Direct and Indirect

Direct and Indirect

Conversation (direct speech) is a form of direct speech. This sentence also called quoted speech

Direct conversations conducted using one word according to what he said.

We use quotes to say sentences which we quote, for example:

a) "Let` s celebrate, "she said," our victory. "

b) "May I join your?" he asked

c) "I haven` t played that game. "

d) "I was taking a bath"

e) "We had taken the wrong turn."

Conversations indirectly (indirect speech) called also reported speech. In stating what other people usually do not use the phrase spoken (direct speech), but use indirect conversation.

There are several things that must be changed when changing the conversation directly into indirect conversation:

1) Promina (I, you, she, he, we, they) and ownership (my self, your self, herself, themself)

• Martin asked, "Would you watch a movie with me?"

• Martin asked if I wanted to watch a movie with him

2) The time (tenses) usually occurs through direct conversations more remote than when we share it with other people.

Examples of indirect speech:

a) She said she hadn `t plated the game

b) I was sure we would survive

c) I told her that she could choose

 Indirect Question

Direct speech. "When will you sleep /"

He asked me when I would sleep.

Direct and indirect speech consists of 3 types:

1) Statement (statement)

2) Command (command)

3) Question (question)

1) Statement

In indirect statement. We use that word (that) as a liaison between the introductory sentence (introductory phrase) and the words were reported (reported words). Introductory sentences in indirect statement is

He said

He said to me that = reported words

He told me

Example:

a) Mary told herfriend; (I have been to Bali twice)

b) Mary told her friends that she had been to Bali twice

a) Father said: (I am going out of town tomorrow)

b) Father said that he was going out of town the following day

a) Mary told John: (my father warned me last night)

b) Mary told John that her father had warned her the night before

a) My sister said to me: (I don `t like tennis)

b) My sister said to me that she didn `t like tennis

a) Tom said: (I didn `t go to school this morning)

b) Tom said that he hadn `t gone to school that morning

If the introductory sentence in the form of the simple present tense, the sentence which reported no change.

Example:

a) John say `s: {I will go to Bandung tomorrow}

b) John says that he will go to London tomorrow

a) Mary `s say; {i have seen that movie}

b) Mary `s say that she has seen that movie

a) My brother say `s: {I met Tom at the party last night}

b) My brother `s say that he met Tom at the party last night

a) Tom say `s: {I don` t like english}

b) Tom `s say that he doesn` t like english

2) Command (command)

 Command is divided into 2 (two) parts: 

1) Positive command

2) Negative command

• 1) Positive command

In the command we add to positive in front of the command line. As a liaison between the introductory sentence and orders reported in the introductory sentences of this type are:

He asked me

He told me

To + infinitive

E.g:

a) He asked me (open your book)

b) He asked me to open my book

a) Mary told me: (stop talking to jane)

b) Mary told me to stop talking to jane

a) asked John Mather; (Pay attention to what I say0

b) mather asked to John to pay attention to what she says

a) John told Mary; (Wait untill I come)

b) John told Mary to wait untill he come

a) The teacher said to the student: (Be quiet while I am talking)

b) The teacher told the student to be quiet while he is talking

• 2) Negative Command

In negative commands us not to add the commands with the reported

E.g:

Mary told John: (Don `t wait for me)

Mary told John not to wait for her

a) I told him; (Don `t mention it to anyone)

b) I told him not to mention it to anyone

a) Father asked her; (Don `t go there alone0

b) Father told her not to go there alone

a) Ira asked Tom: (Don `t come to my house again)

b) Ira asked Tom not to come to her house again

a) asked John Mather; (Don `t smoke to much)

b) John Mather asked not to smoke to much

3) Question (question)

Ask, Not say or tell, is used to report yes / no questions.

Yes / no Question Noun Clause

Sam said to me, "Are you hungry?" Sam asked me if I was hungry.

Sam said to Jane, "Are you hungry?" Sam asked Jane if she was hungry

Incorect: Sam asked me that I was hungry

If, not that, is used after ask to intruduce a noun clause

- Sam asked me if I was hungry.

Sam asked me Whether I was hungry

Whether has the same meaning as if. (See chart 14-4 for the use of or not)

- Sam asked if I was hungry

The (pro) noun object (eg, me) may be omitted after ask

- Sam wanted to know if I was hungry

- Sam wondered if I was hungry

- Sam inquired Whether or not I was hungry

In addition to ask, yes / no questions can be reported by using want to know, wonder, and inquire.

Translate

Percakapan langsung (direct speech) adalah bentuk kalimat langsung. Kalimat ini biasa disebut juga quoted speech
Percakapan langsung dilakukan dengan menggunakan perkataan seseorang sesuai dengan yang ia ucapkan.
Kita gunakan tanda petik untuk mengatakan kalimat yang kita kutip, contoh :
a) “Let`s celebrate,” she said,”our victory.”
b) “May I join your?” he asked
c) “I haven`t played that game.”
d) “I was taking a bath”
e) “We had taken the wrong turn.”

Percakapan tidak langsung (indirect speech) biasa disebut juga reported speech. Dalam menyatakan perkataan orang lain biasanya kita tidak menggunakan kalimat yang diucapkannya (direct speech), tetapi menggunakan percakapan tidak langsung.
Ada beberapa hal yang harus dirubah pada saat mengubah percakapan langsung menjadi percakapan tidak langsung :
1) Promina (I, you, she, he, we, they) dan kepemilikan (my self, your self, herself, themself)
• Martin asked, “Would you watch a movie with me?”
• Martin asked if I wanted to watch a movie with him
2) Bentuk waktu (tenses) percakapan langsung biasanya terjadi lebih lampau dibandingkan saat kita menceritakannya kembali kepada orang lain.
Contoh indirect speech :
a) She said she hadn`t plated the game
b) I was sure we would survive
c) I told her that she could choose


 Indirect Question
Direct speech.” When will you sleep/”
He asked me when I would sleep.

Direct &indirect speech terdiri dari 3 jenis :
1) Statement (pernyataan)
2) Command (perintah)
3) Question (pertanyaan)


1) Statement
Dalam indirect statement. Kita menggunakan kata that (bahwa) sebagai penghubung antara kalimat pengantar (introductory phrase) dan kata-kata yang dilaporkan (reported words). Kalimat-kalimat pengantar dalam indirect statement ialah
He said
He said to me that=reported words
He told me
Example :
a) Mary told herfriend ;(I have been to bali twice)
b) Mary told her friends that she had been to Bali twice

a) Father said : (I am going out of town tomorrow)
b) Father said that he was going out of town the following day

a) Mary told John : (my father warned me last night)
b) Mary told John that her father had warned her the night before

a) My sister said to me : (I don`t like tennis)
b) My sister said to me that she didn`t like tennis

a) Tom said: (I didn`t go to school this morning)
b) Tom said that he hadn`t gone to school that morning

Apabila kalimat pengantarnya dalam bentuk simple present tense, maka kalimat yang dilaporkan tidak mengalami perubahan.
Example :
a) John say`s : {I will go to bandung tomorrow}
b) John says that he will go to Bandung tomorrow

a) Mary say`s ; {i have seen that film}
b) Mary say`s that she has seen that film

a) My brother say`s : {I met Tom at the party last night}
b) My brother say`s that he met Tom at the party last night

a) Tom say`s : {I don`t like english}
b) Tom say`s that he doesn`t like english

2) Command (perintah)
 Command dibagi menjadi 2 (dua) bagian yaitu :Ø
1) Positive command
2) Negative command

• 1) Positive command
Dalam perintah positive kita tambahkan to di depan kalimat perintahnya. Sebagai penghubung antara kalimat pengantar dan perintah yang dilaporkan kalimat-kalimat pengantar dalam jenis ini ialah :
He asked me
He told me
To + infinitive
E.g :
a) He asked me ( open your book)
b) He asked me to open my book

a) Mary told me : (stop talking to jane)
b) Mary told me to stop talking to jane

a) Mather asked John ; ( Pay attention to what I say0
b) mather asked to John to pay attention to what she says

a) John told mary ; ( Wait untill I come)
b) John told Mary to wait untill he come

a) The teacher said to the student : (Be quiet while I am talking)
b) The teacher told the student to be quiet while he is talking

• 2) Negative Command
Dalam perintah negative kita tambahkan not to di depan perintah yang dilaporkan
E.g :
Mary told John : (Don`t wait for me)
Mary told John not to wait for her

a) I told him ; (Don`t mention it to anyone)
b) I told him not to mention it to anyone

a) Father asked her ; (Don`t go there alone0
b) Father told her not to go there alone

a) Ira asked Tom : (Don`t come to my house again)
b) Ira asked Tom not to come to her house again

a) Mather asked John ; (Don`t smoke to much)
b) Mather asked John not to smoke to much

3) Question (pertanyaan)
Ask, Not say or tell, is used to report yes/no questions.
Yes/no Question Noun Clause
Sam said to me, “Are you hungry?” Sam asked me if I was hungry.
Sam said to jane, “Are you hungry?” Sam asked Jane if she was hungry

Incorect : Sam asked me that I was hungry 
If, not that, is used after ask to intruduce a noun clause
- Sam asked me if I was hungry.
Sam asked me whether I was hungry
Whether has the same meaning as if. (see chart 14-4 for the use of or not)
- Sam asked if I was hungry
The (pro) noun object (e.g.,me) may be omitted after ask
- Sam wanted to know if I was hungry
- Sam wondered if I was hungry
- Sam inquired whether or not I was hungry

In addition to ask, yes/no questions can be reported by using want to know, wonder, and inquire.

http://tionez.blogspot.com/2011/03/direct-and-indirect.html

http://irena040506.wordpress.com/2010/05/21/direct-and-indirect-speech/

Buku Cerdas Tata Bahasa Inggris, Redaksi Bukune, Bukune
Practical Complete English Grammar, M.J Lado, Titik Terang

Example Question

Direct

1.       Jim said, “ I am sleepy”

2.       Sally said, “ I don’t like chocolate”

3.       Marry said, “ I am planning to take a trip”

4.       Tom said, “ I have already eaten lunch”

5.       Kate said, “ I called my doctor”

6.       Mr. Nice said, “ I am going to go to Chicago”

7.       Eric said, “ I will come to the meeting”

8.       Jean said, “ I may go to the library”

9.       Tead said, “ I have to finish my work”

10.   Ms. Young said, “ I must talk to professor”

11.   Jessica said, “ I may go to library”

12.   Alice said, “ I should visit my aunt and uncle”

Indirect

1.       Jim said that he was sleepy

2.       Sally said that she didn’t like chocolate

3.       Marry said that she was planning to take a trip

4.       Tom said that he had already eaten lunch

5.       Kate said that she had called my doctor

6.       Mr. Nice said that he was going to go to Chicago

7.       Eric said that he would come to the meeting

8.       Jean said that she might go to the library

9.       Tead said that he had to finish my work

10.   Ms. Young said that she had to talk to professor

11.   Jessica said that she might go to library

12.   Alice said that she should visit her aunt and uncle

INJUNCTION, SUBORDINATING, COORDINATING, and CORLATIF

Injunction

In junc tion (?), n. L. injunctio, fr. injungere,injunctum, to join into, to enjoin. See Enjoin.

1. The act of enjoining; the act of directing, commanding, or prohibiting.

2. That which is enjoined; an order; a mandate; a decree; a command; a precept; a direction.

For still they knew,and ought to have still remembered,
The high injunction,not to taste that fruit.
Milton.

Necessary as the injunctions of lawful authority.
South.

3. (Law) A writ or process, granted by a court of equity, and, insome cases, under statutes, by a court of law,whereby a party is required to do or to refrain from doing certain acts, according to the exigency of the writ.

&hand; It is more generally used as a preventive than as a restorative process, although by no means confined to the former.

Translate :

Dalam tion junc (?), N. L. injunctio, fr. injungere, injunctum, untuk bergabung ke dalam, untuk melarang. Lihat memerintahkan.

1. Tindakan memerintahkan, tindakan mengarahkan, memerintahkan, atau melarang.

2. Itu yang diperintahkan, perintah, mandat, dekrit, perintah, ajaran a; arah.

Untuk tetap saja mereka tahu, dan seharusnya masih ingat,

Perintah yang tinggi, tidak untuk mencicipi buah itu.

Milton.

Diperlukan sebagai perintah dari otoritas hukum.

Selatan.

3. (Hukum) Sebuah surat perintah atau proses, yang diberikan oleh pengadilan ekuitas, dan, kasus insome, berdasarkan undang-undang, oleh pengadilan, di mana satu pihak diperlukan untuk melakukan atau menahan diri dari melakukan tindakan-tindakan tertentu, sesuai dengan urgensi dari tertulis.

&hand; Hal ini lebih umum digunakan sebagai pencegahan daripada sebagai proses restoratif, meskipun tidak berarti terbatas pada mantan.

Subordinating conjunctions

Subordinating conjunctions (also called dependent words or subordinator) is a conjunction used to link dependent clauses (clauses) with independent clauses (main clause).

Commonly used conjunctions are after, although, as, as if, as long as, as soon as, as though, Because, before, even if, even though, how, if, if only, in order that, once, Provided ( that), rather than, since, so that, than, that, though, till, unless, until, Whether, when, Whenever, where, whereas, wherever, while.

Clause dependent relationship with the main clause (independent clause) is helpful in expressing an idea or ideas and their relationships in a sentence and also to demonstrate the importance of the idea / ideas with one another.

Example:

- We did not enjoy the day Because the weather was so awful.

- Because it was raining, I took my umbrella.

- I'll start to think about it when I have to write my report.

- I was so tired that I feel asleep.

- Do it before you forget.

- Let us wait until the rain stops.

- After she had learned to drive, Alice felt more independent.

- If the paperwork arrives on time, your checks will be mailed on Tuesday.

Subordinating conjunction is placed in front of the dependent clause. And dengansubordinating conjunction with, the dependent clause can be placed before the main clause (followed by a comma) or after the main clause (sometimes use a comma in front of it).

- Although it was hot, he was wearing a coat.

- He was wearing a coat although it was hot.

Some conjunctions shows the meaning of time (time), option (choice), cause and reason (cause and reason), manner or attitude (manner), effects and outcomes (effects and result), discrepancy or difference (Opposition or contrast), where ( location), and condition (condition):

a. Time: after, before, once, when, Whenever, while, since, until

b. Choice: Whether, rather than

c. Manner: as, as if

d. Cause and reason: as, Because, since

e. Effect and result: so, so that, in order that, that

f. Opposition or contrast: although, though, even though, whereas, while

g. Location: wherever, where

h. Condition: if, unless, only if, even if, Provided (that)

Translate :

Subordinating conjunctions (disebut juga dependent words atau subordinator) adalah konjungsi yang digunakan untuk menghubungkan dependent clauses (anak kalimat) dengan independent clauses (induk kalimat).

Konjungsi yang biasa digunakan adalah after, although, as, as if, as long as, as soon as, as though, because, before, even if, even though, how, if, if only, in order that, once, provided (that), rather than, since, so that, than, that, though, till, unless, until, whether, when, whenever, where, whereas, wherever, while.

Hubungan dependent clause dengan main clause (independent clause) sangat membantu dalam mengungkapkan ide atau gagasan dan relasinya dalam kalimat dan juga untuk menunjukkan tingkat kepentingan antara ide/gagasan yang satu dengan yang lain.

Contoh:

- We did not enjoy the day Because the weather was so awful.

- Because it was raining, I took my umbrella.

- I'll start to think about it when I have to write my report.

- I was so tired that I feel asleep.

- Do it before you forget.

- Let us wait until the rain stops.

- After she had learned to drive, Alice felt more independent.

- If the paperwork arrives on time, your checks will be mailed on Tuesday.

Subordinating conjunction diletakkan di depan dependent clause. Dan bersama dengansubordinating conjunction, dependent clause dapat diletakkan sebelum main clause (diikuti dengan koma) atau setelah main clause (kadang-kadang menggunakan koma di depannya).
 - Although it was hot, he was wearing a coat.
- He was wearing a coat although it was hot.


Beberapa konjungsi menunjukkan makna waktu (time), pilihan (choice), sebab dan alasan (cause and reason), cara atau sikap (manner), akibat dan hasil (effect and result), pertentangan atau perbedaan (opposition or contrast), tempat (location), dan kondisi (condition):
 a. Time: after, before, once, when, Whenever, while, since, until

b. Choice: Whether, rather than

c. Manner: as, as if

d. Cause and reason: as, Because, since

e. Effect and result: so, so that, in order that, that

f. Opposition or contrast: although, though, even though, whereas, while

g. Location: wherever, where

h. Condition: if, unless, only if, even if, Provided (that)

 
 
Coordinating Conjunction

Coordinating conjunctions are conjunctions are used to connect words, phrases, or clauses (independent clause) which have a similar position or the same grammatical structure in a sentence. There are seven conjunctions are used: for, and, nor, but, or, yet, so (commonly abbreviated fanboys to facilitate the recall).

Examine the use of coordinating conjunctions that connect words with the word, phrase by phrase, and clause by clause (which were bold are conjunctions, whereas underlined is a word, phrase, or clause).

a. Word with the word (subject, predicate / verb, object)

- You and I will come together.

- It can be black, white or gray.

- Most children like cookies and milk.

- Lilacs and Violets are usually purple.

b. Phrase by phrase

- The gold is hidden at the beach or by the lakeside.

- Daniel's uncle Claimed that he spent most of his youth dancing on rooftops and swallowing goldfish.

- Manufacturers must be free to develop their ideas and to package their products.

- He reappeared a few minutes later looking Embarrassed yet Appearing otherwise unruffled.

c. Clause by clause

- I wanted to sit in the front of the balcony, so I ordered my tickets early.

- It's an old car, but it's very reliable.

- It was raining, so I took my umbrella.

- The sun is warm, yet the air is cool.

- I do not care for the beach, but I enjoy a good vacation in the mountains.

The important thing to remember when using the coordinating conjunctions:

1. We recommend using conjunctions in the middle of a sentence. Conjunctions are located at the beginning of the sentence grammatically it is not advisable. Even so, to attract attention or assert additional other information relating to the preceding sentence, the sentence structure at the beginning of a sentence with a conjunction is now commonly used.

2. Use commas. If using clause use a comma before the conjunction. However, if the clause is short, for example in the sentence She is kind so she helps people, then it can not be used elsewhere. On the word / phrase, you should use a comma at the end of a word / phrase or before conjunctions that there are two or more words / phrases, such as the example above: It can be black, white or gray.

3. If you use independent clauses using clause. Each clause is connected by conjunctions should be able to stand alone as a sentence if conjunctions omitted.

Sentence in which the use coordinating conjunctions also called compound sentences.

Translate :

Coordinating conjunctions adalah konjungsi yang digunakan untuk menghubungkan kata, frase, atau klausa (independent clause) yang mempunyai kedudukan setara atau struktur gramatikal yang sama dalam kalimat. Ada tujuh konjungsi yang digunakan: for, and, nor, but, or, yet, so (biasa disingkat FANBOYS untuk memudahkan dalam mengingat).


Perhatikan contoh penggunaan coordinating conjunctions yang menghubungkan kata dengan kata, frase dengan frase, dan klausa dengan klausa (yang diberi huruf tebal adalah konjungsi, sedangkan yang bergaris bawah adalah kata, frase, atau klausa).

a. Kata dengan kata (subjek, predikat/verba, objek)
 - You and I will come together.

- It can be black, white or gray.

- Most children like cookies and milk.

- Lilacs and Violets are usually purple.

 
b. Frase dengan frase
 - The gold is hidden at the beach or by the lakeside.

- Daniel's uncle Claimed that he spent most of his youth dancing on rooftops and swallowing goldfish.

- Manufacturers must be free to develop their ideas and to package their products.

- He reappeared a few minutes later looking Embarrassed yet Appearing otherwise unruffled.

 
c. Klausa dengan klausa

- I wanted to sit in the front of the balcony, so I ordered my tickets early.

- It's an old car, but it's very reliable.

- It was raining, so I took my umbrella.

- The sun is warm, yet the air is cool.

- I do not care for the beach, but I enjoy a good vacation in the mountains. 
 
Hal penting yang perlu diingat ketika menggunakan coordinating conjunctions:

1. Sebaiknya gunakan konjungsi di tengah kalimat. Konjungsi yang terletak di awal kalimat secara gramatikal memang tidak disarankan. Meskipun begitu, untuk menarik perhatian atau menegaskan tambahan informasi lain yang berkaitan dengan kalimat sebelumnya, struktur kalimat dengan konjungsi di awal kalimat sekarang ini sudah umum dipakai.

2. Gunakan tanda koma. Jika menggunakan klausa gunakan tanda koma sebelum konjungsi. Tetapi, jika klausa itu pendek, misalnya pada kalimat She is kind so she helps people, maka koma bisa tidak dipakai. Pada kata/frase, sebaiknya gunakan tanda koma pada akhir kata/frase atau sebelum konjungsi yang terdapat dua atau lebih kata/frase, seperti contoh di atas: It can be black, white or grey.

3. Jika memakai klausa gunakan independent clause. Setiap klausa yang dihubungkan dengan konjungsi harus dapat berdiri sendiri sebagai kalimat jika konjungsi dihilangkan.


Kalimat yang di dalamnya memakai coordinating conjunctions disebut juga compound sentences.

Correlative Conjunction

Correlative conjunctions are conjunctions are used to connect the elements of the sentence between words by word, phrase by phrase, and clause by clause (as well as coordinating conjunctions).

These conjunctions are always used in pairs. Sentence elements that should have accrued to be connected in parallel (parallel) according to the grammatical structure. If the subject is singular and the plural is connected, then the closest subject will determine whether it is singular or plural verb.

Conjunctions are commonly used are:

- Both ... and

- Either ... or

- Neither ... nor

- Not only ... but also

- Whether ... or

example:

-She can both speak and write Japanese.

- Both my sister and my brother play the piano.

- I'm going to buy either a camera or a CD player with the money.

- Either she goes or I go.

- Shakespeare was not only a writer but also an actor.

- He not only read the book, but also remembered what he had read.

- He is Neither rich nor famous.

- Neither Tom's mother nor his father spoke English.

- Whether you win this race or lose it does not matter as long as you do your best.

- She was uncertain Whether to stay or leave.

- I did not know Whether to believe him or not.

If using coorelative conjunctions to connect independent clauses, punctuation you should use a comma (,) before the second clause.

- Either Jane will conclude the experiment by April, or she will ask for additional research funds.

Translate :

Correlative conjunctions adalah konjungsi yang dipakai untuk menghubungkan unsur-unsur kalimat antara kata dengan kata, frase dengan frase, dan klausa dengan klausa (seperti halnya coordinating conjunctions).

Konjungsi ini selalu digunakan berpasangan. Unsur-unsur kalimat yang dihubungkan harus mempunyai kedudukan sejajar (parallel) sesuai dengan struktur gramatikal. Jika subjek singular dan plural dihubungkan, maka subjek yang paling dekat akan menentukan apakah verb itu singular atau plural.

Konjungsi yang umumnya digunakan adalah:
- both…and
- either…or
- neither…nor
- not only…but also
- whether…or

Contoh:
-She can both speak and write Japanese.
- Both my sister and my brother play the piano.
- I’m going to buy either a camera or a CD player with the money.
- Either she goes or I go.
- Shakespeare was not only a writer but also an actor.
- He not only read the book, but also remembered what he had read.
- He is neither rich nor famous.
- Neither Tom’s mother nor his father spoke English.
- Whether you win this race or lose it doesn’t matter as long as you do your best.
- She was uncertain whether to stay or leave.
- I didn’t know whether to believe him or not.

Jika menggunakan coorelative conjunctions untuk menghubungkan independent clauses, sebaiknya gunakan tanda baca koma (,) sebelum klausa yang kedua.
- Either Jane will conclude the experiment by April, or she will ask for additional research funds.

http://arti-kata.com/165655/Injunction.html

http://catatanbahasainggris.blogspot.com/2009/02/coordinating-conjunctions.html

http://catatanbahasainggris.blogspot.com/2009/02/subordinating-conjunctions.html

http://kanjengguru.blog.com/materi-grammar/correlative-conjunctions/

Management and Human Resources Development

Management and Human Resources Development

Mangers perform various functions, but one of the most important and least understood aspects of their job is proper utilization of people. Research reveals that worker performance is closely related to motivation; thus keeping employees motivated is an essential component of good management in a business context, motivation refers to the stimulus that direct the behavior of workers toward the company goals. In order to motivated workers to achieve company goals, managers must beware of their needs.

Many managers believe workers will be motivated to achieve organizational goals by satisfying their fundamental needs for material survival. These needs include a good salary, safe working conditions and job security. While absence of these factors results in poor morale and dissatisfaction, studies have shown that their presence result only in maintenance of existing attitudes and work performance. Although important, salary, working conditions, and job security do not provide the primary motivation for many workers in highly industrialized societies, especially at the professional or technical levels.

Increased motivation is more likely to occur when work meets the needs of individuals for learning, self-realization, and personal growth. By responding to personal needs-the desire for responsibility, recognition, growth, promotion, and more interesting work-managers have altered conditions in the workplace and, consequently, many employees are motivated to perform more effectively.

In an attempt to appeal to both the fundamental and personal needs of workers, innovative management approaches, such as job enrichment and job enlargement, have been adopted in many organizations. Job enrichment gives workers more authority in making decisions related to planning and doing their work. A worker might assume responsibility for scheduling work flow, checking quality of work produced, or making sure deadlines are met. Job enlargement increases the number of tasks workers perform by allowing them to rotate positions or by giving them responsibility for doing several jobs. Rather than assembling just one component of an automobile, factory workers might be grouped together and given responsibility for assembling the entire fuel system.

By improving the quality of work life through satisfaction of fundamental and personal employee needs, managers attempt to direct the behavior of workers toward the company goals.

Need / Importance of Management Development

According to Edwin Flippo, "No organisation has a choice of whether to develop employees or not, the only choice is that of method." The need for management development is well accepted in the present business, which is fast changing due to technological and social developments.

1.       Shortage of trained managers : Talented and matured managers are not easily available. It is not possible to appoint managers from outside for the key managerial posts. The better alternative is to select talented persons as trainee managers and develop their qualities through special training and wider exposures. In this way, the organisation can create its own team of talented managers to lead the whole Organisation.

2.       Complexity of management jobs : The jobs of managers are now complicated and more challenging. They need varied skills for dealing with the complex organizational problems. For this, talented persons should be selected and proper training should be given to them.

3.       Technological and social changes : Rapid technological and social changes are taking place in the business world. In India, such developments are fast taking place along with the liberalization and globalisation of business. Managers should be given proper training and exposure in computer applications and information technology.

4.       Management obsolescence : Executive obsolescence occurs due to mental deterioration and aging process. This can be corrected by offering self-development opportunities to managers. In fact, self-development must continue throughout the career of an executive.

5.       Complexity of business management : Business management is becoming very complicated due to government legislations, market competition, social pressures and consciousness among consumers. Well-trained and matured managers are therefore required. Such managers are not available easily. The best way is to train existing managers through management development programmes.

Methods of Management Development / Managerial Development

For management development, several methods / techniques are used. These methods can be divided into two broad categories, namely,

i.        Internal or On the job methods, and

ii.        External or Off the job methods.

        I.            Internal Training Methods / On The Job Methods

1.       Coaching : Coaching on the job coaching is a method by which a superior teaches job knowledge and skills to a subordinate manager. He briefs the trainee executive about what is expected of him and how it can be done. The superior also checks the performance of his subordinate and guides him to improve his shortfalls and deficiencies. The superior acts as a friend and guide of his subordinate. Coaching method favours learning by doing. Its effectiveness depends on the capacity and the interest taken by the superior and also by the subordinate. The superior should adopt a positive approach in the coaching process and help the subordinate in achieving self-development. Coaching has certain limitations. For example, a trainee manager cannot develop much beyond the limits of his own superior's abilities. Similarly, the success of coaching method depends on the interest and initiative taken by the trainee - manager.

2. Counselling : Under this method, the subordinate wanting advice approaches his superior. Counselling is provided in matters relating to the job. However, on request from the subordinate, counselling may also be offered on matters not directly related to the job. There is two-way dialogue between the subordinate and the superior to find solution to his problem. Counselling provides emotional stability to trainee - subordinate.

3. Understudy assignment : An understudy is a trainee-manager who is to assume the full duties and responsibilities of the position currently held by his superior, when the later leaves his post due to retirement, transfer or promotion. Here, a departmental manager (head) selects one of his suitable subordinates to become his understudy. As an alternative, the personnel department may make the selection of understudy. The departmental manager will guide him (i.e. understudy) to learn his job and deal with the problems that confront the manager daily. The understudy will learn the job of his superior through observation and participation in thedecision making. He may be given specific problems to study and to make recommendations for solving them. The understudy will be given wider exposure and an opportunity to develop capacity to deal with difficult problems and complex situations.

4.       Job Rotation : It involves transfer of executives from one job to another. The aim of job rotation is to broaden the knowledge, skills and outlook of executives. This method can be used in the case of management trainee and also in the case of an existing manager due for promotion. Job rotation method is also useful for providing variety of job experience to managers.

Advantages of Job Rotation

1.       It brings all departments on the same footing as executives move from one department to other.

2.       Job rotation facilitates inter-departmental cooperation. New procedures are introduced in departments along with the rotation of managers.

3.       The benefit of wider exposure is available to trainee manager.

4.       There is absence of monotony in the training process due to job rotation.

Limitations of Job Rotation are:

5.       The work of departments is affected due to frequent changes of executives for training purpose.

6.       The trainee manager finds it difficult to adjust himself to his new bosses.

7.       Even the executives are not in a position to have specialized knowledge and training in one particular branch of work.

8.       Frequent changes of position of executives may also affect their morale.

5.       Delegation : Delegation is one more internal method of management development. The performance of subordinates may not improve unless additional responsibility and authority are delegated to them. Making the subordinates to achieve a particular target through delegation is one way by which subordinates will learn to grow and develop independently. They will develop leadership qualities and decision-making skills, which are necessary for a good manager.

6. Appointment as 'Assistant to' : A junior executive may be appointed as 'Assistant to' senior executive for the purpose of training and practical experience. Here, the junior executive is given exposure to the job of senior executive and he teams new techniques while providing assistance to his boss. This broadens his viewpoint and makes him ready for future promotions. The superior executive also gets the benefit as he can delegate some of his responsibilities to the assistant and also acts as guide of his assistant.

7. Membership of Committees : Inter-departmental committees are normally created for bringing co-ordination in the activities of different departments. Managers from different departments are taken on such committees. Junior managers are also given membership of such committees so as to give them a broader exposure to the viewpoints of other departmental heads. Ad hoc committee of executives is also constituted and is assigned a specific problem for study. Such commitee assignments offer opportunity of training to junior executives, as they have to study the problem in depth and make recommendations.

8. Project Assignment : In the project assignment method, a trainee manager is given a project that is closely related to the work of his department. The project relates to specific problem faced by the department. Here, the executive has to study the project on his own and make recommendations for the consideration of the departmental head. Such assignment provides valuable experience to the trainee and develops problem-solving attitude, which is one essential requirement of an executive.

9. Promotions and Transfers : Promotions and transfers are two more internal methods of management development. Promotion gives an opportunity to a manager to acquire new skills required for the job at the higher level. It motivates him for self-improvement. Transfer also facilitates the broadening of viewpoint required for higher positions. It gives an opportunity to work at different positions and develop.

      II.            External Methods of Management Development / Off The job Methods

1. Universities and Colleges : The universities and colleges, now, provide facilities of management education. Here, education is given through lectures, discussions, home assignments, tests and examinations. In India, Mumbai University (MU) has its Jamnalal Bajaj Institute of Management Studies (JBIMS) for various management development courses. Colleges affiliated to the Universities also conduct DBM, MBA and other management development programmes for the executives from business sector. Candidates working at managerial levels in companies are normally selected for such training programmes.

2. Management Institutions : Along with the universities and colleges, there are management training institutions such as NITIE, Bombay Management Association, and Productivity Councils and so on. These institutes run special training courses for graduates interested in management education and also orientation programmes for existing managers from public and private sector enterprises. Companies can depute their managers for short orientation courses and update the knowledge and information of their managers in specific areas. Even seminars, workshops and conferences are arranged for the training of managers by various associations such as chambers of commerce and export promotion councils.

3. Role-playing : Role-playing has been defined as "A method of human interaction, which involves realistic behavior in the imaginary situations." It is particularly useful for learning human relations and leadership training. Its objective is to raise the ability of trainee manager while dealing with others. In the role playing, a conflict situation is artificially created and two or more trainees are assigned different roles to play. For example, a male employee may assume the role of a female supervisor and the female supervisor may assume the role of a male employee. Then, both may be given a typical work situation and asked to respond as they expect others to do. Such role playing results in better understanding among individuals. It helps to promote interpersonal relations and attitude change.

4. Case Study : Case study method was first developed by Christopher Langdell at Harvard Law School. A case is a written account giving certain details of the situation is relation to a specific matter. Such case study may be related to any aspect of management such as production, marketing, personnel, finance and so on. The case presented is always incomplete. This means the solution to the problem is not provided. The participants are supposed to identify the best available solution.

A small group of managers are asked to study the case in the fight of theoretical study already completed and is followed by open discussion in the presence of capable instructor, who can guide intelligent discussion and analysis. There is nothing like one correct answer to the case study.

Case study method has certain advantages like, (a) in-depth thinking about the matter by managers, (b) more perception in situation and greater respect for the opinions of others.

5. Conferences and Seminars : Deputing officers for conferences and seminars is a method available for management development. Various matters are discussed systematically in such conferences and seminars. This provides new information and knowledge to the managers. The participants in such conferences and seminars are limited. As a result, more persons get an opportunity to participate in such conferences for self-development. Conferences may be directed or guided or may be for consultation and finally for problem solving.

6. Simulation : Here, an executive or trainee is given practical training by creating situation / environment, which closely represents the real life situation at the work place. For example, activities of an organisation may be simulated and the trainee may be asked to make a decision in support of those activities. The results of those decisions are reported back to the trainee with an explanation. The report illustrates what would have happened if that decision was taken. The trainee teams from this feedback and improves his subsequent simulation.

7. Management / Business Games : A variety of computer and non-computer management / business games have been devised for training of managers. This training method is used in management development. It is a type of classroom method of training. The game is designed to represent real life situation. Employees for managerial positions are put in an exercise of actual decision-making. A problem is provided to them along with all the necessary information and constraints. The employee is asked to make a decision. The quality of this decision is judged by how well the applicant has processed the information provided to him. The processing of information is supposed to be guided by knowledge of the goals and policies of the organisation. Even if mistake is made in the game, the trainee can learn a lot out of his mistake. This avoids possible mistakes while taking decisions for his company. This method develops capacity to take rational decisions by managers.

8. TV and Video Instructions : TV and Video instructions are used for training and management development programmes. At present, programmes on management problems are arranged on TV network regularly. Videotapes are also available on management training. Books and periodicals are published regularly on management. Audio-visual aids (film strips, Video, tape recorders, TV, overhead projectors, etc.) are now used for training of managers.

Translation

MANAJEMEN DAN PENGEMBANGAN SUMBER DAYA MANUSIA


Para manajer menjalankan bermacam-macam tugas, tetapi satu aspek yang paling penting dan paling sedikit aspek yang dimengerti dari tugas mereka ialah pemberdayaan manusia dengan benar. Penelitian menyatakan bahwa kinerja buruh erat hubungannya dengan motivasi; jadi menjaga agar pegawai termotivasi adalah komponen bagian penting dari manajemen yang bagus. Dalam hubungan bisnis, motivasi adalah rangsangan yang mengarahkan tingkah laku pekerja terhadap tujuan perusahaan. Untuk motivasi buruh dan untuk mencapai tujuan perusahaan manajer harus mengetahui kebutuhan mereka.

Banyak manajer berpendapat buruh akan termotivasi untuk mencapai tujuan perusahaan dengan memenuhi kebutuhan pokok materi untuk hidup. Kebutuhan ini termasuk gaji yang bagus, kondisi kerja yang aman, dan keamanan pekerjaan. Kalau tidak ada factor itu akan berakibat moral bobrok dan ketidakpuasan, penelitian menunjukkan bahwa mereka ada hasil hanya dalam mempertahankan sikap yang ada dan kinerja yang ada. Walaupun penting, gaji, kondisi kerja, dan keamanan pekerjaan tidak memberikan motivasi utama untuk banyak pekerja di masyarakat industri maju, terutama pada tenaga ahli atau tingkat ahli.

Motivasi meningkat yang mungkin terjadi bila memenuhi sendiri untuk belajar, pengakuan jati diri, dan pengembangan diri. Mengacu kepada kebutuhan perseorangan-keinginan pertanggung jawaban, diakui, berkembang, promosi, dan untuk pekerjaan-manajer mengganti kondisi pada tempat dan, maka dari itu, banyak pegawai termotivasi untuk lebih efektif.

Dalam usaha memenuhi kebutuhan pokok dan kebutuhan pribadi pada buruh, pendekatan manajemen yang inovativ mendekati, seperti itu pengayaan kerja dan perluasan kerja, telah banyak diterapkan di banyak organisasi. Pengayaan kerja memberikan buruh lebih kekuasaan dalam membuat keputusan berhubungan untuk merencanakan dan melakukan pekerjaan mereka. Seorang buruh dapat diberikan tanggung jawab untuk menjadwal alur kerja, mengecek mutu pada hasil kerja, atau membuat pasti tahap akhir. Perluasan kerja meningkatkan nomor pada tugas kerja menyelenggarakan memperbolehkan mereka untuk berputar posisi atau memberikan mereka respon untuk beberapa orang. Daripada memasang hanya satu bagian dari mobil, pabrik buruh tenaga kelompok bersama-sama dan memberi respon untuk memasang seluruh bahan bakar system.

Dengan memperbaiki mutu kehidupan kerja siap memenuhi kebutuhan pokok dan kebutuhan pribadi pegawai, usaha manajer untuk langsung terhadap tujuan buruh krpada perusahaan.

Perlu / pentingnya pengembangan manajemen

Menurut Edwin Flippo, "Tidak ada organisasi memiliki pilihan apakah akan mengembangkan karyawan atau tidak, satu-satunya pilihan adalah bahwa metode." Kebutuhan pengembangan manajemen dengan baik diterima dalam bisnis ini, yang cepat berubah karena perkembangan teknologi dan sosial

1.       Kekurangan manajer terlatih: manajer berbakat dan matang tidak mudah tersedia. Hal ini tidak mungkin untuk menunjuk manajer dari luar untuk posting manajerial kunci. Alternatif yang lebih baik adalah dengan memilih orang-orang yang berbakat sebagai manajer trainee dan mengembangkan kualitas mereka melalui pelatihan khusus dan eksposur yang lebih luas. Dengan cara ini, organisasi dapat membuat tim sendiri manajer berbakat untuk memimpin Organisasi keseluruhan.

2.       Kompleksitas pekerjaan manajemen: The pekerjaan manajer sekarang rumit dan lebih menantang. Mereka membutuhkan keterampilan bervariasi untuk menangani masalah-masalah organisasi yang kompleks. Untuk hal ini, orang-orang berbakat harus dipilih dan pelatihan yang tepat harus diberikan kepada mereka.

3.       Perubahan teknologi dan sosial: perubahan teknologi dan sosial yang cepat yang terjadi di dunia bisnis. Di India, perkembangan tersebut cepat terjadi seiring dengan liberalisasi dan globalisasi bisnis. Manajer harus diberikan pelatihan yang tepat dan eksposur dalam aplikasi komputer dan teknologi informasi.

4.       Manajemen usang: eksekutif usang terjadi karena kerusakan mental dan proses penuaan. Hal ini bisa diperbaiki dengan menawarkan peluang pengembangan diri untuk manajer. Pada kenyataannya, pengembangan diri harus terus sepanjang karir eksekutif.

5.       Kompleksitas manajemen bisnis: Manajemen Bisnis menjadi sangat rumit karena peraturan perundang-undangan pemerintah, persaingan pasar, tekanan sosial dan kesadaran di kalangan konsumen. Terlatih dan manajer matang karena itu diperlukan. Manajer tersebut tidak tersedia dengan mudah. Cara terbaik adalah untuk melatih manajer yang sudah ada melalui program pengembangan manajemen.

Metode Pengembangan Manajemen / Pengembangan Manajerial

Untuk pengembangan manajemen, beberapa metode / teknik yang digunakan. Metode-metode ini dapat dibagi menjadi dua kategori besar, yaitu,

i.            Internal or On the job methods, and

ii.            External or Off the job methods.

 

I.        Pelatihan Internal Metode / On The Job Metode

1.       pembinaan: pembinaan pada pembinaan kerja adalah suatu metode yang superior yang mengajarkan pengetahuan pekerjaan dan keterampilan untuk manajer bawahan. Ia celana eksekutif trainee tentang apa yang diharapkan darinya dan bagaimana hal itu bisa dilakukan. Para superior juga memeriksa kinerja bawahannya dan membimbingnya untuk memperbaiki kekurangan dan kekurangan. Para superior bertindak sebagai seorang teman dan panduan dari bawahannya. Metode pembinaan nikmat belajar dengan melakukan. Efektivitasnya tergantung pada kapasitas dan kepentingan yang diambil oleh superior dan juga oleh bawahan. Para superior harus mengadopsi pendekatan yang positif dalam proses pembinaan dan membantu bawahan dalam mencapai pengembangan diri. Coaching memiliki keterbatasan tertentu. Sebagai contoh, seorang manajer trainee tidak bisa berkembang banyak di luar batas kemampuan unggul sendiri itu. Demikian pula, keberhasilan metode pembinaan tergantung pada minat dan inisiatif yang diambil oleh peserta pelatihan - manager.

2.       Konseling: Berdasarkan metode ini, saran yang ingin bawahan mendekati atasannya. Konseling diberikan dalam hal yang berkaitan dengan pekerjaan. Namun, atas permintaan dari bawahan, konseling juga dapat ditawarkan pada hal-hal yang tidak terkait langsung dengan pekerjaan. Ada dialog dua arah antara bawahan dan atasan untuk menemukan solusi untuk masalahnya. Konseling memberikan stabilitas emosional untuk trainee - bawahan.

3.       Tugas pengganti: Sebuah pengganti adalah manajer trainee-siapa yang memikul tugas penuh dan tanggung jawab dari posisi saat ini dipegang oleh atasannya, ketika kemudian meninggalkan jabatannya karena pensiun, transfer atau promosi. Di sini, manajer departemen (kepala) memilih salah satu dari bawahan yang cocok untuk menjadi pengganti nya. Sebagai alternatif, departemen personalia dapat membuat pemilihan pengganti. Manajer departemen akan membimbing dia (yaitu pengganti) untuk mempelajari pekerjaannya dan berurusan dengan masalah yang dihadapi manajer setiap hari. Pengganti akan belajar pekerjaan atasannya melalui observasi dan partisipasi dalam pembuatan thedecision. Dia dapat diberikan masalah-masalah khusus untuk belajar dan membuat rekomendasi untuk mengatasinya. Pengganti akan diberikan paparan yang lebih luas dan kesempatan untuk mengembangkan kapasitas untuk menangani masalah-masalah sulit dan situasi yang kompleks.

4.       Rotasi Pekerjaan: Ini melibatkan transfer eksekutif dari satu pekerjaan ke pekerjaan lain. Tujuan rotasi pekerjaan adalah untuk memperluas pengetahuan, keterampilan dan pandangan dari eksekutif. Metode ini dapat digunakan dalam kasus management trainee dan juga dalam kasus seorang manajer yang ada karena untuk promosi. Metode rotasi pekerjaan juga berguna untuk menyediakan berbagai pengalaman kerja kepada manajer.

Keuntungan dari Rotasi Pekerjaan

1.    Ini membawa semua departemen pada pijakan yang sama sebagai eksekutif berpindah dari satu departemen ke lainnya.

2.    Rotasi pekerjaan memfasilitasi kerjasama antar-departemen. Prosedur baru diperkenalkan di departemen bersama dengan rotasi manajer

3.    Manfaat dari paparan yang lebih luas tersedia untuk pelatihan manajer.

4.    Ada tidak adanya monoton dalam proses pelatihan karena rotasi pekerjaan.

Keterbatasan Rotasi Pekerjaan adalah:

5.    Pekerjaan departemen dipengaruhi karena perubahan sering eksekutif untuk tujuan pelatihan.

6.    Manajer pelatihan menemukan kesulitan untuk menyesuaikan diri dengan bos barunya.

7.    Bahkan eksekutif tidak berada dalam posisi untuk memiliki pengetahuan khusus dan pelatihan khusus dalam cabang kerja.

8.    Sering perubahan posisi eksekutif juga dapat mempengaruhi semangat mereka.

5.       Delegasi: Delegasi adalah salah satu metode internal lebih dari pengembangan manajemen. Kinerja bawahan tidak dapat memperbaiki kecuali tanggung jawab tambahan dan wewenang yang didelegasikan kepada mereka. Membuat bawahan untuk mencapai target tertentu melalui delegasi adalah salah satu cara di mana bawahan akan belajar untuk tumbuh dan berkembang secara mandiri. Mereka akan mengembangkan kualitas kepemimpinan dan pengambilan keputusan keterampilan, yang diperlukan untuk manajer yang baik.

6.       Penunjukan sebagai 'Asisten': Seorang eksekutif junior dapat ditunjuk sebagai 'Asisten' eksekutif senior untuk tujuan pelatihan dan pengalaman praktis. Di sini, eksekutif junior diberikan paparan pekerjaan eksekutif senior dan dia tim teknik baru sambil memberikan bantuan kepada bosnya. Ini memperluas sudut pandang dan membuatnya siap untuk promosi di masa depan. Eksekutif unggul juga mendapat manfaat karena ia dapat mendelegasikan sebagian tanggung jawabnya kepada asisten dan juga bertindak sebagai pemandu asistennya.

7.       Keanggotaan Komite: Inter-departemen komite biasanya dibuat untuk membawa koordinasi dalam kegiatan departemen yang berbeda. Manajer dari departemen yang berbeda yang diambil pada komite tersebut. Manajer junior juga diberikan keanggotaan komite tersebut sehingga memberi mereka eksposur yang lebih luas untuk sudut pandang kepala departemen lainnya. Ad hoc komite eksekutif juga dibentuk dan diberikan sebuah masalah khusus untuk belajar. Tugas komite tersebut menawarkan kesempatan pelatihan untuk eksekutif junior, karena mereka harus mempelajari masalah secara mendalam dan membuat rekomendasi.

8.       Tugas Proyek: Dalam metode penugasan proyek, manajer pelatihan diberikan sebuah proyek yang berkaitan erat dengan pekerjaan departemennya. Proyek ini berkaitan dengan masalah tertentu yang dihadapi oleh departemen. Di sini, eksekutif harus mempelajari proyek sendiri dan membuat rekomendasi untuk pertimbangan kepala departemen. Tugas tersebut memberikan pengalaman berharga bagi peserta pelatihan dan mengembangkan pemecahan masalah sikap, yang merupakan salah satu persyaratan penting dari seorang eksekutif.

9.       Promosi dan Transfer: Promosi dan transfer adalah dua metode internal lebih dari pengembangan manajemen. Promosi memberikan kesempatan kepada manajer untuk memperoleh keterampilan baru yang diperlukan untuk pekerjaan di tingkat yang lebih tinggi. Ini memotivasi dia untuk perbaikan diri. Transfer juga memfasilitasi perluasan dari sudut pandang yang dibutuhkan untuk posisi yang lebih tinggi. Ini memberikan kesempatan untuk bekerja di posisi yang berbeda dan berkembang.

II.      Metode eksternal dari pengendalian pembangunan / dari pekerjaan metode

 

1.       Universitas dan Perguruan Tinggi: Universitas-universitas dan perguruan tinggi, saat ini, menyediakan fasilitas pendidikan manajemen. Di sini, pendidikan diberikan melalui ceramah, diskusi, tugas rumah, tes dan ujian. Di India, Mumbai University (MU) memiliki Jamnalal nya Bajaj Institute of Management Studies (JBIMS) untuk program pengembangan manajemen berbagai. Perguruan tinggi yang berafiliasi dengan Universitas juga melakukan DBM, MBA dan program pembangunan lainnya manajemen untuk eksekutif dari sektor bisnis. Calon yang bekerja pada tingkat manajerial di perusahaan biasanya dipilih untuk program pelatihan tersebut.

2.       Lembaga manajemen: Seiring dengan universitas dan perguruan tinggi, ada lembaga pelatihan manajemen seperti NITIE, Bombay Management Association, dan Dewan Produktivitas, dan sebagainya. Lembaga ini menjalankan program pelatihan khusus bagi lulusan yang tertarik dalam manajemen pendidikan dan program orientasi juga untuk manajer yang ada dari perusahaan sektor publik dan swasta. Perusahaan dapat mewakilkan manajer mereka untuk kursus orientasi singkat dan memperbarui pengetahuan dan informasi dari manajer mereka di daerah tertentu. Bahkan seminar, workshop dan konferensi yang diatur untuk pelatihan manajer oleh berbagai asosiasi seperti kamar dagang dan dewan promosi ekspor.

3.       Bermain peran: bermain peran telah didefinisikan sebagai ' metode interaksi kemanusiaan, yang melibatkan realistis perilaku dalam khayalan situasi. ' hal ini khususnya berguna untuk belajar hubungan manusia dan pelatihan kepemimpinan. Tujuannya adalah untuk meningkatkan kemampuan manajer trainee ketika berhadapan dengan orang lain. Dalam role playing, konflik situasi artifisial diciptakan dan dua atau lebih pelatihan ditugaskan berbeda peran untuk bermain. Misalnya, seorang laki-laki karyawan mungkin menganggap peran sebagai seorang perempuan dan perempuan mungkin menganggap peran sebagai laki-laki pekerja. Kemudian, kedua dapat diberikan khas bekerja situasi dan diminta untuk menanggapi ketika mereka mengharapkan orang lain untuk melakukan. Seperti role playing mengakibatkan pemahaman yang lebih baik antara indiv. Ini membantu untuk mempromosikan hubungan interpersonal dan sikap perubahan.

4.       Studi Kasus: Kasus metode studi pertama kali dikembangkan oleh Christopher Langdell di Harvard Law School. Sebuah kasus adalah rekening tertulis memberikan rincian tertentu dari situasi ini adalah kaitannya dengan masalah tertentu. Studi kasus tersebut dapat berhubungan dengan setiap aspek manajemen seperti produksi, pemasaran, keuangan personil, dan sebagainya. Kasus yang disajikan selalu tidak lengkap. Ini berarti solusi untuk masalah tidak disediakan. Para peserta diharapkan untuk mengidentifikasi solusi terbaik yang tersedia.

Sekelompok kecil manajer diminta untuk mempelajari kasus ini dalam perang studi teoritis sudah selesai dan diikuti dengan diskusi terbuka di hadapan instruktur yang mampu, yang dapat membimbing diskusi cerdas dan analisis. Ada apa-apa seperti salah satu jawaban yang benar untuk studi kasus

Metode studi kasus memiliki kelebihan tertentu seperti, (a) secara mendalam pemikiran tentang masalah ini oleh manajer, (b) persepsi lebih dalam situasi dan penghormatan yang lebih besar bagi pendapat orang lain.

5.       Konferensi dan Seminar: mewakilkan petugas untuk konferensi dan seminar adalah metode yang tersedia untuk pengembangan manajemen. Berbagai hal yang dibahas dalam konferensi tersebut sistematis dan seminar. Ini memberikan informasi baru dan pengetahuan untuk manajer. Para peserta dalam konferensi tersebut dan seminar terbatas. Akibatnya, orang-orang lebih banyak mendapatkan kesempatan untuk berpartisipasi dalam konferensi tersebut untuk pengembangan diri. Konferensi dapat diarahkan atau dibimbing atau mungkin untuk konsultasi dan akhirnya untuk pemecahan masalah.

6.       Simulasi: Di sini, seorang eksekutif atau peserta pelatihan diberikan pelatihan praktis dengan menciptakan situasi / lingkungan, yang erat merupakan situasi kehidupan nyata di tempat kerja. Sebagai contoh, kegiatan organisasi dapat disimulasikan dan peserta pelatihan dapat diminta untuk membuat keputusan dalam mendukung kegiatan tersebut. Hasil keputusan tersebut dilaporkan kembali kepada peserta pelatihan dengan penjelasan. Laporan ini menggambarkan apa yang akan terjadi jika keputusan yang diambil. Tim peserta pelatihan dari umpan balik ini dan meningkatkan simulasi selanjutnyanya.

7.       Manajemen / Bisnis Permainan: Berbagai komputer dan non-komputer manajemen / bisnis game telah dirancang untuk pelatihan manajer. Metode pelatihan yang digunakan dalam pengembangan manajemen. Ini adalah jenis metode kelas pelatihan. Permainan ini dirancang untuk mewakili situasi kehidupan nyata. Karyawan untuk posisi manajerial yang dimasukkan ke dalam latihan yang sebenarnya pengambilan keputusan. Sebuah masalah yang diberikan kepada mereka bersama dengan semua informasi yang diperlukan dan kendala. Karyawan diminta untuk membuat keputusan. Kualitas keputusan ini dinilai oleh seberapa baik pemohon telah diproses informasi yang diberikan kepadanya. Pengolahan informasi yang seharusnya dipandu oleh pengetahuan tentang tujuan dan kebijakan organisasi. Bahkan jika kesalahan dibuat dalam permainan, peserta pelatihan dapat belajar banyak dari kesalahannya. Hal ini untuk menghindari kesalahan yang mungkin saat mengambil keputusan untuk perusahaannya. Metode ini mengembangkan kemampuan untuk mengambil keputusan rasional oleh para manajer.

8.       TV dan Video Petunjuk: TV dan instruksi Video digunakan untuk program-program pelatihan dan pengembangan manajemen. Saat ini, program-program pada masalah manajemen diatur pada jaringan TV secara teratur. Rekaman video juga tersedia pada pelatihan manajemen. Buku dan majalah yang diterbitkan secara teratur pada manajemen. Audio-visual (film strip, Video, tape recorder, TV, proyektor overhead, dll) yang sekarang digunakan untuk pelatihan manajer.

Sumber :

http://kalyan-city.blogspot.com/2009/12/human-resource-management-human.html

http://arnasmusers.blogspot.com/2010/01/management-and-human-resources_01.html

http://muhammadfebriza.wordpress.com/2010/12/18/manajemen-sumber-daya-manusia/