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Presentation 5
Training, Development, and Performance Appraisal
HRM 2600 (Human Resource Management)
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Find out more …
 Textbook

Training and Development
 Textbook

3410
Training and Development
 HRM

Chapter 8
Performance Management
 HRM

Chapter 7
3470
Recruitment, Selection, and Performance Appraisal of
Personnel
Dr. S. Ezzedeen © All rights reserved.
2022-11-23
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A genda & Learning O b jectives
 Training
and Development

What is training? What is development? How are they
similar/different?

How is a training needs assessment done?

What are the factors accounted for in training design?

What are the types of training methods used by
organizations?

How is the effectiveness of training evaluated?
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A genda & Learning O b jectives
 Performance
Management

What is performance management?

How are performance goals established?

What are the different sources of performance information?
What are the methods used to evaluate employee
performance?


What are the characteristics of effective performance
meetings?
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Training & Development
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Definitions
 Training

Almost any effort initiated in an organization to foster
learning among its members.

Tends to be narrowly focused and oriented toward shortterm performance concerns.
 Development

Effort that is oriented more toward broadening an
individual’s skills for future responsibilities.
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Trends in Training
 Formal
versus Informal Training
 Impact
on Profitability
 Chief

Learning Officers (CLOs)
A high-ranking manager directly responsible for fostering
employee learning and development within the firm.
 Corporate
Universities
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Common Training Areas

Orientation for new hires

Based on-the-job training for new hires

Managerial training

Sales training

Executive training

Information systems/technology training

Customer service training

Compliance and regulations training

Ethics training

Diversity training
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C o mmon Training Areas

Orientation


A formal process of familiarizing new employees with the
organization, their jobs, and their work units.
Onboarding

The process of systematically socializing new employees
to help them get “on board” with an organization.
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C o mmon Training Areas
 Basic










Skills Training
Reading
Writing
Computing
Speaking
Listening
Problem solving
Managing oneself
Knowing how to learn
Working as part of a team
Leading others
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C o mmon Training Areas
 Team Training

Team building is a difficult and comprehensive process.
Team development is not always a linear sequence of
“forming, storming, norming, and performing.”

Additional training is required to assimilate new members.

Behavioural and process skills need to be acquired
through participative exercises.

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C o mmon Training Areas
 Cross-Training

The process of training employees to do multiple jobs
within an organization
 Ethics Training

Requires top management support

Should be a part of new employee orientation

Should be regularly available to all employees
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C o mmon Training Areas
 Safety Training
 Health
and Safety Training and COVID-19 by
CAUT

“Health and safety regulations and standards are one of
the most important tools academic staff associations and
unions have for protecting their members during the
COVID-19 pandemic. CAUT’s education program
provides several health and safety training modules that
are tailored to addressing the specific hazards and
challenges created by the pandemic.”
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C o mmon Training Areas
 Safety Training
 Health
and Safety Training and COVID-19 by
CAUT (April, 2021)







COVID-19
Psychosocial and Mental Health Aspects of Health and
Safety
Workplace Hazardous Materials Information System
Workplace Chemicals
The New Post-Secondary Mental Health Standard
Returning to the Workplace
COVID Update Webinar
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A Strateg ic Approach to Training
 Four Phases

Needs assessment based on firm competitive objectives –
what training does the firm need?

Design and structure of training programs based on needs.

Implementation or how should the program be delivered,
by what method?
Evaluation or how can the firm tell if the training program is
really working?

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Phase 1: Conducting the Needs
Assessment

Organization Analysis


Task Analysis


Activities to be performed in order to determine KSAOs needed.
Competency Analysis


Environment, strategies, and resources to determine where to
emphasize training.
Analysis of the sets of skills and knowledge needed for decisionoriented and knowledge-intensive jobs.
Person Analysis

Performance, knowledge, and skills in order to determine who needs
training.
Dr. S. Ezzedeen © All rights reserved.
+ Phase 2: Desig ning the
Training Program
Issues in Training Design
Instructional Objectives
Trainee Readiness and Motivation
Principles of Learning
Characteristics of Instructors
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Phase 2: Desig ning the
Training Program
 Instructional

Represent the desired outcomes of a training program.
 Trainee

Readiness
Experience and knowledge of trainees make them ready to
absorb training.
 Trainee

Objectives
Motivation
Employee understanding of the link between training and
performance payoff.
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Trainee Readiness and Motivation
 Strategies
for Creating a Motivated Training
Environment

Use positive reinforcement.

Eliminate threats and punishment.

Be flexible.

Have participants set personal goals.

Design interesting instruction.

Break down physical and psychological obstacles to learning.
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C h aracteristics of Instructors

Knowledge of subject

Adaptability

Enthusiasm and Sincerity

Sense of humour

Interest in trainees

Ability to communicate clearly

Individual assistance

Willingness to provide individual assistance
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+ Phase 3: Implementing the Training
Program
Choosing the Instructional Method
Nature of Training
Type of Trainees
Organizational Extent of Training
Importance of Training Outcomes
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Training Methods

On-the-Job Training (OJT)

Audiovisual Methods
Apprenticeships

Simulation Methods
Special Assignments

E-Learning

Just-in-Time Training



Rotations

Cooperatives and
Internships

Classroom Instruction

Programmed Instruction
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Training Methods for Employees
 On-the-Job Training

(OJT)
Method by which employees are given hands-on
experience with instructions from their supervisor or other
trainer

Apprenticeship Training
 A system of training in which a worker entering the
skilled trades is given instruction and experience both
on and off the job in the practical and theoretical
aspects of the work
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On-the-Job Experiences

Coaching

Understudy assignment

Job rotation

Lateral transfer

Special projects

Action learning

Staff meetings

Planned career progressions
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Training Methods for Employees
 Internship

Jointly sponsored by colleges, universities, and other
organizations that offer students the opportunity to gain
real-life experience while allowing them to find out how
they will perform in work organizations
 Classroom

Programs
Instruction
Enables the maximum number of trainees to be handled by
the minimum number of instructors
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Training Methods for Employees
 Programmed

Instruction
Self-directed learning—use of books, manuals, or
computers to break down subject matter content into
highly organized, logical sequences that demand
continuous response on the part of the trainee
 Audiovisual
Methods

Video recordings, CD s and DVDs

Teleconferencing and videoconferencing

Web conferencing, webinars, and podcasts

Communities of practice, blogs, and wikis
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Training Methods for Employees
 Simulation
Method

Emphasizes realism in equipment and its operation at
minimum cost and maximum safety

Used when it is either impractical or unwise to train
employees on the actual equipment used on the job
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Training Methods for Employees
 E-Learning

Learning that takes place via web and computer-based
training (CBT).

Allows the firm to bring the training to employees.

Allows employees to customize their own learning in their
own time and space (just-in-time learning).
Provides continuously updated training materials.

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Learning Manag ement Systems
 Learning
Management Systems (LMS)

Are “virtual learning environments.”

Can assess the skills of employees.

Can register them for courses.
Can deliver interactive learning modules directly to their
desktops when they need or want them.


Can evaluate and track their progress, and determine when
they are ready to be promoted.
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C a se Studies
 The
use of case studies is most appropriate when:

Analytic, problem-solving, and critical thinking skills are
most important.

The KSAOs are complex and participants need time to
master them.


Active participation is desired.
The process of learning (questioning, interpreting, and
so on) is as important as the content.

Team problem solving and interaction are possible.
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Role-Playing
 Successful








role-play requires that instructors:
Ensure that group members are comfortable with each
other.
Select and prepare the role-players by introducing a
specific situation.
Help participants prepare by asking them to describe
potential characters.
Realize that volunteers make better role-players.
Prepare the observers by giving them specific tasks (such
as evaluation or feedback).
Guide the role-play enactment through its bumps.
Keep it short.
Discuss the enactment and prepare bulleted points of what
was learned.
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Behaviour Modelling
 Behaviour
Modelling

An approach that demonstrates desired behaviour and
gives trainees the chance to practice and role-play those
behaviours and receive feedback

Involves four basic components:

Learning points

Modelling

Practice and role-play

Feedback and reinforcement
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C r iteria for Evaluating Training
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C r iterion 1: Reactions
 Participant

Reactions
Potential questions might include the following:

What were your learning goals for this program?

Did you achieve them?

Did you like this program?
Would you recommend it to others who have similar
learning goals?


What suggestions do you have for improving the
program?

Should the organization continue to offer it?
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C r iterion 2: Learning
 Learning
- Checking to see whether they actually
learned anything!

Testing knowledge and skills before beginning a training
program gives a baseline standard on trainees that can be
measured again after training to determine improvement.

However, in addition to testing trainees, test employees
who did not attend the training to estimate the differential
effect of the training.
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C r iterion 3: Behaviour
 Transfer

of Training
Effective application of principles learned to what is
required on the job
 Maximizing
the Transfer of Training

Feature identical elements.

Focus on general principles.

Establish a climate for transfer.

Give employees transfer strategies.
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C r iterion 4: Results, or
Return on Investment (ROI)
 Measuring

the Utility of Training Programs
Calculating the benefits derived from training
 ROI
= Results/Training Costs

If the ROI ratio is >1, the benefits of the training exceed the
cost of the program.

If the ROI ratio is <1, the costs of the training exceed
the benefits.
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+ C riterion 4: Results, or
Return on Investment (ROI)
 Benchmarking

The process of measuring
one’s own services and
practices against those of
recognized leaders to
identify areas for
improvement.
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+ Performance Measurement
and Management
2022-11-23
Dr. S. Ezzedeen © All rights reserved.
+ A Brief History of Performance
Management






WWII: The US military created merit rating systems to flag and
dismiss poor performers and devised forced ranking to identify
enlisted soldiers with the potential to become officers.
1940s: About 60% of US companies were using appraisals to
document workers’ performance and allocate rewards.
1950s: Social psychologist Douglas McGregor argued for engaging
employees in assessments and goal setting.
1960s: Led by G E , companies began splitting appraisals into
separate discussions about accountability and growth, to give
development its due.
1970s: Inflation rates shot up, and organizations felt pressure to
award merit pay more objectively, so accountability again became
the priority in the appraisal process.
1980s: Jack Welch championed forced ranking at G E to reward top
performers, accommodate those in the middle, and get rid of those
at the bottom.
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+ A Brief History of Performance
Management




1990s: McKinsey’s War for Talent study pointed to a shortage of
capable executives and reinforced the emphasis on assessing and
rewarding performance.
2000: Organizations got flatter, which dramatically increased the
number of direct reports each manager had, making it harder to
invest time in developing them.
2011: Kelly Services was the first big professional services firm to
drop appraisals, and other major firms followed suit, emphasising
frequent informal feedback instead. Adobe ended annual
performance reviews, in keeping with the famous “Agile Manifesto”
and the notion that annual targets were irrelevant to the way its
business operated.
2016: Deloitte, PwC, and others that tried going numberless are
reinstating performance ratings but using more than one number
and keeping the emphasis in developmental feedback (Source: HBR
October 2016).
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+ A Brief History of Performance
Management

Deloitte

Discovered that it was spending
close to 2 million hours a year
on a performance management
system that wasn’t working.

Designed a nimbler, more
individualized system with no
cascading objectives, no annual
reviews, and no 360-degree
feedback.

Shifted the focus from assessing
past performance to fuelling
future performance.
Dr. S. Ezzedeen © All rights reserved.
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+ A Brief History of Performance
Management

Adobe




Realized that traditional
performance appraisals were
consuming a lot of time and
driving out the best people.
Got rid of annual performance
reviews.
New system where bosses
check in with their people to set
expectations, give feedback,
help develop new skills, and
provide career guidance.
Pushed down responsibility for
bonuses and other matters so
that managers have more
autonomy.
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+ A Brief History of Performance
Management
 Facebook

Retained traditional
performance appraisals.

Committed to ensure
fairness, transparency,
and talent development.
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+
Performance Manag ement
Systems
 Performance

The process of creating a work environment in which
people can perform to the best of their abilities.
 Performance

Management
Evaluations
The result of an annual or biannual process in which a
manager evaluates an employee’s performance relative to
the requirements of his or her job and uses the information
to show the person where improvements are needed and
why.
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Purposes of Appraisal



Administrative

Working conditions

Human resource planning

Strategic planning

Document all personnel decisions
Evaluative

Rewards (raises, bonuses etc.)

Recognize individual achievements

Placement (promotions, transfers etc.)

Documentation for legal purposes
Developmental

Improving employee KSAs

Identify individual strengths and weaknesses

Provide performance feedback

Identify need for counseling, coaching, mentoring, training
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+
Benefits of Performance Appraisal
 For Management


Individuals influence firm performance.

The formal PA process helps clarify expectations.

The formal PA process helps execute strategic goals.
PAs provide:

A rational and fair basis for rewards

A rational and fair basis for staffing decisions

Documentation for legal compliance purposes
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+
Benefits of Performance Appraisal
 For Employees

Performance improvement requires assessment.

Feedback is needed, desired, and motivating.
Fairness requires consistent and standardized
measurement of performance.

Dr. S. Ezzedeen © All rights reserved.
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+
Why Performance
Evaluations Can Fail

Lack of top-management information and support

Unclear performance standards

Rater bias

Too many forms to complete

Use of the appraisal program for conflicting purposes

Employees reportedly hate performance evaluations: According
to a survey of Fortune 1000 companies conducted by the
Corporate Executive Board, 66% of employees are strongly
dissatisfied by the evaluations received and 65% believe that the
evaluations are not relevant to their jobs (Source: HBR 2018).
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+
Performance Appraisal Process
1) Identification

Areas examined when measuring performance
2) Measurement


Making performance judgments
“ G radin g ” performance
3) Management



Providing feedback
Improving performance
Taking action
 Evaluative
 Administrative
 Developmental
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+
Identifying Performance
Dimensions and Standards
 What
is to be measured?

What determines effective job performance?

Performance Dimensions
 Aspects of performance that determine effective job
performance


Identified through job analysis
Beyond job descriptions

Strategy

Culture
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+
Dimensions of Job Performance

Job-specific task proficiency


Non-job-specific task
proficiency
Facilitating peer and team
performance

Supervision/leadership

Management/administration

Contextual performance

Organizational citizenship
behaviors


Written communication task
proficiency
Oral communication task
proficiency

Demonstrating effort

Maintaining personal
discipline
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+
Establishing Performance
Standards
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Developing an Effective
Evaluation Program
 Performance

Standards Calibration
A process whereby managers meet to discuss the
performance of individual employees to ensure that their
employee appraisals are in line with one another.
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+
Measurement
 Ratings


vary depending on judgment and focus:
Type of judgment required

Relative

Absolute
Focus of the measure

Trait

Behavior

Outcome
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+
In the news…
Forced Ranking
Popularized by General Electric Co. under Jack Welch, the process
requires managers to divide employees into the top 20%, middle
70%, and bottom 10% of performers, often culling the lowest
group. Practiced by as many as one-third of companies today, the
authors say the approach has many flaws. A 2004 survey of more
than 200 human-resource managers found that even though more
than half of them used forced ranking, they felt it resulted in lower
productivity, skepticism, reduced collaboration, and impaired
morale. Breaking up teams by automatically firing the bottom 10%
of workers can even be dangerous: Citing a National
Transportation Safety Board study, the authors note that 73% of
commercial airline pilots' serious mistakes happen on crews' first
day together.
Source: BusinessWeek (March 20, 2006).
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2022-11-23
+
In the news…
Forced Ranking
As many as one-third of U.S. corporations evaluate employees
based on systems that pit them against their colleagues, and
some even lead to the firing of low performers. Fans say such
"forced ranking" systems ensure that managers take a cold
look at performance. But the practice increasingly is coming
under fire. Following a string of discrimination lawsuits from
employees who feel they were ranked and yanked based on
age and not merely their performance, fewer companies are
adopting the controversial management tool. Critics charge
that it unfairly penalizes groups made up of stars and hinders
collaboration and risk-taking, a growing concern for
companies that are trying to innovate their way to growth. Even
General Electric Co., the most famous proponent of the
practice, is trying to inject more flexibility into its system.
Dr. S. Ezzedeen © All rights reserved.
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+
In the news…
Forced Ranking
It has removed all references to the 20/70/10 split from its
online performance management tool and now presents the
curve as a set of guidelines. Individual groups are freer to have
a somewhat higher number of "A" players or even, says Peters,
no "bottom 10s." Even those low achievers are getting some
kinder treatment, from a new appellation -- the "less effectives"
-- to more specific coaching and intervention than in the past.
Tempering such rigid performance metrics, says Peters,
"enables individuals and organizations to be more comfortable
with risk-taking and with failure." To drive that point home, the
company's top 5,000 managers were evaluated for the first time
this year on five traits, such as imagination and external focus,
that represent the company's strategic goals.
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+
In the news…
Forced Ranking
Forced ranking, including the firing of the bottom 5% or 10%,
results in an impressive 16% productivity improvement -- but
only over the first couple of years. After that, the gains drop off,
from 6% climbs in the third and fourth years to basically zero
by year 10. "It's a terrific idea for companies in trouble, done
over one or two years, but to do it as a long-term solution is not
going to work," says Dave Ulrich, a business professor at the
University of Michigan at Ann Arbor. "Over time it gets people
focused on competing with each other rather than
collaborating."
Source: BusinessWeek (January 9, 2006).
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2022-11-23
+
In the news…
C h ang ing forced ranking at Yahoo!
Yahoo, too, was looking for better dialogue and less demoralizing
labels when it made substantial changes this year to its rating
system, which compared employees' performance to an absolute
standard rather than to each other. Libby Sartain,Yahoo's senior
vice-president for human resources, knew that review discussions
at the Sunnyvale tech leader frequently included the wink-wink "I
wanted to put you here, but I was forced by human resources to do
something different" comment that discredits so many appraisals.
This year,Yahoo stripped away its performance labels, partly in
hopes that reviews would center more on substance and less on
explaining away a grade. But that doesn't mean Yahoo went all
Pollyanna on its employees. To do a better job of finding and
showering top performers with the rewards necessary to keep
them from jumping ship in talent-tight Silicon Valley, the company
also instituted a "stack-ranking" system this year to determine how
compensation increases are distributed.
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2022-11-23
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In the news…
C h ang ing forced ranking at Yahoo!
It asks managers to rank employees within each unit -- a group
of 20 people would be ranked 1 through 20, for example -- with
raises and bonuses distributed accordingly. During reviews,
employees are told how their increases generally compare to
those of others. Some Yahoo manag ers are livid ab out the new
system. "It's going to kill morale," laments one senior
engineering manager who says he's getting a stronger
message to cull his bottom performers. Yahoo says its new
program doesn't automatically weed out a bottom group and
was designed specifically to reward its stars. Indeed, what
Yahoo has introduced in place of its old system shows how hard
it is for companies to find ways to foster merit-driven cultures
that coddle standouts while staying tough on low performers.
Dr. S. Ezzedeen © All rights reserved.
2022-11-23
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In the news…
C h ang ing forced ranking at Yahoo!
Whether a company calls it stack ranking, forced ranking, or
differentiation, "there's no magic process," says Sartain. "We
just want to make sure we're making our bets and that we're
investing in the people we most want to keep. That's what this is
all about."
Source: BusinessWeek (January 9, 2006).
Dr. S. Ezzedeen © All rights reserved.
2022-11-23
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In the news…
Forced Ranking at Yahoo!
Microsoft told employees on Tuesday that it's ending its socalled "stack-ranking" system. Under Microsoft's infamous
system, workers were ranked on a curve, and those at the low
end would b e fired or dealt with in some way. The g oal in
stopping these rankings is to focus more "on teamwork and
collaboration," according to an internal memo humanresources chief Lisa Brummel sent to Microsoft employees…
Yahoo employees can't be happy to hear that news. Just last
week, it was reported that C E O Marissa Mayer had recently
begun implementing this exact strategy at Yahoo… Mayer
asked managers to rank their workers on a curve, and more
than 600 people have been fired in the past few weeks. Stack
ranking certainly didn't do Microsoft any favors over the years,
breeding resentment and distrust among employees.
Dr. S. Ezzedeen © All rights reserved.
2022-11-23
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In the news…
Forced Ranking at Yahoo!
The biggest problem with stack ranking is that it encourages employees to
be competitive with one another rather than collaborative. And it was just
as anti-collaborative as Microsoft suspected… Microsoft's top performers
avoided working on the same teams "out of fear that they would be hurt in
the rankings.” Microsoft now wants employees to focus on "how you
leverage input and ideas from others, and what you contribute to others’
success," the memo said. This system of stack ranking started with Jack
Welch at General Electric in the 1980s before getting picked up by
Microsoft. Stack ranking then became popular at Google, but it's not clear
if Mayer, who was previously a vice president at Google, was involved in
implementing it.
Source: “Yahoo Adopted One Of Microsoft's Worst Ideas, Just As
Microsoft Killed It Off.” The Huffington Post, by Alexis Kleinman
(Posted on 11/12/2013).
Dr. S. Ezzedeen © All rights reserved.
2022-11-23
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Judg ment

Absolute Method – example:

School of Administrative Studies Course Evaluations
 Instructor's simulation of interest in the course and subject
matter

Instructor’s preparation and organization of the course

Clarity and understandability

Instructor’s sensitivity to, and concern with, class level and
progress

Clarity of course objective and requirements

Perceived outcome or impact of instruction

Teacher’s encouragement of questions and discussion, and
openness to opinions of others
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Focus: Evaluation Methods
Graphic Rating
Scales
Trait
M ethods
Mixed
Standard
Scales
Forced-C h oice
Method
Essay Method
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2022-11-23
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Focus: Evaluation Methods
Critical Incident Method
Behavioural
Methods
Behavioural Checklist
Method
Behaviourally Anchored
Rating Scale (BARS)
Behaviour Observation
Scale (BOS)
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C r itical Incidents for a Security
Dispatcher

Job-specific task proficiency
 Properly secures lost and found articles
 Controls visitor access to buildings
 Monitors multiple surveillance devices

Demonstration and effort
 Reports early for shift to debrief from
preceding shift.
 Remains at post until relieved.
 Volunteers for overtime when needed.

Personal discipline
 Follows safety procedures.
 Does not take unauthorized breaks.
 Maintains proper demeanor during
stressful situations.
Dr. S. Ezzedeen © All rights reserved.
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Focus: Results
Outcomes/Results
 Assesses results achieved by
workers.
 Production or Sales
Measures
 Quantity
 Number of items
produced
 Quality
 Number of errors
 Trainability
 Time to reach standard

Personnel Data
 Absenteeism
 Number of sick days
used

Dr. S. Ezzedeen © All rights reserved.
2022-11-23
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Focus: Results

Outcomes/Results
 Assesses results achieved
by workers.
 Personnel Data (cont’d)
 Tenure
 Length of time in
job
 Rate of Advancement
 Number of
promotions
 Accidents
 Number of
accidents
Dr. S. Ezzedeen © All rights reserved.
2022-11-23
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Activity
Rate Your Professor
 Develop
three forms to rate the performance of
your professor using one type of each of the
following:
The trait method
 The behavioural method


The results method
Dr. S. Ezzedeen © All rights reserved.
2022-11-23
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Who Should Appraise
Performance?
 Manager/Supervisor
 Self
Evaluations
Evaluations
 Subordinate
 Peer
Evaluations
Evaluations
 Team
Evaluations
 Customer
Evaluations
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2022-11-23
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360-Deg ree Evaluation
 Ensure
 Make
anonymity.
respondents accountable.
 Prevent “ gaming”
 Use
of the system.
statistical procedures.
 Identify
and quantify biases.
Dr. S. Ezzedeen © All rights reserved.
2022-11-23
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Training Appraisers

Provide an explanation of the performance appraisal
system’s objectives.

Explain the mechanics of the rating system.

Alert raters to the weaknesses and problems of appraisal
systems.

Educate appraisers on common rater-related errors.

Train managers on appropriate an constructive methods of
delivering performance feedback.
Dr. S. Ezzedeen © All rights reserved.
2022-11-23
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Training Performance Appraisers
Common Rater-Related Errors
C e ntral Tendency
Leniency or Strictness
Recency
Contrast
Similar-to-me
Dr. S. Ezzedeen © All rights reserved.
2022-11-23
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Manag ing Performance
1.
Providing feedback
2.
Improving performance
3.
Taking action
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Evaluation Interviews
Three Types of Evaluation Interviews
Tell-and-Sell Interview
Tell-and-Listen Interview
Problem-Solving Interview
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The Evaluation Interview
 Invite
 Ask
participation.
for a self-assessment.
 Focus
on problem-solving.
 Minimize
 Express
 Be
criticism.
appreciation.
supportive.
 Follow-up
day to day.
Dr. S. Ezzedeen © All rights reserved.
2022-11-23
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Activity
The Evaluation Interview
 If
you have worked in teams, then at some time you
have been disappointed in the performance of a
team member.
 Think
about this situation, and plan an “evaluation
interview” to communicate streng ths and
weaknesses in the team member’s performance.
 Prepare
the interview plan, including specific
feedback and questions. Practice it with another
student.
Dr. S. Ezzedeen © All rights reserved.
2022-11-23
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Improving Performance
 Courses

of Action
Performance = Motivation x Ability x Situation

Motivation


Ability


Causes and Solutions
Causes and Solutions
Situation

Causes and Solutions
Dr. S. Ezzedeen © All rights reserved.
2022-11-23
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Leg al Issues







Performance ratings must be job-related and based on job
analysis.
Evaluate only areas necessary for effective job performance.
Employees must be provided with clear and written job
standards.
Managers who conduct evaluations must be able to observe
and accurately rate performance.
Do not allow performance problems to go continually
unchecked.
Supervisors should be trained to evaluate and use evaluation
forms correctly.
Establish appeals procedure.
Dr. S. Ezzedeen © All rights reserved.
2022-11-23
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Thank you!
Questions? Comments?