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Management of Human Resources Performance Appraisal, Objective Measurement Training: Content, Process, Outcome
Agenda ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Performance Appraisal
Performance Appraisal ,[object Object]
History ,[object Object],[object Object],[object Object]
Purpose ,[object Object],[object Object],[object Object],[object Object]
Appraisal Process Establish Performance Standards with Employees Communicate Expectations Measure Actual Performance Compare Actual Performance with Standards Discuss the Appraisal with the Employee If Necessary, initiate Corrective Action
Appraisal Methods ,[object Object],[object Object],[object Object]
Appraisal Methods ,[object Object]
Types of Absolute Standards ,[object Object],[object Object],[object Object],[object Object],[object Object]
Types of Absolute Standards ,[object Object],[object Object],[object Object]
Types of Absolute Standards ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Types of Absolute Standards ,[object Object],[object Object],[object Object],[object Object]
Checklist Appraisal Sample Checklist Yes No 1) are the supervisors orders usually followed? 2) does the individual approach customers promptly? 3) does the individual suggest additional merchandise to customers? 4) does the individual keep busy whenn not serving a customer? 5) does the individual lose his temper in public? 6) does the individual volunteer to help other employees?
Types of Absolute Standards ,[object Object],[object Object],[object Object],[object Object],[object Object]
Types of Absolute Standards ,[object Object],[object Object],[object Object]
Graphic Rating Scale Sample Performance Factor Performance Rating Quality of work, skill, completeness Consistently unsatisfactory Occasionally unsatisfactory Consistently satisfactory  Sometimes superior Consistently superior Quantity of work done in a day Consistently unsatisfactory Occasionally unsatisfactory Consistently satisfactory  Sometimes superior Consistently superior Job knowledge is information pertinent to the job that an individual should have for satisfactory job performance Poorly informed about work duties Occasionally unsatisfactory Can answer most questions about the job Understands all phases of the job Has complete mastery of all phases of the job Dependability is following directions & company policies without supervision Requires constant supervision Requires occasional follow up Usually can be counted on Requires little supervision Requires absolute minimum supervision
Types of Absolute Standards ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Types of Absolute Standards ,[object Object],[object Object],[object Object]
Forced Choice Sample ,[object Object]
Types of Absolute Standards ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Types of Absolute Standards ,[object Object],[object Object],[object Object]
Behaviorally Anchored Rating Sample ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Types of Absolute Standards ,[object Object],[object Object],[object Object],[object Object],[object Object]
Appraisal Methods ,[object Object]
Types of Relative Standards ,[object Object],[object Object],[object Object]
Types of Relative Standards ,[object Object],[object Object],[object Object]
Types of Relative Standards ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Types of Relative Standards ,[object Object],[object Object],[object Object]
Types of Relative Standards ,[object Object],[object Object],[object Object]
Paired Comparison Sample ,[object Object],Employee Being Rated Comparison with Admir Betty Carmen Dante Emilio Admir - - - - Betty + + - + Carmen + - - - Dante + + + + Emilio + - - -
Types of Relative Standards ,[object Object],[object Object],[object Object],[object Object]
Appraisal Methods ,[object Object]
Common Elements of MBO ,[object Object],[object Object],[object Object],[object Object]
Factors that Distort Appraisals ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Factors that Distort Appraisals ,[object Object]
Factors that Distort Appraisals ,[object Object]
Factors that Distort Appraisals ,[object Object]
Factors that Distort Appraisals ,[object Object]
Creating Effective Appraisal Systems ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Creating Effective Appraisal Systems ,[object Object]
Creating Effective Appraisal Systems ,[object Object]
Creating Effective Appraisal Systems ,[object Object]
Creating Effective Appraisal Systems ,[object Object],[object Object],[object Object],[object Object]
Creating Effective Appraisal Systems ,[object Object]
Creating Effective Appraisal Systems ,[object Object]
Training
Definition of Training ,[object Object],[object Object],[object Object]
Purpose of Training ,[object Object],[object Object],[object Object],[object Object]
Purpose of Training ,[object Object],[object Object],[object Object],[object Object],[object Object]
Determining Training Needs What deficiencies if any do Incumbents have in the skills,  Knowledge, abilities, required To exhibit the necessary job behaviors? What behaviors are Necessary for each job  Incumbent to complete his Arranged tasks? What are the  organizations goals? What task must be completed To achieve the goals? Is There a need  for training?
Typical Training Methods ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Typical Training Methods ,[object Object]
Typical Training Methods ,[object Object],[object Object]
Typical Training Methods ,[object Object],[object Object]
Typical Training Methods ,[object Object],[object Object],[object Object]
Typical Training Methods ,[object Object]
Typical Training Methods ,[object Object],[object Object]
Measuring Training Effectiveness ,[object Object],[object Object],[object Object]
Measuring Training Effectiveness ,[object Object],[object Object]
Measuring Training Effectiveness ,[object Object]
Measuring Training Effectiveness ,[object Object]
Measuring Training Effectiveness ,[object Object]
Measuring Training Effectiveness ,[object Object]
Measuring Training Effectiveness ,[object Object]
Measuring Training Effectiveness ,[object Object]
References ,[object Object],[object Object],[object Object]
-END-

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HRM Presentation

  • 1. Management of Human Resources Performance Appraisal, Objective Measurement Training: Content, Process, Outcome
  • 2.
  • 4.
  • 5.
  • 6.
  • 7. Appraisal Process Establish Performance Standards with Employees Communicate Expectations Measure Actual Performance Compare Actual Performance with Standards Discuss the Appraisal with the Employee If Necessary, initiate Corrective Action
  • 8.
  • 9.
  • 10.
  • 11.
  • 12.
  • 13.
  • 14. Checklist Appraisal Sample Checklist Yes No 1) are the supervisors orders usually followed? 2) does the individual approach customers promptly? 3) does the individual suggest additional merchandise to customers? 4) does the individual keep busy whenn not serving a customer? 5) does the individual lose his temper in public? 6) does the individual volunteer to help other employees?
  • 15.
  • 16.
  • 17. Graphic Rating Scale Sample Performance Factor Performance Rating Quality of work, skill, completeness Consistently unsatisfactory Occasionally unsatisfactory Consistently satisfactory Sometimes superior Consistently superior Quantity of work done in a day Consistently unsatisfactory Occasionally unsatisfactory Consistently satisfactory Sometimes superior Consistently superior Job knowledge is information pertinent to the job that an individual should have for satisfactory job performance Poorly informed about work duties Occasionally unsatisfactory Can answer most questions about the job Understands all phases of the job Has complete mastery of all phases of the job Dependability is following directions & company policies without supervision Requires constant supervision Requires occasional follow up Usually can be counted on Requires little supervision Requires absolute minimum supervision
  • 18.
  • 19.
  • 20.
  • 21.
  • 22.
  • 23.
  • 24.
  • 25.
  • 26.
  • 27.
  • 28.
  • 29.
  • 30.
  • 31.
  • 32.
  • 33.
  • 34.
  • 35.
  • 36.
  • 37.
  • 38.
  • 39.
  • 40.
  • 41.
  • 42.
  • 43.
  • 44.
  • 45.
  • 46.
  • 48.
  • 49.
  • 50.
  • 51. Determining Training Needs What deficiencies if any do Incumbents have in the skills, Knowledge, abilities, required To exhibit the necessary job behaviors? What behaviors are Necessary for each job Incumbent to complete his Arranged tasks? What are the organizations goals? What task must be completed To achieve the goals? Is There a need for training?
  • 52.
  • 53.
  • 54.
  • 55.
  • 56.
  • 57.
  • 58.
  • 59.
  • 60.
  • 61.
  • 62.
  • 63.
  • 64.
  • 65.
  • 66.
  • 67.
  • 68. -END-

Editor's Notes

  1. Employee development: by determining weaknesses of an employee we are better able to train to lessen them Documentation: justification for employee decisions. e.g. employee termination could be justified byhis bad performance record
  2. Inflationary pressures: inflating or upgrading appraisals in order to lessen negative repercussions of appraisals Inappropriate substitutes for performance: the using a different criteria in place of another. For example, if criteria for a salespersons appraisal is affected by outside factors (economics) an appraiser may opt to use promptness, congeniality, etc as a place holder for this attribute