Motivation, Leadership, and Communication in an Organization PDF

--- Start of Math-12-ABM-Organization-_-Mgt-Q2-Week-5-1.pdf --- 1 MOT IVAT ION, L EADERSHIP, AND COMMUNICA TI ON I N AN ORGANIZATION for Or ga niz ati on&Man ag eme nt S en i or Hi gh Sc hool(A BM) Qu ar ter 2 /W eek 5 2 FOREWORD This self - lea rnin g kit hig hlig hts a nother imp ortan t ma na gemen t fu nc tion whic h is LEAD ING. It is importan t different a ttitu des, beha viors, p ersona lities, a nd motiva tions. Influ enc ing them to a c hieve a c ommon goal is q u ite c ha lleng ing b ec a u se of their ma ny diverse c ha ra c teristic s. Therefore, u nd erstan ding leading or direc ting b egin s w ith u nderstan din g how p eop le beha ve, w ha ttheir motiva tions a re,a nd how to commu nic a te w ith them. What H appened Th is se ct ion con t ain s p re - activ it ie s like a re v ie w of t he p rior kno wle dge an da p re t e ston wha t t h e le arn e rsh ave le arn edin t h e ir p re v iou sdiscu ssion s. What You Ne ed to Know ( Dis cuss io n) Th isse ct ion cont ain sth e gu ide lin e sinLe ad in gan dMan agin g Pe op le , E ffe ct iv e way s of Motiv at in g Pe op le , an d th e Im p orta n ce of Co m m u n icat ion t o b rin su cce ss. What H ave I Le arned ( Evaluation/Post Tes t) Th e ex e rcise s con t ain e d in th is se ct ion are gu aran t ee d to b u ild com p re he n sion ,skills,an d co m p e te n ce ab ou t t h e t op ic.Th e se will also se rve as a dia gno stic t oo l t o i stre n gth san ddifficu lt ie s. 3 I. W HAT HAPPE NED PRE - TE ST: W eh avelearn edfromth eP reviou slesson th atC ompen sation orwagesh ave a if th e followin g wh eth er its: DC - D irect C ompen sation , IC - I ndirect C ompen sation , NC - Non - fi n an c ial C ompen sation ____1. Bon u ses ____2. Health In su ranc e ____3. C ommission s ____4. Edu c ation al Allowan c e ____5. T ravel Allowan c e ____6. Frien dly work en viron men t ____7. C omplete Facilities ____8. Best employee awa rd ____9. Salary ____10. I n c en tives OBJE CT IVE S : K: Und erstan d the funda menta ls of lea ding an orga niza tion ; S : Ana lyze how motiva tion ,lea dersh ip ,a nd c ommu nic a tion w orkin an orga niza tion ; A: Ap p recia tethe roles of lea ders in terms of c ommu nic a ting ,lea ding ,a nd motiva ting. LES S ON MOTIVA TI ON , LEADER SH I P, AND C OMMU NIC ATION IN AN ORGAN I ZATION 4 II. WHAT Y OU NEE DT OK NOW DI SC USSI ON man agers fin d th emselves in t h eir position s bec au se of exemplary th eir job. W h eth er th is is tru e or n ot, th e man agers in leadersh ip position s h ave ampleopportu n itytobu ildth eirleadersh ipc h aracteristic traits. Herearesome of th e diff eren ces between a leader an d a man ager. Su c c essfu l leadin g mu st begin by foc u sin g on th epsych ologic al c apital ofboth th eemployer/leaderan dth eemployee/su bordin ate. L ookin gforwh at isrigh twith peoplerath erth an forw h atiswron gissu g gestedtopreven t men tal an d beh avioral problems wh ic h are barriers to ac h ievin g both organ iz ation al an d in dividu al goals. Ta sk 1 : Searc h for 1 woman an d man - man ager th at you c an fin d. After wh ic h , list down all th e traits th at eac h of t h em h a s. C h ec k if th ere are similarities or d iff eren c es amon g th em. P erson ality pertain s to th e u n ique c ombin ation of ph ysic al an d men tal c h aracterist ic s th at aff ec t h ow in dividu als react to situ ation s an d in ter ac t with oth ers, an difu nh ealth yorn otfu llyfu n c tion in gc ou ldc au sec on flic ts. problems amon g in dividu als. A person is an aid to pos sess a h ealth y person al i ty if h e or sh e is fu lly fu n c tion in g in min d, body , an dspirit; h eorsh eisan optimalperson fu nc tion in g at th e h igh est level. I deally, in dividu al h u man resou rces of organ iz ation s mu st h ave a h ealth y person ality bec ause wh en on e is fu nc tion in g at th e h igh est level, on e, in evitably, bec omes eff ic ien t in h is or h er work, c ooperative with 5 man agers an d c oworkers, an d the, th erefore, c ou ld easily be in flu en c ed by organ iz ation leaders to work to ward th e ac h ievemen t of a common organ iz ation al goal. L eadin g in dividu als in th e organ iz ation bec ome ef fortless for th e man ager an d leader, espec ially, if h e or sh e h as a h ealth y n d fu lly fu n c tion in gperson ality. basic person ality dimen sion s u n de rlie all oth ers an d en c ompass mos t of th e The F iv e P ersona l ity Tra its I n The B ig F iv e Mod el 1. Ex tra v ersion - th e degree to wh ic h someon e is soc iable, talkative, an d assertive 2. Ag reea b leness - th e degree to wh ic h someon e is good - natu red, c ooperative , an d tru stin g 3. C onscientiou sne ss - th e degr ee to wh ic h someon e is res pon sible, depen dable, persisten t , an d ac h ievemen t - orien ted 4. Emotiona l Sta b ility - th e degree to wh ic h someon e is c alm, en th u siastic , an d sec u re (positive), or ten se, n ervou s , depressed , an d in sec u re (n egative) 5. Op enness to Ex p eri enc e - th e degree to wh ic h someon e is imagin ative, artistic ally sen sitive, an d in tellec tu al. - kn own leadersh ip train in g model developed to h elp man agers rate th eir perf orman c e or mainten an c e orien tation in th e workplace. Performan c e orien tation or c on cern for produ c tion is plotted in t h e x - ax is or h oriz on tal lin e, wh ile mainten an c e orien tation , or c on c ern for people, is plotted in t h e y - ax is or vertic al line. 6 T h e grid ex plain s five man agemen t or leadersh ip orien tation s, as follows: 1. I mpoverish ed Man agemen t (1, 1), ran kin g low c on c ern for people an d low c on c ern forprodu c tion or resu lts 2. C oun t ry C lu b Man agemen t (1,9), ratin g low c on c ern for production an d h igh c on c ern for people 3. Middle of th e Road Man agemen t (5, 5), sh owin g balan c ed c onc ern for man agemen t an d people 4. T eam Man agemen t (9, 9), ran king h igh c on c ern for produc tion an d people 5. P rodu c e or P erish Man agemen t (9, 1), ratin g low c on c ern for people , an d h igh c on c ern for produc tion. Moti vatio n Motivati on en c ou rages in dividuals to work en th u siastic ally, often perf ormin g more work th an wh at is requ ired. Wh at c ou ld man agers do to en su re su c h motivated an d en th u siastic perf orman c e amon g th eir su bordin ates? W h at c ou ld be don e to in spire employees wh ose work perf orman c eislimitedtoth emin imu mn eed?Un derstan din gin dividu alh u man n eeds, perc eption s, th ou gh ts , an d belief s may provide good an s wers to su c h qu estion s th at are often asked in diff eren t work settin gs. 7 Ac c ordin g to Kreitn er an d Kin ic ki (2013), early T h eories of Motivation revolved fu lfill th eir n eed, th eir workh abits, an d th eir job satisfac tion. Amon g these are: T h e th eory in dicates th at people satisfy th eir n eeds in a spec ific order, from bottom t o top, as follows: 1. P hy siolog ica l ne ed s - food, water , an d sh elter 2. Sa f ety a nd security p rotect ion a gain st th reat an d deprivation 3. Socia l need s - frien dsh ip, aff ec tion , belon gin g , an d love 4. Eg o or Esteem - in depen den c e, ac h ievemen t, freedom, statu s, recogn ition , an d self - esteem 5. Self - a ctua liz a tion - fu ll poten tial, bec omin g everyth ing, on e is c apab le of bein g 8 T h e key n eeds for man agers, ac c ordin g to McC lellan d, are ac h ievemen t, aff iliation , an d power n eeds. Ac h ievemen t mean s an orien tation towardsu c c essan dgo al realiz ation. Aff iliation reflec tsastron gwish to be liked wh ile power refers to the n eed to persu ade or be in c omman d of oth er people. Man agers are advised to be observan t of th ese n eeds amo n g th eir su bordin ates so th at th ey c ou ld be given job assig n men ts th at wou ld satisfy th eir h igh est n eeds, if possible. I n doin g so, th ey may be more moti vated to work well. I t w as developed by C layton Alderfer in th e 1960s. For Alde r fer, a set of c ore n eeds ex plain s th e beh avior. E stan ds fo r ex isten c e n eeds, R refers to relatedn ess n eeds, an d G pertains to growth n eeds. T h e n eeds or desire for ph ysiologic al an d materialistic we ll - bein g, to h ave mean in gfu l relation sh ips with oth ers, an d to grow as a hu man bein g are similar to th e n eeds presen ted 9 Modern Theories of Moti vatio n T h ese are proc ess th eories th at focu s n ot on t h e n otion th at motivation is a fu n c tion of perc eption s, th ou gh ts, an d belief s. Amon g these are: 1. Goa l - Setting Theo ry Ath eory states th atspe c ific goalsmotivateperf orman c ean dth atmore diff ic u lt goals, wh en acc epted by employees resu lt in greater motivation to perf orm well as c ompared to easy goals. Man agers are advised t o set g o als for th eir su bordin ates as th is is a major sou rce of job mot ivation. D oin g well also h elps in c rease th eir motivatio n. 2. R einf orcem ent Theo ry A th eory wh ich states th at beh avior is a fu n c tion of its c on sequ en c es. I f th e resu lt or c on sequ en c es th at immediately follow a beh avior is goo d, th en th ere is a probab ility t h at th e in dividu al will be more motivated to repeat th e beh avior. Usin g th is th eory, man agers c an motivate an beh avior by u sin g positive rein forc emen t for ac tion s th at h elp th e compan y ac h ieve its goal. 10 3. J ob Desig n Theory A th eorystatesth atemployeesaremotivate dtoworkwellbyc ombin in g taskstoformc ompletejobs. Man gersareadvisedtodesign jobsth atwillmeet th e requ iremen ts of th e ever - an d th e workers ' skills, abilities , and pref eren c es. I n doin g so, employees are motivate d to p er form well. Examples are: a. Joben largemen t - th eh oriz on talex pan sion ofajobbyinc reasin gjobsc ope b. Job en rich men t - th e inc reasin g of job depth by empowerin g employees to assu me some tasks u su ally don e by th eir man agers. c. Jobch aracteristic smodel - wh ereemployeesaremotivate dtoperf ormwell bec au se th e task assign ed to th em h ave th e five c ore job dimen sion s th at serve as motiva tors. 4. Eq uity Theory A th eory developed by J. Stac ey Ada ms sta tes th at employee s ass ess job ou tc omes abou t wh at th ey put in to it an d th en c ompare th ese with th eir co - workers. I f th e employee perc eives th at h is job is equ itable in c omparison to th ose of h is c oworkers, th ere is no problem. However, if th e opposit e is tru e, th is will bec ome a de - motivato r to h is or h er job perf orman c e. Man gers mu st see to it th at th ey ex ercise fai rn essor equ ity in t h eir c ompan y. 5. Ex p ecta ncy Theory A th eory th at se ts an in dividu al ten ds to ac t in a c ertain way, based on t h e ex pe c tation th at th e ac t will be followed by an ou tc ome th at may be attractiveoru n attractivetoh imorh er. Man gersareadvisedtoun derstan dan ou tc omes to be off ered with th e said goals. 11 C ommuni ca tion C ommu n ic ation app lies to all ma n agemen t fu n c tion s an d its gen eral pu rpose is for th e organ iz ation to brin g positive c h an ges th at in flu en c e th e sen der wh o h as an idea or a message, wh ic h is th en tran smitted th rou gh a selec ted c h an n el to th e received, wh o in tu rn h as to be ready for th e recep tion ofth emessagesoth atitc ou ldbedecodedin toth ou gh ts. Ac c u rate c ommu n ic ation oc c u rs wh en th e sen der an d th e re c eiver u n derstan d on e an oth er. 12 Ty p es of C ommun ica tion C ommu n ic ation may be c lassified in to th e followin g: A. Verb a l - th rou gh th eu se of oral an d written words B. Non - Verb a l - th rou gh body mov emen ts, gestu res, fac ial ex pression s, eye c on tac t , an d by tou c h in g C. F orma l - if c ommu n ic ation takes plac e with in presc ribed, rou tin e organ iz ation al work arran gemen ts D. I nf orma l - h ier arch ic al struc tu re. C ommu n ic ation flows in diff eren t direction s with in an organ iz ation. I t c ou ld eith er be: A. Vertica l - in volves c ommu n ic ation flow between people belon gin g to diff eren t organ iz ation al levels. B. Up wa rd - th e flow of in formation from an employee wh o belon gs to a lower h ierarch ic al level to th e boss/man ager wh o belon gs to a h igh er h ierarch ic al level. Employees or su bordin ates may c ommu n ic ate u pw ard regardin g th eir problems, requ ests th at th ey wo u ld like th e boss to app rove, is s u es with c ow orkers an d oth ers. C. Downwa rd - is th e flow of in formation from th e man ager, wh o belo n gs to a h igh er h ierarch ic al level, to th e su bordin ates/employees, wh o along to th e lower h ierarch ic al levels. Ex amples are wh en the boss gives or ders to su bordin ates to f in ish c ertain tasks, c ommu n ic ates organ iz ation al polic ies and prac tic es, an d c ommen ts abou t work perf orman c e mon th oth ers. 13 D. H oriz onta l/ La tera l - takesplac eamon gemployees wh o belon gtothesame h ierarch ic al level. Members of c ross - fu n c tion al teams wh o b elon g to diff eren t u n its/departmen ts bu t oc c u py th e same organ iz ation al level make u se of th is type of c ommu n ic ation to save time an d fac ilitate c oordin ation. E. Dia g ona l - en tails c ommu n ic ating with someon e or oth ers wh o belon g to diff eren t departmen ts/u n i ts an d diff eren t h ierarch ic al levels. For ex ample, an c ommu n ic ates directly with th e head of th e hu man resou rce departmen t abou t h is c omplain t again st a marketin g departmen t employee. T ake n ote of th e diff eren t departmen ts an d differen t organ iz ation al levels of th e person s c ommu n ic atin g with each oth er. D iagon al c ommu n ic ation is said to be ben efic ial bec au se of its eff ic ien cy an d speed; h owever, it may also c au se some c on fu sion. The B a sic El em ents of the C o mmun ica tion P ro ces s The Send er T h e c ommun ic ation proc ess begin s with th e sen der , wh o is also called th e c ommu n ic at or or sou rce. Th e sen der h as some kin d of in formation a c omman d, requ est, qu estion , or idea th at h e or sh e wan ts to pr esen t to oth ers. For th at message to be rec eived, th e sen der mu st first en code th e message in a form th at c an be u nderstood, su c h as by th e u se of a c ommon lan gu age or in du stry jargon , an d th en tran smit it. 14 The R ece iv er T h e person to wh om a message is di rected is c alled th e receiver or th e in t erpret er.T oc ompreh en dth ein formation fromth esen der,th ereceivermu st first be able to receive th e sen der's in formation an d th en decode or in terpret it. The Mes sa g e T h e message or c on t ent isth ein formation th a tth esen derwan tstorelaytoth e receiver. Addition al su btex t c an be c on veyed th rou gh body lan gu age an d ton e of voic e. Pu t all th ree elemen ts togeth er sen der, receiver, an d message an d you h ave th e c ommu n ic ation proc ess at its most basic. The Med ium Also c alled th e c h an n el , th e mediu m is h ow a message is tran smitt ed. T ex t messages, for ex ample, are tran smitted th rou gh th e mediu m of c ell ph on es. F eed b a ck T h e c ommu n ic ation proc ess reach es its fin al poin t wh en th e message h as been su c c essfu llytran smitted, received, an du n derstood. T h ereceiver, in tu rn, respon ds to th e sen der, in dicatin g c ompreh en sion. Feedbac k may be direct, su c h asawritten orverbalrespon s e, oritmaytaketh eform ofan ac tordeed in respon se (in direct). Other F a ctor s T h e c ommu n ic ation proc ess isn 't alwa ys so simple or sm ooth , of c ou rs e. T h ese elemen tsc an aff ec th ow in formation istran smitted, received, an din terpreted: Noi se : T h is c an be an y sort of in terferen c e th at aff ec ts th e message bein g sen t, received, or u n derstoo d. I t c an be as literal as static o ver a ph on e lin e or radio or as esoteric as misin terpretin g a loc al c u stom. C ontex t : T h is is th e settin g an d situ ation in wh ic h c ommu n ic ation takes plac e. L ike n oise, c on tex t c an h ave an impac t on th e su cc essfu l ex c h an ge of in formation. I t may h ave a ph ysic al, soc ial, or cu ltu ral aspec t to it. I n a private c on versa tion with a tru sted frien d, you wou ld sh are more person al in formation or details abou t you r weeken d or vac ation , f or ex ample, th an in a con versation with a work c olleagu e or in a meetin g. 15 C ommuni ca tion N etwork s in Org a niz a tions C ommu n ic ation n etworks are varied pattern s of c ombin ed h oriz ontal an d vertic al flows of organ iz ation al commu n ic ation. T ypes of c ommu n ic ation n etworks in c lu de th e followin g: a. C ha in of the network - wh ere c ommu n ic ation flows ac c ordin g to th e u su al formal c h ain of c omman d, down ward an d upw ard. b. Wheel netw ork - wh ere c ommu nic ation flows freely amon g all members of th eir grou p/team. c. All - cha nne l network - wh ere c ommu n ic ation flows freely am on g all members of a team d. Gra p ev ine network - is in formal c ommu n ic ation. An ex ample of th is is gossip/ru mo rwh ic h c ou ldqu ic klydissemin atein formation. Man agersmu ststay low and th e pattern s an d c ou ld u se it to tran smit importan t in formation. T h ey, h owever, sh ou ld also be c on sc iou s of th e n egative eff ec ts of gossip as th ese may c au se c on flic ts in th eir c ompan y. Negative eff ec ts of ru mors may be min imiz edby prac tic in g tran sparen c y an d c ommu n ic ation open ly with employees. e. C omp uter network - I n formatio n tec hn ology h as made it possible for man agers to c ommu n ic ate with eac h oth er an d with su bordin ates an d for employees to c ommu n ic ate with eac h oth er an ytime, regardless of dis tan c e. Examples of c ompu ter c ommu n ic ation app lic ation s are e - mail, bloggin g, telec on feren c in g , an d in tran et. n etwork th at c ou ld be c on sidered app lic able or fit for all c ircu mstan ces in an organ iz ation. B a rriers to C o mmun ica tion 16 Organ iz ation members en c ou n ter variou s types of barriers th at c an alter th e mean in g of c ommu n ic ation s th at th ey receive. T h ese barriers in c lu ded: 1. F iltering - th e sh apin g of in formation c ommu n ic ated to m ake it lookgood or advan tageou s to th e received. Forex ample, asalesagen tmayreporttoh isman agerth ebigamou ntofsales th at h e was able to make with on e of th eir cu stomers bu t fai l to report th e c omplain ts h e received from oth er c u stomers regardi n g th eir produ c ts. 2. Emotion s - th e in terpretation of c ommu n ic ation s wh ic h may be influ en c ed by ex treme emotion s felt by th e received. Forex ample, aman agerwh oisin ave r ybadmoodan dreceived go odn ews may n ot see th e positive a spec t o f it bec au se h is ration al th in kin g proc ess is aff ec ted by h is emotion al ju dgmen t. 3. I nf orma tion ov erloa d - an oth er barrier to good c ommu n ic ation sinc e th ere are too man y piec es of in formation received by an in dividu al th at may h a rm For ex ample, th e hu n dreds of job app lic ation s received by h u man resou rce man a gersth rou gh e - mailmaybetooman yforth emtoreadfu llyan drespon d to ac c u rately. 17 4. Def ensiv en ess - th e ac t of self - pr otec tion wh en people are th reaten ed by someth in g or s omeon e. Du e to th is feelin g, people may resort to c ommu n ic atin g lies to protec t themselves or to in terpret c ommu n ic ation s diff eren tly to defen d th eir in terests, th u s, reduc in g mu tu al un derstan din g. 5. La ng ua g e - c ou ld also h amper good c ommu n ic ation s bec au se words u sed mayh avedifferen tmean in gstodifferen tpeoplebelon gin gto a differen tage, edu c ation al bac kgroun d, or cu ltural grou p. Th e diversity of bac kgrou n d of organ iz ation membersmayin flu en c eth elan gu ag eorth ewordsth att h eyu se. 18 c on n otation to th e you n ger grou pof employees depen din g on th econ tex t. 6. Na tiona lcultu re - ju stlikelan gu ag es, th eprevailin gn ation alc u ltu remayalso c au se problems in c ommu n ic ation amon g members of an or ga n iz ation, espec iallyifit ' samu ltin ation alc ompan y. C ertainoff ic eprac tic es,likesen din g formal memoran da to emp loyees, may be n ega tively in terpret ed by employees c omin g fro m an oth er c ou n try with a diff eren t c u ltu re that valu es fac e - to - fac e in terperson alc ommu n ic ation. Su c h n egativein terpretati on may, in tu rn , c au se employee dissatisfac tion an d less motivati on to p erfo rm th eir work well. 19 Ov erco ming C om munica ti on B a rri ers T o avoid c on flic ts resu ltin g from commu n ic ation problems, man agers try to overcome c ommu n ic at ion barriers th rou gh th e followin g mean s: a. Using f eed b a ck - Th isisu su allydon ebyaskin gqu est ion sabou tamemosen t to su bordin ates or by askin g th em to give th eir c ommen ts or su ggestion s. I n doin g so, th ey c an determin e wh eth er th e c ommu n ic ation th ey sen t ou t was u n derstood th e way th ey origin allyin ten ded. b. Using si mp le la ng ua g e - T h is is don e by avoidin g u n c ommon ter ms an d flowery words th at may ju st c au se misin terpretation. T h e l an gu age u sed mu st fitth elevelofu n derstan din gofth ein ten dedrecip ien tsofth ec ommu nic ation. Effec tive c ommu n ic ation is ac h ieved wh en th e message is un derstood by th ose wh o received it. c. Activ e listen ing - T h is mean s listen in g well to grasp th e fu ll mean ing of th e c ommu n ic ation. Hearin g with ou t givin g fu ll atten tion to wh at oth ers seek to c ommu n ic at e u su ally resu lts in misin terpretati on an d c ommu n ic ation distorti o n s. d. C ontroll ing em oti ons - T h isisan ot h ermeth odofovercomin g c ommu n ic ation misin terpretation. Wh en th e recip ien t is affec ted by ex treme an ger, h is in terpretation of a messagereceivedmayn otbeac cu rate. Onth eoth erh an d, wh enthesen der is aff ec te d by ex treme emoti on s, h e or sh e may also sen d or tran smit 20 in ac c u rate in formation. Th erefore, it is importan t to prac tic e emotion al restrain t. e. Ob serv ing b od y la ng ua g e - This also in flu en c es h ow c ommu n ication is in terpreted. Ac tion s of th e messa ge receive d, like th rowin g awa y a letter delivered to h im, betrays h is n egative feelin gs regardin g its message , even if h e says yes or n o to wh at is requ ested. Non verbal cu es mu st alwa ys be watch ed bec au se, as th e sayin g goes, ac tion speaks lou der th an words. AC TI VI TY P h oto An alysis: T ree swin gc artoon Belowisdetailedph otodoc u men tation th atsh owsh owpoorc ommun ic ation s c an h ave real - world c osts an d c onsequ en c es. 21 III.WH AT HAVE I LEARNED POST - TES T : C ASEL ET : One g a rb led memo 2 6 b a f f l ing p hone ca lls Read th e followin g c ase an d an swer th e qu estion s below: Joan n e su pervised 36 profession als in 6 c ity libraries. T o c u t th e c osts of u n n ec essary overtime, sh e issu ed th is on e - sen ten c e memo to h er staff : W h enworkloadsin c reasetoalevelrequ irin gh ou rs over du tyassign men t, an dwh ensu ch workisestimatedtorequ ireafu llsh iftofeight (8) h ou rs or more on two (2) or more c on sec u tive days, even th ou gh red to in c lu de th e h ou rs wh en su c h work mu st be don e, u n less an adverse impac t assign men t. askin g wh at th e memo th ou gh t is u n c ertain. I t tooka week to c larify th e n ew polic y. 1. W h o is c ommu n ic atin g to wh om abou t wh at, h ow, an d wh y? 2. W h atwas th e goal of c ommu n ication in each c ase? 3. I den tify communica tio n erro rs. 4. Explain wh at costs/ los se s were in c u rred by th is problem 5. I den tify p ossib le solut ion s or s trategies th at wou ld h ave preven ted th e problem, an d wh at ben efits wou ld be derived from implemen tin g solu tion s or preven tin g th e problem. 22 R E FE RE NCE S C abrera, H. , Altarejos, A. , Ben jamin , R. , D elC astro, etal, 2016. Organ iz at ion an d Man agemen t. Qu ez on C ity: VibalGrou p, In c. P ayos, E., Z orilla, etal, 2016. Organ izat ionan dMan agement.Qu ez onCity: Rex P rin tin g C ompan y, In c. Ren ac ia, R., et al, 2016. Organ iz ation an d Man agemen t. Qu ez on C ity: T h e P h oen ix Pu blish in g Hou se I nc. 23 S Y NOPS IS ANDABOUT T HE AUT HOR AUT HO R T h is SLK ( Self - Lea rning Kit) is abou t Lea d ing wh ich ison eofth emost importan t fu n c tion s of Man agemen t. T h is h elps in max imiz in g eff ic ien cy in order to ac h ieve organ iz ation al goals. I n order to en su re su c c ess, employees mu st be eff ec tive an d produc tive in resp on sibility th at th e workforce is doin g th eir work properly with fu ll kn owledge. T h is kit also inc lu des th e most essen tial fac tor s th at will h elp in man agin g su bordin ates. Good c ommu n ic ation an d stu dy of th e diff eren t n eeds of employees w ou ld make th e leadi n g proc ess work smooth ly. En joy th e rest of th e modu le. Have fu n wh ile learn in g. F a ra h B. C a ta p usa n gradu ated from Silliman Un iversity with a Bac h elor in Bu sin ess Admin istrati on Major in Man agemen t an d also taken Bac h elor of Sc ienc e in Sec on dary Edu c ation major in Math ematic s at th e same sc h ool. Her 5 years of ex perienc e workin g in a privatefin an c ial in stitu tion an dh erex perien c ein bookkeepin g h as h elped h er in th e 4 years of teac h in g at Negros Orien tal High Sc h ool. ANSWER KEY P r etes t 1.D C 2.IC 3.D C 4.IC 5.IC 6.NC 7.NC 8.NC 9.D C 10.D C Eva lua tio n: Ans wer ma yva r y 24 DI SCLAI M ER Th e i nf or ma t io n, ac t iv i t ie s a nd as se ss men ts us ed i n th is ma te r ia l ar e d es i gn ed to p ro vi de ac ce ss i bl e le ar ni ng mo da l it y to the t e ac he rs an d le ar ne rs o f t he Di v is io n of Ne gr os Or ie n ta l. Th e con t en ts o f t h is mod u le ar e c ar e fu l ly re se a rch ed , ch os en , a nd ev a lu a te d to c o mpl y wi th th e s e t l ea r ni ng co mpe t enc i es. The wr i te rs an d e va lu a to r wer e c le a rl y in st r uc te d t o g i ve cr ed i ts t o i n fo r ma t io n a nd i l lu s tr a ti on s u se d t osu bs ta n ti a te t h is ma t er i al. Al lco nt en t i s s ub je ct to c op y ri ght an dma yno tbe re pr od uc ed i n a ny f o r mwi t hou t e xp re ss ed wr it t enc on sen t f r o mt he di v is io n. D E P A RTM EN TOFE D UCA TION S CHOOLS D IV IS ION OFN E GROS OR IE N TA L SENEN PRISCILLO P. PAULIN, CESO V Sch o o ls Div isio n Supe rin ten de nt JOELYZA M. ARCILLA, EdD Assistan t Sch o o ls Div isio n Supe rin te n den t MARCELO K. PALISPIS, EdD Assistan t Sch o o ls Div isio n Supe rin te n den t NILITA L. RAGAY, EdD OIC - Assistan t Sch o o ls Div isio n Supe rin te nde n t C ID C h ief ROSELA R. ABIERA E ducatio n P ro g ram Supe rv iso r (LRMS ) ELISA L. BAGUIO, EdD Div isio n E ducatio n P rog ram Supe rv iso r MATHE MATIC S MARICEL S. RASID Librarian II (LRMDS ) ELMAR L. CABRERA P DO II (LRM DS) FARAH B. CATAPUSAN Write r LITTIE BETH S. BERNADEZ Lay - o ut Artist _________________________________ ALPHA QA TEAM G IL. DAE L MARIA SOLEDAD M. DAY U P AY MARIA AC E NITH DE SP I JEE LIZA ING U ITO BETA QA TEAM RIC K LEOB E N V. B AYK ING LITTIE B E TH S. B E RNADE Z G IL. DAE L MARIA SOLEDAD M. DAY U P AY MARIA AC E NITH DE SP I JEE LIZA ING U ITO ME RC Y DITHA D. E NOLP E RONALD G. TOLENTIN O E N HA N CEM EN TTE A M B B. B OY JONNE L C. DIAZ JEE LIZA T. ING U ITO SALVADOR G. AG U ILAR JR --- End of Math-12-ABM-Organization-_-Mgt-Q2-Week-5-1.pdf --- --- Start of ABM-Organization-_-Mgt-Q2-Week-1-1.pdf --- 1 ORGANIZATIONT HEORIES F OR EFF ECT IVE BUSINESS MANAGEMEN T for Or ga niz ati on&Man ag eme nt S en i or Hi gh Sc hool(A BM) Qu ar ter 2 /W eek1 2 FOREWORD This S elf - Lear ning K it for O rga niza tion & Ma nagement is desig ned sp ec ifica lly for stud ents in the Sen ior H igh Sc hool. This is a b ou t org a niza tion theories for eff ec tive b u siness ma na gemen t It is a lign ed w ith the K to 1 2 Cu rricu lu m of th e D ep a rtment of Ed uc a tion follow ing the p r escrib ed MELCs ( MostEssen tia l Lea rnin g Comp etenc ies. Thisisdesig ned to b emore c omp rehen sivefor lea rners even in stu dy ing at home. What Hap pened Thisp a rtc onta insa reviewofp riorknow ledg etha tha s a grea t c ontrib u tion to the foc u sed top ic of this modu le. Thisa lsoc onta insp relimin a rya c tivitiestha tw illa w a kenthe p rior know ledg e of the le a rners a nd w ill motiva te t hem to lea rn. What Y ou NeedT oK now ( Discussion ) This section disc u sses orga niza tion theories f or effective b u siness ma na gement. W hat H ave I Lear ned(E va l uation/PostT est) The exercises fou nd in this section a re gu a ranteed to develop orga niza tiona l sk ills, a na lyses, a nd to c he c k the u nd erstan ding of the lea rners a b ou t the top ic in this modu le. 3 I. W HAT HAPPE NED P RE - TE ST D irection : I den tifyth eformofbu sinessorgan iz ation asasoleproprietor sh ip(SP ), partn ersh ip(P ), orc orporation (C)fromth ein formation provided. Th enin dicate wh eth erth egiven in formation isanadvan tageoradisadvan tage. Writeyou r an swers on you r ac tivity sh eet/n otebook.. A. B usines s B. Ad v a ntag e/ Orga niz a tion Disa d va nta g e F orm 1. L imited C apital ____________ _____________ 2. P ractic ally Un limited L ife ____________ _____________ 3. Easy to Form ____________ _____________ 4. C apa c ity as a legal en tity ____________ _____________ 5. Flexib ility of Operation s ____________ _____________ OBJE CT IVE S : K : Iden tifythe differentor ga niza tion theories ; S : Exp la in the a dvan tag es an d disa dvan ta ges of ea c h orga niza tiona l design. A: Ap p ly orga niza tion theoriesin solving b u siness c a ses. LES S ON ORGAN IZATIONT HE O RIE S FORE F FE CT IVE BUSINE S S MANAGE ME NT 4 II. WHAT Y OU NEE DT OK NOW T h ere are two main c lassific ation s of th eories regardin g organ iz ation al design ( h ow man agemen t ach ieves t h e right c ombin at ion of diff eren t iat ion u n c ert aint yin it sex t ern alen viron men t). Ac c ordin gtoRobbin s&C ou lter(2009): Tra d itiona l an d Mod ern Tra d iti ona l pertain s to th e u su al or old fash ion ways wh ile mod ern refers to c on temporary or n ew design th eories. Tra d itiona l The ori es in c lu de: Simp le T h is organ iz ation al design h as a few departmen ts, wide span s of c on trol, or a big nu mber of su bordin ates directly reportin g to a man ager : h as a c en traliz ed au th ority figu re an dh as very little formaliz ation of work: u su ally u sed by c ompan ies th at start as entrepren eu rial ven tu res. Ta b le 1. Stren gth an dW eakn esses of Simple Organ iz ation al D esign. Simp le Org a niz a tiona l Desig n Streng ths Wea k nesse s Flexib le Fast decision - makin g an d resu lt C lear ac c oun tability T h e risk th at overdepen den c ewith over - depen den c e on a sin gle person No lon ger app ropriate as th e c ompan y grows F unctiona l T h is organ iz ation al design grou ps togeth er similar or related spec ialti es. Jobs are grou ped in departmen ts with th e spec ified skills an d/or bu sin ess fu n c tion s. Example of th e fu n c tion al organ iz ation in c lu des: a. An En glish departmen tforapartic ularsc h oolteac h esallth eEn glish subject regardless of wh at grade level th estu den ts are. b. T h e mun ic ipal water district is respon sible for all th e water n eeds in a partic u lar town. c. T h epu rch asin gdepartmen tofan en terprisebu ysallth ematerials, su pplies, an d oth er resou rces requ ired by an en ter prise, wh eth er th ese in puts are 5 requ ired by marketin g, fin an c e, ac c ou n tin g, hu man resou rces, or oth er departmen ts. Ta b le 2. Stren gth an dW eakn esses of Fu n c tion al Organ iz ation al D esign. F unctiona l Org a niz a tiona l De sig n Streng ths Wea k nesse s C ost - savin g advan tage s Man agemen t is fac ilitated bec au seworkerswith similar tasks are grou ped. Man agers h ave little fu n c tion Div isi ona l T h is organ iz ation al design is made u p of separate bu sin ess division s or u n its, wh ereth eparen tc orporation ac tsasoverseertoc oordin atean dc on trol th e diff eren t division s an d provide fin an c ial an d legal su pport servic es. Example of th e division al organ iz ation in c lu des 1. NORSU set u p u n iversity branc h es loc ated in th e diff eren t town s in Negros Orien tal. 2. servic es of eac h baran gay in th e town. Ta b le 3. Stren gth an dW eakn esses of D ivision al Organ iz ation al D esign. Div isi ona l Org a niz a tiona l Des ig n Streng ths Wea k nesse s Foc u sed on resu lts Man agers are respon sible for wh at h app en s to th eir produ c ts an d servic es P ossible du plic ation of ac tivities an d resou rces I n c reased c ost an d redu c ed eff ic ien c y Mod ern Theo rie s inc lud e: Tea m Des ig n T h is organ iz ation al design is made u p of workgrou ps or team s. T h ey defin e team stru c tu res su c h as roles an d respon sibilitie s, an d th ey c ollaboratively iden tify workin g arr an gemen ts th at allow th eir team to deliver on th eir pu rpose an d goals. 6 Ta b le 4. St ren gth an dW eakn esses of T eam Organ iz ation alD esign. Tea m Org a niz a tiona l Des ig n Streng ths Wea k nesse s Better C ommu n ic ation T eams Resolve P roblems Qu ic ker Flexib le an d Empowered W orkforce Empowermen t of team members an d redu c ed barriers amon g fun c tion al areas P oten tial c on flic t Somepeoplearen otteam players Un der - perf ormin g employees h ide beh in d th e team Ma trix - P roj ect Des ig n T h is refers to an organ iz ation design wh ere spec ialists from diff eren t departmen ts work on projec ts th at are su pervised by a project man a ger. T h is design resu lts in a dou ble c h ain of c omman d wh erein workers h ave two man agers - th eir fu nc tion al area man age r an d th eir project man ager - wh o sh are au th ority over th em. Ta b le 5. Stren gth an d W eakn essesof Matrix - P roject Organ iz ation al D esign. Ma trix - P roj ect Org a niz a tiona l Des i g n Streng ths Wea k nesse s Aspec ialistisin volvedin th e project I n c reased c ommun ic ation eff ic ien c y I mproved employee motivati on I n c reased teamwork Maximiz e resou rceu sage I n c rease profession al developmen t T ask an d person ality c on flic ts T h e poten tial c on flic t between man agers an d projects Au th ority c on fu sion Redu c ed eff ec tiven ess I n c reased man agemen t overh ead c osts 7 P roj ect d esig n I t refers to an organ iz ation al design wh ere employees c on tin u ou sly work on a project. Ta b le 6. Stren gth an d W eakn essesof P roject Organ iz ation al D esign. P roject Organ iz ation al D esign Streng ths Wea k nesse s Flexib le design s Fast decision makin g T ask an d person ality c on flic t B ound a ry - less De sig n T h is refers to an organ iz ation design wh ere th e design is n ot defin ed or limited by vertic al, h oriz on tal, an d ex ternal boun daries. T h ere are n o h ierarch ic al levels th at separate employees, n o departmen taliz ation , an d n o bou n daries th at separate th e organ iz ation from c u stomers, su ppliers, an d oth er stakeh olders. T h e key to th is design is elec tron ic c ommu n ic ation, wh ere in formation is sh ared with th e member en terprise with distin c t c ompeten c ies. Ta b le 7. Stren gth an dW eakn esses of Bou n dary - less Organ iz ation al D esign. Bou n dary - less Organ iz ation al D esign Streng ths Wea k nesse s High ly flex ible Respon sive an d draws on talen t wh ere it is fou n d L ac k of c on trol P resen ts c ommu n ic ation diff ic u lties III.WH AT HAVE I LEARNED POST TE ST I n stru c tion s: An swer th e followin g qu estion s in you r an swer sh eet. 1. W h at are th e th ree tradition al organ iz ation design th eories? Briefly defin e eac h ? (5 poin ts) 2. W h at are th e advan tages an d disadvan tages of simple organ iz ation al design ? D o you agree or disagree with th ese advan tages an d disadvan tages ? (5 poin ts) 3. W h ic h organ iz ation design th eory is best s u ited for organ iz ation s wh o h ave separate u n its or departmen ts? Explain brief l y. 4. W h ic h organ iz ation design th eory c an you su ggest for a bu sin ess organ iz ation th at is divided in to teams or workgrou ps ? Explain brief ly. 8 R ub rics D esc ription : T h is ru bric is design ed to evalu ate th e stu den ts kn owledge abou t organ iz ation th eories. Focus Cont ent Or ganizat ion 5 Sh a r p ,a d ist in ct c on tr ollin gp oin t ma d e a b out t he t op ic w it h e v id en t aw ar e ne ss Sub st a n t ia l,sp ec ific , a n d or illust ra t ive c on t en t ,d e mon str at in g st r on gd ev e lop men t a n d soph ist ic at e d id ea s A sop h ist ica t e d a r ra n ge men t of c on t en t w it h ev id en t a n d /or sub t le t r an sit ion s. 3 A p pa r en t p oin t ma d e a b out t he t op ic w ith suffic ie n t a w ar e n e ssof t h e t op ic Suffic ie n t ly d e ve lop ed c on t en t w it h ad e q uat e e la b or a t ion or e xp la na t ion Th e fun c t ion a l a r ra n ge men t of c on t en t sust a in sa logic a lor de r w ith some e v id e n ce of t r an sit ion s. 1 N oa p pa re n t p oin t b ut e v id en c e ofa t op ic Limit e d c on t en t w ith in a d eq ua te e la b or a t ion or e xp la na t ion C on fuse d or in c on sist en t a r ra n ge men t of c on t en t w it h or w it h out a t t e mpt sa t t ra n sit ion. Sou rce: Ru bric s by Jenn yT u az on , BSE_Math 9 R E FE RE NCE S Helen a Ma. F. C abrera, P h D , et al , Organ iz at ion an d Man agemen t ( Qu ez on C ity : Vibal Grou p, 2016) Victoria Garalde - Orjalo, et al, Organ iz at ion an d Man agement : Con c ept s, C aselet s an d Exerc ises. ( Ph oen ix Pu blish in g Hou se , 2016). 10 S Y NOPS IS ANDABOUT T HE AUT HOR T h is Self - L earn in g Kit (SL K) is all abou torgan iz ation th eoriesfor eff ec tive bu sin ess man agemen t. I n th is SL K, you will u n derstan d wh at are th e diff eren t organ ization th eories for eff ec tive bu sin ess. Y ou will also kn ow h ow th ese th eories are app lied in variou s bu sin esses. Y ou c an also see in th is self - learn in g kit th e diff eren t c h oic es th at a bu sin ess h as in regards to th e organ iz ation th eories for eff ec tive bu sin ess man agemen t. As you read an d u n derstan d th e disc u ssion , you will apprec iate th e organ iz ation th eories for eff ec tive bu sin ess man agemen t. M ARI A SO LEDAD M. DAYUP AY receiv ed her Certi fi cate of Pro f es sio nal Educati o n l as t M arch 2013 at Neg ro s Col l eg e o f Ayungo n, Neg ro s Ori ental. She was a g raduate of Bachel o r of Sci ence i n Acco untancy Fo undati o n U niv ers i ty, Dum ag uete Ci ty. She is currentl y teachi ng at Ayung o n Natio nal Hi g h Scho ol - SHS, Neg ros Ori ental handl i ng Acco untancy, Busi ness andManag em ent(ABM) s ubjects. Shei s also a Grade 11 - ABM adv is er. Pre t e s t A. 1. SP 2. c 3. SP 4. c 5. P B. Ans wer s ma yva r y Po s t t es t Ans wer s ma yva r y ANSWER KEY 11 DI SCLAI M ER Th e i nf or ma t io n, ac t iv i t ie s a nd as se ss men ts us ed i n th is ma te r ia l ar e d es i gn ed to p ro vi de ac ce ss i bl e le ar ni ng mo da l it y to the t e ac he rs an d le ar ne rs o f t he Di v is io n of Ne gr os Or ie n ta l. Th e con t en ts o f t h is mod u le ar e c ar e fu l ly re se a rch ed , ch os en , a nd e v a lu a te d to c o mpl y wi th th e s e t l ea r ni ng co mpe t enc i es. The wr i te rs an d e va lu a to r wer e c le a rl y in st r uc te d t o g i ve cr ed i ts t o i n fo r ma t io n a nd i l lu s tr a ti on s u se d t osu bs ta n ti a te t h is ma t er i al. Al lco nt en t i s s ub je ct to c op y ri ght an dma yno tbe re pr od uc ed i n a ny f o r mwi t hou t e xp re ss ed wr it t enc on sen t f r o mt he di v is io n. D E P A RTM EN TOFE D UCA TION S CHOOLS D IV IS ION OFN E GROS OR IE N TA L SENEN PRISCILLO P. PAULIN, CESO V Sch o o ls Div isio n Supe rin ten de nt JOELYZA M. ARCILLA, EdD Assistan t Sch o o ls Div isio n Supe rin te n den t MARCELO K. PALISPIS, EdD Assistan t Sch o o ls Div isio n Supe rin te n den t NILITA L. RAGAY, EdD OIC - Assistan t Sch o o ls Div isio n Supe rin te nde n t C ID C h ief ROSELA R. ABIERA E ducatio n P ro g ram Supe rv iso r (LRMS ) ELISA L. BAGUIO, EdD Div isio n E ducatio n P rog ram Supe rv iso r MATHE MATIC S MARICEL S. RASID Librarian II (LRMDS ) ELMAR L. CABRERA P DO II (LRM DS) MARIA SOLEDAD M. DAYUPAY Write rs LITTIE BETH S. BERNADEZ Lay - o ut Artist _________________________________ A LP HA QA TE A M G IL DAE L MARIA SOLEDAD M. DAY U P AY MARIA AC E NITH D E SP I JEE LIZA ING U ITO BE TA QA TE A M RIC K LEOB E N V. B AYK ING LITTIE B E TH S. B E RNADE Z G IL. DAE L MARIA SOLEDAD M. DAY U P AY MARIA AC E NITH DE SP I JEE LIZA ING U ITO ME RC Y DITHA D. E NOLP E RONALD G. TOLENTIN O E N HA N CEM EN TTE A M B B. B OY JONNE L C. DIAZ JEE LIZA T. ING U ITO SALVADOR G. AG U ILAR JR --- End of ABM-Organization-_-Mgt-Q2-Week-1-1.pdf --- --- Start of Math-12-ABM-Organization-_-Mgt-Q2-Week-2.pdf --- 1 CONCEPT AND NAT URE OF ST AFFING for Or ga niz ati on&Man ag eme nt S en i or Hi gh Sc hool(A BM) Qu ar ter 2 /W eek 2 2 FOREWORD This S elf - Lear ning K it for O rga niza tion and Ma na gemen tisa ninn ova tiveto oldesig ned sp ec ifica llyfor ABM stud ents in the Sen ior H igh Sc hool f or them to h a ve a b etter u nd erstan ding of the c onc ep t a nd na tu re of staffing. It is a lign ed w ith the B EC of the D ep a rtment of Ed u c a tio n follow ing the prescrib ed MELCs ( Most Ess entia l Lea rnin g Comp etenc ies. This S elf - Lear ningK it is divi ded into three p a rts. What Hap pened This section c onta ins p re - a c tivities tha t serve a s th e b egin nin g p oint a nd a p retest to determine if stud ents a re su ffic iently p rep a red to b egin a ne w cou rseofstudy. What Y ou Needto K now ( Discussion ) This section c onta ins c on tent on the c onc ep t a nd na tu re of staffing. The t op ic inten ds to ma ke the st u den ts a p p recia te the imp ortan c e of staffing in the b u siness orga niz a tion. What H av e I Lear ned (E va l uation/PostT est) A su mma ry of key c onc ep ts a nd exercises tha t mea su res stud ent s u nd ersta nd ing o f the c onc ept a nd na tu re of staffing. Stu dents a re exp ec ted to develop their skills a nd a pp ly wha t they ha ve lea rned , a s the se w ill influ enc e the kind oflea der they w ill b ec ome in the fu tu re 3 I. W HAT HAPPE NED Activity: Dire ct ion s:Wha t do y ou t h in kist h e right wordt h at b e st de scribe t h e fou rp ict u re s?Wha t do th e p ictu re ssu gge st?Writ e y ou ran aly sisin 2 - 3 se n t e n ce s.Accom p lisht h ison y ou rn oteb oo k. Sourc e:slidesh a re.net OBJE CT IVE S : K : Iden tifythe na tu re ofst a ffing S : D etermine the conc ep t ofstaffing fu nc tion in b u siness orga niza tions ; A: R ela tea nd F ormula testrategies to imp rove staffing ofa b u siness orga niza tion u sing the c ha ra c teristic s,fu nc tions a nd its imp ortan tstep s. LES S ON CONCE PT ANDN ATURE O F S T AFFING MANAGE ME NT 4 PRE - TE ST: D irection : Read an d an alyz e th e statemen ts below. D etermin e wh eth er th e statemen ti sT RUEorFAL SE. W riteT RUEifth estate men tisc orrectan dwr iteFAL SE if oth erwise. W rite you r an swer s onyou r n otebook. 1. Employees c an be c on sidered both an Asset an d a L iability. 2. C on tin gen t workers are employees wh o h ave fu ll time employmen t. 3. Staff in g in c lu des hu man resou rceman agemen t. 4. Staff in g is n ot a basic fun c tion of man agemen t. 5. T h e perf orman c e of staff in g is aff ec ted by th e in tern al an d ex tern al en viron men t of th e en terprise. 6. On c e th e organ iz ation al goals are set, th e plan s are prepared and organ iz ation is app ropriately stru c tu red to pave th e path for ac h ievemen t of th e set goals. 7. Staff in g h as its roots in soc ial sc ien ces. 8. Man agers mu st en c ou rage empl oyees to grow an d realiz e th eir fu ll poten tial. 9. T h e lon g - term man power plan n in g sh ou ld b e c on c ern ed with th e estimati on of staff members requ ired in fu tu re. 10. Staff in g is a c on tinu ou s an d n ever - en din g proc ess. II. WHAT Y OU NEE DT OK NOW Man agers often c on sider h uman resou rces as th eir admin istratorswou ld argu e with th e fac t th at hu man resou rces are very importan t for th e eff ic ien t an d effec tive operation of a c ompan y. T o emph asiz e th eir importan c e, h u man resou rces are also c alled h u man c apital, in tellec tu al assets, or man agement or c om pan y talen ts. T h ese terms perf orman c e; h en c e, staff in g is acru c ial fu n c tion of man agers. 5 DI SC USSI ON C onc ept and Natureof Staff ing Sta f f ing I ntrod uction I n a n ew en terprise, th e staff in g fu nc tion follows th e plann in g an d organ iz in gfun c tion.In th ec aseofru n n in ganen terprise, staff in gisac on tin u ous proc ess. So, th e man ager sh ou ld perform th is fu n c tion at all times. I tisobviou sth atth eman agemen tm u sten su reac on stan tavailabilityof su ff ic ien t nu mber of eff ic ien t exec u tives in an en terprise for th e eff ic ien t fu n c tion in g of th e en terprise. T h e selec ted person n el sh ou ld be ph ysic ally, men tally an d temperamen tally fit for th e job. Staff in g is a basic fu n c tion of man agemen t. Every man ager is c on tin u ou sly en gaged in perf ormin g th e staff in g fu n c tion. He is ac tively assoc iated with recru itmen t, selec tion , train in g an d app raisal of h is su bordin ates. T h ese ac tivities are perf ormed by th e c h ief exec u tive, de partmen tal man agers an d foremen in relation to th eir su bordin ates. T hu s, staff in g is a pervasi ve fu n c tion of man agemen t an d is perf ormed by th e man agers at all levels. Mea ning of Sta f f ing n t, train in gan dc ompen sation ofth eman agerialperson n el. Staff in g, likealloth er man agerialfu n c tion s, isth edu tywh ic h th eapex man agemen tperf ormsatall times. I n an ewlyc reateden terprise, th estaff in gwou ldc omeasa. th irdstep n ex ttoplan n in g an dorgan iz in g bu tin agoin gen terpriseth estaff in gproc ess is c on tin u ou s. I n order to defin e an d c larify th e grou p of employees in c lu ded in th e staff in g c on c ept, it mu st be statedth at th e staff in g fun c tion is c on c ern ed with th e plac emen t, growth an d de velopmen t of all of th ose members of the organ iz ation wh osefu n c tion itistogetth in gsdon eth rou gh on eeff ort ofoth er in dividu als. T h isdefin itionin c lu desalllevelsofman agemen tbec au seth osewh owill oc c u py position s in th e top two or th ree levels of man agemen t fifteen or twen ty years from n ow are likely tobe fou n d in th e lower levels today. stru c tu reth rou gh eff ec tivean dproperselec tion , app raisal, an ddevelopmen t 6 of person Koon tz an d. 1 Staff in g is related to perf ormin g a set of ac tivities wh ic h aim at in viting, selec tin g, plac in g an d retain in g in dividu als at variou s jobs to ac h ieve th e organ iz ation al goals. I t in volves determin in g th e n eed for people at variou s organ iz ation al posts, app oin tin g an d retain in g th em at th ose posts by train in g an d developin g th eir abilities an d skills. Th is is don e by perf ormin g an umber of fu n c tion s like manpower plan n in g, recru itme n t, selec tion , train in g an d developmen t, perf orman c e app raisal, c ompen sation an d main ten anc e. 2 Staff in g, ac c ordin g to D yck an d Neu bert (2012), is th e Hu man Resou rce fu n c tion of iden tifyin g, attractin g, h irin g, an d retain in g people with th e n ec essary qu a lific ation s to fill th e respon sibilities of c u rren t an d fu tu re jobs in th e organ iz ation. Th e nu mber of man agerial person n el or n on - man agerial h u man resou rces n eeded by an organ iz ation depen ds u pon th e siz e and c omplex ity of its operati on s, its plan s for br an c h in g ou t or in c reasin gprodu c ts, an d tu rn over rates of both types o f h u man resou rces, amon g oth ers. Besides c on siderin gth eirn u mber, th equ alific ation sforth ein dividu alposition smu stbe iden tified, so th at th e best - su ited in dividu als for th e job pos ition s may be selec ted for h irin g. Sta f f ing C oncep t On c e th e organ iz ation al goals are set, th e plan s are prepared and organ iz ation is app ropriately stru c t u red to pave th e path for ach ievemen t of th e set goals. T h e n ex t step is to provide app ropriate per son n el to fill in th e variou s position s c reated by th e or gan iz ation al stru c tu re. T h e proc ess pu ttin g people to jobs is termed as staff in g. Staff in g, th e man agemen t fu n c tion in volves app oin tin g app ropriate person n el, developin g th em to meet organ iz ation al n eeds an d en su rin g th at th ey are a satisfied and h app y workforce. Staff in g is defin ed as a man agerial fu n c tion of fillin g an d keepin g filled th e position s in th e organ iz ation al stru c tu re. T h e person n el app oin ted are a c ombin ation of perman en t employees, daily workers, c on su ltan ts, c on tract employees etc. 1 h ttps: // www. y o urarticle library. co m/ bu sin e ss - man ag e men t/ staf f in g - its - me an in g - n ature - an d - impo rtan ce - busin e ss - man age me n t/2 7 9 12 2 h ttps: // www. bu sin e ssman ag e men tide as.co m/ n o te s/m an ag e men t - no te s/staf f in g - man ag e me n t - n ote s/no te s - on - staf f in g - n ature - n ee d - an d - impo r tan ce - o rg an isatio n /50 1 7 7 Sta f f ing includ es: 1. I den tifyin g th e requ iremen t of workforce an d its plan n in g. 2. Rec ru itmen t an d selec tion of app ropriate person n el for n ew jobs or for position s wh ic h may arise as a resu lt of ex istin g employee s leav in g th e organ iz ation. 3. P lann in g adequ ate train in g for developmen t an d growth of workforce. 4. D ec idin g on c ompen sation , promotion an d perf orman c e app raisals for th e workforce. The f oll owing a re the b a sic na ture of sta f f i ng : I. P eop le - ori ented Staff in g deals with effic ien t u tiliz ation of h u man resou rcesin an organ iz ation. I tpro motesan dsti mu lateseveryemplo y ee to make h is fu ll c on tribu tion for ac h ievin g desired objective of th e organ iz ation. I I. Dev elop ment - ori ente d I tisc on c ern edwith developin gpoten tialities of person n el in th e organ iz ation. I t develops th eir person ality, in terests, an d skills. I t en ables employees t o get max imu m sa tisfac tion from th eir work. I t assists employees to realiz e th eir fu ll poten tia l. I t provides opportu n ities to employees for th eir advan c emen t th rou gh train in g, job edu c ation , etc. I I I. P erva siv e f unction Staff in g is requ ired in every organ iz ation. I t is a major su b - system in th e total man age men t system th at c an be app lied to bot h profit makin g an d n on - profit makin g organ iz ation s. I t is requ ired at all levels of organ iz ation for all types of employees. I V. C ontinuous f un ction Staff in g is a c on tin u ou s an d n ever - en din g proc ess. I trequ iresc on stan talertn essan dawa ren essofhu ma n relation s an d th eir importan c e in every operation. V. H uma n ob j ectiv es I t develop s poten tialities of emplo yees so th at th ey c an derive max imu m satisfac tion from th eir work. I t c reates an atmosph ere wh ere employees willin gly c ooperate for th e attain men tof desired organ iz ation al goals. VI. I nd iv id ua ls a s well a s g roup - oriented Staff in g is c on c ern ed with employees bo th as in dividu als an d as grou p in attain in g goals. I t establish es proper or gan iz ation al stru c tu re to satisfy in dividu al n eeds an d grou p e fforts. I t in tegrates in dividu al an d grou p goals in su c h a man n er th at th e employees feel a sen se of in volve men t towards t h e organ iz ation. 8 VI I. Dev elop ing cord ia l work ing e nv ironment I t develops a c ordial en viron men tin th een terprisewh ereeac h employ eec on tribu tesh isbest for th e ac h ievemen t of organ iz ation al goals. I t provide s a ver y c omfortable ph ysic al an d psych ologic al workin g en viron men t. VI I I. I nterd iscip lina ry na ture Staff in g h as its roots in soc ial sc ien c es. I t u ses c on c epts drawn from variou s dis c iplin es su ch as psych ology, soc iolog y, an th ropology, an d m an agemen t. I t h as also borrow ed prin c iples from beh avioral sc ien c es. I t is a sc ien c e of hu man en gin eerin g. IX. I nteg ra l p a rt of g enera l ma na gement Staff in g is an in tegral part of respon sibility. Every member of the man agemen t grou p (from top to bottom ) mu st be an eff ec tive pers on n el admin istr ator. I t ren ders servi c e to oth er fu n c tion al areas of man agemen t. X. Science a s wel l a s a rt Staff in g is a sc ienc e of hu man en gin eerin g. I t is an organ iz ed body of kn owledge c on sistin g of prin c iples an d tec h n iqu es.I tisalsoanartasitin volvesskills todealwith people. I tisone of th e c reative arts as it h an dles employees an d solves th eir problems systema tic ally. I t is a ph ilosoph y of man age men t as it believes in th e dign ity an d worth of hu man bein gs. 3 C ha ra cteristi cs of Sta f f ing a s a F unction of Ma na g ement T h e followin g fac ts c learly brin g ou t th e c h arac teristic s of staff in g as a fu n c tion of man agemen t: 1. R ela ted to H uma n B eing s T h e first importan t c h aracteristic of staff in g is its relation sh ip with hu man bein gs. I t mean s th at un like plan n in g an d organ iz in g it is n ot mere paper work bu tin volvesth eapp oin tmen tofc ompeten tperson son variou spos ts. P lan n in g lays down wh at, wh en, h ow an d by wh om work is to be don e. Simi larly, an organ iz ation al stru c tu re ch art is prepared u n der organ iz i n g. On th ec on trary, u n derstaff in g, c ompeten tin dividu alsareselec tedan d given train in g keepin g in view th e importan c e of th e post an d n ot on ly doin g pap er work alon e. All th e ac tivities don e to ac c omplish th is work are c on n ec ted with hu man bein gs - th ey may be recru itmen t, selec tion , train in g, promotion , etc. 2. Sep a ra te Ma na g eria l F unction 3 h ttps: // www. e co n o micsdisc us sio n. n e t/o rg an isatio n /staf f in g /31 8 66 9 T h e sec on d importan t c h aracteristic of staff in g is th at it is a separate man agerialfu n c tion. Separateman agerialfu n c tion mean sth atfarfrombein g a major part of so me fu n c tion, it is in itself a major fun c tion. Staff in g is in c lu ded in th e oth er c ategories of man agerial fu n c tion s like plan n in g, organ iz in g, leadin g, an dc on trollin g.Alittleearlier, someman agemen tex pertsc on sidered it a part of organ iz in g. Bu t th ese days, on th e basis of variou s researc h es, it is ac c epted as an importan t separate man agerial fun c tion. 3. Essentia l a t All Ma na g eria l Lev e ls Staff in g is essen tial at all man agerial levels. T h e Board of D irectors perf ormsth efu n c tionofstaff in gbyapp oin tin gGen eralMan ager.Th eGen eral Man ager does s o by app oin ti n g departmen tal man agers, w h ile th e departmen tal man agers perf or m th is fu n c tion by app oin ting th eir su bordin ates. I t mu st be c larified h ere th at th e establish men t of a separate person n el departme n t does n ot free th e c on c ern ed man agers from th is all - importan t fu n c tion. T h eaimofestablish in gth isdepartmen tistoassistth eman agersatevery levelin th eperf orman c eofth eirfun c tion ofstaff in g. I tisimportan tton oteth at th e fin al respon sibili ty regardin g staff in g lies with th e man agers c on c ern ed. 4. R ela ted to Socia l R esp on sib il ity Staff in g deals with h u man bein gs an d man is a soc ial an imal. Sin c e it is c on n ec ted with hu man bein gs, the soc ial respon sibility of th is fun c tion is born. I n ordert odisc h argeth isrespon sibility, th eman agerssh ou ldtakec arean dbe impartial wh ile goin g th rou gh th e allied fu n c tion s of recru itmen t, selec tion , promotion , etc. 5. Ef f ect of I nterna l a nd Externa l Env ironment T h e perf orman c e of staff in g is aff ec ted by th e in tern al an d ex tern al en viron men t of th e en terprise. Th e in tern al en viron men t of th e en terprise in c lu des polic ies c onn ec ted with th e employees like th e promotion polic y, demotion polic y, tran sfer polic y, etc. I f as a matter of polic y th e vac an t posts a re to be filled up by promotion , th e employees already workin g in th e en terprisewillh aveth eopportu n itytoreach h igh erposts, an dth epeoplefrom ou tside will be app oin ted on ly on lower posts. I n th iswayth ein tern alpolic yofth eorgan iz ation doesaf fec tth efu n c tion of staff in g. Th e ex tern al en viron men t aff ec tin g th e en terprise in c lu des govern men tpolic iesan dedu c atio n alen viron men t. I tc an beth epolic yofth e govern men tth atin aparticu laren terpriseemployeessh ou ldberecru itedon ly th rou gh emp loymen t ex c h an ge. Edu c ation al in stitu tion s c an h elp in th e developmen t of th e employees b y organ iz in g spec ial train in g c amps. I n th is way, ex tern al en viron men t also affec ts th e fun c tion of staff in g. 10 Sev en I mp orta nt F unction s of Sta f f ing 1. Ma np ower P la nning Man powermaybeplan n edforsh ort - terman dlon g - term. T h esh ort - term man power plan n in g may ac h ieve th e objectives of th e c ompan y at presen t c on dition s. T h e lon g - term man power plan n in g sh ou ld be c on c ern ed with th e estimati on of staff members requ ir ed in fu tu re. 2. Dev elop ment D evelopmen t is c on c ern ed with th e developmen t of staff members th rou gh adequ ate an d appropriate train in g programs. T h e train in g is given on ly to th e n eedy person s. 3. F ix ing the Emp loy ment Sta nd a rds I t in volves th e job spec if ic ation and job desc ription. T h ese en able the man agemen t to selec t th e person n el an d train th em sc ien tific ally. Job desc ription is a systematic an d organ iz ed written statemen t of th e duties an d respon sibilities in a spec ific job. Job spec ific ation is a sta temen t of person al qu alities th at an in dividu al mu st possess if h e is to su c c essfu lly perform th e job. 4. Sources I t is c on c ern ed with th e meth od by wh ich th e staff members are selec ted. T h e sou rces may be in tern al an d ex tern al sou rces. In ternal sou rce me an s th at a vac an c y is filled u p by th e c ompan y ou t of th e staff members available with in th e c ompan y. The ex tern al sou rce mean s th at a vac an c y is filledu pbyth ec ompan yfromou tsi deth ec ompan y. T h eperson selec tedmay be u n employed or workin g in an yoth er c ompan y. 5. Selecti on a nd P la cement I tin c lu desth eproc essofselec tion ofth estaff members. T h eplac emen t in c lu des givin g a job to a person on th e basis of h is ability, edu c ation, ex perien c e an d th e like. 6. Tra ining T h e train in g may be arran ged b y th e c ompan y itself. I n c ertain c ases, th e staff members may be sen t out by th e c ompan y to get th e train in g. T h e ex pen se is born e by th e c ompan y. Th e train in g may be requ ired n ot on ly by th e n ew staff members bu t also byth e ex istin g staff members. 7 Ste p P rocess of Sta f f ing Staff in g starts with th e estimation of man power requ iremen ts an d proc eeds towards search in g for tal en ted person n el to fill th e variou s position s in an organ iz ation. Staff in g, th erefore, sh ou ld follow a logic al step by step proc ess. 11 Followin g are th e importan t steps in volved in th e proc ess of staff in g: Step # 1. Estimatin g Man power Requ iremen ts/Man power P lann in g: T h e proc ess of man power plan n ing c an be divided in to two parts. O n e is an an alysis for determin in g th e qu an titative n eeds o f th e organ ization , i. e. , h owman ypeoplewillben eededin th efu tu re. T h eoth erpartisth equalitative an alysis to determin e wh at qu alities an d c h aracteristic s are required for perf ormin g a job. T h e former is c alled th e qu an titative aspec t of man power p lan n in g in wh ic h we try to en su re a fai rn u mber or person n el in each department an d at eac h level. I t sh ou ld n eith er be too h igh n or too low leadin g to overstaff in g or u n der - staff in g respec tively. Th e sec on d aspec t is kn own as qu alitative aspec t of man powe r plann in g wh erein we try to get a proper fit between th e job requ iremen t an d th e requ iremen t on th e part of person n el in terms of qu alif ic ation , ex perien c e an d person ality orien tation. Step # 2. Rec ru itmen t an d Selec tion : T h e sec on d step after man power p lan n in g is recru itmen t an d selec tion. T h esearetwoseparatefun c tion s, wh ic hu su allygotogeth er. Rec ru itmen taims at stimu latin g an d attractin g job app lic an ts for position s in th e organ iz ation. Selec tion c on sistsofmakin gch oic eamon gapp lic an ts.T oc h o oseth osewh ich are most su ited to th e job requ iremen t keepin g in view th e job an alysis in formation. Selec tion proc esses mu st be gin by prec isely iden tifyin g th e task to be perf ormed an d also drawin g a lin e between su cc essfu l an d u n suc c essfu l perf orman c e. T h ereafter, th eprocessofselec tion triestofin dou th owfarajob app lic an t fu lfils th ose c h aracteristic s or trait s n eeded to su c c essfu lly perf orm th e job. Step # 3. P lac emen t an d Orien tation : P lac emen treferstoplac eth erigh tperson on th erigh tjob. On c eth ejob off er h as been ac c epted by th e selec ted c an didate, h e is plac ed on h is n ew tu rn over an d ac c iden t rates. Orien tation /I n du c tion is c onc ern ed with th e proc ess of in trodu c tion or orien tin g a n ew employee to th e organ iz ation. T h e n ew employee is in trodu c ed to fellow employees, given a tou r of th e departmen t an d informed abou t su c h details as h ou rs of work, overtime, lu n ch period, rest rooms, etc. T h ey are mostly in formed abou t th e c o mpan y, th e job an d work en viron men t. T h ey are en c ou raged to app roac h th eir su pervisors with qu estion s an d problems. Step # 4. T rain in g an d Developmen t: I t is more acc u rately c on sidered as a proc ess of skill formation and beh avioral c h an ge. I t is a c on tinu ou s proc ess of th e staff in g fu nc tion. T rain in g is more eff ec tively c on du c ted wh en th e ac tu al c on ten t of jobs for wh ich people are bein g train ed an d developed is kn own. 12 T rain in gprogram ssh ou ldbedevisedtoimpartkn owledge, developskills an d stimu lat e motives n eeded t o perf orm th e job. D evelopmen t in volves growth ofanemployeeinallrespec ts. I tisawiderc on c ept.I tseekstodevelop c ompeten c e an d skills for fu tu re perf orman c e. T hu s, it h as a lon g - term perspec tive. Step # 5. P erforman c e Appraisal : perf orman c e as again st c ertain predetermin ed stan dards. T h is proc ess in c lu des defin in g th e job, app raising perf orman c e an d providin g feedbac k. Step # 6. P romotion an d C areer P lan n in g: Man agers mu st en c ou rage empl oyees to grow an d realiz e th eir fu ll poten tial. P romotion s are an in tegral p mean more pay, respon sibility an djob satisfac tion. Step # 7. C ompen sation : I t refers to all forms of pay or rewards paid to employees by th e employer/firm. I t may be in th e form of direct fin an c ial paymen ts (T ime based or P erforman c e based) like salaries an d in direc t paymen ts like paid leaves. 4 Activ ity 1. C a se stud y : role a nd j ob a na ly sis J ob Descri p ti on a t R ed Lob ster R est ob a r Red L obster Restobar operates ov er 30 seaf ood restobar in th e c ount r y , employin g more th an 300 people. W h en Red L obster Restobar developed a n ew bu sin ess strategy t o focu s on valu e an d improve its i mage, it es t ablish ed a n ew vision , mission , an d goals for th e c ompan y. T h e restau ran t c h ain simplif ied its men u with th e h igh est - qu ality seaf ood it c ou ld off er at mi d - ran ge - sh irt - an d - blac k - pan ts un iforms for its employees, an d added North eastern c oastal imagery t o its men u an d W eb - site. Exec u tin g the n ew mission an d diff eren tiation strategy requ ired h irin g fu n, h ospitality - min ded people wh o sh ared its valu es. Alth ou gh Red L obster Restobar had n ot h ad an y problem with h irin g restau ran t man agers, th e c ompan y felt th at th e man agers it h ired did n ot alwa ys reflec t th e c ompan strategy, vision an d valu es. T h e c ompan y also 4 h ttps: // ww w. e co n o micsdiscu ssio n. n e t/ o rg an isatio n /staf f in g /31 8 66 13 realiz ed th at th eir old job desc ription s did n ot reflec t th e pa ssion its n ew strateg y n eeded from its employees. R eq uired : Red L obster Res tobar ask you r opin ion of wh at it sh ou ld do in writin g its job desc ription s to improve th e fit between its n ew man agemen t h ires an d its n ew bu sin ess strategy. W rite you r an swer on you r n otebook. III.WH AT HAVE I LEARNED POST TE ST: Directi on :Writ e t h e le tt e roft he corre ct an swe rin y ou rn ot eb oo k. A. Natu re of S taff in g B. C h aracteristic s of Staff in g C. I mportan t Fu n c tion s of Staff in g D. S teps in volved in th e proc ess of staff in g 1. Selec tion an dP lac emen t 2. Related to Hu man Bein gs 3. P romotion an d C areer P lan n in g 4. I n terdisc iplin ary n atu re 5. Fixin g th e Employmen t Stan dards 6. Effec t of In tern al an d Extern al En viron men t 7. D evelopmen t - orien ted 8. D evelopmen t 9. C on tin u ou s fu nc tion 10. C ompen sation 14 R E FE RE NCE S Helen aMa. F. C abrera, P h D, etal, Organ iz at ion an dMan agemen t (Qu ez on C ity: Vibal Grou p, 2016) A. T an u ja, Natu re, Need an d I mportan c e of Staff in g. Bu sin ess Man agemen t I deas. h ttps: //ww w. bu sin essman agemen tideas. c om/n otes/ man agemen t - n otes/staff in g - man agemen t - n ote s /n otes - on - staff in g - n atu re - n eed - and - importan c e - organ isation /5 017 Staff in g: I ts mean in g, n atu re an d importan c Y ou r Artic le L ibrary. h ttps: //ww w. you rartic lelibrary. c om/bu sin ess - man agemen t/st aff in g - its - mean in g - n atu re - an d - importan c e - bu sin ess - man agemen t/2791 2 W h at is Staff in g ? Econ omic s D isc u ssio n. h ttps: //ww w. ec on omic sdisc u ssion. n et/organ isation /s taff in g/318 66 15 S Y NOPS IS ANDABOUT T HE AUT HOR AUT HO R Th is SLK ( S elf - Le arning Kit ) is ab ou t t he con ce p t an d n atu re of sta ffin g. He re y ou will le arn t h e ch ara ct e rist ics, im p ort an ce an d t h e ste p s in v olve in t he p rocess of sta ffin g. A case stu dy an d re alist ic e x amp le sare p rov ide dforyou.As y ou goove rt he discu ssion ,y ou will ap p re ci ate t he im p ort an ce of kno wing t h e con ce p t an d n at u re ofsta ffin g. Fin d e n joym en t in le arn in g t h is SLK GWEN AB A G AL VEZ is a n Acco un ta n cy B us ines s a nd Ma na geme nt ( AB M) tea c her a t D a uin Na ti o na l H igh Scho o l, D ivis io no fNegr o s Or ienta l. S he cur r ently tea c h es s p ecia lized a nd a p p lied s ub jects fo r Senio r H ighSc ho o ls tud ent s. In h er lo ve a nd tr us t fo r F o und a ti o n Univer s ity, D uma guete C ity, s hefinis hed her Seco nd a r yEd uca tio nin t hes a id ins titutio n. She gr a d ua ted B a chelo r o f Scien ce i n C o mmer ce ma jo r in Ma na gemen t Acco u ntin g a nd ea r ned her d egr ee i n Ma s ter o fB us ines s Ad minis tr a tio na tth es a mes cho o l. Ino r d er fo r her to b e q ua lified to t ea chi n th eD ep a r tment o f Educa tio n, s he to o k her C o ntinui ng P r o gra m Educa tio n a t F o und a tio nUniver s ity, D uma guet eC ity.S he w a s a fo r mer B ra nch Ma na ger o fo neo fthep r iva tefina ncia li ns tituti o nfo r s evenyea r s. ANSWER KEY PRETEST POST TEST 1. TRU E 1. C 2. FALSE 2. B 3. TRU E 3. D 4. FALSE 4. A 5. TRU E 5. C 6. TRU E 6. B 7. TRU E 7. A 8. TRU E 8. C 9. TRU E 9. A 1 0. TRU E 1 0. D 16 D E P A RTM EN TOFE D UCA TION S CHOOLS D IV IS ION OFN E GROS OR IE N TA L SENEN PRISCILLO P. PAULIN, CESO V Sch o o ls Div isio n Supe rin ten de nt JOELYZA M. ARCILLA, EdD Assistan t Sch o o ls Div isio n Supe rin te n den t MARCELO K. PALISPIS, EdD Assistan t Sch o o ls Div isio n Supe rin te n den t NILITA L. RAGAY, EdD OIC - Assistan t Sch o o ls Div isio n Supe rin te nde n t C ID C h ief ROSELA R. ABIERA E ducatio n P ro g ram Supe rv iso r (LRMS ) ELISA L. BAGUIO, EdD Div isio n E ducatio n P rog ram Supe rv iso r MATHE MATIC S MARICEL S. RASID Librarian II (LRMDS ) ELMAR L. CABRERA P DO II (LRM DS) GWEN ABA GALVEZ Write r LITTIE BETH S. BERNADEZ Lay - o ut Artist _________________________________ ALPHA QA TEAM G IL. DAE L MARIA SOLEDAD M. DAY U P AY MARIA AC E NITH DE SP I JEE LIZA ING U ITO BETA QA TEAM RIC K LEOB E N V. B AYK ING LITTIE B E TH S. B E RNADE Z G IL. DAE L MARIA SOLEDAD M. DAY U P AY MARIA AC E NITH DE SP I JEE LIZA ING U ITO ME RC Y DITHA D. E NOLP E RONALD G. TOLENTIN O E N HA N CEM EN TTE A M B B. B OY JONNE L C. DIAZ JEE LIZA T. ING U ITO SALVADOR G. AG U ILAR JR DI SCLAI M ER Th e i nf or ma t io n, ac t iv i t ie s a nd as se ss men ts us ed i n th is ma te r ia l ar e d es i gn ed to p ro vi de ac ce ss i bl e le ar ni ng mo da l it y to the t e ac he rs an d le ar ne rs o f t he Di v is io n of Ne gr os Or ie n ta l. Th e con t en ts o f t h is mod u le ar e c ar e fu l ly re se a rch ed , ch os en , a nd ev a lu a te d to c o mpl y wi th th e s e t l ea r ni ng co mpe t enc i es. The wr i te rs an d e va lu a to r wer e c le a rl y in st r uc te d t o g i ve cr ed i ts t o i n fo r ma t io n a nd i l lu s tr a ti on s u se d t osu bs ta n ti a te t h is ma t er i al. Al lco nt en t i s s ub je ct to c op y ri ght an dma yno tbe re pr od uc ed i n a ny f o r mwi t hou t e xp re ss ed wr it t enc on sen t f r o mt he di v is io n. --- End of Math-12-ABM-Organization-_-Mgt-Q2-Week-2.pdf --- --- Start of Math-12-ABM-Organization-_-Mgt-Q2-Week-3.pdf --- 1 T HE PROCESS O F RECRUIT ING, SELECTI NG, AND T RAINING EMPLO YEES for Or ga niz ati on&Man ag eme nt S en i or Hi gh Sc hool(A BM) Qu ar ter 2 /W eek 3 2 FOREWORD This S elf - Lear ning K it for O rga niza tion and Ma na gemen t is desig ned sp ec ifica lly for ABM stud ents in Sen iorH igh Sc hool. Thisis a b ou tu nd erstan ding thep roc ess of recru iting , selectin g, a nd train ing emp loyees. It inc lu des the defin ition of terms, exa mp le situa tions, a nd its org a niza tiona l a pp lic a tions. It is a lign ed w ith the K to 12 Cu rricu lu m of the D ep a rtment of Ed u ca tion follow ing the p rescrib ed MELCs ( MostEssen tia l Lea rnin g Comp etenc ies. Thisisdesig ned to b em ore c omp rehen sivefor lea rne rs even in stu dy ing at home. What H ap pened Thisp a rtc onta insa reviewofp riorknow ledg etha tha s a grea t c ontribu tion to the foc u sed top ic of this modu le. Thisa lsoc onta insp relimina rya c tivitiestha tw illa wakenthe p rior know ledg e of the le a rners a nd w ill motiva te t hem to lea rn. What Y ou Needto K now( Discussion ) This p a rt c onta ins a disc u ssion a b ou t recru iting, selectin g, hiri n g a nd train ing emp loyees for the lea rners to b etter un dersta nd the topic. What H ave I Lear ned(E va l uation/PostT est) The exe rcises f ou nd in th is section a re desig ned t o develop a na lytic a l skills a nd c hec k the u nd erstan ding of the lea rners a b ou tthe topic in this modu le. 3 I. W HAT HAPPE NED Activity: An swer th e c rossword pu zz le below. Th is is a sort of review of th e previou s topic an d at th e same time, you will en c oun ter th ese terms th rou gh out th e disc u ssion. 4. T 5. I 1. 1. O 2. 2. 3. D 4. 3. 5. R OBJE CT IVE S : K : Exp la in the p roc ess of recru iting , selectin g a nd train ing emp loyees S : Ana lyze the p roc ess recru iting ,selectin g a nd train ing emp loyees ; A: Ap p recia tethe imp ortan c e ofrecru iting , selectin g, an d train ing emp loyees. LES S ON T HE PROCE S S OFRE C RUIT I NG,S E LECTING, ANDT RAI NING E MPLOYE ES 4 AC ROSS 1. an en tity, a c ompan y, or an in stitu tion 2. learn in g given by organ iz ation s to th eir employees 3. c an be desc ribed as th e proc ess of h irin g employees D OW N 4. h as a goal to improve c apab ility, capac ity produ c tivity, an d perf orman c e 5. kn owin g th e applic an t II. WHAT Y OU NEE DT OK NOW DI SC USSI ON Staff in g as defin ed in th e previous disc u ssion is th e Hu man Resou rc e fu n c tion of iden tifyin g, attractin g, h irin g, an d retain in g people with th e n ec essary qu alif ic ation s to fill th e respon sibilities of c u rren t fu tu re jobs in th e org an iz ation. Staff in g is on e way to open roles with in a c ompan y or organ iz ation. Staff in gh as two main c ompon en ts, recru itmen t, an d selec tion. Hirin g is similar to s taff in g in man y ways. L ike staff in g, it is a way for a c ompan y or organ iz ation to fill open r oles in th e roster. Below is a diagram sh owin g th e steps of th e h irin g proc ess: F igur e 1.St e p sin H ir in gE mp loy e e se ffec t ive ly St e p 1 Det e r min in ga n e e d (J ob A na ly sis) St e p 2 Ap plicatio n se arch an d se le ctio n a. Re cruitm e n t b. Scre e n in g an d se le ctio n c. in te rvie ws St e p 3 De cisio n - making proce ss a. Makin g a de cisio n b. No tif icatio n an d e mploy me n to f fe r Step 4 Adaptation to th e w orkplace Orien tation 5 R EC R UI TMENT R ecruit ment is a set of ac tivi ties des ign ed to attract qu alif ied app lic ants for job position vac an c ies in an organ iz ation. T h e two meth ods of recru itmen t are ex tern al an d in tern al recru itmen t. L et u s disc u ss it on e by on e. The ex terna l recruit ment meth od c on siders ou tside s ou rces in loc atin g poten tialin dividu alswh omigh twa n ttojoin th eor gan iz ation an den cou ragin g th em to app ly for ac tu al or an tic ipated job vac an c ies. The f oll owing a re meth od s of ex ter na l recruit ment: 1. Ad v ertisement s th is c an be don e th rou gh web sites, n ewspapers, trade jou rn als, radio, television , billboards, posters, an d emails amon g oth ers. 2. Unsoli cit ed a p p lica tions th ese are app lic ation s from in dividu als wh o took th e in itiative to app ly even th ou gh th e c ompan y did n ot in dicate th at th e y n eed an ew staff. Forex ample, youarein terestedin workin gin an organ iz ationbu tyou do n ot h ave an y idea if th ey are h iring employees or n ot. So, wh at you did is you su bmitted you r app lic ation doc umen ts to th e organ iz ation. I n th is c ase , the organ iz a tion h as n ot pu t ou t an otic e for n ew workers. 3. I nternet recruiting in depen den t job boards of th e web c ommon lyu sed by job seekers an d recru iters to gath e r an d dissemin ate job open in g in formation. Examples are jobstreet. c om, jobf in derph. c om, On lin eJobs P H, and man y more. 4. Emp loy ee ref er ra ls employees wh o u su ally refer to frien ds an d relatives wh o th ey th in k are qu alif ied for th e job. An e x ample is wh en you are workin g as a teach er in a private sc h ool an d you kn ow th at th is sc h ool is l ookin g for an En glish teac h er. Sin c e you r c ou sin is an Edu c ation gradu ate with En glish as h er spec ializ ation th en you refer h er to you rSc h ool P rin c ipal as on e of th e app lic an ts for th e job. 6 5. Ed uca tiona linstitut ion s th esear egoods ou rcesofyou n gapp lic an tsorn ew gradu ates wh o h ave formal train in g bu t with very little work ex perien c e. For tec h n ic al an d man agerial position s, sc h ools may refer to some of th eir alu mn i wh o may h ave th e n ec essary qu alific ation s n eeded for th e said job position s. For ex ample, a Un iversity kn own for its su c c essfu l En gin eerin g Gradu ates is lookin g for addition al in stru c tors in th is field. An d sin c e th ey h ave their lists of best gradu ates, th ey c an h ire some of th eir alu mn i to work with th em. 6. P ub lic a nd p riv a te emp loy ment a g encies th is may also be good sou rces of app lic an ts for diff eren t types of job vac anc ies for th ey u su ally off er free servic es wh ile private on es c h arge fees from both job app lic an ts an d employers solic itin g referrals from t h em. Some ex amples of pu blic employmen t agen c ies in th e P h ilippin es are th e P h ilippin e Overseas Employmen t Admin istrati on (P OEA), th e D epartmen t of L abor an d Employmen t (D OLE), etc. P rivate employmen t agen c ies like Eph esian s Hu man Resou rce In c., Brillian t Min ds In c., an d oth er employmen t agen c ies th at are recogn iz ed by th e govern men t. I nternal rec ruitm ent I nterna l recru itm ent is a proc ess of fillin g job vac an c ies th rough promotion sortran sfersofemployeeswh oarealreadypartofth eorgan iz ation. I n oth erwords, recru itmen t is with in th e organ iz ation. For ex ample, you are workin g in an organ iz ation as an assistan t su pervisor for th ree years already. Sin c e you r sen ior su pervisor is abou t to retire, th e organ iz ation is h irin g for h is replac emen t bu t wh at th ey do is in tern al recru itmen t. In th is c ase, you as a qu alif ied app lic an t for th e position c an app ly. I n simplewords , ex te rn alrecru itmentislookin gforprospec t ive app lic ants from ou tside th e organ iz ation wh ile in tern al is from in side. D epen ding on th e n eed of th e organ iz ation , th ey c an h ave both meth ods of recru itmen t at th e same time. 7 Ad v a ntag e a nd d isa d va nta g e of Inter na l a nd Ex terna l R ecruitm ent I nterna l R ecruit ment Ex terna l R ecruit ment Ad v a ntag es C h eaper an d qu ic ker to recru it P eople already familiar with bu sin ess an dh ow it operates P rovides opportu n ities for promotion with in th e bu siness Disa d v a ntag es T h e b u sin ess already kn ows th e stren gth san dweakn esses of th e c an didates L imits n u mber of poten tial app lic an ts No n ew ideas c an be in trodu c e d from ou tside May c au se resen tmen t amon gst c an didates n ot app oin ted C reates an oth er vac an c y th at n eeds to be filled. Ad v a ntag es Ou tside people brin g in n ew ideas A l arger pool of workers from wh ic h to fin d th e best c an didate P eople h ave a wider ran ge of ex perien c e Disa d v a ntag es L on ger proc ess More ex pen sive proc ess du e to advertisemen t s an d in terviews requ ired T h e s elec tion proc ess may n ot be eff ec tive en ou gh to reveal th e best c an didate SELEC TI O N Sele cti on is th e proc ess of ch oosin g in dividu als wh o h ave th e requ ired qu alif ic ation s to fill th e presen t and ex pec ted job open in g. T h is is the sec on d c ompon en t of staff i n g wh ich in c ludes th e followin g steps: 1. Establish in g th e selec tion c riteria th is in c lu des th e c itation of th e n atu re an d pu rposeofth ejobposition wh ichhastobefilled.Th ismayin c lu deth eskillsth at th e c ompan y is lookin g for in an employee. H ere is a n ex a mp le: Formal Edu c ation i. e. Mu st be a college gradu ate Experien c e an d P ast P erformanc e i. e. Mu st h ave at least five - year ex perien c e in related work P h ysic al Ch aracteristic s i. e. W ith pleasin g person ality P erson ality C h aracteristic s i. e. h ardworkin g 8 2. Requ estin g app lic an ts to c omplet e th e app lic ation form app lic ation forms mu st be filled by th e app lic an ts with th e n ec essary information th at th e c ompan y is askin g so th at it will be easy for man agers to decide wh eth er th e app lic an ts meet th e min imu m requ iremen ts or n ot. 3. Sc reen in gby listin g app lic an ts wh o seem to meet th e set of c riteria th is is th e h u man resou rce team will assess wh o amon g th e app lic an ts meets th e min imu m c rit eria an d wh o will proc eed to th e n ex t step. T h is is to min imiz e th e c ost of time spen t in in terviews with app lic an ts wh o do n ot meet th e c riteria for th e job open in g. 4. Sc reen in g in terview to iden tify more promisin g app lic an ts th is is th e time wh ere sh ortlisted app lic an ts will u n dergo a formal in terview an d will be assessed more c losel y if h e/sh e fitsth e job. 5. I n terview by th e su pervisor/man ager or pan el in terviewers th is is wh en th e su pervisors/man ager swillassessift h eapp lic an tsarewellorien tedwith h is/ th eir c h aracteristic s an d abilities towards th e job th at h e/sh e isapp lyin g for. 6. Verifyin g in formati on provided by th e app lic an t th is is don e to ch ec k if th e app lic an ts are n ot tellin g fal se in formation to th e c ompan y. 7. Requ estin gth eapp lic an ttou n dergopsych ologic alan dph ysic alex amin ation th is is very importan t bec au se h avin g a h ealth y min d an d a h ealth y body is importan t for good job perf orman c e. 8. I n formin gth eapplic an tth ath eorsh eh asbeen c h osen forth eposition app lied for th isc an bedon everballyorinwritin gbyth eman agerswh ogiveth efin al Fin al in stru c tion s regardin g th e step. I n th eselec tion proc ess, organ iz ation sdon otfin diteasy. Somewillh ave diff eren tways of selec tin gemploy eesbec au seitisdiff ic u lt tokn oww h at is th e real perf orman c e of th eir people. P redictin g th eir perf orman c e is diff ic u lt bec au se of th e diff eren c e between wh at in dividu als c an do at presen t to wh at th ey c an do in th e fu tu re. 9 TR AI NI NG A ND DEVEL OP MENT T rain in g refers to learn in g given by organ iz ation s to its e mployees th at c on c en trates on sh ort - term job perf orman c e an d th e ac qu isition or improvemen t of job - related skills. D evelopmen t refers to learn in g giv en by organ iz ation s to its employe es th at is geared toward th e fu tu re job app oin tmen ts an d oth errespon sibilities. W h y are train in g an d developmen t importan t in ac h ievin g su c c ess in ? T h is is very importan t for every employee in an or gan iz ation tobeproperlyequ ippedwithth eskillsan dabilitiesforth emtobe c apab le of Newly h ired employees n eed to be train ed for th em to develop th eir skills, c apab ilities, c h aracteristic s an d en h an c e th eir in ter an d in traperson al relation s with th eir su bordin ates and workmates. Before c on du c tin g th e train in g, an organ iz ation an alysis, task an alysis, an d person an alysis will be c on du c ted by man agers. Org a niz a tion a na ly sis mayin c lu deth ean alysesofeff ec tsofdown si z in g, bran c h in gou t,c on flic tswith rivalc ompan ies, an doth ersth atmayrequ iretrain in gorretrain person n el. Ta sk a na ly sis in volves, forex ample, c h ec kin gjobrequ iremen tstofin dou tifallth ese are bein g don e to meet c ompa n y goals. P erson a na ly si s de termi n es wh o amon g th e employees n eed train in g or retrain in g. Th is is to avoid spe n din g on th e train in g of employees wh on o lon ger n eed it. I n c on du c tin g train in g, a train ing design mu st be prepared first. I n stru c tion al objectives th at desc ri be th e kn owled ge, skills, an d attitu des th at employees mu st ac qu ire are in c luded in th is design. T h e objective mu st be align ed with are also a c on sideration in makin g th e design. T h ey n eed to refer th eir design to 10 Nex t, wh en th e design is already c omplete, it is time for its implemen tation. T h ismayin c lu de; on - th e - jobtrain in g, app ren tic esh iptrain in g, c lassroomin stru c tion , au diovisu almeth od, simu lation met h od, an de - learn in g. After implemen tation th en th e evalu ation will follow. Th is is th e momen t wh en th etrain in gprogramwillbeevalu atedbyth epartic ipan ts. Th eirreaction s, th eir learn in gs, an d th eir way of beh avin g du rin g th e train in g will be gathered an d evalu ated. n eeds with th e n eeds of th e organiz ation. An employee mu st kn ow h imself or h erselfwell,h eorsh em u stbeawa reofh iskn owledgean dc apab ilities, valu es , an d in terests so th at h e or sh e c ou ld also iden tify th e c areer path way th at h e or sh e wou ld like to take. Aspartofth eorgan iz ation ' sgoaltowardsitsemployees, itwillprovideits employees with t , or direction th at may be related t o h is or h er c areer path. T h is is a very good organ iz ation al goals. 11 III.WH AT HAVE I LEARNED POST - TES T : A. T ru e or False. W riteT if th e statemen t is tru e an d F if it is fal se. 1. Staff in g is th e same as plan n in g. 2. Rec ru itmen t someh ow is th e same as with h irin g. 3. T h eh irin g proc ess n eedn ot followsteps. 4. I n terviews are don e after selec tin gth e h i red app lic an t. 5. Selec tion c riteria are n eeded by man agers in selec tin g th e most fitted app lic an t for th e job. 6. I t is a disadvan tage for in tern al re c ru itmen t for bein g ex pen sive and c ostly. 7. Extern al recru itmen t in c lu des tv advertisemen t s, n ewspaper s, an d tabl oid postin g. 8. Staff in g in c lu des recru itmen t an d selec tion. 9. 10. Organ iz ation s h ave th e same process of h irin g. 12 R E FE RE NCE S C abrera, H. P h D , Altarejos, A, P hD , Ben jamin , R. ,etal 2016. ORGAN IZ AT I ONAND MANA GEMENT. P ASI G: VI BAL GROUP. 13 S Y NOPS IS ANDABOUT T HE AUT HOR AUT HO R Th is Se lf - Le arn in g Kit (S LK) is all ab ou t th e p roce ss of re cru it me n t , se le ct ion , an d t rain in ge mp loye e s. Y ou willle arn from t h isSLK t h e p roce ss of h irin g, h ow is it don e ,wha t are t h e t h in gst h at y ou n ee d t o follo w an d p re p are. Th is SLK will h e lp y ou u n de rstan d h ow im port ant t h e se re cru it me n t and se le ct ion p roce ssare asp art o f fu n ct ion s. C H ONA V. B ONTI GAO r ec eived h er C er tifica te o f P r o fes s io na l Educa tio nla s tMa r ch20 16 a tSt.F r a ncis C o llegeo f Guihul nga n , Guihul nga n C ity, Negr o s Or ienta l. She wa s a gr a d ua te o f B a chelo r o f Scie nce in B us in es s Ad minis tr a tio n ma jo r in Ma na geme nt Acco un ting a t As ia n C o llege o f Scienc e a nd Techno lo gyD uma g uete C ityla s t20 06.She is c ur r entlyp ur s uing gr eema jo r in Educa tio na l Ma n a gement a t F a r Ea s t Ad vent Sc ho o l o f Theo lo gy I nter na tio na l, I nc. , i n K a b a ngk a la n C ity, Negr o s Occidenta l. S he is cur r entl y tea chin g a t J ima la lud Na tio na l H ig h Sc ho o l, J i ma la lud Ne gr o s Or ienta l ha nd ling Acco un ta ncy , B us ines s a n d Ma na gem ent ( AB M) s ub jects. She is a ls o the C a r eer Guid a nce/ Guid a nc e co o rd ina to r o fthes a id s cho o l. ANSWER KEY P RE - TE S T A C RO SS 1. O RGA N IZA TI ON 2. DE V E LOP ME N T 3. RE C RUITM E N T DO W N 4. TRA IN IN G 5. IN TE RV IE W E V A LUA TION A. 1. F 2. F 3. F 4. F 5. T 6. F 7. T 8. T 9. T 10. F B. A nswer sm ayv ar y 14 DI SCLAI M ER Th e i nf or ma t io n, ac t iv i t ie s a nd as se ss men ts us ed i n th is ma te r ia l ar e d es i gn ed to p ro vi de ac ce ss i bl e le ar ni ng mo da l it y to the t e ac he rs an d le ar ne rs o f t he Di v is io n of Ne gr os Or ie n ta l. Th e con t en ts o f t h is mod u le ar e c ar e fu l ly re se a rch ed , ch os en , a nd ev a lu a te d to c o mpl y wi th th e s e t l ea r ni ng co mpe t enc i es. The wr i te rs an d e va lu a to r wer e c le a rl y in st r uc te d t o g i ve cr ed i ts t o i n fo r ma t io n a nd i l lu s tr a ti on s u se d t osu bs ta n ti a te t h is ma t er i al. Al lco nt en t i s s ub je ct to c op y ri ght an dma yno tbe re pr od uc ed i n a ny f o r mwi t hou t e xp re ss ed wr it t enc on sen t f r o mt he di v is io n. D E P A RTM EN TOFE D UCA TION S CHOOLS D IV IS ION OFN E GROS OR IE N TA L SENEN PRISCILLO P. PAULIN, CESO V Sch o o ls Div isio n Supe rin ten de nt JOELYZA M. ARCILLA, EdD Assistan t Sch o o ls Div isio n Supe rin te n den t MARCELO K. PALISPIS, EdD Assistan t Sch o o ls Div isio n Supe rin te n den t NILITA L. RAGAY, EdD OIC - Assistan t Sch o o ls Div isio n Supe rin te nde n t C ID C h ief ROSELA R. ABIERA E ducatio n P ro g ram Supe rv iso r (LRMS ) ELISA L. BAGUIO, EdD Div isio n E ducatio n P rog ram Supe rv iso r MATHE MATIC S MARICEL S. RASID Librarian II (LRMDS ) ELMAR L. CABRERA P DO II (LRM DS) CHONA V. BONTIAGAO Write r LITTIE BETH S. BERNADEZ Lay - o ut Artist _________________________________ ALPHA QA TEAM G IL. DAE L MARIA SOLEDAD M. DAY U P AY MARIA AC E NITH DE SP I JEE LIZA ING U ITO BETA QA TEAM RIC K LEOB E N V. B AYK ING LITTIE B E TH S. B E RNADE Z G IL. DAE L MARIA SOLEDAD M. DAY U P AY MARIA AC E NITH DE SP I JEE LIZA ING U ITO ME RC Y DITHA D. E NOLP E RONALD G. TOLENTIN O E N HA N CEM EN TTE A M B B. B OY JONNE L C. DIAZ JEE LIZA T. ING U ITO SALVADOR G. AG U ILAR JR --- End of Math-12-ABM-Organization-_-Mgt-Q2-Week-3.pdf --- --- Start of Math-12-ABM-Organization-_-Mgt-Q2-Week-4.pdf --- 1 T HE FUNCT I O NS AND I M PO RT A NCEO F CO M PENSA T I O N,WA G ES A ND PERFORMA NCE EVA LUA T I O N, A PPRA I SA L, REWA RDSYST EM , EM PLOYEE R ELA TIO NS A ND M O VEMENT for Or ga niz ati on&Man ag eme nt S en i or Hi gh Sc hool(A BM) Qu ar ter 2 /W eek 4 2 FOREWORD This S elf Lear ning K it for O rga niza tion a nd Ma na gemen t is a n inn ov a t ive to ol c ra fted e xc lu sively for ABM Sen ior H igh Sc hool stud ents. It a ssists students in u nd erstan ding the b a sic c onc ep t of orga niza tion a nd ma na gemen t exp lic itly on the fu nc tions and imp o rtan c e of c omp ensa tion, w a ges a nd p erforman c e eva lu a tion, a p p ra isa l, rew a rd system, emp loyee rela ti ons, a nd movement. It is a lign ed w ith the B EC of the D ep a rtment of Ed u c a tion follow ing the prescrib ed MELCs ( Most Ess entia l Lea rnin g Comp etenc ies). This S elfLear ningK it is divi ded into three p a rts. What H appened kno wle dge an d t he con ce p t s t o b e m ast e re d t h rou ghou t t he le sson. What You Ne ed to Know ( Dis cuss io n) Th isse ct ion co n t ain scon t e nt son n at u re an dle v e lsofp lan n in g an d t y p e s of p lan s. Th e t op ic in t e n ds t o m ake t h e stu de nt s ap p re ciate it sim p ort an ce. What H ave I Le arned ( Evaluation/Post Tes t) A su m m ary ofkey con ce p t san de x e rcise st hat m easu re s a din g o f t h e form s of th e t op ic. St u den t s are stron gly in flue n ce th e kind of m an age r t he y will b e com e in t h e fu t u re. 3 I. W HAT HAPPE NED PRE - TE ST: Direct ion: Un sc ramble th e letters b elow, based on th e defin ition provided in eac h nu mber. W rite you r an swers in you r ac tivity n otebook. 1. C ASONM OP I ETN - all forms of pay given by employers to th eir employees for th e perf orman c e ofth eir jobs 2. ER F OP R MC AEN VTI ELN UA OA - a proc ess u n dertaken by th e organ iz ation , u su ally don e onc e a year, design ed to measu re 3. MEP LYEOE ER L TI AOS N - th e c on n ec tion c reated among employees/worke rs as th ey do th eir assign ed tasks for th e organ iz ation to wh ic h th ey be lon g

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