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STAFFING
Functions of Staffing
1. Procurement
– Job analysis
– Man power planning
– Recruitment
– Selection
– Placement
2. Development
- Performance appraisal
- Training
- Management Development
- Career Planning & Development
- Promotion
3. Compensation
– Job evaluation
– Wage and Salary administration
– Incentives
– Fringe Benefits
– Social security measures
4. Human Relations
- is an area of management in integrating people into work situation in a way
that motivates them to work together productively, co-operatively and with
economic, psychological and social satisfaction.
Staffing Process
Manpower Planning/Requirements
Recruitment/ Decruitment
Selection
Placement and Orientation
Training
Remuneration
Performance Management
Promotion and Transfer
MANPOWER PLANNING/REQUIREMENTS
Sources of Recruitment
1. Internal sources – It includes personnel already on the payroll of an
Organization, presenting working force.
Merits
- Less expense
- Builds loyalty
- Ensures stability
- Sense of security
- Lower level to look forward to rising to higher levels
- Morale of the employees (Shows more Enthusiasm)
Demerits
- Promotion based on seniority, inefficient people may also be promoted this
will ultimately ruin the prospects of the firm.
- There will not be any creativity
- Lack of Technical skills
Merits
- required skills
- Do objective selections (since people are recruited from a large market, the
best selection can be made without any distinctions of caste, colour, gender)
- May b economical in the long run (training is not required)
Demerits
-Brain Drain – Experienced persons or raided or hunted by other concerns
SELECTION
- Process of discovering the most suitable and promising candidates to fll up the
vacancies
- The goal of selection is to sort out or eliminate those judged unqualified to
meet the job and organizational requirements
- -ve action, after receiving the application select a particular person
- Recruitment is a method while selection is a procedure.
- Successive hurdles techniques
Steps in Selection
- A process of rejecting the unwanted applicant
1. Receiving application
2. Preliminary screening / Interview
3. Application blank
4. Psychological test
5. Interview
6. Reference check
7. Physical Examination
8. Final Interview
Interview
The Interview is the most frequent method of selection. The Interview is a face to
face conversation between an applicant and the employer. The purpose of Interview is to
collect information on behavior, attitudes, opinions, maturity, emotional stability,
enthusiasm, confidence, response and other commercial behavior.
Types of Interview
1. Structured Interview – is also called as patterned interview. The interviewers are
trained in the process to be used. A list of questions on analysis of the job
specification is prepared. The Interviewing process attempts to predict how
candidates will perform in the work situations.
2. Group or Discussion Interview – The interviewees are given certain problems
and are asked to reach a specific decision within a particular time limit. The
applicants enter into group discussion, knowing that the interview is a test, but do
not know which qualities are being measured or tested. The object is to see how
individuals perform on a particular task or in a particular situations
3. Panel or Board Interview – Candidate is interviewed by a number of
interviewers. Questions may be asked in turn or asked in random order as they
arise on any topic.
4. Stress Interview – The Interview assumes a hostile role toward the applicant. He
deliberately puts him on the defensive by trying to any, embarrass or frustrate
him. The purpose is to find out how a candidate behaves in a stress situation
whether he loses his temper, gets confused or frightened.
PLACEMENT
The Placement of the individual on the new job and orienting him to the Organization.
Placement may be defined as the determination of the job to which an accepted candidate
is to be assigned to that job. A proper placement of a worker reduces Employee turnover,
absenteeism and accident rates and improves morale.
After the selection, the employee is generally put on a probationary period
ranging from one to two years after his employment to regularized, provided that during
this period, his work has been found to be satisfactory.
Orientation
Training
Executive Development
Training
- Training is an organized process for increasing the knowledge and skills of
people for definite purpose.
Training & Education
- Training and Education is concerned with imparting specific skills for
particular purpose
- Purpose of Training is to bring about improvement in the Performance of
work
- Includes the learning of such skills as are required to do a specific job in a
better way
Training & Development
- Development involves the growth of the individual in all respects
- Training is job centered whereas development is career bound
- Aims at increasing the capacity for further tasks of greater difficulty
- Contents and techniques of employee training may differ from those of
Management Development.
Advantages of Training
1. Increased productivity
2. Job Satisfaction
3. Reduction in accidents
4. Better use of Resources
5. Reduced Supervision
6. Greater Flexibility
7. Management by Exception
8. Stability and Growth
Essential of a good Training Programme
A good training programme must satisfy the following conditions
1. Clear Purpose
2. Training Needs
3. Relevance
4. Individual Differences
5. Appropriate incentives
6. Management Support
7. Balance between theory and practice.
Training Procedure
1. Preparing the Instructor
- know the job or subject he is attempting to teach
- Have the aptitude and ability to teach
- Have willingness towards the profession
- Pleasing Personality and capacity for leadership
- Knowledge of teaching Principles and methods
2. Preparing the Trainee
3. Getting ready to teach
4. Presenting the Operation
5. Try out the Trainee’s performance
6. Follow - up
“Developing a manager is a progressive process in the same sense that educating a person
it. Neither development nor Education should be thought of as something that can ever be
completed, for there are no known limits to the degree to which one may be developed or
educated”
PERFORMANCE APPRAISAL
1. Informal approach:
This approach of performance appraisal measures the performance of employees on a
continuous basis. It continuously informs them about how well they are doing. Managers
inform the subordinates of the desirable and undesirable attributes of their work activities
or the subordinates themselves go and ask the managers about it. This helps in immediate
detection and rectification of mistakes.
2. Formal approach:
Rather than assessing performance on a continuous basis, formal approach conducts
performance appraisal at regular intervals to rank the employees on the basis of their
merit. This helps managers find candidates suitable for promotions. Those who are not
performing up to the mark may be transferred to other departments.
The limitation of this method is that every manager does not follow the same method of
rating people at a particular grade. An employee who is assigned Grade A by one
manager may be assigned Grade B or C by another manager. This method is, thus,
sensitive to errors.
It also needs high precision on the part of raters to rate the subordinates as different rating
levels form part of the same grade. Managers, therefore, often seek assistance of experts
in preparing this scale.
3. Essay evaluation:
This is an unstructured form of performance appraisal where grades are not assigned to
performance parameters. As the employees perform their jobs, the evaluators or raters
keep track of the performance and note their positive and negative job attributes like
quality and quantity of performance, knowledge about the job skills and organizational
policies, employees’ strengths and weaknesses, their potential to work, need for training
etc.
At the end of the period, they analyze all these points and give brief description of their
performance in the form of an essay. This method has the merit of rating the employees
purely on the basis of their actual performance. It reduces personal bias of the raters.
However, different raters have styles and perception about rating the qualities of a person
and this method, thus, may not be totally error free.
1. Straight ranking:
This is the simplest method of ranking where employees are rated as rank 1, 2, 3, 4 or 5.
Where an employer has to consider one of his subordinates for promotion to higher job;
he would simply see each person’s performance in the respective area of operation, say
production, and the one having produced the maximum number of units would be given
rank 1 followed by ranks 2 through 5, and accordingly considered for promotion.
People are, thus, given ranks on the basis of their traits. This method is effective when
few numbers of persons have to be ranked as some of the traits for ranking cannot be
quantified. For less number of people, however, personal observations can also be used
for ranking.
Ranking method does not indicate differences in ranks as equal to differences in ability of
people being ranked. This is only a comparative method of ranking where one is better
than the other; how much better is not indicated through rankings.
2. Alternation ranking:
Rather than ranking the employees in ascending order of performance, the raters first pick
up the best and give him rank 1, then the worst and rank him 5, then they pick up workers
to be ranked as 2 and 4 and proceed this way until all the employees are ranked. This
method is similar to straight ranking method with the difference in the approach towards
picking up different ranks.
3. Paired comparison:
In this method of ranking, each person is compared with others in the group on the basis
of specific traits, usually one trait as otherwise huge number of comparisons has to be
made which can make rating a time-consuming process. A list is prepared containing the
names of persons to be ranked in pairs. The rater puts a tick mark against the person who
is better between the two.
The person who is ticked marked as better for maximum number of times is given the
highest rank. The number of comparisons to be made is calculated by using the formula
n(n – l)/2 where n is the total number of persons to be compared. For instance, paired
comparison has to be made amongst 5 people. This requires 10 comparisons [5(5 – 1)/2]
to rank who gets the highest rank in terms of being better than the others.
For example, the manager might place 5% of the employees in rank 1.10% in rank 2,
20% in rank 3, 30% in rank 4 and remaining 35% in rank 5. In case of ranking 100
employees, therefore, 5 employees will be placed in rank 1 and 35 in rank 5. This method
is suitable where supervisor has to rank a large number of employees and individual
ranking is not possible.
1. Goal setting:
Goals are set for appraising performance which becomes standards. Standards should be
applicable, adequate and objective. There should be scope for stretching human abilities.
They should be high but reasonable and attainable in a given situation.
2. Measure performance:
Once standards are set, next job is to measure performance against standards.
Measurement can be annual, periodic or continuous.
3. Find deviations:
Managers observe actual performance of employees, look at the environmental
conditions and find deviations in performance.
4. Corrective action:
Some deviations are desirable and some are undesirable when compared against goals/
standards. Corrective actions are taken and in some cases, the goals are modified.
These areas should be used in conjunction with appraisal of plans and goals. Appraisal
system is a continuous and sequential activity performed by managers to institute a sound
reward system for its personnel and also promote market share for its products.
2. Appraisals based on the assumption that appraisal system is perfect cannot give
accurate results. Targets and techniques of appraisal cannot be standardized forever.
3. Holding personal opinion about appraises can make appraisals a mere formality.
Appraisers do not spend sufficient time in designing the appraisal system and completing
the appraisal forms. This lacks a systematic review of performance, both present and
potential.
Definitions
Leadership is defined as influence, the art or process of influencing people so that they
will strive willingly and enthusiastically toward the achievement of group goals.
- Leaders act to help a group attain objectives through the maximum application
of its capabilities.
- Leaders must instill values – whether it is concern for quality, honesty and
calculated risk taking or for employees and customers.
SKILLS
1. The ability to use power effectively and in a responsible manner
2. The ability to comprehend that human beings have different motivation forces at
different times and in different situations
3. The ability to inspire
4. The ability to act in a manner that will develop a climate conductive to responding
to and arousing motivations.
5. Fundamental understanding of People
6. ability to inspire followers to apply their full capabilities to a project
Leadership Styles
1. Autocratic Leader –Commands and expects compliance, is dogmatic and
positive, and leads by the ability to withhold or give rewards and punishment.
2. Democratic or Participative – consults with subordinates on proposed actions
and decision and encourage participation from there
3. Free-rein leader / laissez-faire Leadership – uses his or her power very little,
giving a high degree of Interdependent in their operations. Leaders depend largely
on subordinates to set their own goals and the means of achieving them, and they
see their role as one of aiding the operation of followers by furnishing them with
information and acting primarily as a contact with the groups external
Environment.
4. Paternalistic Leadership – Serves as the head of the family and treats his
followers like his family members. He assumes a paternal or fatherly role to help,
guide and protect the followers.
Functions
1. Goal Determination
2. Motivating Followers
3. Direction
4. Coordination
5. Representation
Importance of Leadership
1. Aid to authority
2. Motive power to group efforts
3. Basis for co operation
4. Integration of Formal and Informal Organization.
Theories
1. Trait Theory – A Leader is a one who has got a enthusiastic look, courageous
look – describes the external qualities of a person
2. Behavioral Theory – A person who intend to be leader, they do not have any
qualities like Trait Theory
3. Contingency Theory –
a. Fiedler Model
b. Likert Model
c. Managerial Grid Theory
Likerts Model
System 1 – Exploitive Autocratic Leader (oriented towards task alone)
System 2 – Benevolent Autocratic Leader (task oriented but has the quality of opposing if
things are good)
System 3 – Participative Leader (concerns the employees for a particular kind of work,
though he concern decision will be taken only by him.
System 4 – Democratic Leader
3 Situations
1. Confidence / Trust in Employees
2. Subordinates feeling of freedom
3. Managers seeking involvement with Subordinates
Ratings of the Leaders by their employees at different situations
2 Kinds of Leader
1. Leaders concerned for People
2. Leader concerned for production / Task
Leader styles
1. Task Manager E.g. Defense , Concerned only on task
2. Team Builders – leaders high concern for production as well as people
3. Impoverished Style – Unfit for Leadership qualities, less concern for people as
well as production
4. Country club Manager E.g. – Trade union, high concern for people than
production.
MOTIVATON
The study of motivation is a search for answers about human nature. Motivation is:
‘A concern with why people do or refrain from doing something’;
‘An individual’s internal process that energizes, directs, and sustains behavior’
A personal force that causes one to behave in a certain way’.
‘The willingness to exert high levels of effort to reach or achieve a predetermined
reward or goal’.
A force that kindles a burning desire for work or action and the readiness to work
towards a goal or satisfy a need.
Motivators: These refer to those things which induce an individual to perform e.g.
higher pay, prestigious title, name tag, praise, recognition, responsibility etc – It can be
tangible or intangible. There are limitless ways in which managers can be innovative in
the use of motivators.
Extrinsic Motivation: Refers to what is done by others to motivate people. For example
rewards such as increased pay, praise, promotion and punishments such as disciplinary
action, withholding pay or criticisms.
Punishment is the denial of a reward, use of threats and fear e.g. fear of loss of a job,
loss of income, reduction of bonus etc. Punishment is a strong motivator but not
sustainable because:-
It can give rise to defensive or retaliatory behavior such as union organization,
poor quality work, indifference, dishonesty etc.
It can create compliance from subordinates even for wrong decisions because
managers have the power of their positions to give or withhold rewards or impose
penalties.
Reinforcement: Reinforcement suggests that success in achieving goals and rewards act
as positive incentives and reinforce successful behavior which is repeated next time a
similar need emerges. The more powerful and frequent the reinforcement, the more
likely it is that the behavior will be repeated until it becomes an unconscious reaction to
an event. Conversely, failures or punishments provide negative reinforcements,
suggesting seeking alternative means of achieving goals
Some needs are impossible to satisfy and this may result in some types of negative
behaviors. Such irrational behaviors are as a result of failure to accomplish an individual
goal.
Regression: Means not acting one’s age by resorting to immature acts e.g.
unreasonable complaining or crying. It relieves some of the tension, but has adverse
effects on associates e.g. a person kicking a car when it cannot start.
Fixation: Occurs when a person exhibits the same behavior pattern several times
even though the experience has shown that it can accomplish nothing. Research has
shown that frustration can maintain old and habitual responses and prevent the use of
new and more effective methods. Although habits can be broken when they bring no
satisfaction or lead to punishment, fixation actually becomes stronger under such
circumstances, e.g. the inability to accept change even when the facts show otherwise
penalties even when they make the situation worse.
Resignation (apathy): occurs when people lose hope of accomplishing their goals
and withdraw from reality and the source of their frustration. Involves complete
surrender and borders on serious mental disorders. This phenomenon is characteristic
of people in boring, routine jobs, where they resign themselves to the fact that there is
little hope for improvement of their goals.
THEORIES OF MOTIVATION
The theories of motivation can be classified into content and process theories.
Content or needs theories: These are the theories that focus explicitly on the content of
motivation in the form of fundamental human needs. They are more concerned with the
quantitative aspects of motivation i.e. what motivates people and what people seek in
their work. Examples:
Process or contemporary theories of motivation: These are the theories which attempt
to develop understanding of the psychological processes involved in motivation. They are
more concerned with the qualitative aspects and the dynamics of motivation i.e. how
people are motivated and how rewards influence behavior. They focus on the why and
how of motivation. Examples:
o Latham and Locke’s goal-directed theory
o Porter and Lawler’s expectancy theory
o Adams equity theory
o Bandura’s self-efficacy theory
Maslow was a psychologist and his theory has found wide application in many fields
including management. He proposed that:
Behaviors of human beings are motivated by needs.
Individual needs can be classified into 5 broad categories.
These 5 categories operate in a hierarchical manner, flowing from
low order to high order needs as shown below:
High order needs
Social status
Low order needs Safety needs
Physiological needs
Physiological, safety and social needs are referred to as lower order or deficiency needs,
because the absence of them make individuals deficient and existence as a human being
is threatened. On the other hand, esteem and self-actualization are referred to as high
order needs or growth needs as these make an individual become better at doing what
they are expected to do: gain control and mastery over their environment in terms of
technology, services etc.
Maslow’s theory of motivation therefore states that: “when a lower order need is
satisfied, the next highest becomes dominant and the individuals attention is turned
to satisfying this higher need.” The most difficult need to satisfy is that of self-
fulfillment. Psychological development takes place as people move up the hierarchy of
needs, but not necessarily in a straightforward progression. The lower needs still exist
even if temporarily dormant as motivators, and individuals constantly return to previously
satisfied needs.
The lowest unsatisfied need in the hierarchy is the one that motivates behavior e.g. a
deprived individual without basic needs will be directed towards finding food. The need
for safety is dormant at that time. A satisfied need does not motivate behavior. Once
satisfied, it ceases to be a motivator; instead the next higher level need becomes active
and motivates behavior.
Physiological needs: Involves mainly payment of wages and salaries to enable people
pay for their basic needs of food shelter and clothing.
Safety needs:. Provision of protective clothing, insurance and medical cover, pension
schemes, housing and transport (in relation to safety), and job security.
Social needs:. Promoting family feeling, intimacy and closeness, use of first names, to
break formality and reduce social distance, sharing facilities e.g. cafeterias, sports club
etc, casual dressing to identify with each other and recognition of trade unions.
Esteem needs: Supporting education, delegation of responsibility, titles and other status
symbols, fringe benefits e.g. Cars; bonus; shares; office size and equipment.
Self fulfillment needs: This is the apex of human needs and involves the need for
realizing ones potentialities, continued self-development, feelings of accomplishment and
attainment and being creative in the broadest sense possible. Organizations can facilitate
and create an environment in which individuals can realize their potentialities e.g.
writing, inventions, occupying important positions etc.
It appears, however, that Maslow never considered the above dimensions as he was
concerned with individual employees.
Herzberg (1959) conducted a study, which focused on job satisfaction primarily to find
out the factors associated with job satisfaction. He collected data from a sample of 203
accountants and engineers based in Pittsburg, USA.
From these findings he proposed that human beings have two basic needs;
The need to avoid pain and survive.
The need to grow, develop and learn.
He also found that factors associated with feelings of happiness or satisfaction was
concerned with the job itself while those associated with dissatisfaction were related to
the environment in which the job was done.
He came up with two sets of factors from which the theory was coined.
Different terminologies have been used to refer to this theory.
Satisfaction-related factors
Satisfiers
Motivators Motivators
Job content factors
Intrinsic factors
Dissatisfies
Hygiene factors Hygiene or maintenance
Job Context factors
Maintenance
Extrinsic factors
Supervision
Company policy and administration.
Peer relations
Working conditions
Status
Job security
Pay
Status
Job title
Job security, etc
He explained that if these factors exist, then there is no dissatisfaction, if they do not then
dissatisfaction results, but they are not motivators as such.
A second group of needs he called satisfiers or motivators and these are related to the
job content. They tend to increase job satisfaction e.g.
Achievement
Recognition
Work itself
Responsibility
Advancement
Possibility of growth etc.
Herzberg suggested that jobs should be made more interesting and challenging so as to
motivate employees. A great deal of interest has been directed at job satisfaction over the
last decades as a popular technique for increasing employee’s motivation. The concept of
job enrichment has been found to provide employees with an opportunity to:
Research findings have shown that not all employees are motivated by job enrichment as
some:
Are unable to tolerate responsibility.
Dislike complex duties.
Uncomfortable with group work.
Dislike relearning new skills.
Prefer security and stability.
Uncomfortable with supervisory authority
Skills are not adaptable.
Prefer to quit their jobs.
Weaknesses
It uses too many and confusing terminologies.
The research instrument was defective.
Motivators and hygiene factors are not mutually exclusive, but interdependent e.g.
salary can be both hygiene and a motivating factor.
Maslow’s needs theory and Herzberg’s two-factor theory are similar in many ways. The
high order needs of the need hierarchy represent motivators in Herzberg’s theory, while
lower order needs are similar to Herzberg’s hygiene factors.
Challenging work
Achievement
Growth in job Self-actualization
Responsibility
Advancement
Recognition Esteem or ego
Status
Process theories of motivation were proposed as alternatives and to fill the gaps not
explained by the content theories. Process theories are more concerned with the cognitive
antecedents that go into the motivation process. This include: expectancy theory by
Victor Vroom (1964) and the Porter-Lawler Model (1968); Equity theory by Stacy Adams
and Attribution theories and others. In this section we shall only discuss a few of these.
Victor Vroom developed this theory in 1964 as an alternative to the content theories of
motivation. It refers to any situation or context where people have expectations from
whatever they do. It states that “motivated behavior is increased if a person perceives
a positive relationship between effort and performance – i.e. the outcome.
Based on this theory, extrinsic financial motivation works only when if the link between
effort and reward is clear and the value of the reward is worth the effort.
This is a process theory advanced by Stacy Adams (1968). Equity refers to perception
of fairness and justice in the treatment of people. If people feel that they are not being
treated equitably, they feel aggrieved and this grief will affect their levels of motivation in
different ways.
In the workplace, employees compare themselves with their peers in terms of their
contribution to the organization and in relation to what they get from the organization.
They compare their ratio of inputs and outcomes with that of another person.
Inputs: refer to the contributions made by an individual e.g. effort – both physical and
mental, time, education, training, experience, loyalty, useful contacts age, gender etc..
Outcome: refers to what is received in return for effort e.g. salary, fringe benefits, travel
allowances, medical insurance cover, status symbols, autonomy, recognition, friendly
environment etc.
Reactions of ‘A’
In situation (ii), ‘A’ will act on outcomes to restore equity i.e. where there is
perception of underpayment by stealing from the organization, taking kickbacks,
undermining ‘B’, joining trade unions or reducing effort.
In (iii) ‘A’ will attempt to restore balance by decreasing or increasing effort, e.g.
working longer hours, producing quality work, being loyal and committed to
organization etc, or by rationalizing or justifying the higher outcomes on the basis
of experience, educational levels etc. (resorting to subjective distortion of ‘A’s or
‘B’s inputs).
In situation (i), there is perception of equity, hence no problems.
Goal theory is aligned to the concept of management by objectives (MBO) and it forms
the foundation for performance management process.
Strategies
Money has symbolic power – its value comes from what it can buy.
To increase the motivational value of money, an incentive plan/system should
be introduced, as the extra money is usually spent on high-value ‘extra’ items.
Equitable salary structures in organizations lessens the importance of money
as a motivator, hence Herzberg’s contention that money is hygiene, not a
motivator.
Positive reinforcement: This idea was advocated by B.F. Skinner. He suggests that
individuals can be motivated by designing their jobs well, praising good performance
so that it can be repeated and removing barriers to performance and good
communication.
Job Enrichment: Involves making a job more challenging and important by increasing
scope of authority and responsibility. These can be achieved by:
Giving workers more say in deciding about work methods, task sequencing
etc.
Encouraging subordinate participation and interaction among workers.
Giving workers a feeling of personal responsibility for their tasks.
Ensuring that people see the contribution of their tasks in the overall result.
Giving feedback on performance.
Challenges
Differences among people: People differ in their expectations; hence require different
types of incentives. For example, while scientists, engineers and other professionals may
have a stronger need for achievement, managers and politicians have a stronger need for
power. Needs also differ because of demographic characteristics of employees such as
gender, age, race, education, personal ambition, cultural background, occupation etc.
Social and economic change: Changes that impact on people’s lifestyles, such as
increased education, tastes and preferences, cross-cultural interactions mean that
motivating techniques which worked a decade ago may not work today.
CONCLUSION
Human behavior is complicated and must be looked upon as a system of variables and
interactions. Motivating factors do not exist in a vacuum. In an organization people
operate in a field of restraining and driving forces. The actual behaviour will depend on
the strength of these counteracting forces. Managers can improve productive effort by
reducing restraining forces or by strengthening driving forces. Individual desires are
conditioned by physiological and cultural needs and the organizational climate in which
they operate. Climate may repress or arouse motives.
Managers who, if effective would certainly also be leaders must respond to the
motivational needs of individuals by designing a climate that will arouse motivation.
Managers can design an environment for performance by setting goals, developing and
communicating strategies and making plans to achieve objectives. In short managers can
motivate employees by carrying out effectively their core functions of planning,
organizing, leadership, control and staffing.
COMMUNICATION
Communication is derived from the Latin word Communis which implies common.
Communication is the interchange of thoughts and information.
ELEMENTS
1. Sender
2. Message – The Subject matter of Communication
3. Encoding – act of translating he msg into words, pictures, symbols
4. Channel – Media used
5. Receiver –
6. Decoding – interprets the msg to draw meaning from it. He converts symbols,
signs or pictures into meaning
7. Feedback –
CHANNELS OF COMMUNICATION
1. Formal Communication – follows the route formally laid down in the
organization structure
a. Downward Communication – flow of communication from superior to
subordinate
b. Upward Communication - flow of communication from subordinate to
superior
c. Horizontal Communication – transmission of information among the
positions at the same level of Organization.
ORAL COMMUNICATION
Oral Communication involves exchange of messages through spoken words. It may take
place. i) By face- to face contacts ii) through mechanical devices like telephone.
Merits
Oral or Verbal communication offers the following advantages:
1. Economical
2. Personal touch
3. Speed
4. Flexibility
5. Quick response
Demerits
Oral Communication suffers from the following weaknesses-
1. Lack of record
2. Time Consuming
3. Lengthy message
4. Physical distance
5. Misunderstanding
WRITTEN COMMUNICATION
Written Communication is transmitted through written words in the form of letter,
circular, memos, bulletins, instruction cards, manuals, handbooks, reports, returns,
Merits
1. Effectiveness
2. Lengthy messages
3. Economical
4. Repetition
5. Permanent record
6. Better response
Demerits
1. Time Consuming
2. Expensive
3. Inflexibility
4. Little secrecy
5. Lack of personal touch
6. Misunderstanding
COMMUNICATION NETWORKS
1. Circle Network
2. Chain Network
3. Wheel Network
4. All Channel Network
BARRIERS TO COMMUNICATION
a. Organizational Barriers
1. Ambiguous policies, rules and procedures
2. Status patterns
3. Long chain of Command
4. Inadequate Facilities
B.Mechanical Barriers
1. Overloading
2. Semantic barriers
3. Noise
C.Personal Barriers
1. Lack of attention or interest
2. Failure to Communicate
3. Hasty Conclusion
4. Distrust of communicator
5. Improper state of mind.
PART A
1. Define Staffing
2. Differentiate Recruitment and Selection
3. Define Transfer
4. Define promotion
5. Define Demotion
6. Define Retrenchment
7. Define Lay off
8. Define Training and Development
9. Define Induction / Indoctrination / Orientation.
10. Define Probationary Period.
11. Differentiate between training, education & Development
12. Define Performance Appraisal
13. State the objectives of Performance Appraisal
14. Distinguish between job description and job specification
15. Define job evaluation
16. Define supervision
17. Define Motivation. Why it is needed.
18. Define the term Job Enrichment
19. Define Leadership.
20. State the main function of Leadership
21. Define Communication
22. What are the important elements in communication
23. How will you make communication Effective
24. Define Grapevine
25. Define Semantic Barrier
PART B
1. Explain function of staffing. Staffing is the responsibility of every manager and
not of he personnel department alone” – discuss
2. Explain various sources of Recruitment. Compare their merits and Demerits
3. Explain steps involved in selection procedure
4. State the benefits of Training and explain various types & methods of training.
5. Explain the methods of performance appraisal
6. Explain the obstacles to effective appraisal. What are the essentials of effective
appraisal
7. “ A supervisor is a man in the middle” – comment
8. Explain various theories of motivation
9. Discuss various method to promote motivation
10. “Motivation is the core of Management” – Explain. What can be done to motivate
the staff in the Organization?
11. Explain the different styles of Leadership.
12. Which style of Leadership would you prefer and why?
13. State and Explain the Barriers to communication. Suggest measure for
improvement.
14. Enumerate the different methods of communication
15. Discuss the importance of Communication in the functioning of an organization.