Methods Organizations Use for Employee Development - Essay Example

Q Identify the methods organizations use for employee development. Answer to the Question No Current day human resource units are responsible for a variety of activities including employment and recruiting, training and development, compensation, benefits, employee services, employee relations, personal records, health and safety, and company grounds. A recent addition to this list is human resource planning and strategy formulation and implementation. As organizations become more diverse, employers have been adapting their human resource practices to reflect those changes. Many organizations today, such as Bank of America, have workforce diversity programs. They tend to hire, promote, and retain minorities; encourage vendor diversity; and training for employees. Some, like Coca-Cola, Motorola, and Mars, actually conduct cultural audits to ensure that diversity is pervasive in the organization. Employee Development: Employee development is designed to help the organization ensure that it has the necessary talent internally for meeting future human resource needs. The focus of employee development is on a future position within the organization for which the employee requires additional competencies. Methods for Employee Development Used by organizations: For employee development, different organizations use following methods: Interpersonal roles: Stoner, J. A. F. Freeman, R. E. Gilbert, D. R. (2006, pp. 187-216) argued that all managers are required to perform duties that are ceremonial and symbolic in nature. For instance, when the president of a college hands out diplomas at commencement or a factory supervisor gives a group of high school students a tour of the plant, he or she is acting in a figurehead role. All managers also have a leadership role. This role includes hiring, training, motivating, and disciplining employees. The third role within the interpersonal grouping is the liaison role. Mintzberg, H. (1989: pp. 176-219) described this activity as contacting outsiders who provide the manager with information. These may be individuals or groups inside or outside the organization. The sales manager who obtains information from the quality-control manager in his or her own company has an internal liaison relationship. When that sales manager has contacts with other sales executives through a marketing trade association, he or she has an outside liaison relationship.1 Formal education: Golden, K. A. & Ramanujam, V. (1985: pp. 89-96) mentioned that the use of educational qualifications in screening candidates seems to be a universal practice. A recent study of 300 large organizations in 22 countries demonstrate that employee selection practices differ by nations but a few common procedures were found and formal education is one of them. Employee development and training procedures are also depend on formal education or educational background. Managers or trainees who are inexperienced with management potential usually enter the organization after graduating from college and in entry-level positions strongly influences the range of management opportunities that will be available to them. 2 Job experiences: Brockbank, W., (1999: pp. 17-31) stated that Organizations may seek to hire experienced managers for a variety of reasons. A newly created post may require a manager with experience not available within the organization; the talent to fill an established post may be available within in the organization; a key position may suddenly open up before being hired. The interviewers are almost always higher-level managers who attempt to assess the candidate’s suitability and past performance. Interviewers try to determine how well the candidate fits their idea of what a good manager should be and how compatible the candidate’s personality, past experience, personal values, and operating style are with the organization and its culture. Most assessments of prospective managers who are recent college graduates begin with a review of college grades. Other aspects of the college record can provide some insights into nonacademic abilities such as interpersonal skills, leadership qualities, and ability to assume responsibility. Finally, like experienced managers, prospective managers may be interviewed extensively to determine what the interviewers consider an appropriate personal style for a manager.3 Assessment: Creating a development program almost always consists of three phases- the assessment phase, the direction phase, and the development phase. The assessment phase of employee development involves activities ranging from self-assessment to organizationally provided assessment. The goal of assessment, whether performed by employees themselves or by the organization, is to identify employees’ strengths and weaknesses. This type of clarification helps employees- 1. to choose a career that is realistically obtainable and a good fit and 2. to determine the weaknesses they need to overcome to achieve their career goals. Common assessment tools that are commonly used for self-assessment and for organizational assessment are as below: Self-assessment: Self-assessment is increasingly important for companies that want to empower their employees to take control of their careers. The major tools used for self-assessment are workbooks and workshops. Career workbooks have been very popular for decades. Ledvinka, J. & Scarpella, V.G. (1991: pp. 231-265) have identified generic workbooks were commonly used in the 1970s, but tailored workbooks gained in popularity in the 1980s. In addition to the exercises included in a generic career workbook, tailored workbooks might contain a statement of the organization’s policies and procedures regarding career issues as well as descriptions of the career paths and options available in the organization. Career-planning workshops, which may be led either by the company’s HR department or by an external provider such as a consulting firm or local university, give employees information about career options in the organization. They may also be used to give participants feedback on their career aspirations and strategy. Participation in most workshops is voluntary and some organizations hold these workshops on company time to demonstrate their commitment to their workforce.4 Mintzberg, H. Lampel, J. Ghoshal, S. Quinn, J.B. (1995: pp. 422-487) examined that whether done through workbooks or workshops, self-assessment usually involves doing skills assessment exercises, completing an interests inventory and clarifying values. A brief description of these points are- A. Skills assessment exercises are designed as their name implies, to identify an employee’s skills. For example, a workshop exercise might ask the employee to compile a brief list of his or her accomplishments. Once the employee has generated a set of, say, five accomplishments, he or she then identifies the skills involved in making each accomplishment a reality. In a workshop situation, people might share their accomplishments in a group discussion, and then the entire group might help identify the skills underlying the accomplishments. Another skills assessment exercise presents employees with a list of skills they must rate on two dimensions; their level of proficiency at that skill and the degree to which they enjoy using it. A total score is then generated for each skill area. B. An interest inventory is a measure of a person’s occupational interests. Numerous off-the-shelf inventories can give employees insight into what type of career will best fit their interests. One of the best-known inventories is the Strong Vocational Interest Inventory defined by Mercer, D. A.(1993: pp. 44-61) C .Values clarification involves prioritizing personal values. The typical values-clarification exercise presents employees with a list of values and asks them to rate how important each value is to them. For example, employees may be asked to prioritize security, power, money, and family in their lives. Knowing their priority values can help employees make satisfying career choices. Organizational assessment: Some of the tools traditionally used by organizations in selection are also valuable for career development. Among these are assessment centers, psychological testing, performance appraisal, promo ability forecasts, and succession planning. # Assessment centers are situational exercises- such as interviews, in-basket exercises, and business games-that are often used to select managerial talent. Although assessment centers have traditionally been used for selection, companies are increasingly using them as part of their career development programs. According to .” Mintzberg, H. Lampel, J. Ghoshal, S. Quinn, J.B. (1995: pp. 422-487) “A developmentally oriented assessment center stresses giving feedback and direction to the worker The assessment center measures competencies needed for a particular job and provides participants with feedback about their strengths and weaknesses in the competency areas as uncovered in the exercises. This feedback increases employees’ understanding of their skills and helps them develop realistic career goals and plans. Somewhat surprisingly, there have been few empirical studies of the effectiveness of assessment centers for developmental purposes said by Engelbrecht, A. S, and Fischer, A. H. (1995). However, the limited numbers of studies do indicate that assessment centers have significant and positive effects on participants, even months after the assessment center exercise. Porter, M. E. (1979: pp. 29-47) # Psychological testing: According to Scarpello, V. G, and Ledvinka, J. (1988) “Test that measure personality and attitudes, as well as interest inventories, fall into this category.” To help employees better understand their skills and interests some organizations use psychological testing. # Performance appraisal: Another source of valuable career development information is performance appraisal. Unfortunately, appraisals are frequently limited to assessment of past performance rather than oriented toward future performance improvements and directions. Future-oriented performance appraisal can give employees important insights into their strengths, their weaknesses, and the career paths available to them. # Promotability forecasts: Decisions made by managers regarding the advancement potential of their subordinates is known as promotability forecasts is identified by Morgan, M. A., Hall, D. T., and Martier, A. (1979). These forecasts allow the organization to identify people who appear to have high advancement potential. The high-potential employees are then given developmental experiences (such as attending an executive training seminar) to help them achieve their advancement potential. Example, in1988 AT and T launched a companywide computerized program to track high-potential managers and equip them with the right experiences to face business challenges in the years ahead. The emphasis in this Leadership Continuity Program (LCP) is on development, not promotion in the near term. Participants accept assignments that will prepare them for increased responsibilities. Harris, B., Huselid, M. & Becker, B., (1999: pp. 38-46) have identified that candidates are selected for LCP on the basis of three criteria- A. Sustained strong performance B. Overall high standing in relation to peers and C. A demonstrated potential to perform at least four salary levels above their current level. # Succession planning: It focuses on preparing people to fill executive positions. Formally, succession planning means examining development needs given a firm’s strategic plans. Brockbank, W., (1999: pp. 17-31) described that the formal approach identifies the organization’s future direction and challenges and then drives the competencies new leaders need. Then the organization identifies internal and external target candidates. Once a short list of executives is created, the candidates are researched and tracked using the required competencies as evaluation areas. This tracking and monitoring process continues indefinitely so that an up-to-date list is available when inevitable turnover in leadership occurs. Succession planning is necessary when the organization needs key positions filled without interruption. Without it, the business may sacrifice profitability and stability as the price for not being prepared.5 Besides aforementioned development methods or processes there are several techniques and opportunities that an organization can apply to develop their employees for a skilled employee supply. Training methods fall into two broad categories. They are- “On-the-Job Training (OJT)” and “Off-the-Job Training”. A short description of these categories are discussed in bellow- On-the-Job Training (OJT): While people associate OJT with providing a person with the skills to do a minimum level on the job, it can and should be much more than that. Techniques of on-the-job training are- 1. Expanded responsibilities: This is a frequently used training technique that expands the job duties, assignments, and responsibilities of an individual both horizontally and vertically in the organization. Opportunities are created for the individual in his or her present job to practice higher level and divers skills not normally required in the present job. 2. Job rotation: It also known as cross training, this involves moving individuals to various types of jobs within the organization at the same level or next immediate higher level for periods of time. This may be as short as an hour or two or as a year. Many organizations use this approach during the first two or three years of a person’s career to familiarize him or her with broad functional operations and processes of the organization. 3. Staff development meetings: These are special staff meetings to discuss facets of each individual’s job and to develop ideas for improving job performance. These meetings may be held away from the job in a “retreat-type” atmosphere. 4. “Assistant to” position: This involves having promising employees serve as staff assistants to higher skill level jobs for a specified period of time (often one to three months) to become more familiar with the higher skilled positions in the organization. 5. Problem-solving conferences: These are conferences called to solve a specific problem being experienced by a group or the organization as a whole. It involves brainstorming and other creative means to come up with mutually determined solutions to basic problems. 6. Mentoring: This technique assigns a guide or knowledgeable person higher up in the organization to help a new employee “learn the ropes” of the organization and to provide other advice. Usually a social relationship is developed so that the employee feels she or he can go to the mentor for advice that cannot be asked of the immediate superior. 7. Special assignments: These are special tasks or responsibilities given to an individual for a specified period of time. The assignment may be writing up a report, investigating the feasibility for a new project, process, service, or product, preparing a newsletter, or evaluating a company policy or procedure. 8. In-company training done by company trainers: These programs can cover such topics as safety, new personal procedures, new product or services, affirmative action, and technical programs. 9. In-company training done by outside consultants: Here recognized experts are brought to the company to conduct training on such topics as goal setting, communications, assessment techniques, safety, and other current topics of importance. They often supplement training done by company trainers. 10. Consultant (internal or external) advisory reviews: Experts in specialized fields meet with various managers and employee groups to investigate and help solve particular problems. The emphasis is on problem solving rather than training. 11. Distribution of reading matter: Often one of the most overlook training methods, this formal program is created to circulate books, journals, selected articles, new business material, and so on to selected employees. An effective program also includes periodic scheduled meetings to discuss the material. 12. Apprenticeship: This refers to training provided through working under a journeyman or master in craft. The apprentice works alongside a person skilled in the craft and is taught by that person. While this often occurs on the job, it sometimes done in off-the-job settings. Apprenticeship programs also often include some classroom work. Craft unions frequently take advantage of apprenticeship training and, in some cases, may be responsible for the entire program. Apprenticeship programs are best known in the skilled crafts, such as masonry, electrician, bricklaying, and carpentry. Off-the-Job Training: An effective training system supplements OJT with various forms of the off-the-job training. Most of this type of training is classroom training techniques. Following techniques are used in off-the-job training program. 1. Outside short courses and seminars: These are specialized courses conducted by educational institutions, professionals associations, or private consulting and training firms that last one day to one week. If managers selectively attend programs that complement their career development plan, these courses can be extremely beneficial. 2. College or university degree and certificate programs: More and more universities are offering evening and weekend classes that lead to a degree or certificate. Often these are in professional fields such as management, accounting, finance, or law. Many employees have a tuition refund program which will reimburse employees for all or part of the tuition and book expense. 3. Advanced management programs at colleges and universities: UCLA, Harvard, MIT, Ohio State, and other well-known universities offer in-residence programs of two weeks to a full year for top management. Often they cover material typically found in an MBA program, but at a very accelerated rate. 4. Correspondence schools: If individuals can practice rigorous self-discipline, home correspondence study can be an excellent self-development tool. However, an employee needs to ensure that the correspondence school with which he or she deals in reputable. 5. Outside meetings and conferences: Most managers and professional s have opportunities to attend trade and professional conferences and conventions during the year. If participants actually attend the scheduled meetings and workshops at these conferences, these can be excellent learning experiences. Kesler, G., & Law, J., (1997: pp. 131-187) argued that Training and development are performed with a wide variety of resources. The most important training resource is the immediate superior of an individual in an organization. His or her on-the- job advice, counsel, and coaching are the keys to an effective program. Many organizations also have a department of training and development within the organization. This department normally employs several internal trainers and consultants who can be used in a wide variety of programs. The Employment and Training Administration of the government provides much training assistance and funding for many entry level and low-to-medium skilled jobs through the Joint Training Partnership Act (JTPA). Often this training can be received at little or no cost to the employer. Assessing the effectiveness of an organization’s overall training and development effort is extremely difficult. Yet, it is extremely important. Valid results of training are essential for building a credible program. The ultimate measure of training effectiveness is the health of the organization. Is the organization meeting its mission and goals? Are its employees competent? Is the work done efficiently and effectively? These are broad questions and good training is but one factor that contributes to a positive response for each question. Answer t the Question. No.-2: Fair Pay Structure Act: Mintzberg, H. Lampel, J. Ghoshal, S., and Quinn, J.B. (1995: pp. 422-487) argued that the Civil Rights and Fair Pay Acts, among other laws, protect employees from discrimination. Just as it is illegal to discriminate in hiring, organization cannot discriminate in pay on the basis of race, color, age, or sex. According to “The Equal or Fair Pay Act of 1963” Lawrence, M. D. (2003) explained its mandated the organizations compensate men and women doing the same job in the organization with the same rate of pay. The Equal Pay Act was designed to lessen the pay gap between male and female pay rates. Ledvinka, J, (1982: pp.114-137) identified that despite progress, women in general still earn roughly 75 percent of what their male counterparts earn. Some of this difference is attribute to perceived male- versus female- dominated occupations, but the Equal Pay Act requires employers to eliminate pay differences for the same job. That is payment should be established based on skill, responsibility, effort, and working conditions. Example, if an organization is hiring customer service representatives, new employees, irrespective of their sex, must be paid the same initial salary because the attributes for the job are the same. The important point of “The Equal Pay Act” that it is typically affects only initial job salaries. If two workers, one male and one female, perform at different levels during the course of the year, and if performance is rewarded, the act allows that in the next period their pay may be different.6 Job evaluation: Job analysis as the process of describing job duties, authority relationships, skills required, conditions of work, and additional relevant information. Job analysis data could help develop job descriptions and specifications, as well as job evaluations. Job evaluation refers using job analysis information to systematically determine the value of each job in relation to all jobs within the organization. In short, job evaluation seeks to rank all jobs in the organization in a hierarchy that reflects the relative worth of each. It’s important to note that this is a ranking of jobs, not people. Job evaluation assumes normal job performance by a typical worker. So, in effect, the process ignores individual abilities or performance. The ranking that results from job evaluation is not end in itself. It should be used to determine the organization’s pay structure. In practice, this is not always the case. External labor market conditions, collective bargaining, and individual skill differences may require a compromise between the job evaluation ranking, and the actual pay structure. Yet even when such compromises are necessary, job evaluation can provide an objective standard form which modifications can be made. Job evaluation criteria: 1. Stephen, C. H. & Jeffrey, D. F. (1992: pp. 251-273) examined that the heart of job evaluation is determining appropriate criteria to arrive at the ranking. It is to say that jobs are valued and ranked by their relative job worth, but ambiguity increases when attempt to state what places one job higher than another in the job structure hierarchy. 2. Most job-evaluation plans use responsibility, skill, effort, and working conditions as major criteria, but each of these, in turn, can be broken down into more specific terms. Robbins, S. P. and Judge, T. A. (2007: pp. 266-297) described skill as “an observable competence to perform a learned psychomotor act (like key boarding). 3. Huselid, M. A., & Becker, B. E. (1998: pp 54-59) expressed that other criteria can and have been used: supervisory controls, complexity, personal contacts, and the physical demands needed. 4. It should not expect the criteria to be constant across jobs. Because jobs differ, it is traditional to separate them into common groups. For example, production, clerical, sales, professional, and managerial jobs may be evaluated separately. Treating like groups similarly allows for more valid rankings within categories but still leaves unsettled the importance of criteria between categories.7 Job Evaluation Methods: Three basic methods of job evaluation are currently in use. They are- A. Ordering Method: The ordering method (or ranking method) requires a committee- typically composed of both management and employee representatives-to arrange jobs in a simple rank order, from highest to lowest. No attempt is made to break down the jobs by specific weighted criteria. The committee members merely compare two jobs and judge which one is more important or more difficult to perform. Then they compare another job with the first two, and so on until all the jobs have been evaluated and ranked. The most obvious limitation to the ordering method is its sheer unmanageability with numerous jobs. Imagine the difficulty of correctly ranking hundreds or thousands of jobs in an organization. Other drawbacks to consider are the method’s subjectivity-no definite or consistent standards by which to justify the rankings-and the fact that because jobs are ranked in order, which is known as distance between ranking. [Huselid, M. A., & Becker, B. E. (1998: pp 54-59)] B. Classification Method: The classification method was made popular by the U.S. Civil Service Commission, now the Office of Personal Management (OPM). The OPM requires that classification grades be established and published in what they call their general schedules. These classifications are created by identifying some common denominator-skills, knowledge, responsibilities-to create distinct classes or grades of jobs. Examples might include shop jobs, clerical jobs, and sales jobs, depending, of course, on the type of jobs the organization requires. Once the classifications are established, they are ranked in an overall order of importance according to the criteria chosen, and each job is placed in its appropriate classification. The classification method shares most of the disadvantages of the ordering approach, plus the difficulty of writing classification descriptions, judging which jobs go where, and dealing with jobs that appear to fall into more than one classification. On the plus side, the classification method has proven itself successful and viable in classifying millions of kinds and levels of civil service jobs. C. Point Method: Robbins, S. P. and Judge, T. A. (2007: pp. 266-297) mentioned that the last method presents breaks down jobs based on various identifiable criteria (such as skill, effort, and responsibility) and allocates points to each of these criteria. Appropriate weights are given, depending on the importance of each criterion to performing the job, points are summed, and jobs with similar point are placed in similar pay grades. The point method offers the greatest stability of the four approaches presented. Jobs may change over time, but the rating scales established under the point method stay intact. Additionally, the methodology underlying the approach contributes to a minimum of rating error. On the other hand, the point method is complex and therefore costly and time-consuming to develop. The key criteria must be carefully and clearly identified, degrees of factors must be agreed upon in terms all rates recognize, the weight of each criterion must be established and point values assigned to degrees. Although it is expensive and time-consuming to both implement and maintain, the point method appears to be the most widely used method. Furthermore, this method can effectively address the comparable worth issue. [Hofer, C. W. Schendel, D., (1978: pp. 321-358) ] Pay Structure Evaluation: Stephen, T, (1998: pp. 63-78) argued that once the job evaluation is complete, the data generated become the nucleus of the organization’s pay structure. This means establishing pay rates or ranges compatible with the ranks, classification, or points arrived at through job evaluation. Any of the three job evaluation methods can provide the necessary input for developing the organization’s overall pay structure. Each has its strengths and weaknesses, but because of its wide use, the point method show how point totals are combined with compensation survey data to form wage curves. Compensation Surveys: Many organizations use surveys to gather factual information on pay practices within specific communities and among firms in their industry. Yeung, A., & Brockbank, W., (1995: pp. 155-183) mentioned that the use of this information for comparison purposes. It can tell compensation committees if the organization’s wages are in line with those of other employees and in shortage of individuals to fill certain positions, may help set wage levels. Where does an organization find wage salary data? Amount of wage data broken down by geographic area, industry, and occupation. Many industry and employee associations also conduct compensation surveys and make their results available. Organizations also can conduct their own surveys, and many large ones do. Wage Curves: Kesler, G., & Law, J., (1997: pp. 131-187) stated that after the compensation committee arrives at point totals from job evaluation and obtains survey data on what comparable organizations are paying for similar jobs, a wage curve can be fitted on the data. A completed wage curve tells the compensation committee the average relationship between points of established pay grades and wage base rates. Furthermore, it can identify jobs whose pay is out of the trend line. When a job’s pay rate is too high, it may be identified as a “red circle” rate. This means that the pay level is frozen or below-average increases are granted until the structure adjusts upward to put the circle rate within the normal range. Of course, a wage rate may be out of line bur not red circled. The need to attract or keep individuals with specific skills may be require a wage rate outside the normal range, although continuing to attract these individuals, may ultimately upset the internal consistencies supposedly inherent in the wage structure. A wage rate may also be too low. Such undervalued jobs carry a “green-circle” rate, and the company may attempt to grant these jobs above-average pay increases or salary adjustments.8 The Wage Structure: It is only a short step from plotting a wage curve to developing the organization’s wage structure. Jobs similar in terms of classes, grades, or points are grouped together. For instance, grade 1 may cover the range from 0 to 150 points, pay grade 2 from 151 to 300 points, and so on. The more important jobs are paid more; and as individuals assume jobs of greater importance, they rise within the wage hierarchy. Jobs may also be paid in accordance with knowledge or competency-based pay. [Harris, B., Huselid, M. & Becker, B., (1999: pp. 38-46)] Irrespective of the determinants, notice that each pay grade has a range and that the ranges overlap. Typically, organizations design their wage structures with ranges in grade to reflect different tenure in positions, as well as levels of performance. Additionally, although most organizations create a degree of overlap between grades, employees who reach the top of their grade can increase their pay only by moving to a higher grade. [Kesler, G., & Law, J., (1997: pp. 131-187)] However, wage structures are adjusted every several years (if not every year), so that employees who top out in their pay grade aren’t “maxed-out” forever. Though there are several pay structure, employees may sometimes face unfair or discrimination of their payment specially women employees and disabled. Sexual harassment- unwanted sexual requests or advances, or the creation of a sexually harassing environment through sexual jokes and remarks- in hiring or promotion decisions or the work environment is another disappointment in workplace. Women solely because of pregnancy and protects their job security during maternity leaves are the right to pay a woman in her job compliances. [Kesler, G., (2007: pp. 52-71)] Above discussion there over look Fair Pay Structure Act, job evaluation & its criteria, pay structure according to the employee’s qualification. There are skills, educational background, and capacity to learn new things, and so on. The human resources department must instruct and educate managers in the implications of compliance for their respective departments. Even job titles can be sexist and reflect de facto discrimination. For fair pay judgment, an individual or organization that fails to comply with the law may be reported to the Equal Employment Opportunity Commission (EEOC) for investigation or may become a defendant in a class action or specific lawsuit. Conclusion: Successful organizations believe that the strong, faithful employees construct businesses competitive. The smartest organizations realize that the employer play a essential role in creating their employees strong and faithful. Thus their knowledge goes quick to listen and slow to speak is imperative and understanding to their employees. They always try to gain the trust of their employees with full emphasize. Thus they take motivation, training and interaction to development of their employees. At the same time employees go to the workplace with prospects and expectation of working with the managers who are good virtues like personal treatment, professionalism, working support respect and trust. The managers must have the concepts of leadership, excellence, honesty, integrity, and respect for working force. Employees always look for High wages, Job security, Promotion in the company, Help on personal problems Stimulating work, Personal loyalty of supervisor, Tactful discipline, Full appreciation of work done well and Good working environment. Successful managers respond to all this factors with full respect and trust. Bibliography: Brockbank, W., (1999), “If HR Were Really Strategically Proactive: Present And Future”, Human Resource Management, Volume 38, Number 4, pp. 17-31 Harris, B., Huselid, M. & Becker, B., (1999), “Strategic Human Resources Management at Praxair”, Human Resource Management, Volume 38, Number 4, pp. 38-46. Hofer, C. W. Schendel, D., (1978), Strategy Formulation: Analytical Concepts, West Publisher Group, ISBN-10: 0829902139, pp. 321-358. Huselid, M. A., & Becker, B. E. (1998), “High Performance Work Systems, Intellectual Capital and The Creation Of Shareholder Wealth”, Working Paper, School of Management and Labor Relations, Rutgers University, pp 54-59. Kesler, G., & Law, J., (1997), Implementing Major Change in the HR Organization: The Lessons of Five Companies, Human Resources Planning, 20.4, pp. 131-187. Kesler, G., (2007), Four Steps to Building an HR Agenda for Growth: HR Strategy, Working Paper, Competitive Human Resources Strategies, LLC, pp. 52-71. Ledvinka, J, (1982), Federal Regulation of Personnel and Human Resource Management, Cengage Learning, ISBN-10: 0534011608, pp.114-137. Ledvinka, J. & Scarpella, V.G. (1991), Federal Regulations of Personnel and Human Resource Management, 2nd ed, Boston: PWS-Kent, pp. 231-265. Mercer, D. A.(1993) Two Decade Test of Product Life Cycle Theory, British Journal of Management, Vol. 4, pp. 44-61. Mintzberg, H. (1989), Mintzberg on Management, Free Press, London, ISBN-10: 0029213711, pp. 176-219 Mintzberg, H. Lampel, J. Ghoshal, S. Quinn, J.B. (1995), The Strategy Process: Concepts, Context and Cases, 3rd ed, Prentice Hall, ISBN-10: 0132340305, pp. 422-487 Porter, M. E. (1979), How competitive forces shape strategy, Harvard business Review, March/April 1979. ASIN: B00005REKJ, pp. 29-47. Peter F. Drucke, (2006), The Practice of Management, London: Collins Publisher, ISBN-10: 0060878975, pp. 254-287. Golden, K. A. & Ramanujam, V. (1985), Between a dream and a nightmare: on the integration of the human resource management and strategic business planning process, Human Resource Management Journal-24, pp. 89-96. Robbins, S. P. and Judge, T. A. (2007), Organizational Behavior, 13th ed, New Delhi: Prentice Hall of India Pvt. Ltd., pp. 266-297. Stoner, J. A. F. Freeman, R. E. Gilbert, D. R. (2006), 6th ed, New Delhi: Prentice Hall of India Pvt. Ltd., pp. 187-216. Stephen, C. H. & Jeffrey, D. F. (1992), Developing a Human Resource Planning, Trustee 45, No. 7, pp. 251-273. Stephen, T, (1998), Evidence of Strategic HRM Linkages in Eleven Australian Corporatized Public Sector Organizations, Working Paper, Academy of Management, San Diego, CA, pp. 63-78. Yeung, A., & Brockbank, W., (1995), Reengineering HR through Information Technology, Human Resource Planning, 18:2, pp. 155-183. Read More