HRM Module

AURO UNIVERSITY
(INDIA)
The School of Management & Entrepreneurship
Master of Business Administration
Module Human Resource Management

Semester-II Block 4 (2012-2014)
Module Leader Ms. Jyoti Chandwani
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School of Management & Entrepreneurship
www.aurouniversity.edu.in
The way to activate the seeds of your creation is by making choices about the results you want to create. When you make a choice, you activate vast human energies and resources, which otherwise go untapped. Robert Fritz quotes
Our progress as a nation can be no swifter than our progress in education. The human mind is our fundamental resource. John Fitzgerald Kennedy quotes Equipment, procedures those things can be duplicated. Human capital is the only area where companies can really differentiate themselves. Meldron Young
LEADERSHIP AND BUSINESS DIPLOMACY Page 2
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TABLE OF CONTENT Sr. NO. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Marked Assessment Expectations from Students Right of Students A Note on Equal opportunities Recommended Reading Journals Magazines Assignments at a glance Week 1
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Topic
Page Nos.
Introduction Methodology Organizing Principles & Values Coverage & Depth Learning Outcomes Week wise schedule of the block
5 6 7 8 9 14 18 19 20 20 21 22 22 23 25
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16 17 18 19 20 21 22 23 24 25
Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Guidelines of the Project Sample Project Model Question Paper
28 31 35 40 43 46 47 49 55 77
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Introduction
The functions and principles of Management have been undergoing a sea change since the announcement of liberalisation in the country 1991. In fact, the practice of management has been increasingly humanised in the process of globalisation of Indian economy unlike in personnel management. The concept of human resource management (HRM) is increasingly becoming a most vital function of a modern manager. Human resource takes active role in the modern economic scenario of any country. The abundant physical resource alone cannot benefit the growth of the country without human resource component, which transform physical resource into productive resources. In fact, the differences in the level of economic development of the countries are large reflection of the differences in quality of their human resources. The key element in this proposition is that the values, attitudes, general orientation and quality of people of a country that determines its economic development. Out of the fundamental areas of management, HRM is adjudged as the most important area. In the management four Ms, Money, Materials, Machines and Men, it is needless to be labour the obvious point that, considering the nature of man, the management of men is not only fundamental but also dynamic and challenging. Management of human resource includes guiding human resource into a dynamic organisation that attains its objectives with a high degree of morale and to the satisfaction of those conferenced with it.
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The concept of Human Resource Development (HRD) assumes immense importance as HRD plays vital role in meeting the challenging requirements of highly skilled and competent human resources due to globalisation. Further, maintenance of industrial peace plays a vital role, as Indian economy cannot afford industrial unrest in the context of global competition. Human Resource plays a crucial role in the development process of modern economics. Arthur Lewis observed there are great differences in development between countries which seem to have roughly equal resources, so it is necessary to enquire into the difference of human behaviour. It is often felt that, though the exploitation of natural resources, availability of physical and financial resources and international aid play prominent roles in the growth of modern economies, none of these factors is more significant than efficient and committed manpower. It is, in fact said that all development comes from the human mind. This module teaches us how mangers and organization change agents put personal feeling aside, avoid anger, and resolve conflicts. Intensified completion among domestic private and public sector companies and multinational companies consequent upon globalisation, along with the changed demographic factors like increase in women employee, aging population, shortage of talent employee and adapted of mind set and attitude of the people changed the systems and structures of human resource management function and placed it at strategic level in the organizational hierarchy. In order to achieve the learning outcomes, it is expected that will devote around 120 hours to work on the module. This includes class
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attendance, weekly reading and self-study exercises, course work assignments and examination revision.
Methodology: Presentations Lectures Simulations and games Case Analysis and Discussion Learning Diary Group Discussions Seminars Workshops Individual and Group Assignments
Each week you will be expected to attend lecture, seminar/workshop, presentation of topics assigned and also participate in group discussions. You would also complete a set of self-study exercises.
Organizing Principles & Values

In designing the course, its content, and operating procedures, we have tried to adhere to a number of basic beliefs and values that are worth making explicit: 1. Responsibility: The students in the course are responsible, both individually and collectively, in large measure for what goes on both in the classroom and outside of class. The quality of class discussion depends on all of you coming to class prepared to
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discuss the issues raised by the material. Learning depends on your reading and mastery of the material. What you learn from your group project depends on the effort you and your colleagues expend and what you do to apply the course concepts. I will do my utmost to facilitate the learning process, but in the end, what you gain from the course is up to you.
2. Implementing the Principles We Are Learning: We have tried to organize and run the course in ways consistent with the ideas we are teaching. These include an emphasis on teams, mutual trust and respect, and information sharing. So, we will engage in 360 degree performance evaluation. We will do a lot of the course work in groups/teams, including a project that counts for one-half the grade. And, in the everyday interactions that occur in the course, we should strive to treat each other with respect and trust. 3. Fun: The material is interesting and engaging, and learning should be fun. We will do a number of things, including using video material, stimulating debate, and relying on your insights and examples to make the course enjoyable.
Coverage & Depth

This module is about focusing the practical application that all mangers need to manage their HR-related responsibilities. Nowadays companies are looking at the HR professional to hire talent and retain
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the new hires. HR mangers are expected to go beyond hiring and retaining talent. Theyre expected to perform and contribute to organisations bottom-line. No more are the HR departments just cost centres and no more are HR professionals sitting in the corners pushing and shuffling statuary files and records. They are expected to become strategist, act as change agent and play the roles of organisational transformation lists. HR managers are the creators of an organisational infrastructure that impacts employees, customers, line managers and investors. This module would help the student to act as a change agent, in future when they become managers and entrepreneurs. The module would cover the following topics:

Human Resource Management Human Resource Development Recruitment and Selection and Induction Performance Counselling Appraisal & Potential Appraisal & Performance
Training and Development Industrial Relation, Industrial Disputes/conflicts Organizational Development International Human Resource Management
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Learning Outcomes
All elements of this module-lecture, seminar exercises, workshops and self-study exercises will be assessed in form of both multiple choice as well as subjective examination. Knowledge and Understanding
1. Explain what HRM is and how it relates to the management process 2. Determining what sorts of people would be needed to be hired, recruiting them effectively in a diverse workforce. And to identify that the ideal recruitment programme is the one that attracts a relatively larger number of qualified applicants who will survive the screening process and accepts position within the organisation when offered 3. Evaluate 4. the HR requirements of the job, as well as its specific duties and responsibilities It would develop insight to the techniques that they can use to ensure that you are hiring the right people at the right place. Guiding the students how to interview candidates effectively, to select the best candidates from the application pool and also help them to begin identifying potential job applicants who will be appropriate candidate 5. Identifying the fundamentals of Management planning
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6.
Estimating the forecast of the supply of and demand for employees in various organisations and Reduction of HR cost through more effective personnel procedures
7. 8.
To
understand
the
need
of
International
Human
Resource Management and key issues involved in it. To consider and contribute to the minimisation of socioeconomic evils , such as unemployment, under employment and inequalities of wealth distribution of income wealth and to improve for the welfare of the society 9. 10. 11. HRD four 12. 13. Help in decision making, to improve the standard, skills , knowledge, ability and discipline To make best use of HR and to estimate the cost of HR The student would be able to understand that develop levels: They capabilities individual, can and competencies group at and the dyadic,
organisation. understand methods/techniques/sub systems of HRD The HRD chapter would help the students to design the HRD system and also to develop HRD strategies 14. 15. The students would get an in depth knowledge The student would get to understand the of planning and organising at the HRD system. usage of HRD in different sectors such as banking
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and cooperatives 16. They would understand the HRD for workers 17. The students through performance appraisal would learn the different methods to use performance appraisal in any organisation so that they can measure the desired performance level against the actual level of performance 18. The results of performance appraisal can help them to bridge that gap between he actual and the desired performance 19. The student would get an idea about what are potential appraisal and the steps involved in it to measure the potential of the employees. 20. The student would develop can good potential appraisal system which helps the management identifying employees who although at that point of time, may not have the capability of handling higher jobs, but whose capabilities could be developed through job rotation, training, etc. 21. Performance counselling would help the students to as a manager, by providing him empathic have an overview of how to help the employees to realise his potential atmosphere for his sharing tensions, conflicts and concerns and problems. 22. 23. The module would help the students to understand the It would help them to identify Training Need Analysis
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difference between training, development and education
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24.
The students would be able to understand what are the
different way of training that can be implemented in nay organisation and after the training how to evaluate the same. 25. It would help the students to understand the different stakeholders of training and their related responsibilities toward the organisation 26. It would help the students to multiply the process of creation and development of more committed resourceful teams 27. It would also help the students to understand to enable the 28. employees perform at their optimum level by determining and meeting their growth needs By proper training, this module would also help to prevent the obsolescence of technical/managerial talents in the organisation. 29. 30. 31. 32. 33. 34. 35. To understand the need of International Human To explain the nature of IR and the need for peaceful What can be the different approaches to IR What are the stakes of each of the parties in IR To understand a proactive strategy of IR Explain eh nature of Industrial conflicts/disputes To understand the different methods of settling
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Resource Management employer and employee revelations
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disputes 36. Students would get a clear picture of , the difference domestic and International Human Resource between 37. 38.
Management Explain the basic steps of IHRM Explain the key issues involved in international labour
relations
I.TRANSFERABLE SKILLS PRACTISED LEADERSHIP AND BUSINESS DIPLOMACY TAUGHT ASSESSED Page 14
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X X X X X
X X X
time B. Communication Skills C. Problem Solving i. Identify key issues for investigation in case studies ii. Constructive problem identification and problem solving. D. Learning Skills i. ii. Use library skills Develop independence in learning iii. Use a range of academic skills (analysis & research) E. Information Technology i. Use IT as a resource for information. F. Team Work Skills G. Presentation Skills
X X X X X X
X X
X X
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WEEK WISE SCHEDULE OF THE BLOCK

Week/ Date Week1/ 11th March, 2013 Topic for the Lecture Human resource Management Seminar /Workshop activity
CASE STUDY-1 : Carter Cleaning Discuss module expectations, REGISTRATION OF RESEARCH PAPER AND PROJECT TOPICS within first week of the class.
Week 2/ 18th March 2013
Human Resource Development
Presentation of the Research Paper= 10 marks Topic (1 marks) + Presentation (3 Marks)+ Content (4Marks)+ Hardcopy (2 marks)= 10 marks Sr. No. 1 2 3 4 5 6 7 8 Name of the Student Shyam Khamniwala Aakash Patel Nikita Kadiwala Maya Nishant Hamida Virani Divyesh Gulechha Rohan Nathani Parthsarthy
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9 10 11 12 13 14 15 16 17
Kushalkumar Dhriti Amitkumar Patel Bhanvi Pallav Sapna Shweta Drashti Ekta
Week 3/ 25th March 2013
Recruitment & Selection & Induction CASE STUDY 2: The Hotel Paris Case
Sr. NO. 1 2 3 4 5 6 7 8 9 10
Name of the Student Amit Kamar ANeri Chitrank Dhruv Drishti Gunjan Harsh Hetaxi Jay Kashyap
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11 12 13 14 15 16
Kinjal Krunal Rytham Mridul Nishtha Saloni
Week 4/ 1th April 2013
Performance Appraisal & Potential Appraisal & Performance Counselling
CASE STUDY 3: Appraising the Secretaries at Sweetwater U Submission of Rough Draft of the Project
Training & Development CASE STUDY 4: Reinventing the Wheel at Apex Door Company
Project Submission: 25 Marks [Content= 10 marks Presentation(hard copy) = 5 marks Knowledge about the topic = 5 marks Viva = 5 Marks]
Industrial Relations & Industrial Conflicts
Role Play= 5 Marks Group1 Group 2 Group 3 Group 4 Group5 Group 6
Drishti
Ryth am
Amit Hars kumar h
Chitra nk
Parth asart hy
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Kushal
Shwet Divye a sh Nikita Kruna l Aaka sh Shyw am
Dras hti Ekta
Saloni
Mridu al Kash yap Gunja n Heta xi
Kinjal
Dhriti
Sapna Jay
Rohan Dhruv
Palla v Nisth a
Amit Kamra Bhanvi
Hamida
Week 7/ 22th April 2013 Week 8/ 29th April 2013 Organizational Development
Maya
Aneri
MCQ=5 marks
International Human Resource Management
Revision and discussion of the queries related to the subject.
DISCLAIMER: The Module Leader can bring about any change in the curriculum-content, evaluation-assessment parameters & style, sequence of lectures without any prior information or notice. Note: All written work will be passed through plagiarism detector approved by the Examination Office.
Guest Lecture: The guest lecture would be arranged according to the availability of the guest (Working on the dates) LEADERSHIP AND BUSINESS DIPLOMACY Page 19
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Marked Assessment
1. Class Behaviour: (5 Marks): Week 1 onwards
2. Research Paper: Presentation (10 marks): week 2 & week 3 (18th & 25th March, 2013) onwards You have find a topic related to HRM and within 1 week, register the topic with me (registration of the topic after the due date would lead to deduction of 2 marks from 10 marks). For the format of the research paper, please refer the following link
http://www.emeraldinsight.com/journals.htm? issn=1750-6204
According to the decided date the student would give a detailed presentation of the same in power point in the class. The soft copy should be submitted to me on the same day, Hard Copy to be submitted in one file (same day presentations). 3. Individual Project Report (25 marks): week 5 (8 th April, 2013) The format of the project is given in detail below. The project would be of 25 marks which would be distributed as follows: Content= 10 marks
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Presentation (hard copy) = 5 marks Knowledge about the topic = 5 marks Viva = 5 Marks The project should be submitted in week 5of the module in hard bound form (2 copy); spiral binding projects would not be accepted. The best 5 projects would be kept in the library. Before the submission of the final project, students can show their rough draft before week 4. Without the approval of the draft, Final Project would not be accepted.
4. Role Play (5 Marks): week 6 (15th April, 2013) The groups (5 students) are included in the module. Each group have to perform, choosing a topic of their choice, related to Human Resource Management.
5. MCQ (5 marks): week 7 (22th April, 2013) MCQ would be scheduled in week 7 of the module. Questions would be related to the discussed topics in the class of the same module. 6. Final Exam (50 marks): week 9 (1st Week of May, 2013) The final exam will consist of essay questions and or case study. The exact format of the final exam will be discussed closer to the exam week. The pattern of the end term is given at the end of the module, kindly refer it.
OTHER ACHIEVEMENTS FROM THE MODULE

1. Students would have a thorough knowledge about research methodology
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2. Uniformity of the projects would be achieved 3. Students would be able to prepare research papers.
EXPECTATIONS FROM STUDENTS: Maintain Regularity and Punctuality Auro University norms require 80% class attendance. Students are requested to honour deadlines for submission of projects, reports, assignments, etc. Classes will be more knowledgeable, Intellectual and Meaningful, if you do your assignments well before the class. Library and VLE (Virtual Learning Environment) is your best asset. The accessing the VLE contact VLE coordinator or the IT department for assistance. Attentiveness should be strictly followed. Come with an open mind for Assignments, Group Discussion, etc.
RIGHT OF STUDENTS:
You can look forward to access and support from faculty but not dependence. You are encouraged to question and challenge views, ideas and logic of the faculty through providing your logic. You can express your beliefs. However, beliefs without reason may be hard to deal with. You are encouraged to make suggestions in the class to make the course more meaningful.
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You can seek outside class time from faculty for discussing any issue related to the course. You have right to disagree with the faculty on any issue. If the issue needs a decision, the facultys decision will be final. You have right to question and seek justification for the grading of the faculty on merits of logic. In the events of disagreement, a faulty decision would be final.
A NOTE ON EQUAL OPPORTUNITIES:

Auro University aims within its courses to provide equal access to learning to students from diverse backgrounds, irrespective of their gender, race, disability, sexual orientation, age, religion and maturity. If you feel this module is not fulfilling this aim, please take it up with the module leader, or ask your student representative to do so. Feel free also to comment on this aspect of the module in the evaluation.
Recommended Reading:
1. Aggarwala, Dharma Vir (1999), Manpower, Planning, Selection, Training and Development, Deep & Deep Publications 2. Aswathappa, K. (2008), Human Resources Management (Text and Cases), Tata McGraw Hill 3. Arun Monppa , Managing Human Resources
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4. Bhatia S. K. (2005), International Human Resource Management. A Global Perspective. Deep and Deep Publication. New Delhi 5. C. B. Mamori, Personnel Management 6. Dayal Raghubir (1996), Dynamics of Human Resource Development, Mittal 7. Dessler, Gary ; Varkkey, Biju (2010), Human Resource Management, Pearson 8. Dr. P. C. Pardeshi, Human Resource Management 9. DonaldBrown and Don Harvey, (2006), An Experimental Approach to Organizational Development, Pearson Education Inc New Delhi. 10. French Wendell L. (1998), Organizational Development-Prentice Hall of India, new Delhi 11. Gerhart, Barry and Rynes, Sara. L. (2008), Compensation Theory, Evidence and Strategic Implications, Sage Publications 12. Henderson, Richard I., (2011) , Compensation Management in a KnowledgeBased World, Pearson Education Inc. 13. Kohli, A. S. (2008). Performance Management, Oxford Higher Education 14. L. M. Prasad , Human Resource Management 15. Mirza & Zaiyadin , Human Resource Management 16. Mishra L, Case Laws on Industrial Relations Issues and Implications, Excel Books, New Delhi 17. Murthy, C. S. V. (2007), Management Information Systems- Text and Applications, Himalaya Publishing House, Mumbai, 3rd Ed. 18. Pattanayak, Biswajeet (2005), Human Resource Management, PHI 19. Ramnarayan S., Rao T. V. and Singh Kuldeep, 1998: Organizational Development Interventions and Strategies-Response Book, New Delhi 20. Rao, T. V. (1996), Human Resource Development, Sage 21. Rao, T. V. (2003), Future of HRD, Mcmillan 22. Rao, T. V. HRD in the New Economic Environment, Tata McGraw Hill, New Delhi 23. Rao, T. V., HRD Audit 24. Rao, T. V. (2003), Performance Appraisal 25. Rao, Subba P. (2011) Essentials of Human Resource Management and Industrial Relations (Text, Cases and Games), Himalaya Publishing House 26. R. S. Dwiwedi, Managing Human ResourceR. S. Dwiwedi, Managing Human Resources
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27. Sekhri, Arun (2010), Human Resource Planning and Audit, Himalaya Publishing House 28. Tapomoy Deb, Human Resource Management 29. Triptathi P. C., (1998) Essential of Management, Himalaya Publishing House 30. Tripathi P. C. (2002) Human Resource Development, Sultan Chand 31. Tapomoy Deb, Human Resource Management 32. V. P. Michael, Human Resource Management 33. V. P. Michael, Human Resource Management
Journals
i. Journal of Organisation and Human Behaviour ii. Journal of social and Management Science iii. SCMS Journal of Indian Management iv. Prabandhan: Indian Journal of Management v. AIMS International Journal of Management vi. South Asian Journal of Management vii. NICE Journal of Business viii. Advances in Developing HR ix. The Journal of All India Management Association x. Asian Journal of Management Cases xi. Asia pacific: Journal of Human Resource xii. International Journal for Management Research
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xiii. International Journal of Marketing and Business Communication xiv. Journal of Entrepreneurship and Management
xv. Journal of Strategic Human Resource Management
Magazines 1. Human Capital 2. Forbes 3. Business World 4. Outlook 5. Business Today 6. Bureaucracy Today MODULE LEADER: Ms Jyoti Chandwani Tel:91 261 4088107 Extn.107 E-mail: jyoti.chandwani@aurouniversity.edu.in
ASSINGMENT AT A GLANCE..
Sr .N o
Date 11th March-
Week 1st-8th
Assignment Class
Mar ks 5
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22nd April 2 11- 16th March, 2013 1st
Behaviour Registration of the Project Topic (after due date, 2 marks would be deducted) Research Paper Rough Draft of the Project Project Role Play -----
18th & 25th March, 2013 1st April, 2013 8th April, 2013 15th April , 2013 22nd April, 2013 1st week of May, 2013
2nd / 3rd 4th 5th 6th
10
3 4 5
--25 5
6 7
7th 9th
MCQ Finals
5 50
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CONSEQUENCES OF SUBMITING THE PROJECT AFTER THE DUE DATES:
AFTER THE 5TH WEEK, THE PROJECT WOULD BE MARKED OUT OF 20 MARKS.
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WEEK 1
HUMAN RESOURCE MANAGEMENT
Topic Overview
Globalization means more competition and more competition means more pressure to lower costs and to make employees more productive and quality conscious. Human Resource Management is the process of acquiring, training appraising and compensating employees, and of attending to their labour relations, health and safety, and fairness concerns. There is more emphasis on knowledge work and therefore on building human capital the knowledge, education, training skills and expertise of firms employees. Workforce and demographic changes mean that the workforce is becoming older and more diverse. It is often felt that, though the exploitation of natural resources, availability of physical and financial resources and international aid play prominent roles in the growth of modern economies, none of these factors is more significant than efficient and committed manpower. It is, in fact said that all development comes from the human mind.
Chapter Objectives
1. 2. 3. 4. 5. 6. After studying this chapter, the students will learn the following topics: To study the meaning of human resource in human resource management To understand the difference between Personnel and Human Resources To explain the nature and scope of human resources To understand the significance of HRM Define the functions and objectives of HRM To understand the different models of HRM
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a. The Fombrun, Tichy and Devanna Model b. The Harvard Model c. The Guest Model d. The Warwick Model 7. To understand the evolution of HRM 8. What should be the qualifications and qualities of HR mangers 9. What can be the possible career in HRM
WORKSHOPS
Workshop on the Theoretical and Practical Approach on Research Methodology
SEMINARS
Case Study 1
Carter Cleaning Centres

Discuss module expectations
Case Study 1: Carter Cleaning Centres
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Jennifer Carter graduated from State University in June 2005, and after considering several job offers, decided to do what she always planned to do go into business with her father, Jack Carter. Jack Carter opened his first Laundromat in 1995 and his second in 1998. The main attraction of these coin laundry businesses for him was that they were capital rather than labour intensive. Thus, once the investment in machinery was made, the stores could be run with just one unskilled attendant and none of the labour problems one normally expects from being in the retail service business. The attractiveness of operating with virtually no skilled labour notwithstanding, Jack had decided by 1999 to expand the services in each of his stores to include the dry cleaning and pressing of clothes. He embarked in other words, on a strategy of related diversification by adding new services that were related to and consistent with his existing coin laundry activates. He added these for several reasons. He wanted to better utilize the unused space in the larger stores he currently had under lease. Furthermore, he was, as he put it, tired of sending out the dry cleaning and pressing work that came in from our coin laundry clients to a dry cleaner 5 miles away who then took most of what should have been our profits. To reflect the new, expanded line of services, he renamed sufficiently satisfied with their performance to open four more of the same type of stores over the next 5years. Each store had its own on site manager, and on average about seven employees and annual revenues of about $500,000. It was this 6-store chain that Jennifer joined after graduating. Her understanding with her father was that she would serve as a trouble-shooter/consultant to the elder Carter with the aim of both learning the business and bringing to it modern management concepts and techniques for solving the businesss problems and facilitating its growth.
Questions
1. Make a list of 5 specific HR problems you think Carter cleaning will have to grapple with?
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2. What would you do first if you were Jennifer?
PRESENTATION (Research Paper) OF THE SCHEDULED STUDENTS FOR NEXT WEEK
WEEK 2
HUMAN RESOURCE DEVLOPMENT Topic Overview

HRD is mainly concerned with developing the skills, knowledge and competencies of the people and it is people oriented concept. HRD assumes significance in view of the fast changing organisational environments and the need of the organisation to adopt new techniques in order to respond to the environmental changes. It not only develops the skills and knowledge not only at the individual level but also at dyadic level, group level and organisational level. It is the systematic, planned and continuous process for the development of technical, managerial, behavioural and conceptual skills and knowledge. It is not only essential for manufacturing and service
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industry but also for information technology industry. HRD plays a significant and crucial role in market economies under dynamic environment. HRD outcomes provide the ground rules to build an organization excelling in people, processes, products and profits. In this chapter we shall also concentrate of HRD in different sectors, such as banking, cooperatives, and also HRD for workers. This chapter describes some aspect related to the planning and organising of the HRD system. The ultimate object of HRD is to contribute to the professional well-being motivation and pride of employees.
Learning Outcomes
After studying this chapter, the students will learn the following topics: 1. To understand the meaning , characteristics and concept of HRD 2. Discuss the HRD mechanism 3. What is the HRD processes 4. Explain the aspects related to the planning of HRD system a. HRD philosophy b. HRD sub systems c. HRD objectives d. HRD policies e. HRD strategy and action plans 5. What are the steps for organising the HRD system a. Performing the HRD function through the existing Personnel Department b. Performing the HRD function through a separate department c. Performing the HRD function through a committee or a task force
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d. Performing the HRD function through the Chief executive Officer 6. What are the outcomes for HRD 7. To understand HRD instruments 8. Explain the roles and responsibilities of an HRD manager 9. What are the different roles of Line Manager in HRD 10. HRD in co-operative societies 11. HRD in banking sector 12. HRD for workers
WORKSHOPS/SEMINARS
Presentation of the Research Paper= 10 marks Topic (1 marks) + Presentation (3 Marks)+ Content (6Marks)= 10 marks Sr. No. 1 2 3 4 5 6 7 8 Name of the Student Shyam Khamniwala Aakash Patel Nikita Kadiwala Maya Nishant Hamida Virani Divyesh Gulechha Rohan Nathani Parthsarthy Page 34
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9 10 11 12 13 14 15 16 17
Kushalkumar Dhriti Amitkumar Patel Bhanvi Pallav Sapna Shweta Drashti Ekta
READ THE CASE STUDY 2, FOR NEXT WEEK Next 16 Students be ready for the Presentation on Research Paper
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WEEK 3
RECRUITMENT & SELECTION & INDUCTION
Topic Overview
International competition, the rapidly growing size and complexity of organisations, the changing values, career concerns and structure of workforce- all these and a number of other factors have made the traditional approach to personnel management obsolete. The current trend demands a more comprehensive, more strategic perspective to recruit, utilize and conserve valuable human resources. Selection of HR to man to organisation is a crucial, complex and continuing function. The ability of the organisation to attain its goal effectively and to develop in a dynamic environment largely depends on the effectiveness of its selection programme. If right personnel are selected the remaining functions of personnel management becomes easier, the employee contribution and commitment will be at optimum level and employee-employer relations will be congenial. Introducing the new employee who is designated to the job, job location, surroundings, organisation, organisational surroundings, and various employees would be the final step of employment process.
Learning Outcomes
After studying this chapter, the students will learn the following topics: 1.Definition of Recruitment , Purposes, Importance 2.What are the factors that govern Recruitment
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3.Recruitment Process 4.State the External sources and Internal sources of Recruitment 5.Strategic Management and Recruitment 6.Recruitment Techniques 7.Know the meaning of selection and know the contribution of selection to the competitive advantage of a company 8.Analyse the environmental factors affecting selection process 9.Understand the information that can be obtained through application blank/form 10. Analyse the significance of placement 11. Understand the process and contents of Induction programme 12. Know the different types of interview and its role in selection process? 13. To understand the selection procedure
WORKSHOPS
Case Study- 2
The Hotel Paris Case Case Study: The Hotel Paris Case
The New Recruitment Process The Hotel Pariss competitive strategy is To use superior guest service to differentiate the Hotel Paris properties, and to thereby increase the length of stay and return rate of guests, and thus boost revenues and profitability. HR manger Lisa Cruz must now formulate functional policies and activities that support this competitive strategy by eliciting the required employee behaviours and competencies
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As a long time HR professional, Lisa Cruz was well aware of the importance of effective employee recruitment. If the Hotel Paris didnt get enough applicants, it could not be selective about who to hire. And, if it could not be selective about who to hire, it wasnt likely that the hotels would enjoy the customer oriented employee behaviours that the companys strategy relied on. She was therefore disappointed to discover that Hotel Paris was paying virtually no attention to the job of recruiting prospective employees. Individual hotel mangers slapped together help wanted ads when they had positions to fill, and no one in the chain had any measurable idea of how many recruits these ads were producing, or which recruiting approaches worked the best. Lisa knew that it was time to step back and get control of the Hotel Pariss recruitment function. As they received the details of the Hotel Pariss current recruitment practices. Lisa Cruz and the firms CFO became increasingly concerned. What they found basically was that the recruitment function was unmanaged, totally. The previous HR director had simply allowed the responsibility for recruiting to remain with each separate hotel, and the hotel mangers, not being human resource professionals , usually took the path of the least resistance when a job became available, such as by placing help wanted ads in their local papers. There was no sense of direction from the Hotel Paris; headquarters regarding what sorts of applications the company preferred, what media and alternative source soft recruits its managers should use, no online recruiting and no measurement at all of recruitment process effectiveness. The company ignored the recruitment source metrics that other firms used effectively, such as number of qualified applicants per position, percentage of jobs filled from within, the offer to acceptance ratio. Acceptance by recruiting source turnover by recruiting source and section test results NY recruiting source. It was safe to say that achieving the Hotel Paris strategic aims depended on the quality of the people that it attracted to and then selected for employment at the firm. What we want are employees who will put our guests first, who will use initiative to see that our guests are satisfied, and who will work tirelessly to provide our guests
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with services that exceed their expectations said the CFO. Lisa and the CFO both knew this process had to start with better recruiting. The CFO gave her green light to design a new recruitment process. Questions 1. Given the hotels stated employee preferences, what recruiting sources you suggest they use and why? 2. What would a Hotel Paris help wanted ad look like? 3. How would you suggest they measure the effectiveness of their recruiting efforts?
SEMINARS
Sr. NO. 1 2 3 4 5 6 7 8 9
Name of the Student Amit Kamar Aneri Chitrank Dhruv Drishti Gunjan Harsh Hetaxi Jay
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10 11 12 13 14 15 16
Kashyap Kinjal Krunal Rytham Mridul Nishtha Saloni
READ THE CASE STUDY 3, FOR NEXT WEEK
NEXT WEEK WOULD BE THE LAST WEEK TO SHOW ROUGH DRAFT OF THE PROJECT OF 25 MARKS
WEEK 4 PERFORMANCE APPRAISAL & POTENTIAL APPRAISAL & PERFORMANCE COUNSELLING

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Topic Overview Performance appraisal system is a process of evaluating work performance of the personnel so as to facilitate individual and organisational effectiveness. Performance appraisal system has always a dual objective, viz., and employee evaluation and employee development. Under HRD, the appraisal system lays greater emphasis on the development of the employees rather than on their evaluation. This objective is better fulfilled by the potential appraisal system which tells about an employees capabilities to successfully assume a new role in future following his promotion. Potential appraisal are required to informed employees about their future prospects, help the organization chalk out a suitable succession plan, update training efforts from time to time and advise employees about what they must do to improve their career prospects. Any organisation interested in using a good performance appraisal and review system that aims at developing employees has to practice and pay enough attention to performance counselling. It essentially focuses on the analysis of performance of the job and identification of training needs for further improvement. Learning Outcomes
After studying this chapter, the students will learn the following topics: 1. To understand the principles or guidelines or requirements of employee appraisal 2. Explain the purposes and uses of performance appraisal 3. What are the different methods of performance appraisal:
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the traditional method and o confidential Report o free form or essay o straight ranking o paired comparisons o forced distribution o graphic rating scales o checklist method o critical incidents o group appraisal o field review
the modern methods o Assessment centres o Human resource accounting o Behaviourally anchored rating scales o Appraisal through MBO o 360 degree
4. What are the steps/process of performance appraisal 5. Who should be involved in performance appraisal 6. What do you mean by potential appraisal along with its objectives 7. What is the major difference between performance appraisal and potential appraisal
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8. What are the ways to assess the future potential and ability of employees Group effectiveness Ability to develop subordinates Potential capability Training needs
9. What are the steps to develop potential appraisal 10. What do you mean by performance counselling along with its objectives 11. 12. What can be effective conditions for effective counselling Explain the process of performance counselling
WORKSHOPS Case Study- 3 Case Study: Appraising the Secretaries at Sweetwater U Rob Winchester, newly appointed vice president for administrative affairs at Sweetwater State University, faced a tough problem shortly after his university career began. 3 weeks he came on board in September, Sweet waters president, Rob boss , told Rob that one of his first task was to improve the appraisal system used to evaluate secretarial and clerical performance are Sweet water U. The main difficulty was that the performance appraisal was traditionally tied directly to salary increases given at the end of the year. Therefore, most administrators were less than accurate when they used the graphic rating forms that were the basis of the clerical staff evaluation. In fact, what usually happened was that each administrator simply
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rated his or her clerk or secretary as excellent. This cleared the way for all support staff to receive a maximum pay increase every year. But the current university budget simply did not include nought money to fund another maximum annual increase for every staffer. Furthermore, Sweetwaters president felt that the custom of providing invalid feedback to each secretary on his or her years performance was not productive, so he had asked the new vice president to revise the system. In October, Rob sent a memo to all administrators, telling them that in the future no more than half the secretaries reporting to any particular administrator could be appraised a s excellent. This move, in effect, forced each supervisor to begin ranking his or her secretaries for quality of performance. The vice presidents memo me t wide spread resistance immediately from administrators , who were afraid that many of their secretaries would begin leaving for more lucrative jobs, and from secretaries, who felt that the new system was unfair, and reduced each secretarys chance of receiving a maximum salary increase. A handful of secretaries had begun quietly picketing outside, the presidents home on the university campus. The picketing, caustic remarks by disgruntled administrators and rumor of an impending slow down by the secretaries (there were about 250 on campus) made Rob Winchester wonder whether he had made the he right decision by setting up forced ranking. He knew, however that there were a few performance appraisal experts in the Scholl of business, so he decided to set up an appointment with them to discuss the matter. He met with them the next morning. He explained the situation as he had found it. The current appraisal system had beaten up when the university first opened 10 years earlier. A committee of secretaries had developed it. Under that system, Sweetwaters administrators filled out forms similar to the Graphic Rating Forms. This once-a-year appraisal (in March) had run into problems almost immediately, since it was apparent from the start that administrators varied widely in their interpretations of job standards, as well as in how conscientiously they filled out the forms and supervised their secretaries. Moreover, at the end of the first year it became obvious to everyone that each secretarys salary increase was tied directly to the March appraisal.,
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For example, those rated excellent received the maximum increases, those rated good received only the standard across-the board costof-living increase. Since universities in general and Sweetwater, in particular- have paid secretaries somewhat lower salaries than those prevailing in private industry, some secretaries left in a huff that first year. From that time on, most administrators simply rated all secretaries excellent in order to reduce staff turnover, thus ensuring each a maximum increase. In the process, they also avoided the hard feelings aroused by the significant performance differences otherwise high lightened by administrators. Two Sweetwater experts agreed to consider the problem, and in 2 weeks they come back to the vice president with the full recommendations. First, the form used to rate the secretaries was grossly insufficient. It was unclear what excellent orquality of work, meant, for example. They recommended instead a form like the Graphic Rating Scale. In addition, they recommended that the vice president rescind his earlier memo a dno longer attempt to force university administrators to arbitrarily rate at least half their secretaries as something less than excellent. The two consultants pointed out that this was in fact, an unfair procedure since it was quite possible that any particular administrator might have staffers who were all or virtually all excellent- or conceivably , although less likely, all below standard. The experts said that the way to get all the administrators to take the appraisal process more seriously was to stop trying to salary increases. In other words they recommended that every administrator fill out a form that is the Graphic Rating Scale Form for each secretary at least once a year and then sue this forma as a basis of a counselling session. Salary increase would have to be made on some basis other than the performance appraisal, so that administrators would no longer hesitate to fill out the rating forms honestly. Rob thanked the 2 experts and went back to his office to ponder their recommendations. Some of the recommendations (such as substituting the new rating form for the old) seemed to make sense. Nevertheless, he still had serious doubts as to the efficacy of any graphic rating form, particularly compared with the original, preferred forced ranking
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approach. The experts second recommendation to stop tying the appraisals to automatic salary problems. If salary increases were not to be based on performance appraisals, on what were hey to be based? He began wondering whether the experts recommendations werent simply based on ivory tower theorizing. Questions 1. Do you thing that the experts recommendations will be sufficient to get most of the administrators to fill out the rating forms properly? Why? Why not? What additional actions (if any) do you think will be necessary 2. Do you think that Vice President Winchester would be better off dropping graphic rating forms, substituting instead one of the other techniques we discussed in this chapter , such s ranking method? Why? 3. What PA system would you develop for the secretaries if you were Rob Winchester? Defend your answer
SEMINARS
ROUGH DRAFT OF THE PROJECT SHOULD BE SHOWN BY TODAY
Before the submission of the final project, students can show their rough draft before week 4. Without the approval of the draft, Final Project would not be accepted.
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NEXT WEEK YOU HAVE TO SUBMIT FINAL PROJECT OF 25 MARKS
WEEK 5 TRAINING AND DEVELOPMENT
Topic Overview Vital in effective learning is spontaneous curiosity. Any training programme which fails to arouse the inquisitive spirit of learners, ultimately fails in conveying knowledge and
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skills in true sense. Training is a process of learning a sequence of programmed behaviour. It is application of knowledge. Development is related process. It covers not only those activities which improve job performance but also those which bring about growth of the personality, helps individuals in the progress towards maturity and actualisation of their potential capacities so that they become not only good employees but better men and women. Education is the understanding and intervention of knowledge. It does not provide definitive answers, but rather it develops a logical and rational mind that can determine relationships among pertinent variables and thereby character and understand of basic principles and develop the capacities of analysis, synthesis and objectivity. Learning Outcomes
After studying this chapter, the students will learn the following topics: 1. To understand the meaning of training, development and education 2. What are the key objectives of training 3. What are the steps in training programmes 4. What is the Importance of training in an organisation 5. What are the different methods of training a. On the job b. Vestibule c. Demonstrative, examples d. Apprenticeship e. Simulation
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f. Classroom methods: lectures, conference, case study, role play, programmed instruction, laboratory training g. Other training methods: associations, audio-visual aids 6. What are the different ways of training different employees 7. Why training fails? 8. How to do training evaluation 9. Who are the different stakeholders in training and what their responsibilities a. Participants b. Organisations c. Training agency d. Trainers e. Funding or donor agencies
WORKSHOPS and SEMINARS
Project Submission: 25 Marks with Viva Content= 10 marks; Presentation (hard copy) = 5 marks; Knowledge about the Subject = 5 marks Viva of Project: 5 Marks
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Case Study 4: Reinventing the Wheel at Apex Door Company
Jim Delaney, president of Apex Door, has a problem. No matter how often he tells his employees how to do their jobs, they invariably decide to do it their way, as he puts it, and arguments ensue between, the employee, and the employees supervisor. One example is the for design department, where the designers are expected to work with the architects to design doors that meet the specifications. While its not rocket science, as Jim puts it, the designers invariably make mistakes such as designing in too much steel, a problem that can cost Apex tens of thousands of wasted dollars, once you consider the number of doors in, say 30-story office tower. The order processing department is another example. Jim has a very specific and detailed way he wants the order written up, but most of the order clerks dont understand how to use the multistage order from. They simply improvise when it comes to a detailed question such as whether to classify the customer as industrial or commercial. The current realign process is as follows... None of the jobs has a training manual per se, although several have somewhat out of date job descriptions. The training for new people is all on the job. Usually, the person leaving the company trains the new person during the 1 or 2 week overlap period, but if theres no overlap, the new person is trained as well as possible by other employees who have filled in occasionally on the job in the past. The training is the same throughout the company for machinist, sectaries, assemblers, engineers and accounting clerks for example.
Questions:
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1. What do you think of Apexs training process? Could it help to explain why employees do things their way? If so, how? 2. What role should of descriptions play in training at Apex? 3. Explain in detail what you would do to improve the training process at Apex. Make sure to provide specific suggestion, please?
NEXT WEEK ROLE PLAY FOR 5 MARKS
WEEK 6 INDUSTRIAL RELATIONS [INDUSTRIAL DISPUTES, INDUSTRIAL UNREST, TRIPARTITE BODIES, BIPARTITE BODIES, STANDING ORDERS, GRIEVANCES,
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COLLECTIVE BARGAINING, SETTLEMENT MACHINERY, LABOUR WELFARE]
Topic Overview The term industrial relation refers to the complex of human relationship which emerges in work situation. This situation brings people together for services which are bought and sold at a price. The subject of IR deals with certain regulated and institutionalized in industry. IR does not emerge in vacuum; they are born out of employment relationship in an industrial setting. The very fact of the existent c of the wide cleft of authority between the hands that produce and the hands that control the means of production has become a major source of conflict between the management and the labour. Peace, harmony and efficiency cannot be achieved by a mere decree or command. Tremendous responsibilities for peaceful labour relations, full production and stable economy lie on the shoulders of those who are responsible for the conduct of industry, i.e., labour and capitalists. Learning Outcomes
After studying this chapter, the students will learn the following topics: 1. To understand the concept , importance of IR 2. Explain the scope of IR 3. To clearly understand the components of IR a. Workers and their organisation b. The Management c. The Government
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4. What are the different factors that affect IR a. Institutional factors b. Economic factors c. Social Factors d. Technological factors e. Psychological factors f. Political factors g. Enterprise related factors h. Global factors 5. What are the different approaches to IR a. Psychological Approach b. Sociological Approach c. HR approach d. Socio-Ethical Approach e. Gandhi an Approach f. System Approach 6. Explain the concept of Industrial Conflicts/Disputes 7. How can the Industrial disputes be classified a. Interest dispute b. Grievance dispute or right dispute c. Dispute over unfair labour practices d. Recognition disputes 8. What can be the major cause of Industrial Conflicts
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a. Industry related factors b. Management related factors c. Government related factors d. Other actors 9. What is the importance of Industrial peace 10. What are the ways of achieving Industrial peace
11. What do you mean by strikes and what are the different types of strikes: a. Stay away strike b. Sit down and stay ins trike c. Tolls down strike/pen down strike d. Token or protest strike e. Lightening or cat call strike f. Go slow g. Picketing and boycott h. Gherao i. Hunger strike j. Sympathetic strike k. Illegal strike 12. 13. What do you understand by lock outs? Explain the meaning of Tripartite bodies a. The Indian Labour Conference (ILC) b. The standing Labour Committee (SLC) c. The committee on conventions
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d. The Industrial Committee 14. What do you mean by bipartite bodies a. Work Committees b. Joint Management Council
WORKSHOPS and SEMINARS Role Play= 5 marks
NEXT WEEK MCQ FOR 5 MARKS
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WEEK 7
ORGANIZATIONAL DEVELOPMENT Topic Overview

OD is the framework for a change process designed to lead to desirable positive impact to all stakeholders and the environment. OD can design interventions with application of several multidisciplinary methods and research besides traditional OD approaches. OD is a response to change, a complex educational strategy intended to change the beliefs, attitudes, values and structure of organization so they can better adopt new technologies, markets and challenges, and the dizzying rate of change itself. OD is lifelong built-in mechanism to improve immunity of organizations health to renew itself inclusive principles, often with the assistance of a change agent or catalyst and the use of enabling appropriate theories and techniques from applied behavioural sciences, anthropology, sociology and phenomenology.
Learning Outcomes
After studying this chapter, the students will learn the following topics: 1. To understand the meaning, Organizational development. nature, and definition of
2. Explain the characteristics of Organizational development. 3. What are the objectives, Organizational development? assumptions and values of
4. To understand the Organizational development. Interventions: a. Sensitivity training b. Grid organization development
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c. Survey feedback d. Process consultation e. Third party peace making f. System 4 management g. Transaction analysis 5. Explain the Organizational development. Process: a. Process of diagnosis b. Marvin Wiz boards Six Box Model of diagnosis 6. To explain the success and the future of Organizational development. WORKSHOPS and SEMINARS
MCQ = 5 Marks
WEEK 8
INTERNATIONAL HUMAN RESOURCE MANAGEMENT
Topic Overview
Globalisation of business has probably touched the HR manager more severely than any other functional head. International orientation assumes grater relevance as business get increasing interlinked across nations. An International business must procure, motivate, retain and effectively utilise services of people both at the corporate office and at the foreign plant. An international business must procure, motivate, retain and effectively utilise services of people both at the corporate office and at the foreign plants. The
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process of procuring, allocation, and effectively utilising human resources in an international business is called International Humans Resource
Learning Outcomes
After studying this chapter, the students will learn the following topics: 1. You Would understand the International Human Resource Management Process 2. Explain different types of nationals rating to international business firms 3. Understand how the employee adjust to international jobs, organisational culture and foreign country culture indifferent stages 4. Describe the type of skills needed by the employees 5. Discuss the need for and areas of cross-cultural training to the foreign nationals 6. What area the different categories hired by the employees a. Parent Country Nationals (PCNs) b. Host Country Nationals (HCNs) c. Third Country Nationals (TCNs)
7. What are the basic steps of recruitment and selection in IHRM 8. Explain Training and Development related to IHRM 9. What problems do the expatriate faces 10. Explain the step sin Expatriate Performance endangerment
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WORKSHOPS and SEMINARS
Revision and discussion of queries related to the topic
NEXT WEEK FINAL EXAMS, GET READY, BEST OF LUCK
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GUIDELINES
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FOR THE PROJECT: 25 MARKS
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Suggested Format for MBA Project (25 Marks)(Hard Bound)
PRELIMINARY PAGES
Title Page
Title short (length is 10-12 words); reflective of the content, problem, and the main variables to be studied; free of value judgment; should be written in inverted pyramid boldface, and capital letters Authors Name / Month and Year of Completion Institutional Affiliation
Deed of Declaration Acknowledgment Certificate of the Company (if any) Certificate of the University (AURO)
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Preface
- brief, comprehensive summary of the contents of the manuscript or synthesis of the study which includes the objectives, methodology, highlights of the results, conclusions, and recommendations)
Table of Contents List of Tables List of Figures List of Appendixes Tables List of Appendix Figures
CHAPTER
I
-
INTRODUCTION
gives the background of the project and the rationale for conducting the Study
Background of the Study Should be the platform for the significance of the study Should identify information gap May cite at most five authorities
Statement of the Problem identifies the research gaps justifies the conduct of the study states the questions that the study hopes to answer serves as a guide in formulating the specific objectives Page 63
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Objectives of the Study states the general and specific objectives should be consistent with the problem should be clearly stated and logically presented
Hypotheses of the Study states the researchers expectations relationships between the Variables in the research problem Significance of the Study points out the vital study and who will Benefit from it. contribution of the results of the concerning the
Scope and Limitations of the Study sets the delimitations and establishes the boundaries of the study (delimits the study in terms of size and area of coverage) states what the study will not cover or will not do identifies the weaknesses and constraints which may affect the results of the study
Definition of Terms includes conceptual and/or operational definitions hanging indention and alphabetically arranged
II REVIEW OF RELATED LITERATURE

consists of both the research and conceptual literatures but more on the Former (at least 60 %) Subsections can be included, which are based on objectives. All subtopics must be italicized and boldly written.
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References must be properly cited in all paragraphs using author/year format. (Please see APA for the detailed format). - Rules on paragraphing must be strictly followed. A paragraph should have at least two sentences. It should not be too long. - should consist of at least 10 pages
III FRAMEWORK
THEORETICAL /CONCEPTUAL/OPERATIONAL
discusses the theories linking the topic to the available body of knowledge presents relationships between different specific constructs the researcher wants to study specifies the relationships between and among variables may consist of a combination of mathematical, graphical, and/or diagrammatical presentations
IV
METHODOLOGY
describes how the study was conducted
Research Design specifies whether descriptive, causal/explanatory, correlational, comparative, exploratory, evaluative or combination of two or more designs
Sources of Data specifies the sources of primary and/or secondary data
Method of Data Collection/Data Collection Procedure indicates the sampling procedures (if primary data) and the data collection methods such as survey, questionnaire, and others
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Analytical Procedures/Methods of Analysis indicates the most appropriate statistical tools used in analyzing both quantitative and qualitative data Mathematical expressions must be italicized and numbered accordingly All models/equations must be properly numbered
- All major/key variables must be properly measured/categorized indicating their specific units of measure. The sources of formulas must be indicated in the text.
RESULTS AND DISCUSSION
-summarizes thedata collected and the statistical results in sufficient detail to justify conclusions uses tables and graphs to supplement the text all figures must be numbered consecutively with their labels written below the figures - The allowable font sizes for the figures are 10-14. All figures must be placed immediately after the page where a particular figure number is mentioned. All figures must be well explained in the text and all figure numbers must be mentioned properly in the text. - includes information about the obtained magnitude or value of the test statistic, degree of freedom, probability, and the direction of the effect - evaluates/interprets the implications of the original hypothesis emphasizes any theoretical consequences of the results and compares results with the work of others) - Subtopic sand their sequencing must follow the specific objectives of the study Mostly in the past tense; some are in the present tense
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VI RECOMMENDATIONS
Summary Conclusions Recommendations
SUMMARY, CONCLUSIONS, AND
BIBLIOGRAPHY
section
should be alphabetically arranged All the references cited in the text must be included in this
APPENDIXES
may include verbatim instructions to participants; original scales or Questionnaires, and raw data; statistical calculations; and instrument Used.
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EXAMPLE OF PROJECT
FACTORS INFLUENCING CONSUMER DEMAND FOR GENERIC DRUGS IN DASMARINAS, CAVITE
A Project Report Presented to the Faculty of the LEADERSHIP AND BUSINESS DIPLOMACY Page 68
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School of Management & Entrepreneurship AURO University Surat
In Partial Fulfilment Of the Requirements for the Degree of Master of Business Administration
Submitted by: SHRADDHA GAMBHIR
Submitted to: Ms. JYOTI CHANDWANI March 2013
DEED OF DECLARATION
I, __________________________________, hereby submit my research paper entitled _____________________________________________________
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___________________________________ And truthfully declare that the

above-titled paper is a product of my original research investigation.
I further declare that, should the school eventually discover that a substantial portion of my paper is lifted, in to, from original sources, using exactly the words of the author in more than 50% of the whole content, I reserve the right to AURO University, Surat to recall my MBA Diploma and cancel the degree granted to me.
Signed this day of __________________________ at AURO University, Surat
___________________________ MBA Candidate
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CERTIFICATE (any company if any)
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CERTIFICATE (AURO)
You will get the certificate from the programme office.
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ACKNOWLEDGMENT
I heartily wish to extend heartfelt appreciation and gratitude to numerous Mentors, benefactors, and constituents who have collectively endowed the Wherewithal, faith and encouragement for me to navigate and complete my Project journey. To Professor Kamlesh Mishra, my primary advisor and unflaggingadvocate, who mustered devoted, continuing, innovative and adaptivementorship to impel and shepherd my checked efforts through diverse andabounding challenges, I extend my deep and abiding respect and many, manythanks. To Professor Jyoti Chandwani, my supporting advisor, who gently and patiently endured my academic tardiness, Ioffer commensurate veneration. To ---Concerned person of the organisation (if doing in any organisation) my surrogate champion and --------------, who afforded me much beneficial counterpoint to the pecuniary burdensand administrative vagaries of their institution, I affirm my humbleesteem. To the faculty and staff of the School of Management and Entrepreneurship, AURO University, Surat. To (any more you want to )
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PREFACE
TOPIC OF THE PROJECT INBOLDMaster of Business Administration, AURO University, Surat, March 2013.
This study was an attempt to determine the .
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TABLE OF CONTENTS
Page
BIOGRAPHICAL DATA
iii
ACKNOWLEDGMENT
iv
PREFACE
LIST OF TABLES INTRODUCTION BACKGROUND OF THE STUDY STATEMENT OF THE PROBLEM REVIEW OF RELATED LITERATURE
vi 1 2 3
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LIST OF TABLES
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CHAPTER I
INTRODUCTION (4 spaces)
Background of the Study
The demand for medicines.(2 spaces all throughout the text) (3 spaces)
Statement of the Problem
The government has been exerting its efforts (3 spaces)
Objectives of the Study

(2 spaces) The study generally aimed to (Cite here both the general and specific objectives) (3 spaces)
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Hypotheses of the Study

(2 spaces) The following hypotheses were tested in the study: 1. 2. (3 spaces)
Significance of the Study

The results of this study will be of significant value to a number of sectors in society which arE the key actors (3 spaces)
Scope and Limitations of the Study

( 3 spaces)
Definition of Terms (( 2 spaces all throughout the section)
Branded medicine refers to a medicine manufactured by a licensed holder currently Protected or has been protected by a patent.
Consumer refers to the potential user of medicines.
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Generic drugs refers to medicines with the same active ingredients and the same dosage forms as those of the original/branded medicines but manufactured by different licensed holders.
CHAPTER II
REVIEW OF RELATED LITERATURE (4 spaces or 2 double spaces)
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CHAPTER III
THEORETICAL/CONCEPTUAL/OPERATIONAL FRAMEWORK (4 spaces)
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CHAPTER IV
RESEARCH METHODOLOGY Research Design (2 spaces) The study will utilize both descriptive and causal research designs. The research problems and objectives posed at the beginning of the study will be answered through a descriptive research design. The design will focus on describing the respondents personal and family profile as well as their perceptions towards generic drugs. A five-point Likert scale survey questionnaire will be used to obtain the data. A causal approach will be used to identify the factors that affect the consumers demand for generic drugs. (3 spaces) Time and Place of the Study The study will be conducted in . Sources of Data
Data Collection Procedure
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CHAPTER V
RESULTS AND DISCUSSION (4 spaces) Socioeconomic Profile of the Respondents (2 spaces) Age.The ________________________________________________________________ _______________________________________________________________________ _
(2 spaces) Gender________________________________________________________________ __
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_______________________________________________________________________ _ 3 spaces)
Perception of the Consumers Towards Generic Drugs (2 spaces) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
Generic Medicines Purchased by the Consumers
_______________________________________________________________________ _ _______________________________________________________________________ _
Reasons for Purchasing Generic Drugs _______________________________________________________________________ _ LEADERSHIP AND BUSINESS DIPLOMACY Page 83
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_______________________________________________________________________ _
Factors Affecting the Demand for Generic Drugs _______________________________________________________________________ _ _______________________________________________________________________ _
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CHAPTER VI
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Summary _______________________________________________________________________ _ _______________________________________________________________________ _
Conclusions _________________________________________________________________ _______ _______________________________________________________________________ _
Recommendations ( 2 spaces)
_______________________________________________________________________ _ _______________________________________________________________________ _ LEADERSHIP AND BUSINESS DIPLOMACY Page 85
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BIBLIOGRAPHY
GENERAL GUIDE TO FORMATTING A BIBLIOGRAPHY
For a book:
Author (last name first). Title of the book. City: Publisher, Date of publication. EXAMPLE: Dahl, Roald. The BFG. New York: Farrar, Straus and Giroux, 1982.
For an encyclopaedia:
Encyclopaedia Title, Edition Date. Volume Number, "Article Title," page numbers. EXAMPLE: The Encyclopaedia Britannica, 1997. Volume 7, "Gorillas," pp. 50-51
For a magazine:
Author (last name first), "Article Title." Name of magazine. Volume number, (Date): page numbers. EXAMPLE:
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Jordan, Jennifer, "Filming at the Top of the World." Museum of Science Magazine. Volume 47, No. 1, (Winter 1998): p. 11.
For a newspaper:
Author (last name first), "Article Title." Name of newspaper, city, state of publication. (date): edition if available, section, page number(s).
EXAMPLE: Powers, Ann, "New Tune for the Material Girl." The New York Times, New York, NY. (3/1/98): Atlantic Region, Section 2, p. 34.
For a person:
Full name (last name first). Occupation. Date of interview. EXAMPLE: Smeckleburg, Sweets. Bus driver. April 1, 1996.
For a film:
Title, Director, Distributor, Year. EXAMPLE: Braveheart, Dir. Mel Gibson, Icon Productions, 1995
CD-ROM:
Disc title: Version, Date. "Article title," pages if given. Publisher.
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EXAMPLE: Compton's Multimedia Encyclopaedia: Macintosh version, 1995. "Civil rights movement," p.3. Compton's News media
Magazine article:
Author (last name first). "Article title." Name of magazine (type of medium). Volume number, (Date): page numbers. If available: publisher of medium, version, date of issue. EXAMPLE: Rollins, Fred. "Snowboard Madness." Sports Stuff (CD-ROM). Number 15, (February 1997): pp. 15-19. SIRS, Mac version, Winter 1997.
Newspaper article:
Author (last name first). "Article title." Name of newspaper (Type of medium), city and state of publication. (Date): If available: Edition, section and page number(s). If available: publisher of medium, version, date of issue. EXAMPLE: Stevenson, Rhoda. "Nerve Sells." Community News (CD-ROM), Nassau, NY. (Feb 1996): pp. A4-5. SIRS, Mac. version, Spring 1996.
Online Resources Internet:

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Author of message, (Date). Subject of message. Electronic conference or bulletin board (Online). Available e-mail: LISTSERV@ e-mail address EXAMPLE: Ellen Block, (September 15, 1995). New Winners. Teen Booklist (Online). Helen Smith@wellington.com
World Wide Web:

URL (Uniform Resource Locator or WWW address). author (or item's name, if mentioned), date. EXAMPLE: (Boston Globe's www address) http://www.boston.com. Today's News, August 1, 1996.
Following are very popular style for creating Bibliography 1. APA Style (American Psychological Association) 2. Chicago Manual of Style / Turabian Style 3. CGOS Style - Columbia Guide to Online Style 4. CBE Style -Council of Biology Editors 5. Harvard Style 6. MLA Style (Modern Language Association)
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APPENDIXES
Page 90
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Pattern of End Term Exam: Weightage 50%

SECTION A
Q1. Marks 1. 2. 3. 4. 5. 6. Attempt any Four Questions 15 * 4= 60
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Section B
Q1. Write short notes on any Four of the following: 1. 2. 3. 4. 5. 6. 5 * 4 = 20 Marks
SECTION C
Please read the following two cases and answer the questions given at the end of each. (Compulsory) 10 * 2 = 20 Marks
1. 2.
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AURO UNIVERSITY

Module Human Resource Management

School of Management & Entrepreneurship

School of Management & Entrepreneurship

LEADERSHIP AND BUSINESS DIPLOMACY

School of Management & Entrepreneurship

LEADERSHIP AND BUSINESS DIPLOMACY

School of Management & Entrepreneurship

LEADERSHIP AND BUSINESS DIPLOMACY

School of Management & Entrepreneurship

School of Management & Entrepreneurship

Organizing Principles & Values

School of Management & Entrepreneurship

Coverage & Depth

School of Management & Entrepreneurship

LEADERSHIP AND BUSINESS DIPLOMACY

School of Management & Entrepreneurship

LEADERSHIP AND BUSINESS DIPLOMACY

School of Management & Entrepreneurship

School of Management & Entrepreneurship

difference between training, development and education

LEADERSHIP AND BUSINESS DIPLOMACY

School of Management & Entrepreneurship

The students would be able to understand what are the

Resource Management employer and employee revelations

LEADERSHIP AND BUSINESS DIPLOMACY

School of Management & Entrepreneurship

AURO UNIVERSITY A. Self-Management i. Manage tasks and

School of Management & Entrepreneurship

LEADERSHIP AND BUSINESS DIPLOMACY

School of Management & Entrepreneurship

WEEK WISE SCHEDULE OF THE BLOCK

Week 2/ 18th March 2013

Human Resource Development

LEADERSHIP AND BUSINESS DIPLOMACY

School of Management & Entrepreneurship

Week 3/ 25th March 2013

LEADERSHIP AND BUSINESS DIPLOMACY

School of Management & Entrepreneurship

Kinjal Krunal Rytham Mridul Nishtha Saloni

Week 4/ 1th April 2013

Performance Appraisal & Potential Appraisal & Performance Counselling

Week 5/ 8th April 2013

Week 6/ 15th April 2013

Industrial Relations & Industrial Conflicts

Role Play= 5 Marks Group1 Group 2 Group 3 Group 4 Group5 Group 6

Amit Hars kumar h

LEADERSHIP AND BUSINESS DIPLOMACY

School of Management & Entrepreneurship

Shwet Divye a sh Nikita Kruna l Aaka sh Shyw am

Dras hti Ekta

Mridu al Kash yap Gunja n Heta xi

Amit Kamra Bhanvi

International Human Resource Management

Revision and discussion of the queries related to the subject.

School of Management & Entrepreneurship

School of Management & Entrepreneurship

OTHER ACHIEVEMENTS FROM THE MODULE

School of Management & Entrepreneurship

LEADERSHIP AND BUSINESS DIPLOMACY

School of Management & Entrepreneurship

A NOTE ON EQUAL OPPORTUNITIES:

School of Management & Entrepreneurship