Unit 4 - Training and Performance Appraisal

Training

Process of teaching employees the basic knowledge and skills they need to perform their job successfully

Benefits of training

• Better job performance and outputs

• Fewer accidents and injuries 

• Enhanced employer brand 

• Greater employee retention

Negligent Training

• Legal claims that can be brought against an organization 

• Employer fails to train adequately 

• Actions of poorly trained employees result in injuries or loss to a third party 

• Claimed by the harmed party 

Step 1

Training Needs Analysis

Training Needs Analysis

Process of determining the training that needs to be completed so that employees can do their jobs well

Step 2

Method of Training

Classroom Training

• Instructor leading group in lecture-style sessions 

• Effective for large groups 

• Loss of productivity

On-The-Job Training

• Trainee practices job skills at the workplace under the guidance of a mentor 

• Regular feedback 

• Not taxing on resources 

• Trainees can be productive 

• Mentors may be ineffective

Adventure-Based Learning

• Participating in challenging, structured physical activities

• Effective for team-based and managerial jobs 

• Cooperation, teamwork, trust, communication, problem-solving, conflict management, leadership 

• Taxing on time and resources 

• Loss of productivity

E-learning

• Web-based or computer-based 

• Inexpensive to implement (but can be costly to develop)

• Flexible

• Consistent (multi-regional organizations benefit)

• Dependent on trainee motivation

Simulations

• Place trainees in situations similar to those encountered on the job

• Trainees tend to be very receptive to this approach 

• High level of retention 

• Expensive to develop and maintain

Step 3

Validation

Validation

• Pilot-test the training program 

• Administer to a representative sample of trainees 

• Assess whether training objectives have been met (if not met, return to earlier steps)

Step 4

Implementation

Implementation

• Implement the training within the organization 

• Aiming to maximize transfer of training → extent to which behaviors learned during training will be performed on the job and maintained over time 

Step 5

Evaluation, Kirkpatrick’s Training Evaluation Model

Level 1 - Reaction

1. Reactions or feelings of trainees about the training 

2. Was it enjoyable? Engaging? Relevant? Effective?

Level 2 - Learning

1. Assess whether trainees learned what they were supposed to learn 

2. Commonly evaluated through tests

Level 3 - Behavior

1. Changes in performance exhibited on the job as a result of the training 

2. I.e. transfer of training 

3. Typically assessed through observation

Level 4 - Results

1. Organizational benefits that stem from training 

2. E.g. increased sales, increased customer satisfaction, better products

Performance Management

A system that defines, measures, and develops the performance of the workforce within the organization - Aligns employees’ activities with the overall strategy of an organization 

The Performance Management Process

1. The organization’s strategic goals 

   a. Financial or non-financial outcomes that the organization hopes to achieve 

2. Employee Objectives 

   b. Translates organizational goals into employee objectives (measurable and time-bound)

3. Monitoring and support 

   c. Monitoring, frequent feedback, and provision of support by the organization 

4. Evaluation 

   d. Assess the degree to which objectives were met 

5. Consequences 

   e. Meaningful consequences administered, if applicable (but prioritize support)

Alternation Ranking Method

• Identify the highest and lowest-performing employees in an iterative manner 

• Difficult in large organizations 

• Resultant feedback is not informative

Forced Distribution Method

• A predetermined percentage of employees placed into performance categories 

• Useful for large organizations 

• May unfairly limit recognition of high-performing employees

• Feedback may be limited

Graphic Rating Scale

• The extent to which an employee shows proficiency on a given characteristic 

• Ratings are made using an established scale

Behaviorally Anchored Rating Scale

• Key performance dimensions are identified 

• The rating scale is developed for each performance dimension 

• Behavioral exemplars are developed for each level on the rating scale

• Clearer criteria and feedback 

• Time-consuming to develop

Primary Effect

The first impression made by an employee affects all subsequent ratings 

Recency Effect

Ratings are heavily based on the most recent work behavior

Leniency Error

assigning inaccurately high ratings to all employees

Severity Error

assigning inaccurately low ratings to all employees

Central Tendency Error

inaccurately rating all employees at/near the middle of a rating scale