2. Prepared By
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Please seek permission to reproduce the same in public forms and presentations.
Manu Melwin Joy
Assistant Professor
Ilahia School of Management Studies
Kerala, India.
Phone – 9744551114
Mail – manu_melwinjoy@yahoo.com
3.
4. T groups
• A T-group is a form of group
training where participants
themselves (typically,
between eight and 15
people) learn about
themselves (and about small
group processes in general)
through their interaction
with each other.
• They use feedback, problem
solving, and role play to gain
insights into themselves,
others, and groups.
5. Value clarification
• Value clarification
consists of "helping
people clarify what their
lives are for and what is
worth working for.
• It encourages students
to define their own
values and to
understand others'
values.
6. Training and development
• Training: This activity is both
focused upon, and evaluated
against, the job that an
individual currently holds.
• Education: This activity focuses
upon the jobs that an individual
may potentially hold in the
future, and is evaluated against
those jobs.
• Development: This activity
focuses upon the activities that
the organization employing the
individual, or that the individual
is part of, may partake in the
future, and is almost impossible
to evaluate
7. Job design
• Job design (also referred to as work
design or task design) is the
specification of contents, methods
and relationship of jobs in order to
satisfy technological and
organizational requirements as well as
the social and personal requirements
of the job holder.
• Its principles are geared towards how
the nature of a person's job affects
their attitudes and behavior at work,
particularly relating to characteristics
such as skill variety and autonomy.
• The aim of a job design is to improve
job satisfaction, to improve through-
put, to improve quality and to reduce
employee problems (e.g., grievances,
absenteeism).
8. Job description
• 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,
but some may instead comprise a
simple list of competencies; for
instance, strategic Human resource
planning methodologies may be used
to develop a competency architecture
for an organization, from which job
descriptions are built as a shortlist of
competencies.
9. Leadership development
• Leadership development
refers to any activity that
enhances the quality of
leadership within an
individual or organization.
• These activities have ranged
from MBA style programs
offered at university
business schools to action
learning, high-ropes courses
and executive retreats.
10. Coaching
• Coaching is training or
development in which
a person called a
"coach" supports a
learner in achieving a
specific personal or
professional goal. The
learner is sometimes
called a "coachee".
11. Conflict Management
• Conflict management is the
process of limiting the
negative aspects of conflict
while increasing the positive
aspects of conflict.
• The aim of conflict
management is to enhance
learning and group
outcomes, including
effectiveness or performance
in organizational setting.
• Properly managed conflict
can improve group
outcomes.
12. Mentoring
• Mentorship is a personal
developmental
relationship in which a
more experienced or more
knowledgeable person
helps to guide a less
experienced or less
knowledgeable person.
• The mentor may be older
or younger, but have a
certain area of expertise.
13. 360 degree feedback
• It is feedback that comes
from members of an
employee's immediate
work circle.
• Most often, 360-degree
feedback will include
direct feedback from an
employee's subordinates,
peers (colleagues), and
supervisor(s), as well as a
self-evaluation.
14. 360 degree feedback
• It can also include, in some
cases, feedback from external
sources, such as customers and
suppliers or other interested
stakeholders.
• It may be contrasted with
"upward feedback," where
managers are given feedback
only by their direct reports, or a
"traditional performance
appraisal," where the
employees are most often
reviewed only by their
managers.
15. Action Learning
• Action learning is an
approach to solving real
problems that involves
taking action and
reflecting upon the
results.
• The learning that results
helps improve the
problem-solving process
as well as the solutions
the team develops.
16. Responsibility charting
• describes the
participation by various
roles in completing tasks
or deliverables for a or
business processes.
• It is especially useful in
clarifying roles and
responsibilities in cross-
functional/
departmental projects
and processes
