 1993). Other influences cited as significant in the development of the concept of benchmarking include the quality assurance movement and just-in-time manufacturing methods (Longbottom, 2000). This paper briefly examines the core concepts of benchmarking and the applicability of benchmarking to human resource development (HRD) practice. Several examples of HRD benchmarking initiatives in the library and information services sector serve to illustrate the application of this emergent performance measurement/assessment practice.

Benchmarking – what and why

Benchmarking is essentially concerned with understanding how processes work – through observing and studying work methods and practices and then identifying good or best practice. Benchmarking seeks to learn from the observation of such good and best practice, and to make improvements necessary to reach identified standards of good/best practice. Assessment of improvement is based on review and comparison
with other like organisations. (Elmuti & Kathawala, 1997; Longbottom, 2000). While there are many variant models for the practical application of benchmarking principles four elements are common (Longbottom, 2000).
These are:
• Planning - investigation, measurement and examination of the strengths and weaknesses of current processes;
• Analysis – identifying potential benchmarking partners and then exchanging information, and observing and comparing processes;
• Implementation – adaptation and modification of processes based on learning from the analysis stage;
• Review – ongoing review and refinement with the intention of achieving continuous improvements;
Benchmarking is not without critics (see for example: Campbell, 1999; Cox and Thompson,1998; Hammer and Champy, 1993). Criticisms include claims that comparing existing practice and processes between organisations is of little value and that even in circumstances where such comparisons are of value process improvement through benchmarking is too slow and incremental a process. There is also, it is argued, the risk of managers attempting to apply the method without fully understanding it and/or becoming consumed by the process itself – spending too much time and effort on the benchmarking and losing sight of the core purposes and objectives of the process. Benchmarking techniques have found increasing application in the public sector. Critics of that trend point in particular to the potential mismatch between techniques which originated in the for-profit sector (with the ultimate aim of greater profit and competition) and the core nature of the operating environment of not-for-profit organisations (Davis, 1998). Whatever its origins, and notwithstanding the criticisms of the technique, the process of benchmarking by measuring an organisation’s services and practices against those of comparable others in order to assess performance and to identify areas for improvement is widespread and has been able to demonstrate a significant degree of effectiveness in a disparate range of industry/activity sectors.

Benchmarking human resource development

The last two decades have seen greatly increased emphases on access to information and knowledge management. Changes and developments in the ways and means of organising and accessing recorded knowledge have been rapid and significant with increasingly sophisticated information systems evolving. Libraries and those who work in them have an important role to play in such an environment and in that context, human resource development, the development of the skills and capabilities of the people who work in the LIS sector – through staff development and training, continuing professional development/continuing professional education, and workplace learning – is a strategic imperative. The imperative to maintain and upgrade the skills, knowledge, and abilities of LIS staff has been recognised, and is reflected, in the significant priority allocated to HRD activity in many libraries (see for example Smith, 2002, 2006; Yeoh et al, 2004). As a strategic organisational priority it is important that HRD is assessed and, where necessary, improved and that this be a continuing cyclical activity. Benchmarking has clear potential to achieve that end. Indeed, benchmarking has particular applicability for HRD because HRD naturally lends itself to cooperative and collaborative activity between institutions (Browell, 2000). HRD benchmarking may be undertaken at both strategic and practical/operational levels. Strategically, HRD benchmarking may focus on the extent of alignment of training and development efforts with organisational strategic planning, the extent of resource allocation (both direct costs and staff time) allocated to HRD, and analysis and comparison of the focus, content structure and organisation of HRD (Ford, 1993). An important but often ignored or overlooked aspect of HRD is that of evaluating the impact and results of training and development (Bjornberg, 2002). Benchmarking provides one means by which organisations can assess, by comparison with others, their HRD effectiveness. Learning from the experience and practice of other organisations through benchmarking can also contribute to improving HRD at practical operational levels. An example of practical benchmarking by HRD practitioners may be the sharing of information for mutual benefit – for example sharing information regarding successful or unsuccessful approaches to dealing with particular training and development needs. Ford (1993) proposes a series of metrics which may be usefully applied to HRD benchmarking. Some are relatively straightforward to measure and calculate, but others are more challenging. In broadly escalating degrees of difficulty in measurement these metrics include:
• Expenditure on HRD activities as a percentage of payroll;
• Average hours spent on HRD per employee per annum;
• Average HRD cost per participant per hour;
• Percentage of employees undertaking HRD activity per annum;
• Average percentage of positive ratings of HRD activities by participants;
• Average percentage of gains in learning reported by participants in HRD activities;
• Average percentage of improvement in onthe- job performance as a result of participation in HRD ctivities;
• Cost savings and efficiency gains as a result of participation in HRD
activities. A number of the elements of these prescribed benchmarking
dimensions can be seen in the examples of HRD benchmarking practice which are
outlined below.

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Frequently Asked Questions (FAQ) on Human Resources Development

2009-08-09T23:37:00.000-07:00

Frequently Asked Questions (FAQ #2) on Human Resources Development
(HRD) Program Transition

By H. Martin Lancaster

Accompanying this message, you will find a list of additional questions with responses on the HRD Program transition. The list contains those questions that arose during or since the July 23rd HRD Transition Information Session held on the NCIH, that were not previously addressed in the printed materials mailed to colleges (http://www.ncccs.cc.nc.us/Business_and_Industry/human_re.htm). All transition planning takes into account the 42% reduction in HRD funding for the 2001- 2002 program year, which we are instructed to act in accordance with given that the budget cut is contained in the Governor’s, Senate, and House budget proposals. As has been indicated previously, colleges must in turn plan, staff and operate their programs taking into account a 42% cut of their previous year allocation, and the policy changes made to the Human Resources Development program at the July meeting of the State Board of Community Colleges. Please continue to relay your questions to us. We are striving to be as responsive as possible, and to assist colleges during this transition period so as to maximize instruction and services. SR/BB/sthEnclosure
CC01-166
Email Copy
c: H. Martin Lancaster
Steve Scott
Kennon Briggs
(FAQ #2 – August 15, 2001**)

Human Resources Development
Frequently Asked Questions Concerning Reorganization
1. Where can I get a videotape copy of NC Information Highway session held on
July 23, 2001 and will we receive the write-up from the discussion?
Answer: We did not record the session, so there are no tapes available for viewing. The information discussed during the NCIH session closely followed the handouts that were sent to colleges via e-mail. The handouts are on the NCCCS web site at: www.ncccs.cc.nc.us/Business_and_Industry/human_re.htm The questions/answers contained in this document represent those raised at the NC Information Highway session in addition to those e-mailed to the System Office.

2. When do we officially start using the fee waiver forms and the new HRD course codes?
Answer: The State Board, at their meeting on July 20, 2001, approved the fee waiver form and the new HRD course codes. During the Information Highway session, we stated that colleges should begin using the fee waiver form and the new HRD course codes for all courses beginning July 23, 2001. The curriculum content of the Employability Lab must address all six core components, as indicated in the course description on the Master Course List. The amount of time spent by a student on each component will vary depending upon the needs of the student.

3. What is the official date when HRD courses can generate budget FTE?
Answer: HRD courses initiated on or after July 1, 2001 are eligible to generate budget FTE. Please note that the HRD courses must be consistent with the course descriptions and hours as shown on the Master Course List.

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HRD CONCEPT, NATURE AND NEED FOR HRD

2009-08-09T23:13:00.000-07:00

Human Resource Development (HRD)

Introduction

With increasing global competition, organizations are under tremendous pressure to improve their performance through reduction of cost and in quality up-gradation. Indian business organizations too have now realized that they are now in a more open, highly competitive, and market-oriented environment. The three challenges for Indian business organizations are - First, how to maximize return on investments. Second, how to be more innovative and customer driven. Third, how to renew and revitalize an organization? In this context, the most important steps are effective management; holistic development; and optimum utilization of human resources (Jha 1987; Sarathi 1987; Maheshwari & Sinha 1991) (55) In the past decade something quite different was happening in many Indian organizations, calling for a second look at traditional personnel functions and their integration with organizational objectives (Athalai 1987; Singh 1989; Nair & Rao 1990; Silvera 1990) (56). According to Singh & Sen (1992) (57) several steps were laken, such as, conceptualisation of employees as resources; strategic role of personnel functions; greater partnership to line managers in managing human resources; dovetailing of training with other personnel functions; synthesis of different personnel functions, etc. It is difficult to categorize these activities under a single label. Rather, they can be brought under the umbrella of Human Resource Development (HRD). The human resource development in India is of recent origin, and the terms gained currency only in the early seventies. In the opinion of Nadler the term “HRD” was first applied in 1968 in George Washington University. It was used in Miami at the conference of American Society for Training and Development in 1969. According to Nadler, the term was gaining more acceptances during the mid- 1970’s, but many used it as a more alternative term than “Training & Development” (58). In the opinion of some management professionals, Japan is the first country to begin with HRD practices. “Better People”, not
merely better technology, is the surest way to a “Better Society”, is the most popular belief in Japan (59). In the opinion of Prof. Udai Pareek, the term was first used in India in 1972 by the State Bank of India (60). By the late seventies and early eighties this professional outlook on HRD caught on to a few PSUs, namely BHEL, MUL, SAIL, IA, AI & IOC. L & T and TISCO are the first two organizations in the private sector to begin with HRD.

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NATURE OF STRATEGIC MANAGEMENT

2009-08-09T21:18:00.000-07:00

Objectives:
This Lecture provides an overview of strategic management. It introduces a practical, integrative model of the strategic-management process and defines basic activities and terms in strategic management and discusses the importance of business ethics. After reading this lecture

you will be able to know that:
What Is Strategic Management? Discuss the nature of strategy formulation, implementation, and evaluation activities. What is strategic management? Strategic Management can be defined as “the art and science of formulating, implementing and evaluating cross-functional decisions that enable an organization to achieve its objective.”

Definition:
“The on-going process of formulating, implementing and controlling broad plans guide the organizational in achieving the strategic goods given its internal and external environment”.

Interpretation:
1. On-going process:
Strategic management is a on-going process which is in existence through out the life of organization.
2. Shaping broad plans:
First, it is an on-going process in which broad plans are firstly formulated than implementing and finally controlled.
3. Strategic goals:
Strategic goals are those which are set by top management. The broad plans are made in achieving the goals.
4. Internal and external environment:
Internal and external environment generally set the goals. Simply external environment forced internal environment to set the goals and guide them that how to achieve the goals?

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Human Resources Management

2009-08-09T19:42:00.000-07:00

'Training Need Analysis - in Action' (1)
by: Karya Bakti Kaban

In a discussion on the mailing list (mailing list), one of the participants (member) ask how the process in conducting training need analysis (TNA), which can be down to earth against the development of the existing business. The participant even though the flight hours on the training and development is more of 5 years but it seems he had not created the Training Need Analysis formally or not. That during the time he is going to record all training in the company he (internally) and also record the history training employees who have obtained from external parties, and the data he use to create a training calendar and next year when the participants are usually training will be announced some time or training to be then he opened the opportunity for all employees to sign up to be participants. This also happened during her performance at the training (or KPI) only measured the number of man hours of training and staff-level employees of managerial level, and This according to him during her successful in achieving the target set. However, for next year, management KPI set for the training TNA is training calendar and the rate of successful training executed based on the TNA has been in the beginning for the year. This certainly makes him loss due to become the new for him, not to mention based on experience accident had not done this. Maybe our friend experience above we also have been natural or even still we lakoni up at this time.
Based on the discussion, I moved on to sharing Training Need Analysis for this that I apply in my work. Might practical experience that I create is not the best but at least based on my experience so far in the world per-trainingan sufficient and can answer the demands of employees and management of training and development of the company.
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Project Management for Dummies

2009-08-06T19:36:00.000-07:00

Introduction

Projects have been around since ancient times. Noah building the ark, Leonardo da Vinci painting the Mona Lisa, Edward Gibbon writing The Decline and Fall of the Roman Empire, Jonas Salk developing the polio vaccine — all projects. And, as you know, these have been masterful successes. (Well,
the products were a spectacular success, even if schedules and resource budgets were drastically overrun!) Why, then, is the topic of project management of such great interest today?
The answer is simple: The audience has changed and the stakes are higher. Historically, projects were large, complex undertakings. The first project to
use modern project-management techniques — the Polaris weapons system in the early 1950s — was a technical and administrative ightmare. Teams of specialists planned and tracked the myriad of research, evelopment, and production activities. And they produced mountains of paper to document the intricate work. As a result, people started to view project management as a highly technical discipline with confusing charts and graphs; they saw it as
inordinately time-consuming, specialist-driven, and definitely off-limits for the
common man or woman! Because the world has a growing array of huge, complex, and technically challenging projects, people are still needed who want to devote their
careers to planning and managing them. But over the past 15 to 20 years, the number of projects in the regular workplace has skyrocketed. Projects of all types and sizes are now the way that organizations accomplish their work. At the same time, a new breed of project manager has emerged. These people may not have set career goals to become project managers — many don’teven consider themselves to be project managers. But they do know they must successfully manage projects in order to move ahead in their careers. In other words, project management has become a critical skill, not a career choice. Even though these people are realizing they need special tools, techniques, and knowledge to handle their new types of assignments, they may not be
able or willing to devote large amounts of time to acquiring them. I devote this book to that silent majority of project managers. About This Book This book helps you recognize that the basic tenets of successful project management are simple. The most complex analytical technique takes less than ten minutes to master! In this book, I introduce information that’s necessary to plan and manage projects, and I provide important guidelines for developing and using this information. You discover that the real challenge to a successful project is dealing with the multitude of people whom a project may affect or need for support. I present plenty of tips, hints, and guidelines for identifying key players and then involving them. But knowledge alone won’t make you a successful project manager — you need to apply it. This book’s theme is that project-management skills and techniques aren’t burdensome tasks you perform because some process requires it. Rather, they’re a way of thinking, communicating, and behaving. They’re an integral part of how we approach all aspects of our work every day. So I’ve written the book to be direct and (relatively) easy to understand. But don’t be misled — the simple text still navigates all the critical tools and
techniques you’ll need to support your project planning, scheduling, budgeting,
organizing, and controlling. So buckle up! I present this information in a logical and modular progression. Examples and illustrations are plentiful — so are the tips and hints. And I inject humor from time to time to keep it all doable. My goal is that you finish this book feeling that good project management is a necessity and that you’re determined to practice it! Download all this ebook here .. (pdf.file)