HRM 360

DRAFT 2 REPORT SUBMITTED TO : AKM MOMINUL HAQUE TALUKDER (MHT)

SUBMITTED BY GROUP 4

MD. FORHAD AHMED [0930720030] M. SHAHKHAWAT HOSSAN [071228030] SYED AMER ALI [1020550030]

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Abstract
In this particular project, our dependable variable is competency. And there are 6 independent variables also. We conduct a research in an organization with a questionnaire to figure out the relation among them. We found many important and useful findings through this process. The whole topic or the project will give you a clear idea about the important aspects of a company should do during dealing with the employees. Keywords: Performance appraisal, Training, Job Description, Selection Process, Rewards, Motivation, Competency.

Introduction
Considering competency as the dependent variable, we will try to find the links and the relationship between the competency and other independent variables. All together there are 6 independent variables. All of these are vary important to any firm and can play a very important role to increase the efficiency and effectiveness of the firms employees. 6 independent variables are: 1)Performance appraisal 2)Rewards 3)Training 4)Job description 5)Selection process & 6)Motivation

competency is the quality of being adequately or well qualified physically and intellectually. It is the major thing a company looks for in their recruitment process. A good employee with good competency can make a difference and always an asset to the firm. Some scholars see "competence" as a combination of knowledge, skills and behavior used to improve performance; or as the state or quality of being adequately or well qualified, having the ability to perform a specific role. For instance, management competency might include systems thinking and emotional intelligence, and skills in influence and negotiation.

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Performance appraisal is the process of measuring the performance of employees. Performance appraisal is an analysis of an employee's recent successes and failures. (Dulewicz, 1989) said that, "a basic human tendency to make judgments about those one is working with, as well as about oneself." According to Flippo, a prominent personality in the field of Human resources, "performance appraisal is the systematic, periodic and an impartial rating of an employees excellence in the matters pertaining to his present job and his potential for a better job." Performance appraisal is a systematic way of reviewing and assessing the performance of an employee during a given period of time and planning for his future. It is a powerful tool to calibrate, refine and reward the performance of the employee. It helps to analyze his achievements and evaluate his contribution towards the achievements of the overall organizational goals. Performance appraisal can be influenced by competencies. As competency figures out the personal qualities of employees it can find who is the best and who is not. So performance appraisal can be influenced by competency. On the other hand employees always want rewards from their employer. Employers must offer employee rewards that the company's employees find meaningful. Well-managed employee rewards programs have tangible affirmative effects on the employer's bottom line in several ways. Rewards are objects or events that make the employees to come back for more. Rewards can be of different types but the company should figure out what rewards will be appropriate for the employees. Good rewards will boost the energy of the employees. But in terms of giving rewards company will look for the best one, and by measuring competency among the employees company can find the employees capable of rewards. Training is the process of developing the employees skills, knowledge and efficiency towards the job. 'training' is required to cover essential work-related skills, techniques and knowledge, and much of this section deals with taking a positive progressive approach to the 'training'. The company should unfold all the necessary information about training to their employees. Like- the objective of their training, how much time they will get to b trained, how many of them are receiving the training, how will the company measure the effectiveness of the training etc.( business balls.com) Training and Development helps in optimizing the utilization of human resource that further helps the employee to achieve the organizational goals as well as their individual goals. A job description is a list that a person might use for general tasks, or functions, and responsibilities of a position. It may often include to whom the position reports, specifications such as the qualifications or skills needed by the person in the job, or a salary range. Job descriptions are usually narrative. (Hall) Job description sets out the purpose of a job, where the job fits into the organization structure, the main accountabilities and responsibilities of the job and the key tasks to be performed. Many Employer tries to give a complicated job description, but it will just confuse the applicant or employee, so the job description should be in easy understandable. A job description typically consists of six major components: 1) essential job functions; 2) knowledge and critical skills; 3) physical demands; 4)

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environmental factors; 5) the roles of the ADA and other federal laws such as the Occupational Safety Health Act (OSH Act); and 6) any explanatory information that may be necessary to clarify job duties or responsibilities. The selection the process of selecting employees. A good selection process can give the company an asset, where a bad selection process can give a worse one. Another independent variable is motivation. Motivation is defined as the process that initiates, guides and maintains goal-oriented behaviors. Motivation is what causes us to act, whether it is getting a glass of water to reduce thirst or reading a book to gain knowledge. It involves the biological, emotional, social and cognitive forces that activate behavior. In everyday usage, the term motivation is frequently used to describe why a person does something. Motivation is the process of influencing the employees to do more works, to be more attentive and more productive. It is the force that initiates, guides and maintains goal-oriented behaviors. It is what causes us to take action, whether to grab a snack to reduce hunger or enroll in college to earn a degree. The forces that lie beneath motivation can be biological, social, emotional or cognitive in nature.Motivation is a must for this current world to get good return from the employees.

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Significance & Objectives if the topic

Competency is a valuable dependable variable which has its impacts over the other independent variables. By the literature review and discussions we understand the significance of competency. If a firm has a good competency in his office the firm can have a good bunch of employees. Employees will have a good performance appraisal system. They will get rewards for their better performance. Employer will train the potential employees, which will energies the employees and create a strong bonding with the firm. The firm will get qualified employees by a standard job description and well designed selection process. Employees will get required motivation to boost their productivity. So the presence of competency is important for a firm to develop a better work environment.

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Literature review
For over 30 years, business and industry has utilized competency models to select employees. The trend to use competency-based approaches in education and training, assessment, and development of workers has experienced a more recent emergence. With the mobility of the workforce and retirement of the baby boomers, competency models are being used for succession planning as well. It is within the last few years that the Employment and Training Administration (ETA) has turned its focus on skills acquisition and assessment to the competency model process for determining the needs of business and employers and the requirements of skilled worker. competencies, or individual characteristics, were recognized as significant predictors of employee performance and success, equally as important as an individuals academic aptitude and knowledge content as indicated by tests scores or results (Lucia & Lepsinger, 1999; McClelland, 1973). A competency is the capability of applying or using knowledge, skills, abilities, behaviors, and personal 5characteristics to successfully perform critical work tasks, specific functions, or operate in a given role or position. A competency model is a descriptive tool that identifies the competencies needed to operate in a specific role within a job, occupation, organization, or industry. Simply stated, a competency model is a behavioral job description that must be defined by each occupational function and each job (Fogg, 1999). Depending on the work and organizational environment, a group of 7 to 9 total competencies are usually required of a particular job and depicted in a competency model (Shippman, et. al., 2000). To understand competency requirements of a job role, they are often represented pictorially and competencies are mapped, with competencies existing on a hierarchy (Sandwith,1993). This also is true of the competency models that the ETA has recently developed with industry representatives for 3 of the 14 targeted industry sectors identified as part of the Presidents High Growth Job Training Initiative and can be found in the ETA Competency 6 Model Clearinghouse. Each of the three industry models are based on the general competency model framework described on the ETA Competency Model Clearinghouse. The generic framework depicts the competencies existing on nine tiers, with lower tiers serving as building blocks for the higher tiers (PDRI, & Aguirre International, 2005). The lower tiers describe foundational competencies with a broad application to many industries or occupations. Specifically, the foundational competencies group includes tiers one through three, which represent personal effectiveness, academic competencies, and workplace competencies. As one moves up the tiers, the competencies become more specific to an industry and an occupation. The second grouping is industry-related competencies and includes industry-wide technical competencies and industry-specific technical competencies . The third and final grouping on the ETA model is occupation-related competencies that subsumes tiers six through nine (i.e., these

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tiers include the occupation-specific knowledge competencies, occupation-specific technical competencies, occupation-specific requirements competencies, and management competencies). The elements of the competency models developed by ETA and industries are consistent with the literature that describes competency models. Thus, there are different levels of proficiency for the various behavioral descriptors included in a competency model. Dreyfus and Dreyfus (1980) describe levels of competence that include novice, experienced beginner, practitioner, knowledgeable practitioner, expert, virtuoso, and maestro. From the novice that is focused on rules and limited or inflexible in their behavior to the individual who is willing to break rules to provide creative and innovative solutions to business problems. An adaptation of this model, by Benner (1984), describes levels of performance as follows: 1) unskilled or not relevant; 2) novice; 3) learner; 4) competent; 5) proficient; and 6) expert. The value of competency models is that a whole-person assessment or holistic approach (Mansfield, 1989; and Rodriguez, Patel, Bright, Gregory, & Gowing, 2002) can be developed to examine the competencies that an individual possesses and may still need to acquire as required by a given industry or occupation. The information can then be used successfully by human resources development (HRD) or workforce development professionals in various applications with the workforce. For example, a competency model can be appropriate for integrating education and training, aligning both with the needs of the labor market and promoting mobility [and transparency] for individuals (e.g., vertical as in career progression, lateral as in movement between sectors, or spatial as in geographically), especially for workers faced with job insecurity (Delamare Le Deist & Winterton, 2005; van der Klink & Boon, 2002). Therefore, competency-based hiring, assessment, and training and development practices have emerged.Competencies and competency-based human resources management (CBHRM) are incommon practice in many private sector areas and on the rise in many Canadian federal government departments and agencies. While organizations have used the idea of competencies for over fifty years, the expansion of the competency movement within the private sector and, now, into the public one, has resulted in a proliferation of definitions, tools, models and applications. All of which are not universally understood and applied. Performance appraisals are one of the most important requirements for successful business and human resource policy (Kressler, 2003). Rewarding and promoting effective performance in organizations, as well as identifying ineffective performers for developmental programs or other personnel actions, are essential to effective to human resource management (Pulakos, 2003). The ability to conduct performance appraisals relies on the ability to assess an employees performance in a fair and accurate manner. Evaluating employee performance is a difficult task. Once the supervisor understands the nature of the job and the sources of information, the information needs to be collected in a systematic way, provided as feedback, and integrated into the organizations performance management process for use in making compensation, job placement, and training decisions and assignments (London, 2003).

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Rewards can be as simple or elaborate as you want as long as theyre motivation to you and positively promote your goal. Rewards can be any size; even small rewards can keep you motivated and give you a sense of accomplishment. Training needs analysis is considered to be the foundation of all training activities. In order to deliver appropriate, effective training which meets the needs of individuals and the organisation and represents value for money a training needs analysis is essential (Boydell and Leary 1996, Reid and Barrington 1999). There is general agreement in the literature that a training needs analysis is a best practice first step in the systematic approach to training (Wills 1998, Boydell and Leary 1996, Reid and Barrington 1999, Garavan et al., 1995, Bartram and Gibson 1997, 1999, Reay 1994). 'The primary function of a job description is as a communication tool. They effectively communicate a great deal of information about a job, especially between the manager and employee (Giles, 1995; Grant, 1989). 'When employees have a road map to success they often perform much better - and that translates into continued business growth for you and your firm' (Consulting Task Force, 1991). Information may include reporting relationships; skill requirements; major responsibilities; where the job fits into the organisation and what is required of the position. This information is presented in a completely objective and impersonal way (How to write job descriptions the easy way, 1993) which allows the job description to be used in relation to many human resource functions such as recruitment, induction, training and performance management. Employee Selection is the process of putting right men on right job. It is a procedure of matching organizational requirements with the skills and qualifications of people. Effective selection can be done only when there is effective matching. By selecting best candidate for the required job, the organization will get quality performance of employees. Moreover, organization will face less of absenteeism and employee turnover problems. By selecting right candidate for the required job, organization will also save time and money. Proper screening of candidates takes place during selection procedure. All the potential candidates who apply for the given job are tested. But selection must be differentiated from recruitment, though these are two phases of employment process. Recruitment is considered to be a positive process as it motivates more of candidates to apply for the job. It creates a pool of applicants. It is just sourcing of data. While selection is a negative process as the inappropriate candidates are rejected here. Recruitment precedes selection in staffing process. Selection involves choosing the best candidate with best abilities, skills and knowledge for the required job.

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Motivation refers to the reasons underlying behavior (Guay et al., 2010, p. 712). Paraphrasing Gredler, Broussard and Garrison (2004) broadly define motivation as the attribute that moves us to do or not to do something (p. 106). Intrinsic motivation is motivation that is animated by personal enjoyment, interest, or pleasure. As Deci et al. (1999) observe, intrinsic motivation energizes and sustains activities through the spontaneous satisfactions inherent in effective volitional action. It is manifest in behaviors such as play, exploration, and challenge seeking that people often do for external rewards (p. 658). Researchers often contrast intrinsic motivation with extrinsic motivation, which is motivation governed by reinforcement contingencies. Traditionally, educators consider intrinsic motivation to be more desirable and to result in better learning outcomes than extrinsic motivation (Deci et al., 1999). hypothesis: : Performance appraisal, Training, Job Description, Selection Process, Rewards, Motivation, Competency.

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CONCEPTUAL MODEL
Conceptual model is graphically presenting the relationship between competency and other dependent variables. The model is tested that derived from a review of the literature by integrating theory and research relating to performance appraisal, training, job description, motivation, rewards, selection process and competency . The framework shows which external and internal factors positively or negatively correlate with competency. It describes, an employees competency of the job is greatly influenced by these factors which in turn also determines an organizations turnover, absenteeism and productivity.

Figure-1: Conceptual Framework of research variables and their relationships

Performance Appraisal Motivation Selection process Competency

Rewards

Training Job Description

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METHOD
The sample, on which we based our research analysis on, consisted of 100 participants. 73 were bottom level managers, 27 were top & middle level manager. For better understanding of our topic of research, the questionnaire was provided by our faculty it was structured to carry out a survey on the managerial employees of Reliance Insurance, Bangladesh. We used the Likerts scale as a value of the respondents answers. The questionnaire was divided into seven sections and designed to be scale rated (Likerts Scale). Also, the questionnaire had to more sections which dealt with Background Information of the respondent and an Additional Comment section. The questions of each section were shaped as statements that were direct, simple and concise. The respondents had to tick/circle the boxes provided beside each question according to the extent of their agreement (scale provide at the beginning of the questionnaire). According to the Lickerts scale, our scale rating provided was: [1 = Highly Disagree; 2 = Moderately Disagree; 3 = Neutral; 4 = Moderately Agree; 5 = Highly Agree]. The participants were chosen from the different levels of managerial levels as the research was completely based on their behavior and responses to the situations. Out of the 27 top & middle level managers 8 comprised of top level managers and the rest 19 were middle level managers. The rest 73 were bottom level managers. Out of the 100 respondents 42 % or the participants were female and the rest 58 % were male. The education level of the participants was primarily comprised of 60%( MBA), 15%(MCom), 20%(BCom), 5%(BBA). The length of work experience of the participants was primarily between 1 5 years [55%], 6 - 8 years [25%], 9 - 12 years [20%]. The descriptive statistics were position (M =2.20 , SD = .559 ), education (M =1.78 , SD =1.0 ), tenure (M =2.20 , SD =1.22), gender (M =1.46 , SD = .575) and age ( M =1.89, S= .827). The data that were obtained was analyzed with SPSS for Windows 17. Cronbachs alpha was calculated to know the reliability. In order to test the hypotheses the analyses of Pearson Correlation and linear regression were used. Data was analyzed using descriptive statistics to project the respondents profiles as well as the general patterns of the variations in attitude moderating competency.

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DATA ANALYSIS AND RESULTS

elbaT1 ro soses os hno blrCps laCl bCorC nl sTs snoc0 eo 413.0 .780.hno blrCps laClos a coefficient of reliability. It is commonly used as a measure of the internal consistency or reliability of slnolbaTs. (aodoTkol). eCos cTlswnT rlcT w boeC nTaolboaoes os( laCl> 0.5) bCorC os lrrTelbaT son swneCTn l lassos.

ELBAT1 :Means ,standard deviations ,reliabilities and correlations of variables blesaaria 1. erforrance Lppraisal 2.deward 3.Eraining 4. ob description 5.Delection rocess 6.Motivation 7.yorpetencC =N100 ;**<p0.01 4.928 3.510 2.262 2.575 0.**366 .449** 0.351** .387** .224* .131 .496** .349** .347** .386** .681** 3.820 1.946 0.**540 .459** .419** .385** 3.736 3.984 3.782 2.639 3.283 0.**656 0.**656 .589** .457** Mean 3.934 DS 2.781 1 2 3 4 5 6 7

2.760 0.778** .541**

,*<p0.05

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ELBAT2: cting erploCeesof supportve corrunication afe degression results )ycnepepmoC( aariables Beta E U (df=1,99) 1. erforrance Lppraisal 2.deward 3.Eraining 4. ob description 5.Delection 6.Motivation =N100 ;*<p0.05 rocess .351 .387 .131 .349 .386 .681 3.714 4.157 1.305 3.692 4.141 9.210 13.793 17.283 1.702 13.633 17.146 84.828 Ldeusted d square .114 .141 .007 .113 .140 .459

ssoeCTsos1 swae os snTleTnos aodTas eo nT Tnsoncl rT lnlosla nTkoreTk eCle CosCTn .rocTeT rsAn employee starts to develop a liking for their job bCT he or she will get more committed towards his or her job.sdoaas o eCT iob l k eCws o rnTlso s Cos on CTn eCT sewks nTkores eCle os ososTas nTaleTk boeC iob sleosslreoo Tnsoncl rT lnlosla. elbaT1 &2 sCobs eCle(n=0.,351<0.01) l k laso(F=13.793>sos= (0bCorC sCobs eCle CsoeCTsos 1os lrrTeTk. ssoeCTsos2 nTblnk nTkoreTk eCletrigger last for longer periods hence affecting the overall job satisfaction. CTnTls bCTnT ls TsoeosT nTblnk b T rsrocTe o rnTlsTs mosoeosT nTblnk ssseTc nTkwrTs oe ssseTc.os raosTas ao dTk eCws nTblnk l k rocTeT rs . eCT sewks nToneTk eCle nTblnk elbaT .as nTaleTk boeC rocTeT rsos osoeosT1 &2 sCobs eCle(n=0.387,<0.01) l k laso (F=17.<283sos=0(, lrrTeTk eCTnTsonT oe os. ssoeCTsos3aTlks eo CosCTn rocTeT rs nTkoreTk eCle CosCTn enlo o s . nTsTns eo sosCTn enlo o s CosCTn eCowsCe norTsso s bCorC CTas eo Tnsonc elsds slseTn laso sosT sTnsl.eCT sewks nTkores elbaT .rocTeT rs os ososTas nTaleTk boeC enlo o s eCle1 &2 sCobs eCle(n=0.,131>005.) l k laso(F=1.702>sos=0. (195bCorC sCobs eCle CsoeCTsos 3os lrrTeTk. ssoeCTsos4 noTn iob kTsrnoeoo nTkoreTk eCle will enable an employee to attain the right job attitude required to fulfill a job and hence achieve higher levels of competencymnoTn pob .

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.bond o l ssseTcleor bls TcaosTs eo soeCTn CTa iob kTsrnoeoo os leCT sewks nToneTk eCle bTClsoon os osoeosTas nTaleTk boeC iob sleosslreoo .elbaT 1& 2sCobs eCle )n=0,349.>0.01 (l k laso )F=13.633<sos=0(, eCTnTsonT CsoeCTsos4 os lrrTeTk. ssoeCTsos5 l o rnTlsT o rocTeT rs aTlks eo sTaTreoo norTss nTkoreTk eCle. eCT sewks elbaT .rocTeT rs nTaleTk boeC ossoeosTas os sTaTreoo norTss nTkores eCle1 &2 sow k eCle (n=0.,386>0.05 (l k laso )F=17.146<sos=0 (bCorC sCobs eCle CsoeCTsos 5os .lrrTeTkeCws sCobo s eCle .rocTeT rs ClsT osoeosT nTaleoo sCo boeC sTaTreoo norTss ssoeCTsos6 nTkoreTk eCle ehe higher the ability to perform a job the higher motivation, the higher the chances of having competency eCT .more the ability to perform a job with dedication .eCT CosCTn eCT coeosleoo eCT sewks nToneTk eCle coeosleoo os ossoeosTas nTaleTk boeC rocTeT rs. elbaT1 &2 sCobs eCle(n=0.,681>0.01 (l k laso )F=84.848>sos=0(,eCTnTsonT CsoeCTsos6os lrrTeTk .

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Discussion
Training has an effect on competency. Training, similarly to education, has been researched by many authors including Burke (1989), Lewarn (2002), Emad and Roth (2008), Karka (1998), Smith (2006), Bandura (1986), etc. The idea of linking education to industrial/business models goes back to the 1920s, centred on specific outcomes in behavioural objective form (Burke, 1989). The degree of receptiveness of the individual to these training programmes varies according to several factors. Based on Banduras theory (1986) of social cognition, Young and Sexton (1997) treated entrepreneurial learning as a mental process that acquires and stores skills and knowledge using motivational and personality-related factors such as confidence, motivation to complete tasks and achieve goals. Typically, training is conducted when a performance problem has been identified. Managements goal is to close the performance gap as quickly and efficiently as possible with minimal time away from the job, minimal cost and maximum improvement in job performance. Consequently, training evaluation has traditionally been limited to the first level of Kirkpatricks (1983) model (the trainees reaction to training immediately following instruction). However, most of the participants in this study simply did not realize how easy and enriching it could be to engage strangers in conversation about very sensitive issues they have never discussed with someone they had not met previously. Most of them said that they would never look at situations, circumstances, co-workers and people in the same way again. This mindset seems to extend to the second and third levels (learning and behavior change) of Kirkpatricks (1983) model as opposed to being limited to the first level.

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CONCLUSION
To conclude the most factor that has the most impact on competency is caused by motivation. On the other hand, the degree of performance appraisal has the lease impact on Job satisfaction. The sample size was not large (N = 100). Small sample sizes generate low statistical power and generalizability. It is highly recommended that applying large sample size both in service as well as manufacturing industries might produce universal inference on tangible role of attitude across organizations and its impact on job satisfaction. As for implications, while on the process of compiling this report we have learned lessons in abundance regarding the topic of research, also regarding the process through which the research was conducted. Before we state furthermore, we would like to acknowledge our deepest appreciation and respect to our honorable faculty Mr. AKM Mominul Haque Talukder (MHT), for giving all of us the opportunity to work together as a team. His wisdom helped us build this project and we hope that our effort yields much satisfaction and benefit regarding the topic of research. We have had much cooperation from our faculty which aided us in the compilation of this report. Although we faced many challenges during the period of data collection, Reliance Insurance was very supportive of us acquiring the required information. Some respondents refused to help us fill out a questionnaire, whereas most of the managerial employees showed encouraging display of support. After data collection, we realized how some of the required information was missing such an act was simply due to reluctance of displaying background information. Although very few participants displayed such reluctance, rest of the respondents seemed to have provided us with authentic views. After data collection was completed, us as a group divided our part of the project and concentrated on certain fields. In the process of compiling and analyzing the data provided, we have learned very much about the impact of attitude on competency all six variables effecting competency and we hope the aforementioned analysis of our understanding is found to be satisfactory.

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Reference
Burke J. W. 1989. Competency Based Education and Training. Routledge, London. Bandura A. 1986. Social Foundations of Thought and Action: A social Cognitive Theory. PrenticeHall, Englewood Cliffs, NJ. Emad G. and Roth W. 2008. 'Contradictions in the practices of training for and assessment of competency: A case study from the maritime domain'. Education + Training, 50(3): 260-272. Lewarn B. 2002a. 'Maritime education and training the future is now'. International Association of Maritime Universities Journal, 2(1): 19-24. Smith E., Smith A., Pickersgill R. and Rushbrook P. 2006. 'Qualifying the workforce: the use of nationally-recognised training in Australian companies'. Journal of European Industrial Training, 30(8): 592-607. Kirkpatrick, D. L. (1983). Four steps to measuring training effectiveness. Personnel Administrator, 28, 19-25. http://wiki.answers.com/Q/What_is_the_importance_of_training_and_development_to_the_orga nization#ixzz1fZtcaniR

Torrington & Hall. Personnel Management: A New Approach. Prentice Hall International. pp. 205.
http://www.managementstudyguide.com/employee-selection-process.htm

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