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Unit 4 - Training and Appraisement
UNIT 4, LECTURE I: INTRODUCTION TO EMPLOYEE TRAINING
Overview of consumer behavior and human resources in the context of employee training.
Page 2: Training: What Is It?
Definition: Process of teaching employees basic knowledge, skills, and behaviors necessary to perform their jobs.
Purpose: Ensures employees can perform their job correctly and safely.
Page 3: Benefits of Training
Enhanced Job Performance: Improves effectiveness and productivity of employees.
Reduction in Accidents and Injuries: Promotes safe work practices and minimizes risks.
Increased Employee Engagement and Satisfaction: Training enhances job satisfaction and morale.
Page 4: Benefits of Training: Negligent Training
Definition: Occurs when an employer fails to provide adequate training.
Consequences: Can lead to employee actions resulting in injuries or financial loss.
Causes: Can arise from either under-training employees or improper adherence to training protocols.
UNIT 4, LECTURE 2: TRAINING PROGRAM DEVELOPMENT
Introduction to the development of effective training programs.
Page 6: Step 1: Training Needs Analysis
Process Overview: Determine training requirements for employees to perform effectively.
Objectives: Identify new training opportunities or gaps in current training initiatives.
Analysis Types:
Organization analysis
Task analysis
Person analysis
Page 7: Step 1: Training Needs Analysis (Organization Analysis)
Factors Considered:
Organizational goals
Training climate
Barriers to effective training
Establishes context for training.
Page 8: Step 1: Training Needs Analysis (Person Analysis)
Identifies trainees who require training.
Clarifies current knowledge levels of trainees.
Examines characteristics and needs of trainees.
Page 9: Step 1: Training Needs Analysis (Task Analysis)
Definition: Specific actions needed to achieve a goal.
Jobs contain multiple tasks contributing to overall performance.
Page 10: Step 1: Training Needs Analysis (Task Analysis & Performance Standards)
Performance Threshold: Minimum acceptable standard of performance.
Identifies key job-related tasks essential for success.
Page 11: Step 1: Training Needs Analysis (Task Analysis Criteria)
Criteria Considered:
Performance standards description
Task frequency
Required skills and knowledge
Conditions for task performance
Helps pinpoint essential tasks.
Page 12: Step 2: Method of Instruction (Classroom Training)
Usually conducted by an instructor in a lecture format.
Beneficial for training large groups of employees.
Page 13: Step 2: Method of Instruction (On-the-Job Training)
Allows trainees to practice skills under supervision at their workplace.
Provides regular feedback, enhancing learning without exhausting resources.
Page 14: Step 2: Method of Instruction (Adventure-Based Learning)
Involves structured physical activities to build teamwork and problem-solving skills.
Particularly effective for team roles and managerial training.
Page 15: Step 2: Method of Instruction (E-Learning)
Uses web or computer-based training formats.
Typically less expensive and provides consistent training delivery.
Page 16: Step 2: Method of Instruction (Simulations)
Places trainees in job-like scenarios, enhancing immersive learning experiences.
Trainees often respond positively to simulated environments.
Page 17: Step 3: Validation
Pilot testing the training program.
Assessment of whether training objectives are met.
Page 18: Step 4: Implementation
Key Considerations:
Similarity of training to actual job conditions.
Opportunities for practice and feedback.
This step maximizes the transfer of learning to job performance.
Page 19: Step 5: Evaluation (Level 1)
Gathering trainees' reactions and feelings towards the training program.
Page 20: Step 5: Evaluation (Level 2)
Assessment of whether training objectives were achieved.
Evaluation of trainee knowledge retention.
Page 21: Step 5: Evaluation (Level 3)
Changes in performance observed in the workplace following training.
Measured through observation and interviews.
Page 22: Step 5: Evaluation (Level 4)
Evaluates overall organizational benefits derived from training.
Examples: Increased sales, customer satisfaction, and product quality.
UNIT 4, LECTURE 3: PERFORMANCE MANAGEMENT
Introduction to the performance management system.
Page 24: Performance Management: What Is It?
Definition: A system to define, measure, and enhance workforce performance.
Goals: Aligns employees' activities with organizational strategy.
Benefits: Advantages for employees and the organization as a whole.
Page 25: The Performance Management Process
Steps involve defining organizational goals, employee objectives, monitoring, evaluation, and consequences.
Page 26: The Performance Management Process: Step 1
Focus on organizational goals and desired outcomes.
Page 27: The Performance Management Process: Step 2
Translation of organizational goals into measurable employee objectives.
Page 28: The Performance Management Process: Step 3
Continuous monitoring with frequent feedback and support from the organization.
Page 29: The Performance Management Process: Step 4
Evaluation of the degree to which objectives were achieved and setting new goals.
Page 30: The Performance Management Process: Step 5
Implementing meaningful consequences based on performance evaluations.
Page 31: Purpose of Performance Management Systems
Strategic: Aligns employee and org goals
Administrative: Informs administrative decision-making
Developmental - Help employees improve and grow
UNIT 4, LECTURE 4: PERFORMANCE APPRAISAL
Introduction to different methods of performance appraisal.
Page 33: Performance Appraisal Methods (Alternation Ranking Method)
Compares highest and lowest-performing employees.
Challenges in large organizations include uninformative feedback.
Page 34: Performance Appraisal Methods (Paired Comparison Method)
Each employee is compared against others for ranking.
Results may not always provide actionable feedback.
Page 35: Performance Appraisal Methods (Forced Distribution Method)
Classifies a predetermined percentage of employees into specific performance categories.
Useful for managing larger teams.
Page 36: Performance Appraisal Methods (Graphic Rating Scale)
Proficiency is rated on a defined scale for various dimensions.
Page 37: Performance Appraisal Methods (Behaviorally Anchored Rating Scales - BARS)
Uses key performance dimensions and behavioral examples to rate employee performance.
Page 38: Sources of Appraisal Information: Supervisor
Knowledgeable but may have limited observation opportunities.
Page 39: Sources of Appraisal Information: Peer
Provides insight, albeit subject to potential biases (e.g., logrolling).
Page 40: Sources of Appraisal Information: Subordinate
Concerns about fears of consequences and focus on satisfaction may affect ratings.
Page 41: Sources of Appraisal Information: Self
Self-assessment may lead to rating distortions (inflation or deflation).
Page 42: Sources of Appraisal Information: 360-Degree Appraisal
Collects feedback from various sources, fostering a comprehensive view of performance.
Page 43: Sources of Appraisal Information: 360-Degree Appraisal (Pros and Cons)
Advantages: Detailed feedback, reduced bias, fair perception.
Limitations: Time-consuming and not feasible for every organization.
Page 44: Errors in Performance Measurement
Common errors include reliance on recent behaviors and first impressions.
Page 45: Errors in Performance Measurement (continued)
Additional errors include central tendency bias and extremes in ratings (high or low).
NoteStudied by 29 peopleNoteStudied by 5 peopleNoteStudied by 12 peopleNoteStudied by 34 peopleNoteStudied by 3 peopleNoteStudied by 10130 people