1

Dibyajyoti Laha
5DVP
Tutor: Hayley Montgomery
Wordcount: 4,377 – 1,153
(4377words: includes, Tables, Activities, Headers, 4b PDP & Appendix)
(3224 words includes Tables & Activities (excluding PDP))
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Abbreviations:

1. SME: Subject Matter Expert

2. TNI: Training Need Identification
3. TNE: Training Need Effectiveness
4. TNA: Training Need Analysis
5. LMS: Learning Management System
6. RCA: Root Cause Analysis
7. SOP: Standard Operating Procedure
8. NHT: New Hire Training
9. OJT: On Job Training
10. ROI: Return of Investment
11. SaaS: Software as a Service
12. ATS: Applicant Tracking System
13. CTC: Cost to The Company
14. SLA: Service Level Agreement
15. L&D: Learning and Development
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Table of Contents

Activity 1: The Effective HR professional ....................................................................................................................6

1. The CIPD Profession Map: ..................................................................................................................................6

1.1 Introduction of the CIPD Profession Map: .............................................................................................6
1.2 Use of CIPD Profession Map: ..................................................................................................................8
2. Activities, Knowledge & Behaviours – For Two Professional Areas ................................................................ 10
2.1 Learning & Development ..................................................................................................................... 10
2.2 Performance & Reward ...................................................................................................................... 11
3. Elements of CIPD Profession Map to Demonstrate: ....................................................................................... 12
3.1 What it means to be a HR Professional. .............................................................................................. 12
Activity 2: Group Dynamics & Conflict Resolution .................................................................................................. 13

a. Tuckman Team Model: ................................................................................................................................ 13

Additional factors which influence group dynamics ....................................................................................... 14
Application of the theory in group development:........................................................................................... 15
b. Two examples of conflict resolution models:.................................................................................................. 16
Thomas- Kilmann: ............................................................................................................................................ 16
Sherill W. Hayes’s Model: ................................................................................................................................ 16
Application of the above models: ................................................................................................................... 16
Activity 3: ................................................................................................................................................................. 18

3.a Amalgamation of two different project management tools: .................................................................. 18

3.b Problem Solving Techniques in the NHT – Lateral Training Project ........................................................ 20
Techniques used: ............................................................................................................................................. 20
3.c ........................................................................................................................................................................ 20
i. Influencing: .............................................................................................................................................. 20
ii. Persuading: ............................................................................................................................................. 21
iii. Negotiation: ............................................................................................................................................. 21
Activity 4: ................................................................................................................................................................. 22

a. Self- assessment in Learning and Development.......................................................................................... 22

b. Professional development plan ............................................................................................................... 23
What do I want/ need to learn? .......................................................................................................................... 23
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What will I do to achieve this? ............................................................................................................................ 23

What resources or support will I need? .............................................................................................................. 23
What will my success criteria be? ....................................................................................................................... 23
Target dates for review and completion ............................................................................................................. 23
References: .............................................................................................................................................................. 25

Appendices .............................................................................................................................................................. 27

Appendix 1 ........................................................................................................................................................... 27
Appendix 2 ........................................................................................................................................................... 29
Appendix 3 ........................................................................................................................................................... 30
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Table of Figures:

FIGURE 1: THE 2013 PROFESSION MAP (CIPD, 2019) ........................................................................................................................... 7

FIGURE 2: ACTIVITIES, KNOWLEDGE AND BEHAVIOURS FOR L&D PERSONNEL AT BAND 2 ............................................................................. 10
FIGURE 3: ACTIVITIES, KNOWLEDGE AND BEHAVIOURS OF PERFORMANCE AND REWARDS PERSONNEL AT BAND 1 ............................................ 11
FIGURE 4 TUCKMAN TEAM MODEL (PRESSBOOKS, 2019) ...................................................................................................................... 13
FIGURE 5 FACTORS INFLUENCING GROUP DYNAMICS .............................................................................................................................. 14
FIGURE 6 THREE LEVELS OF RISING CONFLICTS, (HAYES, 2019) ................................................................................................................ 16
FIGURE 7 NHT LATERAL HIRE GANTT CHART WITH CRITICAL PATH& MILESTONE ......................................................................................... 19
FIGURE 8 SWOT ANALYSIS OF NHT PROJECT ...................................................................................................................................... 19
FIGURE 9 SELF-ASSESSMENT FOR PDP................................................................................................................................................ 22
FIGURE 10PUNCTUATED EQUILIBRIUM MODEL .................................................................................................................................... 28
FIGURE 11THOMAS-KILMANN CONFLICT RESOLUTION MODEL (CIPD, 2019) ........................................................................................... 29
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Activity 1: The Effective HR professional

1. The CIPD Profession Map:

1.1 Introduction of the CIPD Profession Map:

The CIPD Professional Map is a simple, yet so powerfully designed map that describes & identifies the following:

1. The four bands of the professional competency levels, the ten professional areas that have each level
bands have with the eight behaviors.
2. The map describes :
a. What you need to do
b. What you need to know
c. How you need to do it
3. The map stresses on the professional areas of competence rather not on the organization structure
nor the level of job or roles. (CIPD, 2019)
4. How the map could be used as an part while also as a whole “with the core professional areas acting
as the key or centre that is relevant to all” (Charted Insitute of Personnel and Development, 2019)
5. The map acts a tool for the purpose of expressing the modern day HR needs with the different areas
of specializations.
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Figure 1: The 2013 Profession Map (CIPD, 2019)

1.1.1 Understanding the CIPD Profession Map:

1. The map consists of the two core professional areas of Human Resources i.e. the center being with
‘Insights, strategy and solutions’ surrounded by ‘Leading HR’ (Figure 1, Page 1). These core areas are to
be applied to everybody working within the HR profession without being separated.

2. The immediate areas outside to the core areas are the different areas of specialization within the HR
profession along with the eight core areas highlighted in the dark blue region in the CIPD profession map
(Figure 1).

3. Outer circle with the light blue reflects the eight behaviours as follows:
a. Curious – inquisitiveness
b. Decisive thinker - ability to process the information to construct decisions.
c. Skilled influencer – can have skill to influence & obtain support of the stakeholders.
d. Courage to challenge- one with the ability to challenge the resistance & non familiar situations.
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e. Driven to deliver – the virtue of accountability

f. Collaborative- one who works with the others includes the teams, individuals within or outside
the organization.
g. Personally credible- one who could relied on
h. Role Model- one who could be the ideal lead with virtues of integrity, honest, unbiased and
independent of personal judgments.

4. The map has four bands that reflect the level of the professional competency within the different stages
of the career in HR. This can range from the ‘entry level’ at ‘Band 1’ to the ‘leadership level’ at ‘Band 4’
a. Band one: Refers to the HR Professionals usually responsible to collate and maintain the data,
process activity and client support.
b. Band two: Refers to the HR professionals responsible for advising or managing a team.
c. Band Three: Have the main responsibilities of providing flexibility & innovation throughout the
organisational level.
d. Band four: Focuses on the developing the HR strategies at the organisational level considering the
intrinsic & extrinsic parameters with realities and client needs. (Kelemen, 2019)

1.2 Use of CIPD Profession Map:

1.2.1 Use of CIPD Map by HR Professionals:

The CIPD Professional Map helps in evaluating and understanding not only the level of the professional growth in
the HR spectrum but also assists in the broadening the roles, responsibilities, ownership, accountability &
stewardship of each specialization as the professional excels from one band to other. (Chartered Insitute of
Personnel and Development 2019, 2019)

As I take a time to think & reflect the practical implementation of the ‘Map’ in my career specialization of Training,
Learning and Development in Band 3 and towards the transition into band 4, I find a multiple verticals into the HR
spectrum playing a key role alongside. While few of areas like: Employee engagement, Performance & reward in
‘Band 3’; Organizational development, Employee engagement & Employee relations in ‘Band 2’ and ‘Resource &
talent planning in ‘Band 1’, I feel most of work duties and responsibilities match at Band 3.
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Working in the capacity of Manager – Training & Organizational Development, I feel myself to be the ‘Role model’
within the organization, a curious personnel, skilled influencer & a decisive thinker. While the course of the study
at Level 5 will lay a strong foundation to the behaviors.

1.2.2 Use of CIPD Map by Organizations:

The use of the ‘Map’ can enable an organization to be stronger, transparent, efficient & have flawless structure
which can transform the HR function for just being a mere considered support role to more sustainable star
performer.

The ‘Map’ can be used as a bar to set the organization benchmarking in providing:

a. Strategic capabilities in HR (Operations/ Generalist/ Executive)

b. Design and reduce organisational costs
c. Boosting the organisational learning solutions, performance management & employee relations
d. Make HR more competent in cross areas of the HR spectrum.
e. Help in developing role & profiles
f. Focus on building the behaviours
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2. Activities, Knowledge & Behaviours – For Two Professional Areas

2.1 Learning & Development

Activities Knowledge Behaviours

Professional Area

6.2.2 Provide Custom

tailored solutions for
6.27.2 Identify and conduct
learning needs (CIPD,
learning needs with
2019) 1. Have the courage to
analysis across the team &
take challenge and learn
Learning & individual levels
1. To be a SME1 continuous need of the
Development
understanding of the organization.
(Band 2) 1. Conduct TNI2, TNE3,
business & learning needs.
TNA4 as per whenever
Able to articulate and
required for the
deliver the learning need
organization.
through appropriate
channel.

Figure 2: Activities, Knowledge and

Behaviours for L&D Personnel at
Band 2
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2.2 Performance & Reward

7.1.1 Able to accumulate 7.22.1 Use of different

data & analyze to assist in elements of rewards &
making a decision for approaches to attract,
1. Should be a personally
performance & rewards retain and engage talent
credible person
(CIPD, 2019).
Performance & 1. The resource should be
2. Able to work
Reward 1. The resource will be able to combine strategies
collaboratively with
(Band 1) responsible to collect and rewards and performance
managers and also
analyze the data from the and keep the talent
individually. The resource
business in order for the attracted & engaged.
should be driven to deliver
performance and reward Example conducting R&R
decisions to be made by for best performers each
the senior management. month.

Figure 3: Activities, Knowledge and Behaviours of Performance and

rewards personnel at Band 1
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3. Elements of CIPD Profession Map to Demonstrate:

3.1 What it means to be a HR Professional.

The ‘Map’ has been used as an active compass to forge the HR professionals in illustrating the Activities,
knowledge & Behaviours to understand the areas of specialization within the HR broad spectrum, split into the
level of competencies as bands and growing through their transitions through the concentric circles of HR (Refer
Appendix 1, 1).

To understand how each elements of the ‘Map’ synchronize in working together making a bigger & stronger sense
of being a HR professional can demonstrated using an example from a work place:

Demonstrated in the ‘Band 1’ the HR practitioner would be focused on providing support, collate and archive data,
managing the data while also working with the client satisfaction too (Bartleyby, 2012). At ‘Band 2’ the HR can
support the teams, managers & work as an advisor. Followed by ‘Band 3’, the HR professional can focus on the
ensuring the smooth activity of the practices, address key HR changes. Finally at ‘Band 4’ the HR will work as a
leadership body providing & designing strategies for clients in HR spectrum.

The two core elements lay the sole foundation for greater HR capability. “The rational for core of the profession
map is to ensure that my role as practitioner is contributing to sustainable organization performance” (Oceanica
Corp, 2019). Followed by the 8 professional elements, each with the area of specialization in its own with eight
different behaviours.

As the HR progresses within the different levels of ‘Bands’, the focus areas are to foster relationship with clients
leading to contribution & success of organization.
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Activity 2: Group Dynamics & Conflict Resolution

a. Tuckman Team Model:

Tuckman’s model of a team suggests that a team goes through the five stages in order to achieve the goals. During
the five stages there are multiple factors which influence the group dynamics at each stage are (Pressbooks, 2019):

Forming:

a. Shared expectations
b. Team forming activity
c. Expectation & goal setting

Storming:

a. Group conflicts
b. Dysfunctions
c. Brainstorming

Norming:

a. Flexibility
b. Efficiency and effective work
c. Group cohesion
Figure 4 Tuckman Team Model (Pressbooks, 2019)
Performing:

a. Establishing a synergy
b. Delegation
c. Peer knowledge transfer

Adjourning:

a. Emotional content
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With further research of group dynamics by Gersick (Refer Appendix, 2) stated that the groups often keep
repeatedly cycle between the storming & the performing stages while revolutionary changes keep on take place
during short transitional windows.

Additional factors which influence group dynamics

Major Factors among

individuals & across the team

Cohesiveness Homogeneity
Minor Factors among
individuals

Stability Instability Team

Role
Size
Identity

Bi-stability

Social Loafing Groupthink

Communication

Figure 5 Factors influencing group dynamics

1. Communication
2. Cohesiveness
3. Groupthink
4. Homogeneity
5. Role Identity
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6. Team Size
7. Stability, bi-stability or instability.

Application of the theory in group development:

Stating an example from one of recent responsibility of being an Assistant Manager – Training requires to help
employees perform well and have constant access to custom tailored training content on LMS5, my approach
changed at each stage. This included:

1. Identifying the stage of team development my team is.

2. At each stage of team development:
a. Forming – Provided & established the goal of providing support & employee performance training
across organization.
b. Storming- Help team members remain positive, resolved conflicts i.e. roles actions in designing &
creating content, delivered training & maintained the records.
c. Norming- Perform team building like allowing my team members circulate the update of
introduction of the LMS and performance management training.
d. Performing- Once the team was actively involved in imparting the training & introduction of LMS
I played an active part of shadowing the pilot batches & designed account manager training.
e. Adjourning- With successful batch we can celebrate with the performance management quarterly
results.
3. Arranged reviews for the team’s project status & adjusted my behavior for leadership approach
appropriately.
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b. Two examples of conflict resolution models:

Thomas- Kilmann:
Thomas-Kilmann’s is a two dimensional model (Figure 6, below) attributes of ‘Assertiveness – the degree to which
an individual meet the needs’ & ‘Cooperativeness- the extent to which one tries to satisfies the needs of others
(Refer Appendix 2)

Sherill W. Hayes’s Model:

Hayes’s proposed conflict resolution model is “5 Ps” (Hayes, 2019) which are:

1. Perceptions: The beliefs, values & judgments with expectations about the organization or the individual.
2. People: This is defined by the characteristics of the people within the organization:
3. Practices: This focuses on the implementation of the policies in practice which may be influenced by the
prior knowledge/ experience
4. Policies: Consists of the mixture of the documented policies and organisational policies
5. Persistence: The two way factor of addressing the persistence vice-a-versa with individuals and
organizations.

While the emphasis is on the three levels of rising conflicts (Figure 7).

Figure 6 Three levels of rising conflicts, (Hayes, 2019)

Application of the above models:

I amalgamated both the models at my work place for conflict resolutions. As a staffing professional a crucial area
of the conflict is always on ‘mass mailing’, a sophisticated feature that allows mass-mails to candidates seeking
opportunities, given to in-house recruiters for the contingent staffing firms. As an existing process the new joining
 17

experienced recruiters were given access on the very first day of joining the firm without training. Consequences
were:

1. Escalations and Irritated Consultants.

2. Lack of email quality.
3. Major issues of compliances & policies

I introduced the SOP of training new joiners on mass mails with a minimum gap of 15 days joining the organisation
along with the access post training. Results were conflict of interests from the operations since mass mailing is a
crucial tool for recruiters to reach out prospected candidates before other recruiters from competitive firms reach
them.

Mapping the Thomas-Kilmann’s model, I could filter:

Accommodating & Avoiding: Team leads were happy to cooperate with training but the strategic
accounts would have affected badly but they did not vouch for it.

Collaborating: My line manager noticed the changes and I showed the TNE report with a RCA which helped
him understand the importance. He liked the SOP since it was in the interest of the business both ways
and gave me the authorities.

Compromising: I had to compromise and keep the managers & business on a win-win condition by making
an SOP that required the new joiners go through the complete compliances, quality and benchmarking in
7 days of joining.

I felt that alongside Thomas-Kilmann’s model, Hayes’s model too played a bigger impact since Hayes’s model
focused on the modern aspects of:

Perceptions: Managers and TLs were in a perception of experienced recruiters already had knowledge of
the compliances & policies.

Practices: Were not in place to evaluate existing knowledge on the feature.

Persistence: My persistent patient with the observation resulted in introducing the SOP which lead to
introduction of training, decline in the escalations & increase in quality benchmarking

Latent Tensions: Also resolved along with the introduction training within 7 days of joining.
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Activity 3:

Preface:

My recent major project was to design strategic training sessions across the organization for all NHT. These
training are a key essential sessions in bench marking the quality & knowledge transfer for the business processes
(refer Appendix 1, 3).

3.a Amalgamation of two different project management tools:

1. Gantt chart:

Gantt chart is used to define the project resources and identify the critical paths in the training process
and achieving milestone (Figure 8)

2. SWOT Analysis:

It will be used on initial couple of days in training as this will allow the trainers to have an pre-evaluation
screening of the resources in understanding the areas of ‘Strengths’, ‘Weakness’, ‘Threats’ which may
affect the business once the resources are deployed and how could the 'Threats' as a risk could be
converted into 'Opportunity'. One good example is if the resource is not good over calls but sound in
Boolean could be used as ‘sourcers’ (refer Appendix, 4) for operational teams (Figure 9).
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Figure 7 NHT Lateral Hire Gantt Chart with critical path& milestone

Figure 8 SWOT Analysis of NHT Project

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3.b Problem Solving Techniques in the NHT – Lateral Training Project

The major problems that arose during the project planning & design are listed below:

1. Budget constraints/ Allocation from operations team

2. Time constraints: since lateral hires are expensive to the organization
3. Learning Content

Techniques used:
ROI:

It was observed that the initial investment on each resource is around INR 40,000/month approximately which was
licenses for Microsoft, SAAS ATS and the CTC. However, the contingent positions the lateral hires cater for our
clients had an average gross margin of $0.90/hr on one such 6 months position, which when evaluated is INR
67,200/month.

Using the formula –

𝐼𝑛𝑖𝑡𝑖𝑎𝑙 𝐼𝑛𝑣𝑒𝑠𝑡𝑚𝑒𝑛𝑡
/(𝑃𝑒𝑟𝑖𝑜𝑑𝑖𝑐 𝐶𝑎𝑠ℎ 𝐹𝑙𝑜𝑤)

ie: 40,000/ 80,640 = 0.49 which means the returns should start to flow from 5th month .

Rational Decision Making:

The decision tree was made very simple and precise with focus choices of having a robust, short duration training
structure.

3.c
i. Influencing:

The new project of NHT required influencing the following personnel’s:

1. Confidence of stakeholders
 21

2. Managers buying-in the training plan and length

Using Cialdini’s influencing model (refer Appendix), I pitched the fifth principal of ‘Liking’. Since the stakeholders
& managers had a keen interest towards in-house training and treat it as a concrete base for the organization’s
talent development there was a liking towards the concept. It was also observed that, the training path was
appreciated by the business managers since there were grounds of similarity on delivering training to the lateral
hires.

ii. Persuading:

In a recent conversation of pitching the benefits of OJT9 to the line managers, I had been involved in pursuing the
managers which focused on the following:

1. Having more seasoned recruiters

2. Support in acquiring specialist skills & knowledge transfer

Now using the Rational Model of Persuasion, it is a belief among the operational managers that an OJT could
inculcate better practices within the resources. I carried out a survey within the managers which also reflected
their behavior of stressing the importance on training and a common value that training offers skill development.
This was used to persuade the managers to invest time and cost in OJT.

iii. Negotiation:

In reference to out TNI project with the operations managers, I focused on win-win situation. While operations
team wanted the training team to conduct the TNI and develop a cost effective LMS platform, I helped them
understand that resources that would require TNI are eventually operations’ reporting. Their skill development is
more ideally a responsibility of the operation managers to identify while the LMS could be a cost effective
SharePoint platform, used in house.
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Activity 4:

a. Self- assessment in Learning and Development

Upon my self -assessment of HR professional practice, I
tried to evaluate three areas of my core competencies.
These were L&D; OD & Employee Engagement. While the
earlier two areas meet exceeding and the later meets
emerging. I will however focus on my core area of HR
practice i.e.: L&D

I find that with my expertise in L&D in the past 5 years, I

have grown my major strengths in:

1. Partnering with the senior professionals in

strategizing the training solutions for the business needs
2. Collaborate and conceptualize the learning
requirements with over viewing the delivery of the
solutions
3. Making learning & training seamless; effec9tive
Figure 9 Self-Assessment for PDP
and select of learning with effective budgeting.

However since most of the training are in the capacity of being developed & deliverable in-house, I have an area
of development which are:

1. Facilitation of external training

2. Creating; managing SLAs14 & contracts
3. Focusing areas of building L&D15 forums.

I also strongly believe that the areas meet my needs because:

1. It caters the maximum business requirements, but does lack a robust progression platform example of
which can be like L&D forums.
2. High in-house training deliverable and low dependency on external providers however this makes me lack
experiencing & facilitating high impact training.
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b. Professional development plan

NAME: Dibyajyoti Laha MEMBERSHIP NUMBER: 55127467

COVERING THE 01st August 2019 TO: 01ST February 2019

PERIOD FROM:

What do I want/ What will I do to What resources What will my success Target dates for
need to learn? achieve this? or support will I criteria be? review and
need? completion
Learn fresh graduate Partner with senior business 1.‘LinkedIn Recruiter’ Successful placement of at Target to review by 1st
hiring for the business managers to understand account; least two new hire through October 2019
training that are not available LinkedIn.
1. LinkedIn Sourcing 2.Dedicated budget Finish by 25th October
in-house. Example LinkedIn
every quarters for the 2019
Sourcing Training.
training

Need to implement LMS Need to research at-least two Need to speak to my Successful on-boarding of all Target to review by 30th
for operations team for proposals of LMS with network colleagues employees on the LMS and October
self-learning solutions. expected budgeting and have from different assign self-learning training &
Roll out the LMS across
one decided to be organization and e-learning videos.
the organization by 10th
implemented collate reviews.
November 2019
 24

Online research of tools Also roll successful

completion of each module
for every employee with
certifications.

More employee Need to roll out a survey Use of survey tools and Enlisting minimum a quarter Target review by 30th
engagement within the across the organization with dedicated club days in of the organization in August 7, 2019 and
organization by list of clubs and interested the week. different clubs (around 65) completion by 10th
introducing clubs like: members. and successfully running the September 2019
Tools can be Survey
Robotics, DIY, Story clubs at-least for a month
Monkey or Jot Forms
reading
While days could be
decided among the
majority of members

Template: (Avado Learning Limited, 2019)

 25

References:

Avado Learning Limited. (2019, August 11). Proffesional Development Plan.

Bartleyby. (2012, December 5). HR Profession Map Essay. Retrieved July 14, 2019, from bartleby research:
https://www.bartleby.com/essay/Hr-Profession-Map-PKNF3KCTC

Charted Insitute of Personnel and Development. (2019, July 17). The CIPD Profession Map. Retrieved from CIPD:
https://www.cipd.co.uk/Images/the-cipd-profession-map-standard-format_tcm18-9814.pdf

Chartered Insitute of Personnel and Development 2019. (2019, July 14). 2013 Profession Map FAQs. Retrieved
from CIPD: https://www.cipd.co.uk/learn/profession-map/2013-profession-map/faqs

CIPD. (2019, July 7). Retrieved from CIPD The Professional Body for Human Resources and People Development :
https://www.cipd.co.uk/Images/the-cipd-profession-map-standard-format_tcm18-9814.pdf

CIPD. (2019, July 25). The 2013 Profession Map. Retrieved from CIPD: https://www.cipd.co.uk/learn/profession-
map/2013-profession-map

Gersick, C. J. (1991). Revolutionary Change Theories: A Multilevel Exploration of the Punctuated Equilibrium
Paradigm . The Aacademy of Management Review, 2-6.

Hayes, S. (2019, July 17). The "5Ps" of conflict resolution: Designing systems to manage workplace disputes.
Retrieved from Academia:
https://www.academia.edu/1663944/The_5Ps_of_conflict_resolution_Designing_systems_to_manage_
workplace_disputes?auto=download

Kaur, S. (2019, July 20). Punctuated Equilibrium Model. Retrieved from Team Making Portfolio :
https://sandeepartly.wordpress.com/punctuated-equilibrium-model/

Kelemen, S. (2019, July 14). Human Resources Profession Map Essay. Retrieved from majortests.com:
https://www.majortests.com/essay/Human-Resources-Profession-Map-616643.html

Oceanica Corp. (2019, July 14). newyorkessay. Retrieved from EssayNewyorkessays:

https://newyorkessays.com/essay-human-resource-management-and-profession-map/
 26

Pressbooks. (2019, July 20). Five Models for Understanding Team Dynamics. Retrieved from BC Faculty Pressbooks:
https://pressbooks.bccampus.ca/technicalwriting/chapter/understandingteamdynamics/

Sinha, K. (2019, July 20). The punctuated Equilibrium Model . Retrieved from Your Article Library :
http://www.yourarticlelibrary.com/organization/group-cohesiveness/the-punctuated-equilibrium-
model-with-diagram/63929
 27

Appendices

Appendix 1
1. The four Concentration Circles of HR

Managing
Self

Managing 4 Managing
Across the Concentration Groups/
organisation Teams
Circle

Managing
Upwards

2. Gersick researched that organizations enjoy long periods of stability or termed as equibilirium, which can be
affected or interrupted by the sudden qualitative metamorphic change or revolution that may be for a short period
of span. These revolutions can be compact too (Gersick, 1991).

In other words it can be stated that the groups often keep repeatedly cycle between the storming & the
performing stages while revolutionary changes keep on take place during short transitional windows.

Understanding the ‘Figure 4’ below:

1. The group’s first meeting sets the group’s direction

2. The first phase is complete group activity
 28

3. A transition phase occurs of small windows, where the group has consumed its half allotted time & plays
a key role.
4. The second phase begins after the transition
5. Finally, the group’s accelerated activity defines the group’s characteristics.

Punctuated Equilibrium Model (Kaur, 2019)

Figure 10Punctuated Equilibrium Model

3. NHT Training:

One such training is 'Lateral Batch Hires' where the seasoned recruiters are hired for complete end to end
recruitment solutions for our direct clients based on shore in the US. While these training consists of series of
theoretical refreshers on the process but also includes critical steps of training the resources on ATS (SAAS) &
mock calls. ATS is not similar across different staffing organizations. This makes the module training very critical
as the entire compliance, industry standards rely on understanding the ATS. While mock calls on the other aspect
is the practical implementation of the theoretical process.

4. Sourcers:

Resources those are not sound over complete end to end recruitment that also includes also speaking to the
candidates over on the call, could be alternately used as sourcing team member who can fetch talent and support
the operations by providing resumes to call.
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Appendix 2

Individuals can be categorized on the approach as:

1. Competing: One who is assertive but completely uncooperative and wants to win most of time.
2. Avoiding: One tries to avoid conflicts.
3. Accommodating: The complete opposite of competing and listens to others mostly.
4. Collaborating: Those who prefer to do (RCA6) and provide a win-win situation.
5. Compromising: Individuals who enable both sides. (CIPD, 2019)

Figure 11Thomas-Kilmann Conflict Resolution

Model (CIPD, 2019)
 30

Appendix 3

Self-Assessment in L&D to identify CPD needs

31