Paper II — Q7
(a) What do you mean by a model employer? Critically examine the role of public enterprises in acting as a model employer. (20…
(a) What do you mean by a model employer? Critically examine the role of public enterprises in acting as a model employer. (20 marks) (b) Elucidate the executive development techniques relating to interpersonal and decision-making skills. (20 marks) (c) How is job design different from job analysis? (10 marks)
हिंदी में प्रश्न पढ़ें
(a) आदर्श नियोक्ता से आपका क्या आशय है? एक आदर्श नियोक्ता के रूप में कार्य करने के लिए सार्वजनिक उद्यमों की भूमिका का आलोचनात्मक परीक्षण कीजिए। (20 अंक) (b) अन्तर्वैयक्तिक और निर्णय लेने के कौशल से संबंधित अधिशासी विकास की तकनीकों की व्याख्या कीजिए। (20 अंक) (c) कार्य अभिकल्प (जॉब डिजाइन) किस प्रकार कार्य विश्लेषण से भिन्न है? (10 अंक)
Directive word: Critically examine
This question asks you to critically examine. The directive word signals the depth of analysis expected, the structure of your answer, and the weight of evidence you must bring.
See our UPSC directive words guide for a full breakdown of how to respond to each command word.
How this answer will be evaluated
Approach
The question demands critical examination for part (a), elucidation for part (b), and differentiation for part (c). Allocate approximately 40% of time and word budget to part (a) given its 20 marks and critical directive, 35% to part (b) for comprehensive coverage of executive development techniques, and 25% to part (c) for a crisp comparative analysis. Structure with a brief introduction, three clearly demarcated sections for each sub-part, and a synthesizing conclusion that links model employer practices to executive development outcomes.
Key points expected
- Definition of model employer: fair wages, job security, welfare measures, industrial democracy, and social responsibility; contrast with private sector profit-maximization approach
- Critical examination of public enterprises as model employers: achievements (7th Pay Commission implementation, reservation policies, trade union recognition) versus failures (bureaucratic inefficiency, political interference, sick PSUs like BSNL/MTNL failing to pay salaries)
- Executive development techniques for interpersonal skills: sensitivity training (T-groups), transactional analysis, Johari window, mentoring, coaching, and team-building exercises
- Executive development techniques for decision-making skills: in-basket exercises, business games, case study method, management by objectives (MBO), and simulation exercises
- Job analysis versus job design: job analysis is systematic examination of job contents (job description + job specification) while job design is structuring/restructuring of job elements for motivation and efficiency
- Distinction dimensions: purpose (information gathering vs. job enrichment), timing (pre-recruitment vs. ongoing), outcomes (static job profile vs. dynamic work system), and techniques used (observation/interview vs. job rotation/enlargement/enrichment)
- Critical balance in part (a): recognition that public sector model employer concept has eroded post-liberalization with contractualization and disinvestment trends
- Integration insight: effective job design and analysis in public enterprises supports their model employer status, while executive development sustains managerial capability
Evaluation rubric
| Dimension | Weight | Max marks | Excellent | Average | Poor |
|---|---|---|---|---|---|
| Demand-directive understanding | 20% | 10 | Demonstrates precise grasp of three distinct directives: for (a) offers balanced critique with both supportive and critical stance; for (b) provides detailed elaboration with technique-skill mapping; for (c) establishes clear differentiation criteria rather than mere listing | Addresses all three parts but treats (a) descriptively without genuine critique, lists techniques in (b) without explaining how they develop specific skills, and provides overlapping definitions in (c) without sharp distinction | Misinterprets directives—describes instead of critically examines in (a), defines instead of elucidates in (b), or explains job analysis and design separately without comparing in (c) |
| Content depth & accuracy | 20% | 10 | Covers theoretical frameworks (Herzberg's two-factor theory for job design, Blake-Mouton for interpersonal skills) with accurate technical terminology; cites specific constitutional provisions (Articles 16, 43A) and ILO conventions relevant to model employer concept | Provides correct but superficial coverage—mentions job enrichment without Herzberg reference, lists T-groups without explaining sensitivity training mechanism, or states distinction without conceptual depth on job analysis methods | Factual errors—confuses job evaluation with job design, misidentifies decision-making techniques (e.g., calling role-play a decision tool), or makes inaccurate claims about public sector universal job security ignoring NPS/contractual trends |
| Structure & flow | 20% | 10 | Clear tripartite structure with visible sub-headings; logical internal organization in (a) moving from definition to achievements to critique; in (b) grouping techniques by skill type; in (c) using comparative table or parallel structure; smooth transitions between parts | All three parts present but uneven development—excessive detail in (a) squeezing (c), or techniques in (b) presented as unstructured list; some headings but inconsistent formatting | Poorly demarcated parts requiring examiner to identify where (b) begins; rambling narrative without paragraph breaks; or illogical sequence such as discussing job design before defining job analysis in (c) |
| Examples / case-law / data | 20% | 10 | Rich exemplification: for (a) cites specific PSUs (SAIL, BHEL, NTPC) as positive models and Air India/BSNL as problematic; for (b) references Indian management institutions (IIMs, ASCI) or corporate programs (TISCO, LIC); for (c) illustrates with job redesign cases like Tata Motors or BHEL shop-floor innovations | Generic references only—mentions 'public sector banks' without naming any, cites 'some companies' for training, or provides textbook definitions without applied examples in (c) | No Indian examples; uses only Western cases (Ford, GM) without adaptation; or completely omits examples making answer theoretical and abstract |
| Conclusion & analytical edge | 20% | 10 | Synthesizes three parts: argues that public enterprises' declining model employer status affects executive development investment, or that scientific job analysis/design is prerequisite for both fair employment practices and effective management development; offers forward-looking observation on gig economy challenges to traditional model employer concept | Summarizes each part separately without integration; restates points already made; or provides generic conclusion on importance of HRM without question-specific insight | No conclusion; abrupt ending after part (c); or contradictory conclusion that undermines earlier analysis (e.g., claiming public sector remains ideal model employer after extensive critique) |
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