unit iii(hrm)
TRANSCRIPT
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Unit-III(HRM)
Expanding the talent poolRecruit & selection, career mgt. Developing
talent over time, Career development initiatives,HRM competencies, roles of HR
generalists,training & development
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Recruitment:-
Organizational activities that provide apool of applicants for the purpose offilling job openings.
It is a process of searching forprospective employees .
Stimulating & Encouraging them to
apply for jobs in the org.
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Factors Governing Recruitment
Internal Factors Recruitment Policy of the Org
Size of the org & the Number of EmployeesEmployed
Cost Involved in Recruitment
Growth & Expansion Plans of the Org.
External Factors Supply & Demand of Specific Skills in the Market Political & Legal considerations such as Reservations
of jobs for reserved Catagories
Companys Image Perception by the Job Seekers.
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Decision is made as to whether recruitment isnecessary
Job description is prepared
Specification is prepared
Plans are made on how and when toadvertise
Applicants are short-listed
References are requested
Candidates are invited for interviews andselection tests
The successful candidate is offered the joband signs the contract of employment
Steps Of Recruitment Process
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Sources Of Recruitment:
Present Employees
Unsolicited Applicants
Educational and Professional Instituitions Public Employment Offices
Private employment Agencies
Employee Referrals Help wanted Advertising
Walk-Ins
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Recruitment Sources( External)
Unsolicited
Employee referralsand networks
Advertisements(multimedia)
Recruiting online
Colleges andplacement offices
Employment agencies
Executive searchfirms
Professional
associations andmeetings
State Employmentservices
Outplacementservices
Community agencies
Job fairs
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RECRUITMENT PROCESS
PRACTICES BY
CAPGEMINI INDIA
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RECRUITMENT PROCESS FORFRESHER
WRITTEN /APPTITUDE.
GROUP DISCUSSION. PSYCHOMETRIC TEST(CONDITIONAL).
TECHNICAL
INTERVIEWS(CONDITIONAL). HR INTERVIEWS.
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RECRUITMENT PROCESS FOR
HIGHER POST
PSYCHOMETRIC TEST.
BUSINESS GAME.
HR INTERVIEWS.
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Difficulties in Recruitment process
Talent Acquistion.
Expensive.
Time Constraint.
Retention of employees.
Managing low attrition rate.
Budget.
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Challenges in Recruitent & Selection:
Talent Shortage
Attrition Rate
Reservations and other Gov. Policies Remoteness of Job
Scrutinity of employees credentials
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Basic Diff. Between Recruitment andSelection:
Recruitment- searching for and attractingapplicants qualified to fill vacant positions
Selection- Analyzing the qualifications ofapplicants and deciding upon those who showthe most potential
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Selection:
Is the process of discovering thequalifications & characteristics of thejob applicant in order to establish their
likely suitability for the job position.
A good selection requires a methodicalapproach to the problem of finding thebest matched person for the job
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Selection Process
1. Preliminary Interview
2. Selection Tests
3. Employment Interview4. Reference and Background Analysis
5. Physical Examination
6. Job Offer
7. Employment Contract
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THE SELECTION PROCESS
THE JOB APPLICATION BLANK
An orderly, convenient method of collectingnecessary information for determining an
applicants minimum qualifications.
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BARRIERS TO EFFECTIVE
SELECTION
Perception
Fairness Validity
Reliability
Pressure
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Career Management
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What Is A Career?
Traditional Career Sequence of positions held within an occupation
Context of mobility is within an organization
Characteristic of the employee Protean Career
Frequently changing based on changes in theperson and changes in the work environment
Employees take major responsibility for managingtheir careers
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Comparison of Traditional Careerand Protean Career:
Dimension Traditional Career Protean CareerGoal Promotions
Salary increase
Psychological success
Psychological contract Security for commitment Employability for flexibility
Mobility Vertical Lateral
Responsibility for
Management
Company Employee
Pattern Linear and expert Spiral and transitory
Expertise Know how Learn how
Development Heavy reliance on formal
training
Greater reliance on relationships and
job experiences
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What Is Career Management?
Career managementis the process throughwhich employees:
Become aware of their own interests, values,
strengths, and weaknesses. Obtain information about job opportunities within
the company.
Identify career goals.
Establish action plans to achieve career goals.
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Why Is Career ManagementImportant?
From the companys perspective, thefailure to motivate employees to plan theircareers can result in:
A shortage of employees to fill open positions
Lower employee commitment
Inappropriate use of monies allocated for trainingand development programs
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Why Is Career ManagementImportant?
(continued)
From the employees perspective, lack ofcareer management can result in:
Frustration
Feelings of not being valued by the company
Being unable to find suitable employment shoulda job change be necessary due to mergers,acquisitions, restructuring, or downsizing.
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A Model of Career Development
Career development is the process by whichemployees progress through a series of stages.
Each stage is characterized by a different set of
developmental tasks, activities, andrelationships.
There are four career stages:
Exploration
Establishment
Maintenance
Disengagement
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A Model of Career Development(continued)
Exploration Establishment Maintenance DisengagementDevelopmental
tasks
Identify interests,
skills, fit between self
and work
Advancement,
growth, security,
develop life style
Hold on to
accomplishments,
update skills
Retirement
planning, change
balance between
work and non-work
Activities Helping
Learning
Following directions
Making independent
contributions
TrainingSponsoringPolicy making
Phasing out of work
Relationships to
other employees
Apprentice Colleague Mentor Sponsor
Typical age Less than 30 30 45 45 60 61+
Years on job Less than 2 years 2
10 years More than 10 years More than 10 years
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The career management process:
Self-Assessment
RealityCheck
Goal Setting ActionPlanning
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Components of the CareerManagement Process:
Self-Assessment
Use of information by employees to determine theircareer interests, values, aptitudes, and behavioraltendencies.
Often involves psychological tests.
Reality Check
Information employees receive about how the
company evaluates their skills and knowledge andwhere they fit into company plans.
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Components of the CareerManagement Process: (continued)
Goal Setting
The process of employees developing short- andlong-term career objectives.
Usually discussed with the manager and written into adevelopment plan.
Action Planning
Employees determining how they will achieve their
short- and long-term career goals.
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Career Development initiatives
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Shared Responsibility:Roles in Career Management
Manager
Employees
Company
HR Manager
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Employees Role in Career
Management
Take the initiative to ask for feedback from managersand peers regarding their skill strengths andweaknesses.
Identify their stage of career development and
development needs. Seek challenges by gaining exposure to learning
opportunities.
Interact with employees from different work groups
inside and outside the company. Create visibility through good performance.
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Managers Role in Career
ManagementRoles Responsibilities
Coach Probe problems, interests, values, needsListenClarify concernsDefine concerns
Appraiser Give feedback
Clarify company standardsClarify job responsibilitiesClarify company needs
Advisor Generate options, experiences, and relationships
Assist in goal setting
Provide recommendations
Referral agent Link to career management resources
Follow up on career management plan
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HR Managers Role in Career
Management
Provide information or advice about trainingand development opportunities.
Provide specialized services such as testing
to determine employees values, interests,and skills.
Help prepare employees for job searches.
Offer counseling on career-related problems.
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Companys Role in Career
Management
Companies are responsible for providingemployees with the resources needed to besuccessful in career planning:
Career workshops
Information on career and job opportunities
Career planning workbooks
Career counseling
Career paths
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HR Role
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HR Management Competencies
and Careers Important HR CompetenciesStrategic contribution to organizational success
Business knowledge of organization and itsstrategies
Effective and effective delivery of HR services
Familiarity with HRMS technology
Personal credibility
SPEAK THE LANGUAGE OF THE
BUSINESS
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HR Management as a Career Field
HR Generalist
A person with responsibility for performing avariety of HR activities.
HR Specialist
A person with in-depth knowledge andexpertise in a limited area of HR.
HR ManagerA person who is a line manager for HR
Generalists and Specialists
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HR Management Roles
Administrative Role
Clerical and administrative support operations(e.g., payroll and benefits work)
Technology is transforming how HR services aredelivered.
Outsourcing HR services to reduce HR staffing costs
Operational and Employee Advocate Role Champion for employee concerns Employee crisis management
Responding to employee complaints
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WHAT IS A COMPETENCY-BASEDHUMAN RESOURCE SYSTEM?
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KEY POINTS OF ACOMPETENCY SYSTEM
Competency integration into all HR applications
Use classification to slot the job into the band ata particular level
Links individuals to the agency businessstrategy and vision--communication is critical
This will be a major cultural change effort
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HR Specialists
Source: HR Department Benchmarks and Analysis 2004(Washington, DC: Bureau of NationalAffairs, 2004), 119. To purchase this publication and find out more about other BNA HRsolutions visit http://hrcenter.bna.com or call 800-372-1033. Used with permission.
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HR Certification
Figure 19
The Human Resource Certification Institute offers three types ofprofessional certifications for HR generalists.
Details on these certifications are available from theHuman Resources Certification Institute, www.hrci.org.
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Changing Roles of HR Management
Note: Example percentages are based on various surveys.
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Strategic Role for HR
Strategic Role
Contributing at the Table to organizational
results
HR becomes a strategic business partner by: Focusing on developing HR programs that
enhance organizational performance.
Involving HR in strategic planning at the onset.
Participating in decision making on mergers,acquisitions, and downsizing.
Redesigning organizations and work processes
Accounting and documenting the financial resultsof HR activities.
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GPHR Certification
Global Professional in Human Resources(GPHR) certification subject areas:
Strategic international HR management
Organizational effectiveness and employeedevelopment
Global staffing
International assignment management
Global compensation and benefits
International employee relations and
regulations
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Other HR Certifications
Certified Compensation Professional (CCP), sponsored by theWorld at Work Association
Certified Employee Benefits Specialist (CEBS), sponsored by theInternational Foundation of Employee Benefits Plans
Certified Benefits Professional (CBP), sponsored by theWorldatWork Association
Certified Performance Technologist (CPT), co- sponsored by theAmerican Society for Training & Development and the InternationalSociety for Performance Improvement
Certified Safety Professional (CSP), sponsored by the Board ofCertified Safety Professionals
Occupational Health and Safety Technologist (OHST), given bythe American Board of Industrial Hygiene and the Board of CertifiedSafety Professionals
Certified Professional Outsourcing, provided by New York
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Training & Development
Need analysisTraining evaluation
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DEFINING TRAINING NEEDS
JOB TRAINING ANALYSIS
ORGANSATIONAL ANALYSIS
PERFORMANCE APPRAISAL
JOB ANALYSIS
CUSTOMER FEEDBACK
OBSERVATION OF EMPLOYEES
RECORDS OF EMPLOYEES PERFORMANCE
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I. Needs
Assessment
II. Developing &
Conducting
Training
III. EvaluatingTraining
Training Process Model
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I. Needs Assessment
1. Organizational Level
2. Job Level
3. Individual Level
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1. Organizational Level
Technology change.
Organizational
restructuring.
Change in workforce.
Marketing Plans.
Productivity measures
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2. Job Level
Job and task analysis.
Identify Key areas.
Review procedural andtechnical manuals.
Design Training Program
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3. Individual Level
Determine who needs training andwhat kind.
Tests. Prior training and experience.
Performance review.
Career assessment.
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II. Developing and ConductingTraining
1. Determine location and who will conduct thetraining.
o Onsite facilities vs. offsite.o Inside training staff vs. outside vendors.
2. Develop training curricula.
Based on job/task analysis and individual needs.
3. Select training methods.
o Considering learning principles.
o Consider appropriateness and cost.
Wh ill d th T i i ?
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Who will do the Training?
The magic apron method: people
train themselves the easiest ways toget the job done.
The person that is leaving trains:teaches shortcuts and ways of
breaking the rules.
Big sister, big brother method:passes on bad habits and may resent
new person as a competitor. The logical person to train new
workers is The employer!
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Kinds of training
Informalon the job, phone a friend
Formalattendance or completion
Formal certified,
Evidence of Return on Investment
Must be planned
Allows for customisation, relates to workplacestandards
H d E l L th
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How do Employees Learn theBest?
Learning is theacquisition of skills,knowledge, or attitudes.
The adult learningtheory is a field ofresearch that examineshow adults learn. Anumber of the followingtips come from the adultleaning theory.
H l l h b
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How employees learn the best: When they are actively involved in
the learning process-(to do thischoose a appropriate teachingmethod).
Training is relevant and practical.
Training material is organized andpresented in chunks.
Training is in an informal, quiet,
and comfortable setting. When they have a good trainer.
When they receive feedback onperformance.
Cl T i i Skill
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Classroom Training Skills
Be aware of appropriate body
language and speech. Watch how you talk to
employees. Covey respect andappreciation.
Handle problem behaviors in aneffective manner.
Avoid time wasters.
Facilitate employee participationand discussion.
Use visual aids to avoid
constantly referring to notes.
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3. Types of Training
1. Skills Training.
2. Retraining.
3. Cross-Functional.4. Team Training.
5. Creativity Training.
6. Literacy Training.
7. Diversity Training.
8. Customer Service.
Types of Training
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7. Diversity Training
Instituting a variety of programs to
instill awareness, tolerance,
respect, and acceptance ofpersons of different race, gender,
etc. and different backgrounds.
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8. Customer Service Training
Training to improve
communication, better
response to customerneeds, and ways to
enhance customer
satisfaction.
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6. Literacy Training
Improving basic skills of the
workforce such as mathematics,
reading, writing, and effective
employee behaviors such as
punctuality, responsibility,
cooperation,etc.
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Training Methods
Classroom Video
On-the-Job
Computer AssistedInstruction
Simulation
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Training evaluationprovides the
data needed to demonstrate thattraining does provide benefits to the
company.
P f E l ti
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Purpose of Evaluation
Feedback - on the effectivenessof the training activities
Control - over the provision oftraining
Intervention - into the
organizational processes thataffect training
Wh b l d
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What can be evaluated
Remember 3 Ps
The Plan
The Process
The Product
H t l t th Pl
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How to evaluate the Plan
Course Objectives
Appropriate selection of
participants Timeframe
Teaching Methods
How to Evaluate the
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How to Evaluate the
Process
Planning Vs. Implementation
Appropriate participants Appropriate time
Effective use of time
Teaching according to setobjectives
Methods for Process
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Methods for ProcessEvaluation
Observation by the teacherhim/herself
Observation by other teachers Questionnaire completed by
students
Evaluation discussion by students Staff meetings
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How to Evaluate the Product
Is only evaluation of the product sufficient Time
Ultimately all stages require evaluation in anycase
Changes in effectiveness
Impact Analysis
Achieving Targets
Attracting Resources
Satisfying Interested Parties
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Training Evaluation Criteria
TrainingEvaluation
Criteria
Reaction
KnowledgeOrganizational
results
Behaviour
Training Outcomes: Kirkpatricks Four-
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g pLevel Framework of EvaluationCriteriaLevel Criteria Focus
1 Reactions Trainee satisfaction
2 Learning Acquisition of knowledge, skills, attitudes, behavior
3 Behavior Improvement of behavior on the job
4 Results Business results achieved by trainees
T i i E l ti St
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Training Evaluation Steps
Evaluationcriteria
Pre-testTrained orDevelopedWorkers
Post-testTransfer to
the Job
Follow-upStudies
T f E l ti D i
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Types of Evaluation Designs
Train Measure
Post Test Only. Cannot tell if there is a changein knowledge or skill.
Measure Train Measure
Pre-test with Post-test. Detects a change, but
cannot tell if training was responsible.
T f E l ti D i
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Types of Evaluation Designs
Measure
Scientific Method: Training Group and Control Group.
Compare performance of Training Group and ControlGroup after training. IfTraining Group has higher
performance, it can be attributed to a training effect.
Train Measure
MeasureNoTrain
Measure
Outcomes Used in Evaluating Training
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Outcomes Used in Evaluating TrainingPrograms:
CognitiveOutcomes Skill-Based
Outcomes
Affective
Outcomes
Results
Return on
Investment
Outcomes Used in Evaluating Training
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Outcomes Used in Evaluating TrainingPrograms: (continued)
Cognitive Outcomes Determine the degree to which trainees are familiar
with the principles, facts, techniques, procedures, orprocesses emphasized in the training program.
Measure what knowledge trainees learned in theprogram.
Skill-Based Outcomes Assess the level of technical or motor skills.
Include acquisition or learning of skills and use ofskills on the job.
Outcomes Used in Evaluating Training
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Outcomes Used in Evaluating TrainingPrograms: (continued)
Affective Outcomes Include attitudes and motivation.
Trainees perceptions of the program including the
facilities, trainers, and content.
Results
Determine the training programs payoff for the
company.
Outcomes Used in Evaluating Training
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Outcomes Used in Evaluating TrainingPrograms: (continued)
Return on Investment (ROI) Comparing the trainings monetary benefits with the
cost of the training.
Direct costs
Indirect costs
Benefits
Training Program Objectives and
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Training Program Objectives andTheir Implications for Evaluation:
Reactions: Did trainees like the program?
Did the environment help learning?
Was material meaningful?
Skill-Based: Ratings by peers or managers
based on observation of behavior
Cognitive: Pencil-and-paper tests Affective: Trainees motivation or job attitudes
Skill-Based: Performance on a work sample Results: Did company benefit through sales,
quality, productivity, reduced
accidents, and complaints?
Performance on work equipment
Outcomes
Learning Transfer
Objective
How do you know if your outcomes
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How do you know if your outcomesare good?
Good training outcomes need to be:
Relevant
Reliable Discriminate
Practical
G d O R l
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Good Outcomes: Relevance
Criteria relevance
the extent to which trainingprograms are related to learned capabilitiesemphasized in the training program.
Criterion contamination
extent that trainingoutcomes measure inappropriate capabilities orare affected by extraneous conditions.
Criterion deficiency failure to measure
training outcomes that were emphasized in thetraining objectives.
Criterion deficiency relevance and
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Criterion deficiency, relevance, andcontamination:
Relevance
Outcomes
Identified by Needs
Assessment andIncluded in
Training Objectives
Outcomes
Measured inEvaluation
DeficiencyContamination
Outcomes Related to Training Objectives
G d O t
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Good Outcomes (continued)
Reliability
degree to which outcomes canbe measured consistently over time.
Discrimination degree to which trainees
performances on the outcome actually reflecttrue differences in performance.
Practicality refers to the ease with which
the outcomes measures can be collected.
Evaluation Designs: Threats to
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Evaluation Designs: Threats toValidity
Threats to validity refer to a factor thatwill lead one to question either:
The believability of the study results (internal
validity), or The extent to which the evaluation results are
generalizable to other groups of trainees andsituations (external validity)
Th t t V lidit
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Threats to Validity
Threats To Internal Validity Company
Persons
Outcome Measures Threats To External Validity
Reaction to pretest
Reaction to evaluation
Interaction of selection and training
Interaction of methods
P f t i
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Performance management is:
PM ,The process by which executives,managers, and supervisors work to alignemployee performance with the firms goals
Performance appraisalis the process bywhich organizations evaluate employee jobperformance.
Appraisal Data Is Needed For...
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pp
Assessment of current employee performance
are performance standards being met? Training needs
what does the employee need to learn in order to improve current workperformance?
Career planning and development assessing an employees strengths and weaknesses to determine
advancement Compensation programs
provides a basis for rational decisions regarding pay adjustments (raisesand bonuses)
Internal employee relations used for decisions in several areas of internal employee relations, including
promotion, demotion, termination, layoff, and transfer (transfers, layoffs,terminations)
Recruitment and selection generates data to validate selection criteria
Human resource planning assessment data is helpful in building replacement or succession charts
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Uses of Performance
Appraisals Performance Improvement.
Compensation Adjustments.
Placement decisions.
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Uses of Performance
Appraisals Training and development needs.
Career planning and development.
Deficiencies in staffing process.
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Performance Standards
Performance Standards. The benchmark against
which performance is measured.
Establishing Performance Criteria
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(Standards)
Traits
Behaviors
Competencies
Goal Achievement
ImprovementPotential
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Performance Measures
Performance Measures. The ratings used to evaluate
employee performance
PERFORMANCE APPRAISAL REPONSIBILITY
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HUMAN RESOURCE DEPARTMENTDesigns the performance appraisal system
Establishes and monitors a reporting system
Trains managers in how to conduct appraisals
Safeguards performance appraisal records
MANAGERS & SUPERVISORS
Evaluates employee performance
Completes the appraisal documents and forms
Reviews appraisals with employees
Performance Appraisal ProcessExternal EnvironmentI t l E i t
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Internal Environment
Identify Specific
Performance AppraisalGoals
Establish PerformanceCriteria (Standards) andCommunicate Them To
Employees
Examine Work Performed
Appraise the Results
Discuss Appraisal withEmployee
Appraisal Process
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Appraisal Process
Establish and communicate expectationsfor performance.
Observe and measure individual
performance against standards. Reinforce performance to provide
remedies
Establish and Communicate
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Expectations
During the planning process and relatedaction plans, the supervisor spells outwho is to do what in order to accomplishthe department objectives. This information will indicate what each
employee must do in order to help the
department or work group meet itsobjectives. One approach is to list three to five major
responsibilities of each position; then focus onthese responsibilities.
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It is important that each employee knowsand understands what is expected.
The supervisor must communicate the
objectives effectively. Employees are most likely to understand and
be committed to objectives when they have asay in developing.
Observe and Measure Individual
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Performance
Through the control process, thesupervisor should continuously gatherinformation about each employees
performance. This is an ongoing process, not something the
supervisor saves to do when filling outappraisal forms.
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Past-Oriented Appraisal
Methods
Rating scale (1 to 10)
Checklist
Forced choice method (yes or no)
Critical incident method
Behaviourally anchored rating scales (agree
disagree
HOW OFTEN SHOULD APPRAISALS BE DONE?
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HOW OFTEN SHOULD APPRAISALS BE DONE?
ANNUALLY (Once a year)
SEMI-ANNUALLY (every 6 months)
QUARTERLY (every 3 months)
MONTHLY
CONTINUOUSLY
WHO SHOULD CONDUCT THE APPRAISAL?
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IMMEDIATE SUPERVISOR
SUBORDINATES
COWORKERS (Peers)
OUTSIDERS Customers
Constituents
Consultants
SELF-APPRAISAL
GROUPS or TEAMS
Problems in Performance Appraisal
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Problems in Performance Appraisal
Appraiser discomfort Lack of objectivity
Halo/horn error
Leniency/strictness
Central tendency
Recent behavior bias
Personal bias
Manipulating the evaluation Employee anxiety
Problems in Performance Appraisal
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Problems in Performance Appraisal
Appraiser discomfort Lack of objectivity
Halo/horn error
Leniency/strictness
Central tendency
Recent behavior bias
Personal bias
Manipulating the evaluation Employee anxiety
Appraiser Discomfort
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Appraiser Discomfort
Performanceappraisal processcuts into managers
time Experience can be
unpleasant when
employee has notperformed well
Lack of Objectivity
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Lack of Objectivity
In rating scales method, commonly usedfactors such as attitude, appearance, andpersonality are difficult to measure
Factors may have little to do withemployees job performance
Employee appraisal based primarily onpersonal characteristics may place
evaluator and company in untenablepositions
Halo/Horn Error
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Halo/Horn Error
Halo error - Occurs when managergeneralizes one positiveperformancefeature or incident to all aspects ofemployee performance resulting inhigher rating
Horn error - Evaluation error occurswhen manager generalizes one
negativeperformance feature orincident to all aspects of employeeperformance resulting in lower rating
Leniency/Strictness
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Leniency/Strictness
Leniency - Givingundeserved high ratings
Strictness - Being unduly
critical of employees workperformance
Worst situation is when firmhas both lenient and strict
managers and does nothingto level inequities
Central Tendency
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Central Tendency
Error occurs when employees areincorrectly rated near average or middle ofscale
May be encouraged by some rating scalesystems requiring evaluator to justify inwriting extremely high or extremely low
ratings
Recent Behavior Bias
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Recent Behavior Bias
Employees behavior often improves andproductivity tends to rise several days orweeks before scheduled evaluation
Only natural for rater to remember recentbehavior more clearly than actions frommore distant past
Maintaining records of performance
Personal Bias (Stereotyping)
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Personal Bias (Stereotyping)
Managers allow individual differencessuch as gender, race or age to affectratings they give
Effects of cultural bias, or stereotyping,can influence appraisals
Other factors Example: mild-manneredemployees may be appraised more
harshly simply because they do notseriously object to results
Manipulating the Evaluation
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Manipulating the Evaluation
Sometimes, managers control virtuallyevery aspect of appraisal process and arein position to manipulate system
Example: Want to give pay raise tocertain employee. Supervisor may giveemployee a undeserved high performance
evaluation
Employee Anxiety
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Employee Anxiety
Evaluation process maycreate anxiety forappraised employee
Opportunities forpromotion, better workassignments, and
increased compensationmay hinge on results
Reasons for Intentionally InflatingRatings
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Ratings
Believe accurate ratings would damage subordinatesmotivation and performance.
Improve employees eligibility for merit raises.
Avoid airing departments dirty laundry.
Avoid creating negative permanent record that might
haunt employee in future. Protect good workers whose performance suffered
because of personal problems.
Reward employees displaying great effort even when
results were relatively low. Avoid confrontation with hard-to-manage employees.
Promote a poor or disliked employee up and out ofdepartment.
Reasons for IntentionallyLowering Ratings
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Lowering Ratings
Scare better performance out of employee. Punish difficult or rebellious employee.
Encourage problem employee to quit.
Create strong record to justify planned firing. Minimize amount of merit increase a subordinate
receives.
Comply with organizational edict that discouragesmanagers from giving high ratings.
APPRAISAL METHODS
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NARRATIVES
ESSAYSCRITICAL INCIDENTS
RANKING COMPARISONS
ALTERNATION
PAIRED COMPARISONS
CHECKLISTSSIMPLE
WEIGHTED
RATING SCALES
GRAPHIC RATING SCALES
BEHAVIORALLY ANCHORED RATING SCALES (BARS)BEHAVIORAL OBSERVATION SCALES (BOS)
OBJECTIVE MEASURESNATURAL COUNTS (Quantity produced, etc)
GOALSETTING STANDARDS (MBO, etc)
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Cont.
Recording PerformanceQuantitative Performance Standards
Sales force performance analysis
Name.......................................................date.........................
Problem Fair Average Good Superior
A. Job factors
1. Product knowledge
2. Customer knowledge
3. Relationship with customers
4. Number of sales calls made
5. Quota performance
6. Service follow-up
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B. Personal factors
1. Punctuality
2. General attitude
3. Dress and appearance
4. Diligence
5. Cooperation
6. Accuracy
7. Adaptability
8. Reliability
Strengths:_________________________________________________________
__________________________________________________________________
Weakness: __________________________________________________________
__________________________________________________________________
Comments_______________________________________________________________________