appraising and managing performance - training the workforce

Week 5

Chapters 7 and 8

Appraising and Managing Performance – Training the Workforce

© 2004 Pearson Education Canada Inc., Toronto, Ontario 7-1


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



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?



–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


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


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


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


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)


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)


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


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


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


Performance Appraisal: Problems and Solutions

–validity

–reliability

–unclear standards

–validity

–reliability

–unclear standards

Validity and Reliability



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)


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



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


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


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



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



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



–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


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


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


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


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


Orienting Employees

Employee

reaction

Employee

reaction

Evaluation of Orientation

Socialization

effects

Socialization

effectsCost/benefit

analysis

Cost/benefit

analysis


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



–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



–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



–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



–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



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)



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)


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


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”


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)


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


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


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


Evaluating the Training Effort

ReactionReaction

ResultsResults

LearningLearning

BehaviourBehaviour


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:



–Developmental Job Rotation

–Coaching/Understudy Approach

–Action Learning

–Developmental Job Rotation

–Coaching/Understudy Approach

–Action Learning

On-the-job Management-development techniques:



–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:

appraising and managing performance - training the workforce

Business

performance appraisal

degree appraisal

appraisal methodswho

performance training

appraising performance

improved performance

employeeregarding performance

appraisal methods management