Job/Role Analysis
It is a technique that facilitates the listing of what is required to perform a task. It comprises of job description, job specification and job evaluation
Job Description: To record each and every activity an individual is to perform in a given set-up
Job Specification: A list of requirements in terms of educational qualification, age, work experience, specific knowledge, skills, expertise etc.
Job Evaluation: Used to compare similarity between jobs within an organization or between organizations or even in an industry
Process of Job Analysis
- Process of studding & collecting information related to a job
- Its provide information related to Job Description & Job Specification
Source of Data/Information
- Job Holder :The job holder has the first had direct knowledge of various tasks and activities involved in performed the job/tasks.
- Supervisors : Supervisors are expected to understand the job well in order to supervise the job effectively
- Customers’ feedback :The complains and appreciations from the customers can give the clue about the importance of various activities performed and the lacunae in the process of performing these activities
- Experts : The exports or the trained job analysts can provide significant information.
Process of Data Collection
- Interview
- Questionnaire
- Observation
Training & Development
Purpose
- Improved performance of individual on his present job
- His preparation for an identified job in a not too distance future
- His general growth not related to any specific job
Training – Learning related to present job
Education – Learning to prepare the individual for a different but identified job
Development – Learning for growth of the individual not related to a specific present or future job
Imperatives of Adult Learning
- Mechanistic/Behaviourist Theories
Learner is passive in the process of learning. Learning occurs only when a learner is conditioned to give the right response
- Cognitive Theories
The purpose of learning is to teach the brain to engage in such critical thinking and problem solving.
- Organistic/Humanstic Theories
Learning occurs when learners have the freedom to learn what is particularly relevant to their personal life situation
Systemic Approach to Training (SAT)
- Training Need Analysis & Identification of Training Needs
- Preparation of Training Plan
- Conduct of Training
- Evaluation of the Training Programme and the Plan
- Reaction Level
- Learning Level
- The Behaviour Level
- Functioning Level
- Selection and Development of Trainers
Attitude Development
- Attitude can be defined as a persistent tendency to feel and behave in a particular way in toward some object
Components of Attitudes
- Emotional
This involves person’s feeling that may be positive or negative
- Informational
A belief may be founded on insufficient observation or information or opinion. A branch manager is of the opinion that a 2 weeks’ training may be adequate for a person to work effectively as a System Administrator, which actually may be 4 weeks. The belief of the manager represents his attitude toward training
- Behavioural
It consists of person’s tendency to behave in a particular way towards the object. The behaviour of the manager in the above situation has impact on the workplace
Attitudes help predict work behaviour
It also helps people adapt to their work environment. Attitude serve 4 important functions:
- The adjustment function — which helps a person to adjust to his work environment.
- The ego-defensive function — which helps a person to defend his self-image.
- The value-expression function — which helps a person with a basis for expressing their value.
- The knowledge function — which helps a person to organize and explain the world around.
Changing attitude
Though it is difficult but it is not impossible to change the attitude of the people. The major barrier against such change are prior commitments and lack of information. These barriers can be come over by providing new
information, by resolving the discrepancies between attitude and behaviour. To an extent, the change is possible by co-opting i.e. getting people involved in improving the things.
Career Path Planning
Life Stages
Adolescence: where individual’s development is to achieve an ego identity
Young Adulthood : where the individual starts developing relationship with individuals, groups or occupation
Adulthood: where the individuals starts guiding the next generation and passes on values and knowledge to others.
Maturity: where the individual attempts to achieve ego integrity
Career Role
Apprentice: This is beginning of the career. Individual is doing routine work at this stage
Colleague: Beginning of making an independent contribution
Mentors: Where individual develops ideas, manages others and
Sponsors: Individual broaden his perspective and think long term as he is now a part of the top management
Career Pattern
Vertical: along with the hierarchy
Circumferential: along with the different divisions and functions
Redial: towards the centre of the organization
Career Anchors
Technical/Functional Competence: Some Individuals fall in love with a particular field or function
Managerial Competence: Some individual like to manage
Security: Some individuals seek a secure work environment and career by tying themselves to a particular organisation or geographical location
Creativity: There are some individuals who want to create something new
Autonomy: Another group on individuals find organisational life unpleasant or difficult. They prefer to maintain their freedom
Self Development
At Individual Level
Motivational Pattern : Individuals have to be aware, what motivates them, what is his contribution to the group activities OR what kind of influence he is exerting. Such analysis can reveals that for job satisfaction he can look for those opportunities. It would facilitate creation of awareness about career anchor and then deciding what is the most suitable action for development and increasing effectiveness
Locus of Control: Concept given by Lefcourt and Levernson explains that individuals have beliefs about who is responsible for what happens in life. With some individuals there more external locus of control and with others there is internal locus of control. Such beliefs have impact on individual performance. A conscious effort by an individual as to who controls him, can reveal the areas of development. Specific strategies can be drawn by the individual to bring the desired orientation
Power Bases : As per Kotler, the power is a measure of person’s potential to get others to do what he or she wants them to do, as well as avoid being forced to do what he or she does not want to do. A person become aware of the power he has and how much more is needed which is quite relevant. Perception of having and using power, empowers a person
Coercive Power, Legitimate or Position Power, Reward Power, Referent Power, Expert Power, Knowledge Power, Reflected Power, Charismatic Power, Emotional Power
At Interpersonal Level
People make basic assumptions about their own self-worth and also about the other people in the environment. Harris called these combinations as Life Positions which are described in the form of OKAYNESS.
- I am OK you are Ok – Both have value
- I am Ok you are NOT OK – I have value but you don’t have value
- I am NOT OK you are OK – You have value but I don’t have value
- I am NOT OK you are NOT OK – Neither person have value
At Group Level
Froming (Awareness) : Member with varied experience get acquainted, understand the team goal and its role
Storming (Conflict) : Conflict among the members, through this conflict team attempts to define itself
Norming (Co-operation) : Norms are laid as to how the task will be accomplished, the manner in which the team will behave and the rules and regulations it will follow
Conforming (Adjustment) : Adjusting one with the team expectations and norms
Performing (Productivity) : Member behave in mature fashion and focus on accomplishing their goal, Member can devote full energy to work
Self Awareness
Know to Self | Not Known to Self | |
Known to Other | ARENA | BLIND |
Not Known to Other | CLOSED | DARK |
Emotional intelligence
Self awareness : ability to recognize, understand, emotions and their effect on others.
Self regulation : ability to control disruptive impulse, to think before acting.
Motivation : Passion to work for reasons that go beyond money or status.
Empathy : Ability to understand emotions of others and treat people according to their emotional reactions.
Social skills : Proficiency in managing relationships and building networks and ability to fund common ground and build rapport.