In 1954, Sri Rama Paper Mills Ltd. was founded in Rajahmundry (A.P.). The corporation chose this location because it had access to labour and raw materials. The majority of the manual labourers hired by the corporation were from scheduled caste groups, along with technical professionals who were Muslims and managerial staff who were from other communities.
Since the bulk of the workforce (nearly all manual labourers and management personnel) practise Hinduism, the corporation observes Saturday as a weekly holiday. On Saturdays, Hindus, particularly in the AP Religion, worship Lord Venkateswara.
Throughout terms of both labour relations and performance, the corporation exceeded expectations in the 1950s, 1960s, and 1970s. From 1980 to 1985, Christianity grew significantly in the countryside, especially among members of the scheduled caste. As a result, practically all of the manual labourers (who were members of the scheduled caste) became Christians.
They discovered that going to the workplace on Sundays had been more harder for them than going to church. They insisted that Sunday be designated as the weekly holiday rather than Saturday by the administration. Due to the fact that all of the board members and executives practise Hinduism, the management refused to comply with this requirement.
Hindu-affiliated workers coordinated protests and urged management to maintain Saturday as a weekly holiday. In the meanwhile, Muslim technologists asked management to take into account their proposal for Friday to be a weekly holiday. None of these requests were given any thought by management. Suddenly, none of the manual labourers showed up for work on Sunday.
As a consequence, the plant was shut down that day, and management instituted the “no pay, no work” policy and terminated the employment of all temporary employees. All manual labourers immediately organised into a union, went on strike, and demanded that Sunday be become a weekly holiday in response to the management’s decision.
QUESTIONS
What is the underlying reason for conflict between labour and management?
If you were the company’s managing director, how would you resolve the issue?
If you were the organization’s personnel manager, what advice would you provide to the managing director?
Read the case below attentively, then respond to the questions at the end:
A sales competition was suggested by Joseph Mahoney, general manager of Universal Automotive, Inc. in Chicago, to boost the company’s flagging sales performance. This was his answer to the first-quarter sales figures that were well below quota. A sales content, according to Mahoney, would, among other things, provide an incentive to increase sales to or over territorial quotas.
A whole range of vehicle components and accessories were produced and supplied by Universal. Its sixty-person sales staff was based out of nine district offices spread throughout the country.
The base wage and bonus were the only components of the sales force’s remuneration package. The territorial quota was established by the general sales manager in cooperation with the branch sales manager, and it served as the basis for the bonus.
Mahoney suggested a sales competition that he thought would spur salespeople to meet their objectives. He believed that the contest should include the wives of the salespeople.
Each salesperson would be given a weekly sales volume quota, set by the general sales manager and the district manager, for the duration of the thirteen-week tournament. A district sales volume quota would also be set for each of the nine sales districts.
Mahoney had given considerable thought to utilising total sales volume instead of a percentage, but decided on a weekly $200 cash award for the salesperson who exceeded their quota by the biggest percentage. For the thirteen-week period, each salesperson who met quota received a $ 300 bond.
The salesperson who exceeded the thirteen-week quota by the largest percentage would be awarded an extra $ 400, with second, third, and fourth-place finishers receiving incentives of $ 250, $200, and $100, respectively.
Mahoney’s suggested sales competition would also include spouses as participants. A salesperson’s spouse would be given five chances to win a product reward for every $100 in bonus earnings over and above their weekly or quarterly bonus.
A three-day conference would be held in the Chicago headquarters for those salesmen who met their quotas and brought along their wives. The three days would be a combination of work and play, with the drawing for the product prize capping off a gala dinner dance.
The sales district that exceeded its quota by the highest percentage would win an award of $ 800, which would be split among its salespeople in the competition between the sales districts. The districts’ second, third, and fourth-place finishes would each be rewarded $600, $400, and $200, respectively.
Several objections were raised when Mahoney officially introduced his idea for a sales competition. Arguments focused on the sadness and annoyance of those who lost, the potential for overaggression from ambitious salesmen who are determined to win at all costs, the disruption of daily routines brought on by the convention, and the transient nature of the stimulation offered. A number of executives rejected the competition, contending that its drawbacks outweighed any potential advantages.
Mahoney spoke in opposition, arguing that a contest would boost morale among the whole sales force, appeal to the competitive nature of the sales force, and allow salespeople to get some recognition.
Despite the lack of consensus, Mahoney called a meeting of his eight-person team to debate whether it would be wise to have a sales competition:
QUESTIONS
Should Universal Automotive Inc. have organised a sales competition to spur on its salespeople to increase their performance? If not, why not?
Why are spouses allowed to participate in the competition? Would spouses who work and those who don’t respond differently?
Answer the questions at the conclusion after carefully reading the case that is presented.
The Goldmine Plan
A piece rate incentive programme of Rs. 10 per produced product unit was offered by Sterling & Co. to manufacturing workers. The firm reported an average monthly output of 18,000 good units for the year ending March 31, 1987. 2,000 nits per month were excluded since they had to be trashed after all production processes because of the company’s strict quality control criteria. Scrap has a marketable value of 20 rupees per unit. The product’s unit price structure is as follows:
Rs. 80 for Variable Manufacturing Cost (without Piece Rate Incentive to Employees).
$25 was spent on marketing and distribution.
Price of sale: Rs. 160
monthly fixed costs of Rs. 3,60,000
Mr. Patel, the company’s managing director, was contacted by Mr. Lal, a labour union official, for a stronger incentive programme that would significantly benefit the employees.
The incentive payment would be raised to Rs. 15 each good unit created, subject to a minimum new incentive plan accomplishment of 20,000 good units per month, it was decided after extensive consideration and discussion between the Union and Management.
Additionally, it was decided that the trial period would first last for three months and would then be extended for an additional three years, subject to Mr. Patel’s evaluation. Mr. Patel shall be free to impose any additional requirements at the time of such a review, subject to the union’s proper acceptance, without raising the 20,000 unit monthly objective.
All of the employees were really pleased with the new plan, which boosted their incentive amount by 50%, and they all had high hopes of hitting the monthly goal. They gave the new plan the exuberant moniker “Goldmine,” which quickly gained popularity throughout the organisation.
The trial’s three-month timeframe showed an increase in average monthly output of excellent units to 21,000 units. 3,000 units needed to be scrapped each month at the same time. Mr. Patel was quite happy when he saw the increase in quality unit manufacturing.
After some reflection, he realised how much the sudden increase in units being rejected worried him. No price rise was conceivable due to fierce competition, although fixed costs each month rose by 10% as a result of higher production levels.
QUESTIONS
(A) Has the adoption of the “Goldmine” Scheme been advantageous to the company?
(b) Do you see any errors in the “Goldmine” Scheme’s formulation?
(c) What action should Mr. Patel take going forward?
Examine the following scenario attentively and respond to the questions at the conclusion and Find out inter-personal relations depicted in this case:
Inter-Personal Relationships/MBO
An engineering company with 50 years of success behind it, Vikas Pvt. Ltd., is well-known across India for its high-quality goods. In a short period of ten years, despite having a humble beginning, it rose to become the industry’s leading supplier of crucial spare parts and equipment for the engineering and transportation sectors.
It later advanced quickly in several product lines, including electronics, thanks to the introduction of industrial planning, which was started by the Government of India. This was also due to its position in the engineering industry. Its assets were in the range of Rs. 200 crores in 1960, and it employed over 10,000 people throughout all major industrial hubs in India.
With management becoming more complicated, senior management often debated the necessity to reorganise the whole company along functional lines before introducing decentralised administration on April 1, 1974.
Since 1964, Mr. Vasudeva, a Harvard MBA graduate with a background in mechanical engineering, has been in head of the Mechanical Engineering Section. In April 1974, he received a promotion to Chief Executive of the Division.
This was done in honour of his great work in helping to create new product lines, particularly in the field of compressor-cumulative-vacuum pumps. In fact, the company established a solid reputation in the export market and won an export prize between 1973 and 1974.
Mr. Vasudeva was also renowned for his integrity, leadership, and decisiveness. Being a great engineer, he constantly put out effort to be one step ahead of his rivals in the industry. The management was really proud of him since he was essentially a thing-tank.
He has been revamping the export model-T compressor-cumvacuum pump set for the last six months. He was confident after talking to his international counterparts that with a little more work, the business could revamp the model and cut manufacturing costs while increasing productivity by 16–20%. He
was totally dependent on Mr. Hanuman, a foreman of extraordinary talent and perseverance. Additionally, Mr. Hanuman had a positive influence on others around him and earned the respect of his direct reports.
Everyone involved believed it was undesirable to inform others of what was occurring on the work floor since the manufacture of the new model was still in its early stages. Furthermore, concealment was the way business was conducted, so it was obvious to the foreman and others reporting to him that this issue would not be brought to the attention of Mr. Keshav, the new Works Manager and a recent hire.
They were completely absorbed in their new position and always appreciated any compliments that their leader, Mr. Vasudeva, offered when he visited the shop floor.
Young and vivacious Mr. Keshav has a flare for mechanical engineering goods. Although he had taken a few courses in productivity control and materials management, he knew nothing about management.
He always placed a strong emphasis on correct supervision actions, was knowledgeable in his line of work, and always anticipated that others would complete their tasks on time. He could never put up with lack of discipline. He was known among his coworkers as “the genuine fire-brand” of the business.
Before leaving for home one evening, Mr. Keshav went to the shop floor where he saw six machinists and assistants working on creating a replacement component for the pump set following Mr. Vasudeva’s instructions. Mr. Kesav was pleased to see his subordinates so invested in their job.
However, when he realised that what they were doing was not a typical aspect of their business, his joy disappeared like morning mist. “Oh, dear. What in the hell are you doing? “He said angrily.
The workers were perplexed, they did not know what to say. But Mr. Hanuman soon showed up and explained the current project and the advantages of its success.
The Works Manager got very angry with Hanuman and reprimanded him severely. In reality, he was scolded in the presence of his subordinates and technicians working on the shop-floor.
Mr. Hanuman was perplexed and hurt. As if this was not enough he got a show cause notice from the Works Manager demanding an answer within 24 hours. This was adding insult to injury. He had no option but to report to the head, but to his disappointment, he learned that Mr. Vasudeva had already departed on international tour and was anticipated return a month later.
Mr. Hanuman was hounded and travelled from pillar to post, but he felt as if he was nearing a dead end. He went to the General Manager and gave him his resignation letter after becoming frustrated and upset.
Mr. Hanuman was renowned for his integrity, frugality, and diligence. He had only been able to advance from the position of an ordinary assistant to that of foreman within a 10-year period by the effort of hard labour.
Everyone was aware of his contribution to the creation of a new Model-T vacuum pump set prototype. His one flaw was that he was very sensitive and would never budge on anything that would undermine his character or decency. He was revered by everybody in general.
His resignation’s word spread like wildfire. The technicians, employees, and other supporters of his cause were frightened and anxiously awaited the result.
The case raises the following issues:
1. Was it correct for the GM to accept Mr. Hanuman’s resignation?
2. Given that Mr. Keshav was the Works Manager, was it a good idea to keep him in the dark about the ongoing project?
3. Mr. Keshav rebuke Mr. Hanuman in a hasty manner?
4. What steps need to be made right away?
5. How will this occurrence affect everyone involved?
In 1980, Mr. Ramlal, the proprietor of a three-star hotel in Muradabad, engaged 50 people to staff a variety of positions in his establishment. Nearly majority of them have up to a 10th grade education. Comparing Ramlal’s pay to those at other hotels in Muradabad, they were excessive.
All of his workers received a variety of privileges from him, including no-cost boarding, accommodation, medical care, and amusement. He was regarded as Muradabad’s top employer in the hospitality sector.
However, he never permitted any two workers to socialise with one another outside of work-related activities. Even the manager and accountant were forbidden from discussing their personal or familial issues by him. However, he used to take seriously discussing work-related difficulties with each employee.
He believed that he was the ideal employer in the Muradabad hotel sector and that he was satisfying all of his employees’ demands, thus he never questioned them or allowed them to talk about their wants, desires, feelings, values, or anything else.
In 1985, a second three-star hotel opened in Muradabad under the management of Mr. Rajesh Sethi. Mr. Sethi provided much lower pay and perks. Surprisingly, 35 staff, including the manager and accountant, who were previously working for Ramlal, joined Sethi’s hotel.
QUESTIONS
(A) Did you think Mr. Ramlal’s employees were really happy with their work? Yes, but why? If not, then why were they silent until 1985?
(a) Why did 35 employees quit Mr. Ramlal despite receiving more pay and better perks than the rest of the hotel staff in Muradabad?
(c) In this situation, do you notice any effects on human desires from changing trends in human resources management?
Write a report analysing the case presented below.
Personal Conflicts
Including Muthusamy, the departmental manager at a significant transportation business, Hariharan, 53, was the employee with the most departmental seniority. Hariharan was regarded as one of the more competent workers. He put in a lot of effort and was very diligent.
Due to his skill and experience, he often obtained the best job assignments and was the highest paid worker in the division. Even though he wasn’t officially assigned to any of the “special” projects, Hariharan handled them routinely.
When Muthusamy hired Neelakandan, 23, a likeable, clever, and diligent worker, a problem arose. Neelakandan was able to adapt to work routine much more quickly than was typical for a new employee because of his two years of prior experience in closely comparable job.
He worked diligently and was pushy. Muthusamy saw tension escalating between the two workers, Neelakandan and Hariharan, on a number of times. He didn’t want to become involved in people’s personal issues, however, and the job was being done as planned.
When Hariharan concluded that the new employee Neelakandan was taking on far too many of his own responsibilities one day, the tension erupted. Will you kindly tell him once and for all which projects are mine and which are his? he practically dragged Neelakandan to Muthusamy’s desk.
Everyone in the workplace suddenly became silent as they anticipated Muthusamy’s response. The sudden clash rendered further delay unthinkable.
QUESTIONS
How has the organising role of the management contributed to this issue? Could a better organisation have prevented it? How?
Assess Muthusamy’s effectiveness as a planner.
What should Muthusamy do in response to Hariharan’s demand?
Review the case below, analyse it, and then create a report:
Punishment and Discipline
Mr. X, a management-trained commerce graduate, works as a junior officer at a company with more white-collar than blue-collar employees. Mr. X is a workaholic who is very committed to his profession. He uses all contemporary management strategies to achieve success; he is a problem solver and go-getter. Because of his attitude and expertise, he is admired and respected by his staff, who would do whatever to finish the task he has given them.
In the same company, Mr. Y has a middle management position. Despite lacking professional management training, he implements management strategies that are appropriate for the organisation. His management technique has been very effective. He is very informed and has the appropriate contacts to make things happen.
When it comes to his supervisors, he has a “achieving organisational objective at whatever cost” attitude while taking a more maternal approach with his employees. Freedom, independence, and protection are his guiding principles for his subordinate officers, and Mr. X has chosen him to be his mentor.
The highest manager on this ladder is Mr. Z. He is effective as general manager because he listens well and makes judgments based on his own judgement. Although he sometimes expresses his irritation, he typically does not believe in harsh reprimands and penalties. Instead, he lavishes praise, especially on his subordinates. He is renowned for having a strong preference for regimented behaviour.
Mr. Z, the General Manager, had often praised Mr. X and shown his thanks to him during conversations between Mr. X and Mr. Z whenever Mr. X performed well. On a few of these instances, Mr. Y had also been in attendance.
On a few times, Mr. Y burst out a fit of rage in front of his coworkers and confronted Mr. X for certain errors. On these occasions, Mr. X has also been contentious and has insisted that what he had done was proper and that there had just been a communication breakdown or that Mr. Y had not comprehended the issues correctly.
Mr. Y publicly rebuked Mr. X on one occasion when he was very upset with him. Mr. X was offended, and the issue was escalated.
Mr. X was arguing with Mr. Z, the top boss, about how “praise should be given in public and reprimand in private” and how Mr. Z was praising Mr. X in private while Mr. Y was reprimanding him in public, which was bad for Mr. X and bad for the organisation.
A BEST WAY TO EARN WHILE YOU STUDY, JOIN THIS APP UPLOAD PHOTOS, SAVE MONEY FROM NOW ON : https://bit.ly/3g7PxAg
Mr. Z clarified that he lavished praise on Mr. X in private, mostly to inspire and drive him to produce greater achievements. He also never forgot to mention Mr. X with praise at the proper higher levels and at the proper times. Additionally, if Mr. X received public recognition, this may incite jealously among his coworkers, which might make it difficult for him to be accommodated in day-to-day operations due to a lack of appropriate horizontal contact.
Regarding Mr. Y’s behaviour, he informed Mr. X that a public reprimand would be taken seriously and that he would make amends in addition to giving the impression to others that Mr. Y was not biassed or had a peculiar attachment to Mr. X, and that Mr. Y’s position would be known to all of his coworkers and subordinates.
This will also lessen Mr. X’s coworkers’ envy of him and may even elicit some pity from them, which will lead to better outcomes. If a reprimand or other disciplinary action is given in secret, nobody will know if it was fair or not, and it won’t be able to change other people’s behaviour in the future.
Mr. X disagreed with the opinions of both employers since he was a certified management graduate and had always been advised that “reprimands should be issued in secret and praises in public.” The following issues are raised by the case study in question:
Training is one of the most important aspects of human resource management, along with other tasks like recruiting, selection, remuneration, and manpower planning. Training is the deliberate effort to help workers develop the precise abilities, desirable behaviours, and information required to do their jobs well.
Training for new employees starts shortly after orientation. It is for non-managerial staff and is just for a brief length of time. It is crucial for both the development of the company and the success of the personnel.
“Training is the organised technique through which individuals gain information and/or skill for a specific goal,” says Dale S. Beach.
Edwin B. Flippo asserts that “training is an act of enhancing an employee’s knowledge and abilities for doing a certain profession.”
“Training is any endeavour to enhance employee performance on a presently held job or one connected to it,” claims H. John Bernardin.
“Training is the continual, systematic development among all levels of workers of those knowledge, abilities, and attitudes which contribute to their welfare and that of the organisation,” write Planty, Cord, and Efferson.
Feature of Training
1) Clear and Defined Dimensions: Training is a technique with certain dimensions. It has a clearly defined start and finish. Training exercises are planned such that the process itself moves and develops in an apparent and observable way. In a friendly manner, all of the training’s activities are organised.
2) Planned Sequence of Events: Training is a planned set of tasks that enable the learners to carry out previously untried actions. The programme, which has specific learning goals, supports the whole process.
3) Makes Optimal Use of Opportunities for Learning: The practise of giving workers plenty of opportunity to learn and develop may also be seen as making the most use of learning opportunities. It seeks to increase employee enthusiasm by honing their abilities to do a certain activity.
4) Encourages Behavioural Changes: By giving workers new abilities and enhancing their performance, training helps to improve employee behaviour. It aids in enhancing the social and personal lives of workers, which raises the calibre of their job and promotes self-improvement. As a result, it broadens the scope of its usefulness much beyond the workplace.
5) Increasing Capacities: Training is not only about learning a certain ability to carry out a specific activity; it also involves the growth of a person’s total capabilities to handle complicated circumstances and issues. To effectively complete the assigned assignment, a trainee should be aware of how to improve and adjust his talents and knowledge.
6) Examining the Inner Self: The training’s most crucial feature is that it not only enhances already-existing abilities but also reveals the workers’ latent talents and inspires them to work hard. It informs the employer of their assets and liabilities. Additionally, it tries to assist workers work on their areas of weakness, which promotes self-improvement and progress.
7) Removes Mental Blocks: Training assists in removing trainees’ doubts and concerns about their jobs, enabling them to put out their best effort to fully use their potential and skills.
8) Produces Both Intended and Unintended Results: Training aids not just in reaching expected results, but sometimes it also yields several benefits that were not deliberately intended to be obtained. Depending on the sort of training, the advantages might differ from organisation to organisation and from person to person.
9) Establishes a Connection Between Theory and Practice: Training enables trainees to connect their newly gained theoretical knowledge with its application in the real world. This is made possible by training since it informs staff members of how to put their newly acquired skills to use at work.
1) Training in Company Policies and Procedures: The first thing management does after hiring new workers is to acquaint them with the company’s culture. The company’s customs include the procedures to be followed, the individuals they must work with, their bosses, coworkers, working conditions, etc. However, this training has the problem of perhaps having little effect on an employee’s capacity to build faster organisational processes.
2) Training for Specific Skills: Training for Specific Skills primarily focuses on the development of any special abilities of an individual connected to his work. Introducing applicants who have just been hired to sales, manufacturing, mechanical skills, etc. By creating a person proticient, this training’s primary goal is to assure that person performs significantly.
3) 2) Training in Human Relations Skills: Human relations skills training has a significant beneficial effect on both the organisation and the people who get it. This training procedure emphasises on treating workers like people rather than as machines and strives to change their viewpoint and behaviour in order to enhance and make the workplace more pleasant.
The workers’ interpersonal skills and capacity for self-learning are improved by this training, and it also boosts their productivity, which raises the organization’s overall productivity.
4) Problem-Solving Skills Training: As the name implies, this training is utilised to address a variety of organisational issues. Many organisations use this training approach, wherein all of the managers and supervisors from various branches or departments are gathered in one location to discuss the relevant issues and potential solutions.
When they all get together, they not only search for the best answer but also share ideas and perspectives that might later be beneficial for the organisation.
5) Training in Managerial and Supervisory Skills: If a company recruits employees for managerial or supervisory positions, the management will undoubtedly favour applicants who possess the specific set of skills needed for the position. Managerial positions need both technical and theoretical understanding.
Because of this, many businesses educate their staff members in the fundamental management duties of staffing, planning, organising, leading, and managing. In addition, those hired for the position of supervisor get training in areas such as manufacturing, finance, human resources management, and operation management.
Need for Training
1) Align employee qualifications with work needs: An employee may not precisely fit the demands of the position or the company. He could have the necessary credentials in terms of the relevant degrees or experience, but the organization’s needs might not match the workers’ current skill sets. To close these significant knowledge gaps and enable workers to carry out their jobs effectively, training is necessary.
2) Process of organisational sustainability and transformation: Every organization’s fundamental goal is to endure in the market over the long term. But a variety of circumstances may affect an organization’s existence. In order to maintain its market share, the organisation must adjust to changes in the environment in which it operates.
Employees must be competent enough to contribute to the organization’s creative practises in order for productivity to rise. Only by giving the staff the appropriate training will it be possible. Training aids in the creation and efficient operation of organisational processes.
The efficacy of the transformation process may be developed to increase organisational productivity. This can be done by improving the workers’ current level of skills and knowledge, which can be done by providing them with enough training.
3) Technical Advancement: Organizations nowadays often update their technology, such as via mechanisation, computerization, and automation. Organizations risk becoming outdated in the long run if they do not accept the current way of functioning. On the other hand, using technology alone won’t provide greater outcomes; you also need the people who will be in charge of administering and using the technology. The best way to improve these people’s talents is via training.
4) Complex Organizational Structure: As new technology enters the contemporary industrial sector, the organisational structure is getting more and more complicated. Employees must be better able to adjust to the most recent organisational structure.
Organizational effectiveness can only be attained by giving workers the essential training they need to be change agents throughout the whole process of bringing about organisational effectiveness.
5) Job Profile Modifications: Promoting or moving an employee from one role to another is a fairly regular procedure. Additionally, it’s possible that the employee may get a new position with new duties as a result of a promotion or transfer. Such staff need to be trained in order for them to carry out their duties efficiently in the long term.
6) Friendly Employee Relations: The management’s attitude toward their staff has undergone a significant transformation. The day when workers were only regarded as one of the manufacturing inputs is long gone.
Maintaining positive relationships with workers is now essential for every organisation to be successful in the market on all fronts, in addition to other crucial elements. Employees that get training are more prepared to handle issues and maintain a positive work environment.
Purposes of Training
1) To Improve Employee Efficiency: Training attempts to improve employee efficiency by providing the skills required to do the work in a more effective manner. It narrows the performance gap between what is achieved and what is wanted.
2) To Improve Employee Skills: Organizations must maintain a careful eye on the many activities and changes taking place in their surroundings in this constantly evolving world of technological innovation.
In this situation, it is even more important to maintain the employee well equipped with the knowledge and skills required to do a particular work. To keep an employee current and adapt to technological developments in line with the organization’s processes and procedures, training is crucial.
3) To prevent or delay managerial obsolescence: If managers do not take the effort to accept the most current technological developments, it will be seen as a failure on their part to keep up with the environment’s changes. The performance of the organisation is likewise lowered by this failure. Therefore, training seeks to prevent this scenario in the workplace.
4) To Prepare Employees for Higher Positions: Training normally seeks to prepare the employees to manage greater responsibilities by instilling extra skills necessary for the completion of a difficult assignment. Employee confidence is boosted, leading to higher performance.
5) To Lower Employee Turnover: Training attempts to lower employee turnover by simply igniting their passion and inspiring them to carry out their duties proficiently. Employees may relax about their professional progression at the same time.
Training revs up and renews workers’ commitment to the company. Therefore, managers have a responsibility to support appropriate training initiatives, particularly for talented staff.
6) To achieve organisational excellence: Training improves workers’ current abilities, which leads to greater performance, a lower accident rate, fewer machine malfunctions, and ultimately, a more competitive organisation with a trained workforce.
Through the development of a pool of educated and competent workers who can assist the organisation in managing its competitive edge, all these aspects improve the sustainability of the organisation.
Types of Training/Training Methods
1) Induction Training: Also known as orientation training, induction training aims to acquaint new hires with the company and its culture. They benefit greatly from this training since it helps them feel at ease and integrate into the organization’s culture fast.
With this training approach, new employees are exposed to the company’s aims and objectives, laws and regulations to be followed, tasks they are expected to do, expectations placed on them, policies they are expected to implement, etc.
2) Competency-Based Training (CBT): This kind of vocational training trains participants in accordance with the organization’s criteria. Instead of concentrating on personal growth, it looks at how well a person performs at work after receiving the appropriate training. It gets new hires ready for any future contests they could encounter.
3) Knowledge Training: Any employee working for a firm must get adequate training on the tasks they will be doing. Thus, new hires get knowledge training to increase their expertise and comprehension of any specific organisational problem.
This kind of training not only encourages workers to perform better, but also aids in retaining a more attentive and efficient workforce, further preparing the company for numerous contests.
4) Skills Training: Throughout a person’s whole employment with a firm, there are a few fundamental skills that are necessary. These abilities, including self-management, coordination, leadership, calculation, and communication, are taught in the workplace via lectures, seminars, counselling, apprenticeships, and a variety of other approaches. In organisations, this sort of training programme is fairly prevalent.
5) Cross-Functional Training: This kind of training is often provided to staff members who can readily take on the duties of other departments. There are a few ways to provide this kind of training to the staff, including job rotation, in which the staff is required to carry out various tasks within the same functional area in various parts of the organisation for a set period of time in order to gain an understanding of how other departments function. In addition to this, top performers may instruct other staff members on how to do certain departmental tasks.
6) Team Training: This sort of training includes two fields: content tasks and group procedures. “Content tasks” are intended to define the team’s goals, such as cost control, revenue generation, and problem-solving, etc.
While the goal of “group processes” is to show how the group members communicate, operate as a team, and settle problems, etc. Organizations use a variety of training techniques, such as experiential learning, to foster a sense of camaraderie among the team members.
7) Creativity Training: In today’s cutthroat business environment, every organisation requires creative and knowledgeable people. Organizations look for individuals that have the greatest creativity and who think beyond the box. As a result, the corporate sectors utilise a variety of brainstorming approaches and creativity training methods to impart such training to new workers, making them innovative, knowledgeable, and capable of delivering great performance.
8) Diversity Training: Diversity training aims to increase employee knowledge of cultural diversity and how to create good working circumstances in a multicultural workplace. Employees that get this kind of training are better able to handle the problem of cross-cultural sensitivity.
Training Techniques/Methods
The organisation invests a lot of money each year on its workers’ training and development. The organization’s major motivation for doing this is to increase staff productivity by raising their level of competence and knowledge. There will always be a need for training since it is quite unlikely to always find the best qualified and experienced candidate.
Therefore, training is given to the personnel utilising a variety of training techniques in order to make them skilled. These training techniques encourage workers to advance their abilities while also putting them in a position to fulfil future organisational needs. As a result, businesses use a variety of training techniques. Here are a few of them:
On-the-Job Approaches/Methods
Learning by doing is the foundation of on-the-job training methodologies. This approach places trainees in actual work environments so they can do their duties. They are given sole authority to resolve problems on their own in some circumstances, and this is how they learn by doing their work.
Additionally, new hires learn what has to be done from more seasoned workers and develop their talents under their direction. The majority of organisations now use this kind of training methodology due to its growing popularity. The following is a discussion of several essential on-the-job training techniques:
1) Job Instruction Training (JIT): During this training procedure, each learner is given a set of instructions one at a time. These instructions are provided by skilled instructors who are familiar with the methods and processes to follow as well as the duties that must be carried out on the job.
In this teaching strategy, students first watch their teachers do the work before copying them and finishing it independently. This makes it easier for the instructors to identify and quickly fix any mistakes made by the students.
2) Apprenticeship: This practise adheres to the tenet of “earning while learning.” In this approach, a knowledgeable and skilled individual imparts his or her knowledge and abilities to the student who wants to master that ability. After completing the apprenticeship programme, the trainee may apply for a permanent position, if any are available.
3)Job Rotation: This is the procedure through which workers are given the chance to work in different divisions within an organisation. The workers receive fresh information and expertise about the various tasks carried out by various persons in the organisation when they rotate from one department to another or from one division to another.
Job rotation occurs either via promotions, when workers move from a lower level to a higher level, or through lateral transfers, where only the employee’s position is changed; the job responsibilities remains the same. Therefore, using this training approach is the most effective technique to turn a worker into an expert.
4) Coaching: Coaching is the act of providing direction to subordinates by superiors in an organisation. Along with serving as an unofficial and impromptu teaching technique, it strengthens the relationship between subordinates and workers.
The senior management coaches or instructs the staff members on how to complete the assignment and how to fix errors that have been made. Later, they assess these workers’ output as well.
5) Understudy: This strategy involves training the trainee to carry out the duties of his trainer or to eventually hold the position of his superior. According to this strategy, the employee who had training under the management or superior would be given his or her job when they are going to leave the company due to transfers, resignations, retirements, etc. In contrast to coaching, this strategy allows the manager to choose one employee from his department to serve as an understudy.
6) Mentoring: In this approach, instruction is provided by a knowledgeable and experienced individual. In organisations, mentoring is often carried out by senior personnel who want to develop the talents of less experienced workers. Many businesses utilise mentoring as a nurturing technique to develop their workers’ knowledge and skills.
A BEST WAY TO EARN WHILE YOU STUDY, JOIN THIS APP UPLOAD PHOTOS, SAVE MONEY FROM NOW ON : https://bit.ly/3g7PxAg
Off-the-Job Approaches
Off-the-job training approaches, in contrast to on-the-job training approaches, adhere to the principle of “learning by obtaining information” rather than the idea of learning by doing. With this approach, the students are called upon in a classroom that may be located within the business or somewhere else, like a centre or an institution.
Due to the remote setting, the trainee may study without the pressure of job duties. This advice’s primary goal is to increase the new hires’ expertise. Following are a few popular off-the-job training techniques:
1) Lectures: The lecture approach consistently shows to be the most effective way to explain concepts, ideas, and hypotheses to trainees when imparting technical knowledge to new hires.
It is a one-way communication technique in which the mentor gathers all pertinent information for the students and delivers a lecture utilising different teaching tools like models, chart paper, visual aids, audio aids, etc. As a result, it is the most straightforward approach of educating the trainees.
2) Simulations: This training technique simulates a real-life scenario of the work that may have occurred in the organisation in the past, such as damage to any priceless items, a major investigation that would have negatively impacted the firm, a costly error, etc. The trainees may be given a number of actual examples to help prepare them for how to respond to various scenarios.
By doing this, the organisation gives the trainees the opportunity to learn about potential workplace occurrences and how to handle them. This approach is employed in fields like the aerospace sector where on-the-job training may be costly or harmful.
3) Case Study: With this approach, actual business scenarios are framed and given to trainers. Students are required to debate it and provide their suggestions on how they may have handled the circumstance. This approach, known as the case study technique, is one of the most popular methods to teach using real-world business scenarios.
4) Role-playing: In this technique, trainees are given a hypothetical or actual issue that typically relates to the organisation. They must act as if they are in that specific position and take the persona of that specific individual. Employees might utilise a variety of visual aids and advice provided by their mentor while carrying out their performance to improve their managing abilities.
5) In-Basket Exercise: Using this technique, the trainee receives all the pertinent documents required by management, such as letters, reports, records, etc. A particular circumstance that managers encounter often is presented to the trainee. He is required to evaluate the scenario, prioritise the items, provide justification for his choices, and make a final judgement on the topics brought up throughout the exercise.
The activity provides the management with a quick view of the learner’s executive function and role performance. The whole process is captured on film, and the concerned applicants are evaluated according on a predetermined set of skills and talents, including problem-solving aptitude, time management, etc.
6) Conferences: A conference is a systematic means of presenting ideas to a sizable audience that is present at the event. Experts from various professions gather to discuss a shared issue and, if necessary, have any questions they may have answered.
7) Seminar: Another name for a seminar is a “Seed Plot,” which refers to it as a starting point for learning. These are led by knowledgeable and experienced individuals who not only prepare the discussion topic and present it to the students, but also assist them in exchanging ideas and exploring their perspectives on the subject. Because it is narrowly focused on a single subject, students are better able to comprehend the material and react appropriately.
8) Group Discussion: This is one of the most often used training techniques. In this approach, the group of trainees is given a subject and invited to actively engage and provide their perspective on the problem.
The discussion subject is chosen on the spot, so there is no time for preparation, but this also increases interest and passion among the trainees since they may prepare the issue. This approach not only assists in problem-solving relating to the exchange of beneficial experience but also in gaining fresh insights and subject-specific information.
9) Sensitivity Training: It is obvious that this involves understanding feelings and sentiments since the term “sensitivity training” is connected to training. It is also known as laboratory training or T-group training. Assessment based on “one for the other” behaviour. The purpose of this training is to help the participants understand and appreciate one another’s sentiments and emotions.
Syndicate training has shown to be a highly effective way for training top management. The workers form a group and work together throughout the training process to carry out any specific task. This approach involves several groups cooperating to meet the organisational training objectives.
11) Simulation: Simulation is a teaching technique that simulates real-world situations by having students create replicas of as many real-world variables as they can. making choices that produce consequences similar to what would occur in the workplace.
The aircraft sector has made the greatest use of simulation technology. This training is crucial in situations when true on-the-job practise may lead to a significant question, an expensive mistake, or the ruin of a synthetic, risk-free setting. They are used to instructing in both production and process abilities as well as managerial and interpersonal choices.
Advantages & Disadvantages of On- the-Job & Off-the-Job-Training
On-the-Job Training
Off-the-Job Training
ADVANTAGES
1) No extra cost is incurred as training is given in normal office setting and by the same officials.
Plenty of time is available for training to take place.
2) Proper teaching methods are not needed.
Individual attention can be given to trainees’ problems and areas of improvement.
3) Instead of replicated work settings, actual situation is given to trainees to work upon.
Favourable for learning as the atmosphere is calm and stress-free.
4) Trainees become familiar to job setting right from the beginning.
No scope of disturbance is there; hence trainees can feel more concentrated.
5) It proves fruitful for the organisation as trainees also contribute in departmental works.
It is less risky to implement ideas and suggestions given by trainees, as it is done on simulated work settings.
6) Training can be steered as per the current needs.
It inspires the trainee to work upon their own growth and development.
DISADVANTAGES
1) It is difficult ti identify the cost incurred in training.
Cost is incurred in various external arrangements
2) Due to actual job setting, threat persists to machinery and other office equipment
Trainees cannot get acquainted wit actual jobsetting and the real work situations.
3) Training may not be very effective as it is not imparted ny any professional trainer.
It might be challenging to create a replicated work environment
4) Less time is given to trainees as the employees also need to tackle their routine work simultaneously
Trainees might face issues as they have to stay at some other place.
5) It is difficult to adjust with some odd, irregular, and unconventional characteristcis of trainees.
It might be problematic for trainees to apply their training knowledge in actual work settings as they are being trained in stimulated settings.
6) Trainees might feel pressurised in working among experienced employees.
It is a time-taking process and involves various additional expenses.
Difference between On-the-Job & Off-the-Job Training
On-the-Job Training
Off-the-Job Training
It is an economical method and can be conducted at a lower cost.
It is the non-economical method and requires separate investment for training rooms, trainers, tools and equipment or the training process.
Under this training method, employees are trained while working in the organisation. Thus, productivity is not affected.
Under this method, employees are taken away from the job pressures and thus, there is no productivity during this period.
This training method provides quick results as new employees start performing their functions as soon as possible.
The new employees may need to acquire the qualification first and then they are allowed to perform their function.
The training process may get disturbed due to disruptions created by people or machines
There is no chance of disturbance as the training process takes place far away from the organisational enviornment.
Examples of on-the-job training methods are job rotation, apprenticeship, mentoring etc.
Lectures, conferences, group discussions, case studies are examples of off-the-job training
The working of the trainees is observed by the top management or the supervisors
Trainees acquire knowledge and guidance under a well-experienced and specializes instructor.
Process of Training
In order for the training to be effective, there are a number of procedures that need be carried out methodically.
1) Evaluation of Organizational Objectives and Tactics: It’s critical to evaluate the organization’s goals and strategies before beginning the training process. Organizations should have a clear understanding of their company objectives, plans, and vision. The organisation won’t be able to evaluate the strengths and weaknesses of its staff unless all of these factors are known.
2) Evaluation of training needs: Various training and development programmes cost a lot of money in many organisations. But unless the management is aware of the necessity for these training programmes, such a large investment in these procedures is pointless. Therefore, it is important to determine what kind of training is needed to prepare the workforce for both current and future business difficulties.
3) Setting Training Objectives: Setting training goals is important because without them, no training programme can be created and its efficacy cannot be assessed.
As a result, after determining the training requirements, it is essential to design an obvious and measurable training aim that the workers can readily comprehend. Even if each person’s attitude is unexpected, putting up a particular standard might nevertheless assist the organisation get the outcomes it hopes for.
4) Creating a Training and Development Program: The process of creating a training programme begins when the objectives for the training series are decided. It serves as the cornerstone of an effective training and development programme. For this, the most knowledgeable and specialised teachers are chosen, and they look for the program’s most relevant material.
There is a quick overview of the complete programme followed by information on the necessity for the training, its potential benefits for the participants, how the training would affect the development of their skills, etc.
5) Training Program Execution: Now that the instructional programme has been designed, it is time to put it into action. When conducting training, a company must first look for a central location where the trainees can be contacted before making further preparations about scheduling, location, etc. Finally, the programme is carried out with the assistance of experts, and the supervisors monitor the trainees’ development.
The trainers hired for this programme should be well familiar with the program’s goals and working conditions. He should be proficient in both communication and creativity. However, putting any training programme into action is a difficult undertaking that often leads to issues. Sometimes the issue is with the management since they don’t want to invest their time on such training programmes, which makes it quite challenging to locate qualified teachers.
6) Evaluation of Outcomes: Because an organisation spends a lot of money on the training and development process, the effectiveness of the results has a big influence on the productivity of the organisation.
The major purpose of evaluation findings is to determine whether or not the training process has shown to be beneficial to the workers and the organisation. The performance of the workers and the organisation as a whole is improved by systematic evaluation, even though many organisations treat this procedure extremely laxly.
Advantages and Importance of Training
1) Reduction in Production Expenditure: Employee training enables them to complete tasks as efficiently and effectively as possible. It leads to the best possible use of the organization’s resources. This aids the organisation in reducing costs associated with rework and unethical practises.
2) Decreases Risk of Accident: A trained individual utilises equipment extremely well since he has been instructed to use it to its maximum potential, which deters accidents and other calamities.
3)Stability in the Organization: Training makes workers more productive. This enables the organisation to release the person in charge of their supervision. Additionally, it increases the workers’ self-assurance as they work diligently and without tardiness.
4) Increases Employee Confidence: Trained employees are capable of doing their duties properly and easily comprehending the processes and methodologies. Employees so acquire self-assurance and begin to perform to their maximum ability in order to achieve job happiness.
5) Higher Levels of Quantity and Quality: Training improves manufacturing of things in big quantities that are also of higher quality.
6) Determining Efficient and Inefficient Workers: Training makes it easier to tell the difference between an efficient and inefficient worker. With the aid of training, it is simple to distinguish between people who learn and do things fast and those who do so more slowly.
7) Minimum Requirement for Supervision: If a skilled individual is operating equipment, no supervisor is required since the employee is competent enough to do the task at hand.
8) Beneficial for Managers: When managers are relieved of the burden of supervision, it is simpler for them to concentrate on other crucial challenges facing the organisation.
9) Increases Ability to Grasp: Training helps the individual understand the process in which he is engaged. One can do the method more effectively if they are able to comprehend the technical intricacies on their own.
Limitations of Training
While carrying out any training programme, an organisation may encounter a few issues. The following are a few of the problems:
1) Lack of Corporate Commitment: One of the major issues faced by many businesses is a lack of organisational commitment. The majority of businesses have little interest in spending money to teach their lower-level personnel. If they spend money on training and development programmes, they should ideally be at the highest level.
2) Competitors will Tempt Trained Workers: Many small-scale companies attempt to avoid providing employee training because they are concerned that once the employees’ abilities are enhanced, they may start looking for better employment prospects or they may start demanding higher compensation and positions. As a result, the management jeopardises the workers’ advancement for their own gain.
3) Expensive for SMEs: Small and medium-sized businesses cannot afford to provide these programmes for their workers because of the significant costs involved. Sometimes the COSE incurred is too high for these small and medium-sized businesses to bear.
4) Handled as Expenses: The majority of the time spent in a training process is treated as a cost rather than an investment, according to the guidelines of the comice department. Such a mindset in these organisations not only deters trainees but also severely affects the expansion of the whole company.
5) Lack of Financial Assistance from Government: It is quite challenging for large organisations to run any sort of training programme for the improvement of their workforce when the government does not provide financial support for whatever reason. As a result, the advantages of training are not adequately used, which in turn prevents employees from developing.
6) Limited Supply of Skilled and Employable Graduates: Organizations sometimes have to make difficult arrangements since training is becoming more time- and money-consuming. training programmes to educate workers even the most fundamental skills. In these situations, training programmes are
7) A lack of cooperation between institutions and industry: There is a direct link between academic institutions and the industrial sector since contact between the two may serve as the best means of exchanging necessities. Companies, however, are unable to express the skills and competencies that workers should possess because of the absence of this coordination.
Resistance to Training
For many trainers in the corporate sector, resistance to training is a significant barrier. Trainers use the word “resistance” to describe workers that are reluctant to acquire new information, concepts, or behavioural patterns. To be successful, employee training is crucial.
Despite the importance of training for both the success of a person and an organisation, both managers and workers often oppose it. They may claim that training is merely distracting them and has nothing to do with them being better at their jobs. However, it is the trainer’s duty to instil in them the understanding that training is a crucial component of their work.
The following is a discussion of several training resistance sources:
1) Group Resistance: If the group’s goals are thought to clash with the training program’s goals, anybody who cooperates with the trainer is seen as a traitor. For instance, a collaborative initiative to increase efficiency can be blamed for layoffs inside the company. Employees may jointly oppose the programme in certain situations, and this should be dealt with as follows:
i) By addressing the problem head-on and not sidestepping it.
ii) When there is no reconciliation, by dealing with the opponents.
iii) By not assigning blame to a specific individual.
iv) By highlighting emotions and viewpoints and demonstrating that some individuals could be having issues.
v) By demonstrating concern for the complaints of workers.
2) Resistance to Change: People will first find it very difficult to accept completely new ways since they are used to doing their job in a certain manner. In such cases, the following tactics may be used to overcome reluctance to change: people should make modest modifications.
1) Encouraging
ii) Encouraging kids to try and acquire new abilities without worrying about being made fun of.
iii) Determining the cause of opposition and promoting discussion of the issue.
iv) Doing the new activity firsthand while soliciting feedback.
v) Gathering and disseminating people’s good opinions.
3) The Fear of Seeming Stupid: The innate fear of looking foolish in front of others may prevent someone from attempting a new thought or habit. People could be discouraged from using more effective work practises due to their fear of shame. The following tactics may be used to deal with this circumstance:
i) Realizing that taking risks is necessary for success.
ii) Preventing a hostile environment inside the organisation. iii) Maintaining a fun and upbeat culture without putting pressure on staff.
4) Uncertain Goals and Objectives: Insufficient training, especially when their training has limited applicability or the solutions for dealing with this scenario in their profession. They might stop participating in the Goals. In general, plenty of people get little to no information on training goals. In such a circumstance, people may act aggressively, go on autopilot, or stop responding, which would have a bad effect on others.
i) Discussing the issue with the participant and stressing the need for them to find a solution.
ii) Promising to assist with their issue by integrating their educational need with the programme and enabling them to converse with others about their experiences.
iii) Making an offer to assist later on if their current issues can’t be handled right now.
iv) Renegotiating the learning program’s objectives and changing them to align them with the students’ goals. If it’s not practicable, people should at least be given the chance to voice their opinions.
Write a report analysing coordination case presented below.
The current spring firm produces springs in accordance with manufacturer requirements. They manufacture bumper springs, tension springs, and leaf springs. The majority of the springs are sent to auto, truck, and bus makers.
Misunderstandings in the company’s line and personnel interactions have been happening lately. The company’s Chairman-Cum-Managing Director is looking for an appropriate strategy for line-staff coordination and understanding.
The line officers at contemporary concerns tend to be covert targets of informal staff authority, in contrast to many concerns where the line makes little use of staff support and advice and the staff finds it convenient to take line authority.
The line officials often only accept suggestions and advice from staff members who possess the requisite technical expertise. For instance, the director of R & D finished his doctoral work last year, and line employees are more accepting of his views.
The managing director is personally responsible for many of the staff personnel. The line officers often saw these staff members’ advice and guidance as command via status. As an example, the people manager had little trouble persuading the plant manager last year that all workers’ training need to be a part of the personnel function.
The majority of the staff members are friendly, college-educated, and skilled salespeople. Top management is becoming more and more aware that line and staff are controlled by human attributes.
For instance, the manager of publicity and public relations has on occasion been given permission to act on behalf of line management. However, it seems that unauthorized power tends to gather in this division and is used by the management for partisan gain.
Modern employees do not believe it is vital to provide the finest ideas to top management. The managing director is a staunch supporter of the employee role. This has sometimes been construed by line managers as command via punishment.
For instance, the sales manager has dealt more and more with the managing director’s staff assistant in recent years of the company’s rapid expansion when it comes to special projects, creating plans, and establishing rules than with the managing director himself.
QUESTIONS
How would you characterise the organisational staff’s style of thinking?
Examine the company’s use of informal worker authority. Why does this implied power function well in so many circumstances? Does it make sense?
Offer the managing director a viable strategy for line-staff coordination and comprehension.
Write a report analysing the case presented below.
The Controversial Person’s Case
S & Co. Ltd. was a company that produced consumer goods. The corporation employed a sizable number of both blue and white collar workers in its factories and offices. The plant has a number of technical supervisors. The technical supervisors of the factory also had a route or outlet for promotion to the management cadre at the corporate office, provided the corporate office had a distinct wing dealing with any unique element of a specific shop.
While the managers at all levels were at the corporate office. There were various stores that fit into this category, including the completed product department, millright, sample testing sections, etc. Mr. Ram served as the company’s personnel manager and is a human resources development specialist (in the middle management cadre-directly reporting to the top).
Mr. Krishna, who works in a separate area and handles technical issues for the business, is a colleague of Mr. Ram’s. Every time a promotion is requested by the corporation for any position falling under the category of lower level managers, the top brass must review the recommendations of these two before approving the promotion.
One lower level manager position became available in the completed products section at the corporate office. In addition to other tasks, this department of the plant was handling the issues of its employees, and the manager was in charge of this job. There were to be recommendations made.
For the position, Mr. Prasad and Mr. Kumar were the qualified candidates. In response, papers claiming that both of them did commendable job were posted. While Mr. Kumar was a non-interfering type who allowed judgments to be made at lower levels, Mr. Prasad was a go-getter who used to make hasty decisions (sometimes incorrectly as well).
Additionally, there were rumours that Mr. Prasad had been targeted for charges on one or two prior times as a result of some very unpopular decisions that were ultimately not carried through. Although some subordinates tagged him as controversial, the job output under his direction was quite excellent and many employees appreciated him for the simple reason that he used to make decisions without delaying them.
Along with being a non-controversial and non-interfering individual, Mr. Kumar also wished for others in the organisation to consult him for advice when needed, but not to mention him anywhere (particularly to the top or whenever his guidance has resulted in something going wrong).
Because Mr. Prasad was a go-getter and a competent decision-maker, Mr. Ram, the personnel manager, wanted to suggest him. But since Mr. Kumar didn’t interfere, Mr. Krishna wanted to endorse him for the position. The personnel manager argued with his colleague in favour of his suggestion, saying that decision-making is crucial in an organisation, especially at the level of manager in a division, whether it be lower, medium, or higher.
He stated that decisions are dependent on a variety of elements, including the circumstances, and that this cannot always be avoided. Mr. Krishna said that Mr. Prasad is a contentious individual because he shown power and assertiveness in the past, which was unwise given the current situation and the fact that he had to manage a significant group of blue-collar workers.
Mr. Ram disagreed with this viewpoint and said that Mr. Kumar may not make a good manager since he tends to play it safe and avoid making decisions whenever the situation allows. Additionally, Mr. Kumar is seen favourably in Krishna’s eyes since he was not interested in enforcing the processes and avoided upsetting anybody, which was ultimately bad for the organisation. No management is immune from contentious individuals, Mr. Ram said.
A BEST WAY TO EARN WHILE YOU STUDY, JOIN THIS APP UPLOAD PHOTOS, SAVE MONEY FROM NOW ON : https://bit.ly/3g7PxAg
Human nature dictates that certain people can’t help but remark on other people and other people’s behaviour, so they have to say something negative or unfavourable about the performances in order to stir up controversy. In fact, a controversial person is always better for the organisation because, without competition, there wouldn’t be higher production.
This is especially true in the Indian context because there is no room for the Japanese style of cooperative leadership and cooperative ego because only individual ego drives results in this nation. Since they couldn’t agree on anything, they submitted in separate recommendations for Mr. Prasad and Mr. Kumar, citing the aforementioned factors among others and left the decision up to the head.
If you were to make the choice as the “head,” who would you choose and why?
