3. Results 3.

1 To map the college teacher’s perception of human resources

management practices. Table 3
: Indicating the mean and S.D for the Human Resources Management practices

Human Resources Management practices M e a n S t d . D e

v i a t i o n
J o b A n
a l y s i s
5 . 6 0
1 . 2 3 M a
n p o w e r P l
a n n i n g 5 .
5 0 1 . 0 9
R e c r u i
t m e n t
5 . 3 6 1
. 0 1 S e
l e c t i
o n 5 .
1 7 1 .
3 0 I n d u c
t i o n / S o c i a l i
z a t i o n 5 . 4 5
1 . 0 2 T r a
i n i n g
5 . 0 0
1 . 3 9
C a r e e r
D e v e l o p m e
n t 5 . 2 4 1
. 0 3 C o m p e n s a
t i o n a n d B e n e
f i t s 5 . 3 6 1 . 0 3
P e r f o r m a n c
e A p p r a i s a l
5 . 4 4 0 . 9 2
I n t e r n a l
M o b i l i t
y 5 . 0 3 0
. 9 9 G r i e v a n c
e H a n d l i n g P r o c e
s s e s 4 . 8 7 1 . 1 9
Human resources management practices’ influence on faculty commitment in higher
educational institutions Harold Andrew Patrick, Shiju Sebastian
ASIAN JOURNAL OF MANAGEMENT RESEARCH
 Volume 3 Issue 1, 2012 131 E m p l o y e e -
E m p l o y e r R e l a t i o n s
h i p 5 . 5 2 1 . 0 5 Overall Effectiven
ess of Human Resources Management practices 5 . 5
4 1 . 1 8
Job analysis, Manpower planning, recruitment, Induction/
socialization processes, Career development activities, Co
mpensation and benefits, Performance appraisal p r o c e s s e
s, Employee-
employer relationship and overall effectiveness o
f H u m a n Resources Management practices was found to be moderately h
igh. Selection processes, e f f e c t i v e n e s s o f t r a i n i n g p r a c t i c e s , a n d G r i e
v a n c e h a n d l i n g p r o c e s s e s w a s f o u n d t o b e moderate. Of the diff
erent Human Resources Management practices, job analysis was c o n s i
dered to be the most prevalent, followed by employee-
employer relationship, manpower planning, and so on and
t h e l e a s t b e i n g t r a i n i n g a n d g r i e v a n c e h a n d l i n g process.
3.2 To find out the type of commitment held by college teachers. Table
4
: Indicating the mean and S.D for the dimensions on organizational commitment

Organizational Commitment Dimensions M e a n S t d . D e v

i a t i o n
O r g a n i z a t i o n a l
C o m m i t m e n t 4
. 5 1 0 . 7 1 A f f e
c t i v e C o m m i
t m e n t 4 . 8 9
1 . 0 8 C o n t i n
u a n c e C o m m i t
m e n t 4 . 1 1 0 .
9 6 N o r m a t i v
e C o m m i t m e n
t 4 . 5 2 0 . 7 8

The level of organizational commitment was found

t o b e f a i r l y h i g h . T h e l e v e l o f affective, continuance an
d normative commitment was found to be moderate. Of the di
fferent dimensions of commitment, the most important was affe
c t i v e c o m m i t m e n t , followed by normative commitment, and continuance co
mmitment. 3.3 To find out the most preferred recruitment method adopted

Table 5
: Indicating Friedman’s mean rank test for methods of recruitment most frequently
adopted
R e c r u i t m e n t M e t h o d s
M e a n R a n k
W o r d
o f m o
u t h 3 .
6 6 N e w s p
a p e r a d v e r t
i s e m e n t s 2 .
6 4 E m p l o
y e e r e f
e r r a l 3
. 4 8 W
a l k
i n
3 .
7 9 I
n s t i t u t e
w e b s i
t e 4 . 0 3
J o b p o s t i
n g o n i n t e
r n e t 4 . 8 2
O t h e r p
r i n t m e
d i a 5 . 5
8 Test Statistics
a
N

2
4
9
C
h i -
S q u a r
e 2 9 1
. 7 5 7
D
f

A s y m p
. S i g
. . 0 0
0
 Human resources management practices’ influence on faculty commitment in higher
educational institutions Harold Andrew Patrick, Shiju Sebastian
ASIAN JOURNAL OF MANAGEMENT RESEARCH
Volume 3 Issue 1, 2012 132 a. Friedman Test
The most frequently adopted source of recruitment was
n e w s p a p e r a d v e r t i s e m e n t s , followed by employee referral, wo
r d o f m o u t h , a n d s o o n , t h e l e a s t a d o p t e d w a s o t h e r print me
dia. These mean ranks were significant at the .05 level. 3.4 To find out t
he most frequently adopted selection technique Table 6
: Indicating Friedman’s mean rank test for most frequently adopted techniques for
selection of faculty members
S e l e c t i o n
M e t h o d s M e
a n R a n k
W r i t t
e n T e
s t 4 .
6 4 D e
m o n s t r
a t i o n
3 . 0 9 B a
c k g r o u n d i n f o r m
a t i o n C h e c k 3 . 9
7 I n t
e r v i
e w 2
. 1 7
W o r k e
x p e r i e n
c e 3 . 5 8
R e f e
r e n c
e s 4
. 6 8 O t
h e r s e l e c t i o n
t e c h n i q u e s
5 . 8 7 Test Statistics
a
N

2
4
9
C
h i -
S q u a r
e 4 6 9
. 8 4 1
D
f

A s y m p
. S i g
. . 0 0
0 a. Friedman Test
The most frequently adopted technique for selection of faculty mem
bers was interview, f o l l o w e d b y d e m o n s t r a t i o n , b a c k g r o u n d i
n f o r m a t i o n c h e c k , a n d s o o n a n d t h e l e a s t adopted was o
ther selection techniques. These mean ranks were significant at
t h e . 0 5 level.

Sample Interview Questions for Faculty

1. Describe your teaching style.
2. Describe your teaching philosophy.
3. What technology applications have you utilized in the classroom?
4. How do you engage students, particularly in a course for non-majors?
5. Share you ideas about professional development.
6. In you opinion, how should the workload of a faculty member be split and into what areas?
7. What changes have you brought to the teaching of _________?
8. How would you go about being an advocate and resource for the use of technology in the
teaching and learning process?
9. What courses have you created or proposed in the past five years?
10. What do you think are the most important attributes of a good instructor?
11. Where would this position fit into your career development goals?
12. How do you define good teaching?
13. What do you think are your greatest strengths as an instructor? In which areas do you feel you
can use some further development?
14. How do you feel your teaching style can serve our student population?
15. In what professional development activities have you been involved over the past few years?
16. What pedagogical changes do you see on the horizon in your discipline?
17. How would your background and experiences strengthen this academic department?
18. How do you adjust your style to the less-motivated or under-prepared student?
19. Have you involved your students in your research?
20. What are your current research interests?
21. What are the most recent book and article that you’ve read?
22. What can you bring to the department that is uniquely yours?
23. What kind of techniques have you found, to be effective?
24. How well do you interact with your colleagues and what attribute do you bring to the
department that will make a positive difference in this College?
25. How do you define success in a Urban University classroom? How do you measure that
success?
26. Loyola University Chicago system has a culturally diverse student population with varied
academic backgrounds. A faculty member must appreciate and be willing to adapt his/her
skills and strategies to cope with such a challenging environment. What are some qualities that
prepare you to effectively teach in this kind of environment?
27. Describe the most recent difficult situation you encountered in your class and how you
handled it?
 Dr.B.R Educational Trust

Circular

Various committees are formed in the College for the smooth and efficient
management of activities. It also gives the opportunity to the faculty to grow and
develop in their extracurricular activity/field and administrative skills. The
committees are constituted by the Management in consultation with Principals for
one academic year or until new committees are constituted.

The outgoing Conveners/ In-charges of the committees are expected to hand over
all the relevant documents/files to the new Conveners /In- charges in the presence
of the Principal or a representative appointed by him.

The procedure followed for constituting a committee is as follows:

a) A notice is circulated among the faculty inviting their choice of preference of
committee Convener. If the preference made by the faculty is found suitable by the
team, they approve the same in consultation with the Managment. In case of any
tie or any mismatch, then team reassigns the staff member.
b) However, for sufficient reasons the Principal may appoint faculty to various
committees with the approval of the Director.

The List of Committees and the Faculty Members for the Academic Year 2018-
2019 is given below.
The Monthly Time Table for the Committee Meeting is Given Below:

Copy To:
1. All Principal’s for information and circulate among the concerned staff
members.
2. To be displayed in all Notice Boards.