Week 5
Chapters 7 and 8
Appraising and Managing Performance – Training the Workforce
© 2004 Pearson Education Canada Inc., Toronto, Ontario 7-1
© 2004 Pearson Education Canada Inc., Toronto, Ontario 7-2
The Performance Appraisal Process
Three steps:
1. Defining performance expectations
2. Appraising performance
3. Providing feedback to employee
regarding performance
Three steps:
1. Defining performance expectations
2. Appraising performance
3. Providing feedback to employee
regarding performance
© 2004 Pearson Education Canada Inc., Toronto, Ontario 7-3
The Performance Appraisal Process
1. Provides information for promotion and salary
decisions
2. Provides opportunity for reinforcement and/or
corrective action regarding performance
3. Provides opportunity to review career plans
1. Provides information for promotion and salary
decisions
2. Provides opportunity for reinforcement and/or
corrective action regarding performance
3. Provides opportunity to review career plans
Why Should Performance Be Appraised?
© 2004 Pearson Education Canada Inc., Toronto, Ontario 7-4
The Performance Appraisal Process
–lack of standards; irrelevant, subjective,
unrealistic standards–poor measures of performance–rater errors–poor feedback to employees; eg. arguing–failure to use evaluation results for decision
making
–lack of standards; irrelevant, subjective,
unrealistic standards–poor measures of performance–rater errors–poor feedback to employees; eg. arguing–failure to use evaluation results for decision
making
Performance Appraisal Problems
© 2004 Pearson Education Canada Inc., Toronto, Ontario 7-5
Step 1: Defining Performance Expectations
–job description often insufficient to clarify
performance expectations
–measurable standards should be developed
for each position
–job description often insufficient to clarify
performance expectations
–measurable standards should be developed
for each position
© 2004 Pearson Education Canada Inc., Toronto, Ontario 7-6
Step 2: Appraisal Methods—Who, How
Trait: _____ ____ Outstanding
____ Very Good
____ Good
____ Improvement Needed
____ Unsatisfactory
____ Not Rated
Trait: _____ ____ Outstanding
____ Very Good
____ Good
____ Improvement Needed
____ Unsatisfactory
____ Not Rated
Graphic Rating Scale
© 2004 Pearson Education Canada Inc., Toronto, Ontario 7-7
Appraisal Methods
Critical Incident Method
–keep a record of:• uncommonly good• undesirable
work-related behaviours–review with employee at predetermined times
–keep a record of:• uncommonly good• undesirable
work-related behaviours–review with employee at predetermined times
© 2004 Pearson Education Canada Inc., Toronto, Ontario 7-8
Appraisal Methods
Behaviourally Anchored Rating Scales (1 of 2)
1. Generate critical incidents (job experts specify
effective and ineffective job-related behaviours)
2. Develop performance dimensions (experts
group incidents into clusters)
3. Reallocate incidents (different experts group
incidents into same clusters; retain incidents
similarly assigned twice)
1. Generate critical incidents (job experts specify
effective and ineffective job-related behaviours)
2. Develop performance dimensions (experts
group incidents into clusters)
3. Reallocate incidents (different experts group
incidents into same clusters; retain incidents
similarly assigned twice)
© 2004 Pearson Education Canada Inc., Toronto, Ontario 7-9
Appraisal Methods
Behaviourally Anchored Rating Scales (2 of 2)
4. Scale the incidents (from effective to
ineffective behaviour)
5. Develop final instrument (6-7 incidents
used as behavioural anchors for each
performance dimension)
4. Scale the incidents (from effective to
ineffective behaviour)
5. Develop final instrument (6-7 incidents
used as behavioural anchors for each
performance dimension)
© 2004 Pearson Education Canada Inc., Toronto, Ontario 7-10
Appraisal Methods
Management by Objectives (MBO)
1. Set the organization’s goals
2. Set departmental goals
3. Discuss departmental goals
4. Define expected results (individual)
5. Performance reviews: measure the results
6. Provide feedback
1. Set the organization’s goals
2. Set departmental goals
3. Discuss departmental goals
4. Define expected results (individual)
5. Performance reviews: measure the results
6. Provide feedback
© 2004 Pearson Education Canada Inc., Toronto, Ontario 7-11
Appraisal Methods
Management by Objectives (MBO)
Problems
1. Setting unclear, unmeasurable objectives
2. Time consuming
3. Tug of war between manager and employee
Problems
1. Setting unclear, unmeasurable objectives
2. Time consuming
3. Tug of war between manager and employee
© 2004 Pearson Education Canada Inc., Toronto, Ontario 7-12
Appraisal Methods
Technology-based Methods
New software programs enable employees to
check their own performance against prescribed
criteria
New software programs enable employees to
check their own performance against prescribed
criteria
© 2004 Pearson Education Canada Inc., Toronto, Ontario 7-13
Performance Appraisal: Problems and Solutions
–validity
–reliability
–unclear standards
–validity
–reliability
–unclear standards
Validity and Reliability
© 2004 Pearson Education Canada Inc., Toronto, Ontario 7-14
Performance Appraisal: Problems and Solutions
Who Should Do the Appraisal?
–immediate supervisor–peers–rating committees–self–employees/subordinates–360-degree appraisal (all of the above)
–immediate supervisor–peers–rating committees–self–employees/subordinates–360-degree appraisal (all of the above)
© 2004 Pearson Education Canada Inc., Toronto, Ontario 7-15
Dealing with Rater Errors
–halo effect–central tendency–leniency or strictness–appraisal bias–recency effects–similar-to-me bias
–halo effect–central tendency–leniency or strictness–appraisal bias–recency effects–similar-to-me bias
© 2004 Pearson Education Canada Inc., Toronto, Ontario 7-16
Performance Appraisal: Problems and Solutions
Avoiding Appraisal Problems
Ensure rater
awareness
of problems
Ensure rater
awareness
of problems
Train
supervisors
to eliminate
rating errors
Train
supervisors
to eliminate
rating errors
Ensure that
appraisals are
reviewed by
the supervisor’s
immediate boss
Ensure that
appraisals are
reviewed by
the supervisor’s
immediate boss
© 2004 Pearson Education Canada Inc., Toronto, Ontario 7-17
Step 3: Providing Feedback—The Appraisal Interview
Appraisal Interview
–An interview in which the supervisor and
employee review the appraisal and make
plans to remedy deficiencies and reinforce
strengths
–An interview in which the supervisor and
employee review the appraisal and make
plans to remedy deficiencies and reinforce
strengths
© 2004 Pearson Education Canada Inc., Toronto, Ontario 7-18
The Appraisal Interview
How to Prepare for the Appraisal Interview
–assemble the data–prepare the employee–choose the time and place
–assemble the data–prepare the employee–choose the time and place
© 2004 Pearson Education Canada Inc., Toronto, Ontario 7-19
The Appraisal Interview
How to Conduct an Appraisal Interview
–be direct and specific–focus on job-related behaviours–encourage the person to talk–develop an action plan
–be direct and specific–focus on job-related behaviours–encourage the person to talk–develop an action plan
© 2004 Pearson Education Canada Inc., Toronto, Ontario 7-20
The Appraisal Interview
How to Handle a Defensive Employee
–recognize that defensive behaviour is normal
–never attack a person’s defenses
–postpone action
–recognize human limitations
–recognize that defensive behaviour is normal
–never attack a person’s defenses
–postpone action
–recognize human limitations
© 2004 Pearson Education Canada Inc., Toronto, Ontario 7-21
The Appraisal Interview
–constructive criticism within a dignified
context
–ensure the interview leads to improved
performance
–consider appropriate use of formal written
warnings
–constructive criticism within a dignified
context
–ensure the interview leads to improved
performance
–consider appropriate use of formal written
warnings
© 2004 Pearson Education Canada Inc., Toronto, Ontario 7-22
Legal and Ethical Issues
–should be the bedrock of a performance
appraisal
–accurate feedback is based on human rights
legislation prohibitions
–should be the bedrock of a performance
appraisal
–accurate feedback is based on human rights
legislation prohibitions
© 2004 Pearson Education Canada Inc., Toronto, Ontario 7-23
Orienting Employees
Provides new employees with basic
background information about:–the organization–the job
Provides new employees with basic
background information about:–the organization–the job
Reality Shock–discrepancy between new employee’s
expectations and reality
© 2004 Pearson Education Canada Inc., Toronto, Ontario 7-24
Orienting Employees
–better job performance–reduced turnover–less disciplinary action–fewer grievances–reduced number of workplace injuries
–better job performance–reduced turnover–less disciplinary action–fewer grievances–reduced number of workplace injuries
Purpose of Orientation Programs
© 2004 Pearson Education Canada Inc., Toronto, Ontario 7-25
Orienting Employees
–too much information in a short time
–too many forms to fill out
–little or no orientation
–HR information too broad; supervisory
information too detailed
–too much information in a short time
–too many forms to fill out
–little or no orientation
–HR information too broad; supervisory
information too detailed
Problems With Orientation Programs
© 2004 Pearson Education Canada Inc., Toronto, Ontario 7-26
Orienting Employees
Employee
reaction
Employee
reaction
Evaluation of Orientation
Socialization
effects
Socialization
effectsCost/benefit
analysis
Cost/benefit
analysis
© 2004 Pearson Education Canada Inc., Toronto, Ontario 7-27
The Training Process
Step 5. Evaluation and Follow-upStep 5. Evaluation and Follow-up
Step 4. ImplementationStep 4. Implementation
Step 3. ValidationStep 3. Validation
Step 2. Instructional DesignStep 2. Instructional Design
Step 1. Needs AnalysisStep 1. Needs Analysis
© 2004 Pearson Education Canada Inc., Toronto, Ontario 7-28
The Training Process
–identify required job performance skills
–analyze audience
–develop specific measurable objectives
–identify required job performance skills
–analyze audience
–develop specific measurable objectives
Step 1: Needs Analysis
© 2004 Pearson Education Canada Inc., Toronto, Ontario 7-29
The Training Process
–prepare curriculum
–ensure training materials support learning
objectives
–ensure quality and effectiveness of program
elements
–prepare curriculum
–ensure training materials support learning
objectives
–ensure quality and effectiveness of program
elements
Step 2: Instructional Design
© 2004 Pearson Education Canada Inc., Toronto, Ontario 7-30
The Training Process
–validate training using representative audience
–make revisions based on pilot results
–validate training using representative audience
–make revisions based on pilot results
Step 3: Validation
© 2004 Pearson Education Canada Inc., Toronto, Ontario 7-31
The Training Process
–train-the-trainer workshops
–focus on presentation as well as content
–train-the-trainer workshops
–focus on presentation as well as content
Step 4: Implementation
© 2004 Pearson Education Canada Inc., Toronto, Ontario 7-32
The Training Process
1. Reaction
–document learners’ immediate reactions
2. Learning
–use feedback devices to measure learning
1. Reaction
–document learners’ immediate reactions
2. Learning
–use feedback devices to measure learning
Step 5: Evaluation and Follow-up (1 of 2)
© 2004 Pearson Education Canada Inc., Toronto, Ontario 7-33
The Training Process
3. Behaviour –note supervisory reactions to learners’
performance following training
4. Results –measure improvement in learners’ job
performance
3. Behaviour –note supervisory reactions to learners’
performance following training
4. Results –measure improvement in learners’ job
performance
Step 5: Evaluation and Follow-up (2 of 2)
© 2004 Pearson Education Canada Inc., Toronto, Ontario 7-34
Training Needs Analysis
Task Analysis (for new employees)
–list tasks–when and how often performed–quantity and quality of performance–conditions under which performed–competencies required–where best learned
Task Analysis (for new employees)
–list tasks–when and how often performed–quantity and quality of performance–conditions under which performed–competencies required–where best learned
© 2004 Pearson Education Canada Inc., Toronto, Ontario 7-35
Training Needs Analysis
Performance Analysis
(for existing employees)
–appraise performance–distinguish between “can’t do”
and “won’t do”
Performance Analysis
(for existing employees)
–appraise performance–distinguish between “can’t do”
and “won’t do”
© 2004 Pearson Education Canada Inc., Toronto, Ontario 7-36
Training Techniques
–on-the-job
–apprenticeship
–job instruction
–lectures
–videoconferencing
–on-the-job
–apprenticeship
–job instruction
–lectures
–videoconferencing
–programmed learning
–vestibule/simulated
–e-learning
–computer-based
training (CBT)
–programmed learning
–vestibule/simulated
–e-learning
–computer-based
training (CBT)
© 2004 Pearson Education Canada Inc., Toronto, Ontario 7-37
Training Techniques
1. Preparation of learner
2. Presentation of the operation
3. Performance tryout
4. Follow-up
1. Preparation of learner
2. Presentation of the operation
3. Performance tryout
4. Follow-up
On-the-Job Training
© 2004 Pearson Education Canada Inc., Toronto, Ontario 7-38
Training Techniques
1. Present questions, facts or problems to the
learner
2. Allow the learner to respond
3. Provide feedback on the accuracy of answers
1. Present questions, facts or problems to the
learner
2. Allow the learner to respond
3. Provide feedback on the accuracy of answers
Programmed Learning
© 2004 Pearson Education Canada Inc., Toronto, Ontario 7-39
Training for Special Purposes
International business trainingInternational business training
Diversity trainingDiversity training
Customer service trainingCustomer service training
AIDS educationAIDS education
Literacy trainingLiteracy training
Training for teamwork and empowermentTraining for teamwork and empowerment
© 2004 Pearson Education Canada Inc., Toronto, Ontario 7-40
Evaluating the Training Effort
ReactionReaction
ResultsResults
LearningLearning
BehaviourBehaviour
© 2004 Pearson Education Canada Inc., Toronto, Ontario 7-41
Management and Executive Development
–improves managerial performance by:
imparting knowledge, changing attitudes, or
increasing skills
–may be company-wide, or position-focused
–includes succession planning
–improves managerial performance by:
imparting knowledge, changing attitudes, or
increasing skills
–may be company-wide, or position-focused
–includes succession planning
Management development:
© 2004 Pearson Education Canada Inc., Toronto, Ontario 7-42
Management and Executive Development
–Developmental Job Rotation
–Coaching/Understudy Approach
–Action Learning
–Developmental Job Rotation
–Coaching/Understudy Approach
–Action Learning
On-the-job Management-development techniques:
© 2004 Pearson Education Canada Inc., Toronto, Ontario 7-43
Management and Executive Development
–The Case Study Method—Management Games
–Outside Seminars—Role-playing
–College/University-related Programs
–Behaviour Modelling
–In-house Development Centres
–The Case Study Method—Management Games
–Outside Seminars—Role-playing
–College/University-related Programs
–Behaviour Modelling
–In-house Development Centres
Off-the-job Management-development techniques:
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