MB0027 – Human Resources Management – Set I

Discuss the difference between personnel management and.1

Human Resource Management
Management of Human Resources is a new field of study embodying behavioral
science knowledge relating to the working of line and staff officials and union
Personnel leaders to motivate organizational goals. On the other hand,
Management is that phase of management which deals with the effective
control and use of manpower. Yoder, Henemen and others agreed that the HRM
is a broad concept which covers many personnel aspects and include social,
professional and individual· enterprise aspects, whereas Personnel This is
because it leads to the maximum utilization of human resources, reduces
excessive labor turnover and high absenteeism; improves productivity and aids
in achieving the objectives of an organization. In addition to the above function,
HRM emphasizes on training, an important area of personnel, which covers the
:following aspects
1. Increasing productivity;
2. Improving quality;
3. Improving organizational climate;
4. Ensuring personnel growth etc.
While in practice both pertained to people management philosophically the
approach is vastly different. The expectations from Personnel management
approach is to 'take care' of the people working in a organization, addressing
grievances and complaints formed a large part of the Personnel Management
function. The focus is largely reactive and followed the Theory X approach that
believed that people do not naturally like' to work and need to be coerced to
work and often need to be driven to work. The philosophy is more the 'stick'
approach rather than 'carrot' approach. Employee welfare is of paramount
importance and managing industrial relations as a result of heightened trade
.union activity formed the highlights of the Personnel Management functions
Human Resources Management on the other hand adopts a proactive approach
to managing people and the focus is on employee development and delight.
Hiring the right talent, providing for ample opportunities for career growth and
job satisfaction are the highlights of this management style. The basic
philosophy is driven by the Theory Y approach where the belief is that people
.like to work and do not prefer to be supervised and made to perform

Explain the Human Resource Planning System.1

1. Objectives of Human Resource Planning: Human Resource Planning
fulfils individual, organizational and national goals; but, according to Sikula,
"the ultimate mission or purpose is to relate future human resources to
future enterprise needs, so as to maximize the future return on investment
in human resources. In effect, the main purpose is one of matching or
fitting employee abilities to enterprise requirements, with an emphasis on
future instead of present arrangements." The objectives may be laid down
for a short-term (Le. for one year).
2. Estimating the Future Organizational Structure or Forecasting the
Manpower Requirements: The management must estimate the structure
of the organization at a given point in time. For this estimate, the number
 and type of employees needed have to be determined. Many environmental
factors affect this determination. They include business forecasts,
expansion and growth, design and structural changes, management
philosophy, government policy, product and human skills mix, and
competition.
Forecasting provides the basic premises on which the manpower planning is
built. Forecasting is necessary for various reasons, such as:
a) The eventualities and contingencies of general economic business cycles
(such as inflation, wages, prices, costs and raw material supplies) have an
influence on the short- range and long-run plans of all organizations.
b) An expansion following enlargement and growth in business involves the
use of additional machinery and personnel, and a reallocation of facilities,
all of which call for advance planning of human resources.
c) Changes in management philosophies and leadership styles.
d)The use of mechanical technology (such as the introduction of automatic
controls, or the mechanization of materials handling functions)
necessitates changes in the skills of workers, as well as a change in the
number of employees needed.
e) Very often, changes in the quantity or quality of products or services
require a change in the organization structure. Plans have to be made for
this purpose as well.
1. Auditing Human Resources: Once the future human resource needs are
estimated, the next step is to determine the present supply of manpower
resources. This is done through what is called "Skills Inventory". A skills
inventory contains data about each employee's skills, abilities, work
preferences and other items of information which indicate his overall value
to the company.
2. Job Analysis: After having decided how many persons would be needed, it is necessary to
prepare a job analysis, which records details of training, skills, qualification,
abilities, experience and responsibilities, etc., which are needed for a job.
Job analysis includes the preparation of job descriptions and job
specifications.
3. Developing a Human Resource Plan: This step refers to the
development and implementation of the human resource plan, which
consists in finding out the sources of labor supply with a view to making an
effective use of these sources. The first thing, therefore, is to decide on the
policy- should the, personnel be hired from within through promotional
channels or should it be obtained from an outside source. The best policy
which is followed' by most organizations is to fill up higher vacancies by
promotion and lower level positions by recruitment from the labor market.

2. Write a detailed note on training needs identification.

Training could be a useful aid in improving the transformation process that
takes place in. an organization in terms of the processing of inputs to outputs.
Training needs have to be related both in terms of the organization's demands
and that of the individual's. Diversification of product lines, new technology, and
hence a new kind of job demands the individual's growth and development
through induction, training, or training necessitated by job rotation due to an
organization's internal· mobility policies.
A survey conducted by A.D. Sinha, listed in rank order the following methods of identifying training
needs:
1. Views of the line manager
2. Performance appraisal
3. Company and departmental plans
4. Views of training manager
5. Analysis of job difficulties.
The model we shall examine here is the 1hayer and McGhee model. It is based on the following three
factors:
1. Organization analysis
2. Task analysis
3. Man analysis
Total Organization Analysis:
Total Organization Analysis is a systematic effort to understand exactly where
training effort needs to be emphasized in an organization. It involves a detailed
analysis of the· organization structure, objectives, human resources and future
plans, and an understanding of its culture, milieu.
The first step in organization analysis is achieving a clear understanding of both
short-run and long-run goals. Long-term objectives are the broad directions in
which the organizations would move- over a long duration. These long-term
objectives are then broken down into specific strategies and short-term goals
for each of the units/departments. In an organization, the cumulative effect of
all these would ultimately lead to the long-term goal. Short-term goals are
constantly in need of adaptation to the changing environment, both external
and internal.
For an organization analysis, there are three essential requirements: (1) an
adequate number of personnel available to ensure, fulfillment of the business
operation; (2) that personnel performance is up to the required standard; (3)
that the working environment in their units/departments is conducive to
fulfillment of tasks.
In order to ensure the first two requirements a human resource inventory needs
to be made. Data regarding positions, qualifications, vacancies, replacements
and training time required for replacements have to be worked out. Job
standards must also be worked out.
Various efficiency and productivity indexes, or ratios such a productivity ratios,
cost per unit etc, can be worked out t6 determine not only efficiency but also
adequacy, in terms of under-manning or over-manning, of the workforce.
Diagnosing the state of the organization "climate" is a less precise exercise than
the two indicators suggested above. While rules, procedures, systems anti
methods all contribute to the making of the environment, much of it is also
determined by the attitude that the "people" have in the organization-for
instance, the attitude that top management has towards its subordinate staff
and the attitudes that members have towards work, supervisors and company
procedures. These attitudes are learnt, they result from the person's experience
both within and outside the organization, and training inputs could be used to
effect changes of attitude and consequently of the organizational climate.
In analyzing the organization climate, both direct and indirect methods could be
used. Direct methods are observation, use of questionnaires, and interviews.
Reliance or indirect meth09s would not give a clear' understanding of the
attitudes and predispositions of employees. In fact, factors such as low
absenteeism and low turnover are not by themselves indicators of positive or
negative attitudes, and high or low morale. It would be better to make a careful
analysis and study each indicator in a particular situation in conjunction with
more, direct methods like attitude surveys. Analysis and interpretation of the
data may give clear clues not only to attitudinal training needs but possibly also
to kill training needs.
Task Analysis
This activity' entails a detailed examination of a job, its components, its various
operations and the conditions under which it has to be performed. The focus
here is on the "task" itself, rather than on the individual and the training
required to perform it. Analysis of the job and its various components will
indicate the skills and training required to perform the job at the required
standard.
Standard of Performance: Every job has an expected standard of
performance. Unless such standards are attained, not only will inter-related jobs
suffer, but organizational viability will be affected, and so will the expectations
that have been set for that particular job itself. If the standards, set for the
performance of a job are known, then it is possible to kno\y whether the job is
being performed at the desired level of output or not. Knowledge of the "task"
will help in understanding what skills, knowledge and attitudes an employee
should have.
Methods: If an employee is asked to perform a job, the exact components of
the job and the standard of performance must be known. Task analysis entails
not merely a simple listing of the various job components, but also of the
relatively critical nature of the various sub-tasks. Conventional methods of job
analysis are usually suitable for task analysis. They are:
1. Literature review regarding the job.
2. Job performance.
3. Job observation,
4. Data Collection regarding job interviews.
For blue-collar workers, more precise industrial-engineering techniques, like
time and motion studies, could be used, and for white-collar workers, work
sampling observation, interviews, and job performance data analysis could be
employed. The object of this exercise is to get as much information as possible
about the nature of the task and its various components, leading to the
performance standard to be set. This information would be useful in
establishing the training program for an employee.
Analysis of the job is but one part of task analysis. Other areas are the skill
required, either in terms of education or training, to perform the job,
knowledge, and finally attitudinal pre-dispositions such as the attitudes, towards
safety, or interpersonal competence.
Man Analysis
Man analysis is the third component in identifying training needs. The focus of
man analysis is on the individual employee, his abilities, and the inputs required
for job performance, or individual growth and development in terms of career
planning.
Man analysis is still less precise than the other two analyses, primarily because
the available measures are much less objective and there are many individual
variations. Yet, through observation and unobtrusive measures it is possible to
get an indication of the training requirements of an individual.
Man analysis helps to' identify whether the individual employee requires
training and if so, what kind of training. Clues to training needs can come from
 an analysis of an individual's or a group's typical behavior. The primary sources
of such information are:
(1) Observation at place or work, examination of job schedules, quantum of
spoilage, wastage, and clues about interpersonal relations of the employees; (2)
interviews with superiors and employees; (3) comparative studies of good vs.
poor employees, to identify differences, skills and training gaps; (4) personnel
records; (5) production reports; and (6) review of literature regarding the job
and machines used. Job-knowledge tests, work sampling and diagnostic
psychological tests also provide information .about employees. Thus it may be
stated that a variety of sources need to be studied.

1. Explain Different types of Appraisal Methods

1. Individual evaluation Methods
There are five ways to evaluate an employee individually. In these systems,
employees are evaluated one at a time without directly comparing them
with other employees.
Graphic rating scale: The most widely used performance evaluation
technique is a graphic rating scale. In this technique, the evaluator is
presented with a graph and asked to rate employees on each of the
characteristics listed. The number of characteristics rated varies from a few
to several dozen. A factor analysis of the results indicates that only two
traits were being rated: quality of performance and ability to do the present
job.

The ratings can be in a series of boxes, or they can be on a continuous

scale (0-9) or so. In the latter case, the evaluator places a check above
descriptive words ranging from none to maximum. Typically, these ratings
are then assigned points. For example, outstanding may be assigned a
score of 4 and unsatisfactory a score of O. Total scores are then computed.
In some plans, greater weights may be assigned to more important traits.
Evaluators are often asked to explain each rating with a sentence of two.
Forced choice: The forced-choice method of evaluation was developed
because other methods used at the time led to a preponderance of higher
ratings, which made promotion decisions difficult. In forced choice, the
evaluator must choose from a set of descriptive statements about the
employee. The two-, three-, or four-statement items are grouped in a way
that the evaluator cannot easily judge which statements apply to the most
effective employee.
Typically, personnel specialists prepare the items for the form, and
supervisors or other personnel specialists rate the items for applicability;
that is, they determine which statements describe effective and ineffective
behavior. The supervisor then evaluates the employee. The Personnel
Department adds up· the number of statements in each category (for
example, effective behavior), and they are summed into an effectiveness
index. Forced choice can be used by superiors, peers, subordinates, or a
combination of these in evaluating employees.
Essay evaluation: In the essay technique of evaluation, the evaluator is
asked to describe the strong and weak aspects of the employee's behavior.
In some enterprises, the essay technique is the only one used; in others,
the essay is combined with another form, such as a graphic rating scale. In
this case, the essay summarizes the scale, elaborates on some of the
ratings, or discusses added dimensions not on the scale. In both of these
approaches the essay can be open ended, but in most cases there are
guidelines on the topics to be covered, the purpose of the essay, and so on.
The essay method can be used by evaluators who are superiors, peers, or
subordinates of the employee to be evaluated.
Management by objectives: Another individual evaluation method in use
today is Management by Objectives (MBO). In this system, the supervisor
and employee to be evaluated jointly set objectives in advance for the
employee to try to achieve during a specified period. The method
encourages, if not requires, them to phrase these objectives primarily in
quantitative terms. The evaluation consists of a joint review of the degree
of achievement of the objectives. This approach combines the superior and
self-evaluation systems.
Critical incident technique: In this technique, personnel specialists and
operating managers prepare lists of statements of very effective and very
ineffective behavior for an employee. These are the critical incidents. The
personnel specialists combine these statements into categories, which vary
with the job. Once the categories are developed and statements of effective
and ineffective behavior are provided, the evaluator prepares a log for each
employee. During the evaluation period, the evaluator "records examples of
critical (outstandingly good or bad) behaviors in each of the categories, and
the log is used to evaluate the employee at the end of the period. It is also
very useful for the evaluation intervij3w, since the evaluator can be specific
in making positive and negative comments, and it avoids "recency" bias.
The critical incident technique is more likely to be used by superiors than in
peer or subordinate evaluations.
Checklists and weighted checklists: Another type of individual
evaluation method is the checklist. In its simplest form, the checklist is a
set of objectives or descriptive statements. If the Rater believes that the
employee possesses a trait listed, the Rater checks the items; if not, the
Rater leaves it blank. A rating score from the checklist equals the number
of checks.
A more recent variation is the weighted checklist. Supervisors or personnel
specialists familiar with the jobs to be evaluated prepare a large list of
descriptive statements about effective and ineffective behavior on jobs,
similar to the critical incident process. Judges, who have observed behavior
on the job sort the statements into piles describing behavior that is scaled
from excellent to poor (usually on a 7-11 scale). When there is reasonable
agreement on an item (for example, when the standard deviation is small),
it is included in the weighted checklist. The weight is the average score of
the Raters to the checklist's use.
The supervisors or other Raters receive the checklists without the scores,
and they check the items that apply, as with an un-weighted checklist. The
employee's evaluation is the sum of the scores (weights) on the items
checked: Checklists and weighted checklists can be used by evaluators who
are superiors, peers, or subordinates, or by a combination.
Behaviorally anchored rating scales: Another technique which
essentially is based on the critical incident approach is the behaviorally
 anchored rating scale (BARS). This technique is also called the behavioral
expectation scale (BES). This is a new, relatively infrequently used
technique.
Supervisors give descriptions of actually good and bad performance, and
personnel specialists group these into categories (five to ten is typical). As
with weighted checklists, the items are evaluated by supervisors, (often
other than those who submitted the items). A procedure similar to that for
weighted checklists is used to verify the evaluations (outstandingly good,
for example) with the smallest standard deviation, hopefully around 1.5 on
a 7 point scale. These items are then used to construct the BARS.

2. Multiple-person Evaluation Methods

The techniques described above are used to evaluate employees one at a
time. Three techniques that have been used to evaluate an employee in
comparison with other employees being evaluated are discussed in this
section.
Ranking: In ranking method, the evaluator is asked to rate employees
from highest to lowest on some overall criterion. This is very difficult to do if
the group of employees being compared number over 20. It is also easier to
rank the best and worst employees than it is to evaluate the average ones.
Simple ranking can be improved by alternative ranking. In this approach the
evaluators pick the top and bottom employees first, then select the next
highest and next lowest, and move towards the middle.
Paired comparison: This approach makes the ranking method easier and
more reliable. First, the names of the persons to be evaluated are placed on
separate sheets (or cards) in a predetermined order, so that each person is
compared to all others to be evaluated. The evaluator then checks the
person he feels is the better of the two on a criterion for each comparison.
Typically the criterion is overall ability to do the present job. The number of
times a person is preferred is tallied, and this develops an index of the
number of preferences compared to the number being evaluated.
These scores can be converted into standard scores by comparing the
scores to the standard deviation and the average of all scores. This method
can be used by superiors, peers, subordinates, or some combination of
these groups.

Forced distribution: The forced-distribution system is similar to 'grading on a curve'. The evaluator
is asked to rate employees in some fixed distribution of categories, such as 10
percent in low, 20 percent in low average, 40 percent in average, 20
percent in high average, and 10 percent in high. One way to do this is to
type each employee's name on a card and ask the evaluators to sort the
cards into five piles corresponding to the ratings. This should be done twice
for the two key criteria of job performance and promoability. One reason
forced distribution was developed was to try to alleviate such problems as
inflated ratings and central tendency in the graphic rating scale.

3. 360 Degree Appraisal

Typically, performance appraisal has been limited to a feedback process
between employees and supervisors. However, with the increased focus on
teamwork, employee development, and customer service, the emphasis
has shifted to employee feedback from the full circle of sources depicted in
the diagram below. This multiple-input approach to performance feedback
is sometimes called "360-degree assessment" to connote that full circle.

There are no prohibitions in law or regulation against using a variety of

rating sources, in addition to the employee's supervisor, for assessing
performance. Research has shown assessment approaches with multiple
rating sources provide more accurate, reliable, and credible information.
For this reason, Personnel Management supports the use of multiple rating
sources as an effective method of' assessing performance for formal
appraisal and other evaluative and developmental purposes.
The circle, or perhaps more accurately the sphere, of feedback sources
consists of supervisors, peers, subordinates, customers, and one's self. It is
not necessary, or always appropriate, to include all of the feedback sources
in a particular appraisal program. The organizational culture and mission
must be considered, and the purpose of feedback will differ with each
source: For example, subordinate assessments of a supervisor's
performance can provide valuable developmental guidance, peer feedback
can be the heart of excellence in teamwork, and customer service feedback
focuses on the quality of the team's or agency's results. The objectives of
performance appraisal and the particular aspects of performance that are
to be assessed must be established before determining which sources are
appropriate.
We shall discuss the contributions of each source of ratings and feedback.
In addition, precautions are listed to consider when designing a
performance management program that includes 360-degree assessment.
Superiors: Evaluations by superiors are the most traditional source of
employee feedback. This form of evaluation includes both the ratings of
individuals by supervisors on elements in an employee's performance plan
and the evaluation of programs and teams by senior managers.

Self Assessment: This from of performance information is actually quite

common but usually used only as an informal part of the supervisor-
employee appraisal feedback session. Supervisors frequently open the
discussion with : "How do you feel you have performed ?
In a somewhat more formal approach , supervisors ask employees to
identify the key accomplishments they feel best represent their
performance in critical and non-critical performance elements. In a 360-
degree approach ,if self –ratings are going to be included ,structured forms
and formal procedures are recommended

Peers: With downsizing and reduced hierarchies in organization, as well as

the increasing use of teams and group accountability .peers are often the
most relevant evaluators of their colleagues' performance. Peers have a
unique perspective on a co-worker's job performance and employees are
generally very receptive to the concept of rating each other. Peer ratings
can be used when the employee's expertise is known or the performance
and results can be observed. There are both significant contributions and
serious pitfalls that must be carefully considered before including this type
of feedback in a multifaceted appraisal program.

Subordinates: An upward –appraisal process process or feedback survey

(sometimes referred to as SAM for a "subordinates Appraising managers" is
among the most significant and yet controversial features of a "full circle"
performance evaluation programs. Both managerial and supervisory
behaviors .However, there is usually great reluctance, even fear,
concerning implementation of this rating dimension .on balance, the
contribution can outweigh the concerns if the precautions noted below are
addressed.

Customers: Setting Customer Service Standard requires agencies to

survey internal and external customers, publish customer service standers,
and measure agency performance against these standard. Internal
customers are defined as users of products or services supplied by another
employee or group within the agency or organization .External customers
are outside the organization and include, but are not limited to, general
public.

MBO: Management by objectives

MBO is a very common industry practice used to review employees at the
workplace .At the beginning of the year clear objectives are laid down for
achievement during the course of the year . these objectives are popularly
called by the following names;

1-KRA-key result areas

2-KPA-key performance areas
3-Targets
4-Commitments

These objectives are designed using the SMART framework as in … specific

Measurable ,Achievable , Result oriented and Time bound All objective must
conform to this framework . Thereafter the objectives are broken up into
half yearly, quarterly and maybe monthly objectives , again keeping in
mind the SMART framework .All along the process both the employee and
the manger are in consensus of the objectives and the timelines as well as
the deliverables .

MBO is one the most effective methods for performance review primarily
because it is identified at the beginning of the review period and is
 regularly reviewed for achievement and modified on-going again in
consensus between the employee and the manager

At the end of the review year, the MBO'S are reviewed for completion with
In case of new employee or someone moving jobs/assignment between
teams; after about 6-8 weeks of being in the job this process is undertaken
and the objectives are set.

2. Write a note on Motivation Techniques

Following Michael Jucius, let us see how management may proceed to motivate
employees. This activity may be divided into two parts: (a) what is to be done
and (b) how and why what is done. The former are steps in motivation and the
latter are rules governing the steps. Both are performed simultaneously. The
steps of motivation are listed below:
1. Size up situation requiring motivation: The first stage of motivation is to
make sure of motivational needs. Every employee needs motivation.
However, all people do not react in exactly the same way to the same
stimuli. Keeping this in mind the executive shall size up how much and what
kind of motivation is needed and when and by which individuals.
2. Prepare a set of motivating tools: Having determined the motivational needs
of a particular person or group an executive must have a list from which he
should select and apply specific tools of motivation. An executive from his
personal experience should prepare a list of what devices are likely to work
with what type of people and under what circumstances.
3. Selecting and applying the appropriate motivator: Proper application of
motivational plan is very important. This involves selection of the
appropriate technique, the method of application and the timing and location
of applications. Having selected appropriate techniques, thought must be
given to its application.
4. Follow-up the results of the application: The last stage of motivation is to
follow-up the results of the application of the plan. The primary objective is
to ascertain if an employee has been motivated or not. If not, some other
technique should be tried. A secondary purpose of follow-up is to evaluate
motivation plans for future guidance.
Rules of Motivating: In following the steps of motivation a manager should be
guided by some fundamental rules which should be based upon the following
principles:
1. Self-interest and Motivation: Undoubtedly, motivation is mainly built on
selfishness. Psychologically speaking, selfishness is a part and 'parcel of life.
To deny this is to build the theory on unrealistic foundation. To seek some
other basis of motivation would be to ignore the real nature of man. The aim
should be to learn more about selfishness.
2. Attainability: Motivation must establish attainable goals. What is prescribed
for a particular person must be attainable by him. This does not mean that
the goal is realized at once. Such goals as promotion or desirable transfer
may take years to attain. But it must be within reach.
 Eight Ways to Motivate Plant Employees: Based on a fact-finding study
conducted at several manufacturing plants of the General Electric Company,
Sorcher and Meyer have made the following recommendations for improving
the motivation of employees in routine jobs.
1. Provide assembly line employees with more than minimum training.
Providing some sort of formal training for a factory employee beyond the
required minimum should result in greater personal involvement in the job.
2. Create sub-goals to measure accomplishment. A sense of competition is
important to good motivation. When people work towards clearly defined
goals they perform better. Moreover, they are likely to be more interested in
the work which will reduce monotony and mental fatigue.
3. Provide regular feedback on performance. Psychological studies show that
people perform better when they receive positive as well as negative
feedback about their performance on a regular basis.
4. Maintain a neat and orderly work area. If the foreman does not care about
neatness, employees may feel that they need not care about it and this
attitude may also affect the quality of their work.

5. Arrange work situations so that conversation between employees is either

easy or impossible. Experienced workers can do routine jobs with little
attention to the task. Conversation while working may reduce monotony and
fatigue and thus have a favorable effect on output.
6. If possible, increase the number of operations performed by one employee.
This can be done by the simplification of manual operations. It offers several
advantages, viz.,
i)the risk of errors is reduced;
ii)training costs are minimized;
iii)Management can hire employees at lower wages.
iv)Structure jobs, so that workers can, at least occasionally move about
the work area. Besides job rotation, there are other ways to provide for
physical movement such as setting employees secure their own tools or
by adding operations which require some physical activity.
v)Explore ways to assign greater personal responsibility. Increased
responsibility means greater self-esteem and greater job meaningfulness.
One way to enlarge responsibility is to let an employee inspect his own
work.

1. Elaborate the importance of grievance handling.

At one or other stage of the grievance procedure .the dispute must be handled
by some member of management .in the solution of a problem , the greater
burden rests on management .the clearest opportunity for settlement if found
at first stage ,before the grievance has left the jurisdiction of the supervisor .for
this reason , many firms have specifically trained their supervisor as to how
handle a grievance or complaint properly .the dispute or grievance constitutes
a managerial problem and the scientific method is usually most productive in
arriving at a satisfactory solution .the following direction help in handling a
grievance :
1. Receive and define the nature of the dissatisfaction: the manner and
attitude with which the supervisor receives the complain of grievance is
important. As a principle applicable to this step, the supervisor should
assume that the employee is fair in presenting the complain or grievance
 .statements should not be prejudged on the basis of past experience with
this or other employees .the supervisor should not be too busy to listen and
should not give an impression of visors who were nearly task-oriented, as
contrasted with people-oriented tended to experience a significantly greater
number of grievance being filed in their units.
2. Get the facts: In gathering facts, one quickly becomes aware of the
importance of keeping proper ratings records such as performance ratings,
job ratings, attending records, and suggestions. In addition with the
increasingly legalistic bent that is characteristic of modern labor-
management relations, the supervisor is wise to keep records on each
particular grievance. It is also important that the supervisor possesses and
exercise some skill in interview conference, and discussion.
3. Analyze and divide: With the problem defined and the facts in hand,
the manager must now analyze and evaluate them, and come to some
decision. There is usually more than one possible solution. The manager
must also be aware that the decision may constitute a precedent within the
department as well as the company.
4. Apply the answer: though the solution decided upon by the superior is
adverse to the employee some answer is better than none .employees
dislike supervisors who will take no stand, good or bad .In the event of an
appeal beyond this stage of the procedure, the manager must have the
decision and the reasons for his decision should be properly recorded.

5. Follow up: the objective of the grievance procedure is to resolve a

disagreement between a employee and the organization .discussion and
conference are important to this process. The purpose of its follow–up phase
is to determine whether the clash of interest has been resolved.
If follow up reveals that the case has been handled unsatisfactorily or that
the wrong grievance has been processed .then redefinition of the problem,
further fact-finding analysis solution and follow up are required.

Among the common errors of management encountered in the processing of

grievance are:
1. stopping too soon in the search of facts;
2. Expressing a management opining prior to the time when all pertinent
facts have been discovered;
3. Failing to maintain proper records;
4. Resorting to executive fiat or orders instead of discussion and conference
to change minds; and;
5. Setting the wrong grievance, a mistake which may in turn produce a
second new grievance. Follow up is the step in the procedure that tells us
when a mistake in handling has been made.