CAREER MANAGEMENT AND WORKFORCE
PLANNING TRAINING-SEMINAR OUTLINE
Talk 1: THE MEANING OF WORK
Speaker: Jefferson Ivan Villanueva
Activity/s: Say the Color, not the Word
Why do we work?
 To earn a living
 To develop our talents
 For psychic reward
Domains of Work Meaning
Work Centrality
 Refers to how important work is to an
individual’s life at any given point in time.
Societal Norms
 Revolves around people’s entitlement in
and obligation to society
o Entitlement is defined as “the
underlying rights of individuals and
the work-related responsibilities of
society and organization to the
individual.”
o Obligation refers to members of the
society’s duty to work to contribute
to the society
Work Goals
 Refer to the relative importance of various
goals and values which are sought or
preferred by individuals in their working lives
 i.e. expressive (expressing one’s talent and
abilities), instrumental (work as means to
earn or a living), comfort (to achieve a level
of comfort in one’s life), and learning
(endeavour to learn a particular skill)
 Can also be differentiated into extrinsic and
intrinsic orientation.
 Extrinsic orientation includes opportunity
for promotion and the significant role of
money.
 Intrinsic orientation includes variety,
interesting work that you really like, a match
between job requirements and individual’s
abilities and a lot of autonomy.
Sources of Meaning of Work
Self
 Values, motivations, and beliefs one has
 Job involvement refers to how one
identifies his/her self-concept with his/her
job
 Work orientation refers to the lens by
which people look at their work
 Three lenses people use to look at their
work: job, career and calling.
 Job orientation is focused on material
outcomes of work
 Career focuses on the rewards one gains
from progressing through an organization
 Calling focuses on the fulfilment the work
provides the individual.
Others
 Influential forces may be in the form of
coworkers, leaders, groups, communities,
and family
Context
 Includes organizational mission, design of
job tasks, financial circumstances, non-work
domains and national culture
Spiritual Life
 One finds meaning at work when it is
attuned to one’s vocation or calling
Mechanisms of Work
1. Authenticity - people find work meaningful if
they are able to live out their authentic self at
work.
2. Self-Efficacy - stems from being able to control
or have autonomy at work, overcome
challenges and having positive impact
3. Self-esteem - stems from achieving at work
and receiving affirmation of their value at work,
increasing one’s self-worth
4. Purpose - if one finds his/her work being of
significance and one’s values are aligned with
the work
5. Belongingness - work offers a social system
from which one anchors his/her identity; and if
this experience is positive, contributes to its
meaningfulness
6. Transcendence - refers to work contributing to
something greater than one’s self such as a
cause or group
7. Cultural and Interpersonal Sense-making -
adheres to social or cultural constructionism
and also interpersonal sense-making in which
we look to others to make sense of our meaning
at work.
5 C’s of the Meaning of Work
1. Calling
 An endeavor one engages in for a lofty,
nonmaterial goals, and feels highly
energizing and fulfilling
 Pleasant, interesting, and enjoyable;
more intrinsic outcomes
2. Cause
 Work that is seen as an obligation or
duty and is experienced as a heavy load
and not always pleasant and enjoyable
 Unpleasant, tiresome, monotonous;
more intrinsic outcomes
3. Career
 Work that one performs primarily to get
something immediately beneficial such
as monetary rewards, personal
advancement, prestige and status,
social network
 Pleasant, interesting, and enjoyable;
more extrinsic outcomes
4. Chore
 Work that one feels constrained to do for
the sole purpose of earning a living or in
exchange for other tangible outcomes,
and is experienced as something
unpleasant.
 Unpleasant, tiresome, monotonous;
more extrinsic outcomes
5. Coast
 Work that is not of major significance in
one’s life
 Between the positive and negative
affects; more extrinsic outcomes
Talk 2: CAREER THEORIES AND
CAREER MANAGEMENT
Speaker: Desiree Soriano
Activity/s: Briggs-Myers Personality Test &
Four Dimensions of Behavior
Career
 Combination and sequence of roles played
by a person during the course of a lifetime.
Developmental Self-Concept Theory
of Donald Super
 Our career choices and development is part
of the process of developing our self-
concept (Leung 2008).
 Self-concept is seen to be a function of the
interactions of factors such as growth,
experiences, environment and the like.
 Super suggests that we go through life
stages and each stage is connected with a
chronological age and for each stage has to
manage a vocational developmental task.
Once the career actor has achieved this, he
has achieved career maturity.
Life Stages According to Super
1. Growth
 0-14 years old
 start of the development of self-
concept and the first exposure to the
world of work
2. Exploration
 15-24 years old
 exploration of interests; occupational
choice, although tentative, is forming
3. Establishment
 25-44 years old
 skills are developed and built which
eventually lead to stabilization
4. Maintenance
 45-64 years old
 continuous development in the
chosen path
5. Decline
 65+ years old
 Slowing down and preparing for
retirement
Holland’s Theory of Personality and Careers
 the expression of one’s personality is
through one’s career
  The six typologies are arranged in a
hexagon in the same order (RAISEC). This
denotes that the personalities adjacent to
each other have a high degree of similarity,
the further one personality is to another, the
lesser their similarities are.
Holland’s Six Typologies
1. Realistic
 Those who like to work with their hands,
making, fixing, assembling or building
things, using and operating equipment
and tools or machines and like working
outdoors
2. Investigative
 Those who like to discover and research
ideas, observe, investigate or
experiment, ask and solve equations
3. Artistic
 Those who like to use words, art, music,
or drama to express themselves,
communicate or perform, or those who
like to create or design things
4. Social
 Those who like to work with people to
teach, train, inform, help, treat, heal,
cure, serve and greet or those who are
concerned with others’ well-being
5. Enterprising
 Those who like meeting people, leading,
talking to, influencing others,
encouraging others and working
business
6. Conventional
 Those who prefer to work indoors at
tasks that involve organizing and being
accurate, following procedures, working
with data, or numbers, planning work
and events.
Career Anchors by Edgar Schein
 A person’s self-concept that consists:
1. self-perceived talents and abilities
2. basic values
3. Evolved sense of motives and needs as they
pertain to the career
Areas of Anchors
1. Technical/Functional Competence
 Excited by the content of work itself
 Prefers advancement only in his
technical or functional area of
competence
 Generally disdains and fears general
management as too political.
2. General Managerial Competence
 Excited by the opportunity to analyze
and solve problems under conditions of
incomplete information and uncertainty
 Likes harnessing people together to
achieve common goals
 Stimulated (rather than exhausted) by
crisis situations
3. Autonomy/Independence
 Motivated to seek work situations which
are maximally free of organizational
constrains
 Wants to set own schedule and own
pace of work
 Is willing to trade off opportunities for
promotion to have more freedom
4. Security/Stability
 Motivated by job security and long-term
attachment to one organization
 Willing to conform and to be fully
socialized into an organization’s values
and norms
 Tends to dislike travel and relocation
5. Entrepreneurial/Creativity
 motivated by the need to build or create
something that is entirely their own
project
 easily bored and likes to move from
project to project
 more interested in initiating new
enterprises than in managing
established ones
6. Service/ Dedication to a Cause
 Motivated to improve the world in some
fashion
 Wants to align work activities with
personal values about helping society
 More concerned with finding jobs which
meet their values than their skills
7. Pure Challenge 5. Job-Matching Systems
 Motivated to overcome major obstacles,  Organizational mechanisms for the
solve almost unsolvable problems or win actual movement of employees for
out over extremely tough opponents career development
 Define their careers in terms of daily 6. Development Programs
combat or competition in which winning  Programs that are specifically designed
is everything for career development
 Very single-minded and intolerant of
those without comparable aspirations Practice of Career Management Intervention
8. Lifestyle
 Motivated to balance career with lifestyle % PRACTICING
 Highly concerned with such issues such INTERVENTION
INTERVENTION
as paternity/maternity leaves, day-care
options, etc. Development Programs 63%
 Looks for organizations that have strong
pro-family values and programs
Organizational Potential
63%
Career Management in Organizations: Assessment Processes
The Philippine Scenario
Job-Matching Systems 58%
Career management in Philippines
Individual Counseling 40%
Have Career Employee Self-Assessment 40%
19% Management
practices Internal Labor-Market
36%
54% Information Exchanges
Have for more
26% than 6 years
Effectiveness of Practice of Career Management
Intervention
Have for 3-4
36% years PERCEIVED
INTERVENTION
EFFECTIVENESS
Have for less
than a year Development Programs 3.70

Organizational Potential
3.60
Assessment Processes
Types of Career Management Interventions

1. Employee Self-Assessment Tool Job-Matching Systems 3.50

 Tools and activities that help employees Individual Counseling 3.40
look into their careers and their plans
2. Organizational Potential Alignment Employee Self-Assessment 3.40
Processes
 Organizational processes for assessing Internal Labor-Market
3.30
potential in the organization for upward Information Exchanges
movement
3. Internal Labor-Market Information
Exchanges
 Tools and activities that provide
employees more information about the
careers in the organization
4. Individual Counseling Or Career
Discussions
 Career counseling or discussions
Most Commonly Practiced Career Management Talk 3: WORKFORCE PLANNING
Interventions Speaker: Rose Ann Abueg
MOST PERCEIVED Activity/s: Line-up game &
INTERVENTION COMMON EFFECTIVE- Workforce Planning Quiz Bee
PRACTICE NESS
Definition of Workforce Planning
 A process in which an organization attempts
Development
Workshops 3.90 to estimate the demand for labour and
Programs
evaluate the size, nature, and sources of
Organizational the supply which will be required to meet
Potential Interview the demand” –Reily (1996)
3.81
Assessment Process  Getting the right number of people with the
Processes right competencies in the right jobs at the
right time.” – Sinclair (2004)
Job-Matching  Synonymous to: human resource planning;
Job Posting 3.72
Systems
succession planning; building bent stretch;
strategic staffing
Individual Career
3.59  Strategic staffing is the process that
Counseling Discussion organizations use to identify and address
the staffing implications of their business
Career
Employee Self- strategies and plans.” –Bechet (2008)
Planning 3.43
Assessment
Workshop
Benefits of Workforce Planning
Internal Labor- 1. Practical Benefits
Market
Career Ladders 3.11  Refer to direct and substantive effects of
Information
Exchanges workforce planning.
i. Ensure replacements are available
The Changing Nature of Work to fill important vacancies
ii. Provide realistic staffing projections
Characteristics of Boundary-less careers for budgeting purposes.
(Arthur, 1994) iii. Provide a clear rationale for linking
expenditures for training and
1. Fluidity of moving through different
retraining, development, career
organizations or employers
2. Validation is drawn from beyond the present counseling and recruitment efforts.
employer iv. Help maintain and improve a
3. Networks or information outside the diversified workforce
organization is key v. Help prepare for restructuring,
4. The demise of organizational hierarchies and reducing and expanding the
advancement principles workforce
5. Career opportunities are rejected for family or
2. Process Benefits
personal reasons
6. The person seeing a boundary-less future  Refer to indirect benefits
i. Provides organizational members
Protean Careers the opportunity to think about the
 “a career that is driven by the person, not future.
the organization and that will be reinvented ii. Allows the organization to align and
by the person from time to time as the centralize efforts in the context of
person and environment change” (Hall decentralization.
1996, 8) iii. Integrates various organizational
 Key competencies; ability to learn and one’s actions for the purpose of
reputation and employability reinforcing the strategy.
Approaches in Workforce Planning
Traditional Workforce Planning
 The essence of this approach is on
analyzing the supply/demand gap and
creating a plan to address future staffing
needs (Young,2006)
Steps in Traditional Workforce Planning
1. Collect data about the environment.
2. Consider future needs.
3. Analyze the gap between workforce supply
and demand
4. Find the solution.
Three Types of Gaps
1. Staffing levels
2. Skills or capabilities
3. Mix of both
Tools on Computing Staffing Level
1. Statistical Regression
 Using historical data to predict the
required staffing level given certain
variables which the organization
would deem critical
2. Staffing Ratios
 Numerical relationships between
work volumes or output and the
number of staff required to do that
work or produce that output (Bechet,
2008)
 Actions for closing any gaps
includes hiring, promotions, transfers
and redeployment, planned staff
reductions, use of contingent staff
3. Workforce Analytics
 Supplementation of quantitative
analysis of the relationship between
key business metrics and staffing-
related variables (Young, 2006)
Forecasting and Scenario Modeling
 Based on multiple assumptions about the
future
 If an organization is faced with the prospect
of multiple scenarios, the organization
should select the staffing requirement that is
common to all scenarios.
Strategic Workforce Planning
 Emphasizes that workforce planning be
actually embedded in the strategic planning
process of the organization
Human Capital Planning
 Similar to strategic workforce planning, this
is concerned with the bigger picture.
However, HCP has specific aspects that
distinguish it as a workforce planning
methodology, namely; segmentation, less
specificity and time frame.
Segmentation
 Involves classifying job roles according to
their importance to the business, and
matching these segments with specific
workforce actions.
 Job roles can be classified as strategic
(roles that are specialized and critical to the
business and gives the organization long
term advantage), core (roles that are
unique to the company and critical to the
delivery of the business’s product and
service), requisite (roles that are important
to the business, but of less strategic and
critical importance) and non-core (job roles
that are no longer necessary to the
organization’s strategy).
 Resources and time are to be allocated to
strategic and core job roles.
Less Specificity
 The level of analysis in HCP is job roles,
families or functions instead of specific jobs
and/ or skills and competencies
Time Frame
 The timeframe of the plan to be generated
is 3 to 5 years.
Competency Modeling
 Is the process of analyzing and describing
types and range of abilities, knowledge, and
skills present in an organization to acquire
or to gain a competitive advantage.
Talk 4: Job Analysis and Job Description
Speaker: Stephanie France Nodado
Activity/s: Human Bingo & Job Description Making
Job Analysis
 is the formal process of understanding a job
 According to Prier, Goodstein, Goodstein,
and Gamble, Jr. (2009), job analysis is “a
 systematic process for collecting and
analyzing information about a job.”
Data for job analysis are usually collected on the
following aspects:
1. Tasks or work activity - the basic format
of a task statement should indicate the
action to be performed and the result
expected from the action (Fine and Wiley,
1971)
2. Knowledge, Skills, and Abilities (KSA)
 Knowledge is an organized body of
information, usually of a factual or
procedural nature
 Skill – proficiency in the manual,
verbal, or mental manipulation of
people, ideas, or things
 Ability – the present capacity to
execute a job action, to perform a
job function by applying an
underlying knowledge base and the
necessary skill simultaneously.
3. Levels of Performance – refers for the
expected range of performance required for
the job (Prier, Goodstein, Goodstein, and
Gamble, Jr. 2009)
4. Workplace Characteristics – pertains to
the characteristics of the work environment
that may have a bearing on job
performance.
Example:
 Positive Values
 Relaxed and Productive
Atmosphere
 Commitment to Excellence
 Open and honest
communication
 Cooperation, support, &
empowerment
 Sense of humor
 Compassion, respect, & give exaggerated statements that might
understanding
 Flexibility
 Positive Reinforcement
 Emphasis on health, family,
and environment
Uses of Job Analysis
Here are five uses of Job Analysis results:
1. Recruitment and Selection
 A job analysis is useful for both the
recruiters and the applicants. One of the
outputs of job analysis is the job
description. It would help both the
employers and employees to know
about a job position. It would give them
the necessary information before hiring
(employers) or before applying
(applicants) to a certain job position.
2. Training and Development
 Job analysis will show information about
the necessary knowledge, skills,
abilities, and experience needed for a
particular job. It may be used to provide
and conduct seminars and trainings that
may help to enhance the performance of
their employees and therefore, promote
growth.
3. Performance Management and
Compensation
 Data gathered for job analysis explain
the expected level or range performance
for a job and the corresponding pay or
compensation for it.
4. Organizational Management and Planning
 Changes in the organization affect the
job description; thus, it needs to be
constantly updated to cater to the need
of both the employees and the
employers. To update this, a job
analysis is required.
5. Litigation Protection
 Job analysis is used to ensure all HR
decisions are free from discrimination
and are purely based on job
specifications (Prier, Goodstein,
Goodstein, and Gamble, Jr. 2009)
Job Analysis Methodologies
1. Self-report
 Through self-report, the employees
describe and give information about
their job and duties performed. The
disadvantage seen is that they might
make the job more important than it
really is.
2. Observation
 In this method, the data is gathered
through observing the incumbent while
he performs his job. This may be backed
by documenting the observation through
capturing photos or taking videos.
3. Interview
 It overcome both the weakness of self-
report and observation. Interviews are
conducted in two rounds. The first round
is individual interviews with the
incumbent to learn about the job and the
 second round is a group interview which
is done by pooling employees of the
same job position or those related to it to
learn about the job with more depth.
4. Document Review
 It pertains to documents that the
organization keeps that could shed light
on the job being analyzed. Examples
are time and attendance records,
previous job descriptions, and
performance appraisals.
5. Questionnaires and Surveys
 These have pre-determined lists and
categories that ask about tasks and job
requirements. It has the tendency to be
long but may be custom-designed or
commercially available.
Strategic Job Analysis
 The organization has its goals in order for
them to develop and still be in the long run.
Moreover, to achieve these goals, they seek
to comply with the needs and demands of
the environment and the people
(employees). As the company keeps on
growing and developing, its job analysis
needs to be updated and relevant for the
entire organization.
 Being strategic means that:
o Information about jobs is
continuously gathered for the future.
o Tasks and KSAs are revised in the
light of future changes.
Job Description
 It is a document that shows the data
gathered in the job analysis.
 Is an internal document that clearly states
the essential job requirements, job duties,
job responsibilities, and skills required to
perform a specific role.
Parts of a Job Description
 Cushway (2003) proposed 15 parts of a job
description
1. Job Identification
 This identifies the title or name of the job
and the department it belongs to.
2. Reporting Line
 This refers to the position to which the
job reports to.
3. Organization Structure
 This clarifies the position of the job in the
company’s organizational structure and if
there are jobs that will report to the
position.
4. Main Purpose of the Job
 This is a one or two-sentence statement
that explains the primary purpose of the
job and its difference from other jobs.
5. Principal Accountabilities and
Responsibilities
 Usually ten in number, this refers to the
key activities performed by the position.
6. Performance Measures and Standards
 This pertains to the targets and/or Key
Results Areas of the position in the
context of Performance Management.
7. Constraints
 This part pertains to the limitations of the
position in terms of authority or decision-
making.
8. Statistics
 This part is optional. It shows the exact
numerical and financial scope of certain
job activities to facilitate the job
evaluation process.
9. Nature and Scope
 This refers to information that would
describe the context of the job, e.g.,
types of problems or decision involved in
the position.
10. Contacts
 This part shows the line of
communications of the job to other jobs
within or outside the organization.
11. Working Condition
 This explains the physical environment
where the work will be performed.
Example: in a building or a field work.
12. Knowledge, Skills, and Experience
 This refers to the knowledge, skills,
abilities (KSA), and experiences of the
incumbent that are needed to perform the
required duties of the job.
13. Competencies
 This refers to the observable behaviors
and skills necessary to be successful in
the job.
14. Other Information
 This section is for other important
information that needs to be stated in the
job description, e.g., trainings or
seminars
15. Signature and Date
 The signature of the employee is
attached on his job description in order to
testify that he agrees to comply with its
contents. The date is also included to set
as a reference if there is a need to
update it in the near future.
Results-oriented Job Description
There are two existing ways to choose
whether where to focus in making a job description.
These are:
1. Plachy and Plachy (2009)
 Emphasizes the results expected from
the job
2. Traditional Job Description
 Emphasizes the duties to be performed in
a job
According to Plachy and Plachy (2009), a
results-oriented job description would describe how
the job contributes to the mission of the
organization; in contrast, a traditional job
description is more short-sighted as it only focuses
on the task at hand.
In writing the principal accountabilities, both
the results and duties are included in the statement.
The duty section answers the question “why” does
the action need to be done while the responsibility
would state the action needed to accomplish the
result. The duty and results are connected by the
word “by”. (I.e. maintains company telephone
directory (result) by updating files with addition,
deletions, and changes (duty).)
2. The recipient of the action
3. The end-result of the action
Plachy and Plachy (1998) recommend the following
when writing accountability statements:
1. Limit statement of results to 2-5 words per
sentence
2. Use the appropriate action verbs
3. Avoid the use of evaluative words
Talk 5: Competency Modeling
Speaker: Christine Edora
Activity/s: Competenscramble & Word Hunt
Competency Modeling
 Competencies refer to clusters of
knowledge, skills and attitudes (KSAs)
needed for performing the jobs effectively
 Competency Modeling is the process of
analyzing and describing types and range of
abilities, knowledge, and skills present in an
organization to acquire or to gain a
competitive advantage.
Two Types of Competencies
 Foundational Competencies apply to all
jobs/roles in an organization, and are
commonly known as core competencies.
 Job-specific Competencies are specific to
a particular job or job family.
o Technical/Functional
o Leadership
Comparison of Competencies

Cushway (2008) suggests that each accountability

statement should indicate:
1. What is done in the activity
20 Best Practices in Competency Modeling
(Campion et.al, 2011)
1. Customize the competency model to the
context of the organization
2. Link the competency model to the goals and
objectives of the organization.
3. Start data collection from top executives
4. Use job analysis methods to develop
competencies
5. Take into account possible future job
requirements
6. Use other rigorous data collection tools
such as employee surveys and critical
incident technique
7. When coming up with competencies,
include a descriptive label, a definition with
a description of the behavioural
manifestation of the competency is
manifested in different levels of proficiency
8. When describing the various levels of
proficiency in a competency, include a
description of the behavioural manifestation
of the proficiency level
9. Use the language (e.g., jargon, terminology)
of the organization when coming up with a
competency model
10. Include both cross-job and job specific
competencies
11. For efficiency and consistency in language,
use competency libraries (or an existing list
of competencies) as a starting point.
12. Be parsimonious when coming up with the
number of competencies and the level of
detail for each competency. If a large
number of competencies cannot be
reduced, use categories and subcategories
(e.g., competencies and sub-competencies)
13. Use diagrams and pictures to make the
competency model understandable to
employees.
14. Use organization development techniques
to ensure competency model is accepted
and utilized.
15. Use competencies to develop systems in
Human Resources
16. Use the competency models to align the
various HR systems
17. Use competencies as a model or
explanation of effective job performance in
the organization
18. Use information technology as a tool to
enhance usability of competency models
19. Ensure competency models are updated as
needed
20. Use competencies for legal defensibility
when necessary.
Competency Framework
Vis-à-vis Competency Model
 Competency framework pertains to all
the competency models, aligned in a
manner that it would reflect the
organization’s mission and vision while a
competency model refers to the group of
competencies that pertains to a particular
job.
Developing Competency Models
When organizations try to develop competency
models, the following steps are usually involved.
 Interview and/or group discussion with high
performers
o Stories or critical incidents on work
performance are collected from high
performers, and are analyzed for
behaviors that would eventually form the
competencies.
 Research
o Internal documents such as job
descriptions and performance appraisal
forms can suggest competencies to be
included in the model.
 Competency Validation
o A selected sample of the organization,
like supervisors, validate the draft
competency models in terms of
importance to job performance; usually
this is done by administering a survey
 Presentation
o The competency models are
transformed into media that would make
it useful for employees, like competency
dictionaries and quick guides to the
competencies.
Job Design
 Is the assignment of goals and tasks that
are to be accomplished by employees
According to Daft (2010), the design of the
job influence job productivity and
motivation.
 Efficiency meant minimizing the time to
do tasks, minimizing the time to learn
tasks and minimizing skill requirements.
 Job simplification is the breaking down a
job into simple tasks and was an initial
approach in achieving efficiency goals.
Job Design Approaches
 Job Rotation
o Involve having employees move to
perform different tasks.
Nevertheless, the job is still
specialized and the content of the
job tends to be the same
 Horizontal Job Enlargement
o Combines two or more simplified
jobs. This approach lengthens the
work cycle and increases the variety
of jobs that the employee does.
 Job Enrichment or Vertical Job
Enlargemet
o Involves giving the employees more
complicated work and the
opportunity to decide on how to do
their jobs.
 Autonomous Work Groups
o Involve having a team of employees
work on interdependent tasks that
complete a whole product or service.
Job Design Considerations
 Technical Feasibility
o refers to the degree to which
individuals can physically and
mentally do the job
 Economic Feasibility
o refers to the degree to which cost of
the job is less than the value it adds
in the organization
 Behavioral Feasibility
o refers to the degree to which the job
is intrinsically satisfying to the
employee
Hackman and Oldham’s
Job Characteristics Model
The following makes a job more motivating:
 Skill Variety
o Refers to a job having different tasks
that will tap the employee’s different
talents
 Task Identity
o Refers to ensuring that the
employee feels that he or she had a
hand in the completion of work
 Task Significance
o Is elicited when the employee sees
that one’s job had an impact on
other people
 Autonomy
o Is the degree to which an employee
can decide on matters relating to the
job, such as scheduling tasks
 Feedback
o Is a helpful information or criticism to
determine what can be done to
improve a performance, product or
work, and is also considered a
motivating factor
-END-
Prepared by:
Heavenly Bodies Funeral Homes
BSA 1-1
Abueg, Rose Ann
Edora, Christine
Nodado, Stephanie France
Soriano, Desiree
Villanueva, Jefferson Ivan