Uploaded by Genblitz Soterno

IO REVIEW

advertisement
INDUSTRIAL PSYCHOLOGY
REVIEWER
LESSON 7: PERFORMANCE
MANAGEMENT
Refers to the record of the outcomes
produced on a specified job function
during a specified time period.
✓
PERFORMANCE
Refers to employee behaviors that
contribute to task performance in the
workplace
✓
JOB PERFORMANCE
This refers to the procedures and system
designed to improve employee outputs
and performance, often through the use
of an economic incentive system
✓
PERFORMANCE MANAGEMENT
Process of providing capable and
motivated people to carry out the
organization’s mission and strategy
✓
HR STRATEGIC PLANNING
Organizations need to provide
mechanisms to ensure training and
developments
✓
Training and Development
Refers to assisting employees to perform
better in their current role
✓
Performance Coaching
Assisting employees in identifying and
preparing for their desired career or role
✓
Career Coaching
Process in which leaders assist highpotential employees in developing certain
competencies for higher roles
✓
Developmental Coaching
Fundamental skills in coaching
✓
✓
✓
✓
✓
✓
Empathic listening
Giving feedback
Questioning
Providing information
Linkages and resources
Developmental planning
Important in motivating and sustaining
performance
✓
Performance Rewards
Type of rewards such as cash, travel, food
items, appliances, gadgets, gift certificates
✓
External Rewards
Type of rewards is self-satisfaction, selffulfillment, choice, autonomy
✓
Internal Rewards
Measurement of job individual
performance; tangible and easy quantified
(SALES) SMART
✓
Objective Performance criteria /
Targets
Measurement of job individual
performance; behavioral in nature
(competencies)
✓
Subjective Performance Criteria
This refers to a regular review of an
employee’s job performance and overall
contribution to the company
✓
Performance Appraisal
Performance appraisal; given by a
coworker or coworkers
✓
Peer rating
Performance appraisal; given by the
subordinate him/herself
✓
Self-appraisal
Performance appraisal; given by a
subordinate when rating a supervisor or
manager
✓
Subordinate rating
Performance appraisal; given by
customers (may be internal or external
clients)
✓
Customer rating
Performance appraisal; inputs from an
individual, her supervisor, and her peers
✓
360-degree feedback
The performance appraisal process
Step.1: Purpose of Performance Appraisal
✓
✓
✓
✓
Decision about salary
Promotion
Termination
Bonus or salary
The work environment must be in line
with the nature of the workforce
✓
Step 2: identify the
environmental and cultural
limitations
Step 3: Determine who will evaluate
Step 4: Select the best PA method
Concentrates on such employee attributes
as dependability, honesty and courtesy.
✓
Trait focus
Concentrates on employee’s knowledge,
skills and abilities
✓
Competency-focused
Organized by the similarity of tasks
performed
✓
Task-focused
Organize the appraisal on the basis of
goals to be accomplished by the employee
✓
Goal-focused
focus on the technical aspects of
performing a job
✓
Contextual performance
Easily observable and quantifiable such as
quantity of output, quality of output,
accidents, absenteeism
✓
Objective
Includes ratings by supervisors, peers,
subordinates, or even self-ratings. It can
be comparative or Individual.
✓
Subjective
SUBJECTIVE MEASURES
COMPARATIVE
listing of workers from best to worst.
✓
Straight rankings
Ranked to fit a distribution
✓
Forced Distribution
Each employee is compared to every
other employee in pairs
✓
Paired comparison
OBJECTIVE MEASURES
Measures include quantity of work,
quality of work, attendance, and safety
✓
Objective measures
Involve ratings on several aspects of the
job
✓
Graphic rating scales
Behaviorally Anchored Rating Scale, based
on critical incidents.
✓
BARS
Rating to the extent to which a person
engages in every behavior
✓
BOS (Behavioral Observation
Scale)
The rater must choose between two
seemingly equally desirable or
undesirable. It controls halo effect as well
as leniency and strictness
✓
Forced choice
A rater using a behavioral checklist checks
off all the adjectives or descriptors that
apply to the employee being rated.
✓
Behavioral checklist
STEP 5: FRAME-OF-REFERENCE THE
RATERS
a method of training in which rater is
provided with job-related information, a
chance to practice ratings.
✓
Frame of reference training
Step 6: Observe and document the
performance
A method of performance appraisal in
which the supervisor records employee
behaviors that were observed on the job
and rates the employee on the basis of
that record.
✓
Critical incidents
STEP 7: EVALUATING PERFORMANCE
Obtain and review first the objective
data relevant to the employee’s
behavior to avoid errors of
evaluation.
INSTRUMENT ERRORS
involve excluding important aspects of the
job from evaluations.
✓
Deficiency
rating an employee on non-important
aspects of the job.
✓
Contamination
ERRORS IN EVALUATION
when the rater adopts an evaluative set
based on the task
✓
Task-Based Rater Biases
the rater is overly strict and gives
everyone low ratings
✓
Strictness error
the rater is overly lenient and gives
everyone high ratings.
✓
Leniency error
the rater tends to rate everyone as about
average.
✓
Central tendency error
a rater allows either a single attribute or
an overall impression of an individual to
affect the ratings that she makes on each
relevant job dimension.
✓
Halo Error
the performance rating one person
receives can be influenced by the
performance of a previously evaluated
person
✓
Contrast errors
RATEE-BASED BIASES
occurs when the employee’s performance
rating is based on one positive or negative
aspect
✓
Halo error
STEP 9: MAKING PERSONAL DECISIONS
Psychological Principles of Learning
Legal Reasons for Terminating Employees
Individual Differences in Ability
employees can be terminated more easily
during probationary period than at any
other time
✓
1. The rule against a particular behavior
actually exist
2. The company must prove that the
employee knew the rule
3. The ability of the employer to prove
that an employee actually violated the
rule (witnesses, videos etc)
4. The courts is the extent to which the
rule has been equally enforced
(consistency of implementation)
5. extent which the punishment fits the
crime
Progressive discipline: providing
employees with punishments of increasing
severity, as needed, in order to change
behavior
STEP 10: Monitor the legality and fairness
of the process
STRATEGIES TO IMPROVE RATINGS
✓
✓
✓
✓
Training raters with instruments
to be used
Multiple raters
Rates on ongoing basis rather
than once or twice a year
Basing performance on clear
and specific performance
standards.
Recency effect
Not observing representative sample of
employee behavior
✓
Infrequent Observation
Amount of stress under which a
supervisor operates
✓
Emotional state
Raters who like the employees being rated
maybe more lenient and less accurate in
their ratings than would raters who
neither like nor dislike their employees
✓
Bias
STEP 8: COMMUNICATING
✓
✓
✓
Allocating Time
Scheduling the Interview
Preparing for the Interview
Learning will not take place unless the
person really wants to learn
-
Motivation
The practice must be guided so that
trainees perform the task in the most
efficient and safest materials
-
Active Practice of the materials
The discrepancy between the training and
job environment must be bridged. The
training program must ensure that there
will be a transfer or carryover of the skills
learned during training to the job itself
-
Transfer of training
feedback or knowledge of results indicates
to learners the level of progress being
made and can be very important in terms
of maintaining motivation
-
Knowledge results
It refers to the consequences of behavior.
The use of reward or reinforcement is a
much more positive aid to learning
-
Reinforcement
Process of Training in an Organization
A. DETERMINING TRAINING NEEDS
-
SAMPLING PROBLEMS/ERRORS
✓
Training staff will have some
advances indication of the
individual differences in ability
The ability to predict individual
differences in training can be
serve a great deal of money by
weeding out those with
insufficient ability to profit from
the training
process of determining the training needs
of an organization
Personal Biases
Recent behaviors are given more weight in
the performance evaluation than
behaviors that occurred during the first
few months of evaluation period
➢
5 factors to determine legality of
termination:
such as prejudices against certain
ethnicities, can influence the evaluation of
employees.
✓
Probationary period
➢
LESSON 8: TRAINING
It is the systematic acquisition of skills,
rules, concepts, or attitudes that result in
improved performance
✓
THREE TYPES OF TRAINING NEEDS
ANALYSIS
To determine those organizational factors
that either facilitates or inhibit training
effectiveness
Training
-
DIFFERENCES BETWEEN TRAINING,
EDUCATION & DEVELOPMENT
short term, task oriented and targeted on
achieving a change of attitude, skills and
knowledge in a specific area. It is usually
job related
✓
Training
a lifetime investment. It tends to be
initiated by a person in the area of his/her
interest
✓
Organizational analysis
Identify the task performed by each
employee, the conditions under which this
task are performed and the competencies
(knowledge, skills, and abilities)
-
Task Analysis
Determining which employees need
training and in which area
Based on the recognition that not every
employee needs further training for every
task performed
Education
-
a long- term investment in human
resources. It should go hand-in-hand with
training. Training without development is
pointless
✓
Needs analysis
Development
Person Analysis
B. ESTABLISHING GOALS AND OBJECTIVES
It is important to first determine what the
organization wants to accomplish given
the time and resources that will be
allocated to the training
C. CHOOSING THE BEST TRAINING
METHODS
Refers to the methods in which trainees
are passive recipients of information. It
includes traditional instruction, distance
learning, audiovisual techniques, and
mobile technology such as Ipods and PDAs
(Personal Digital Assistant).
-
Presentation
This is a classroom instruction compose of
the trainer and the trainees
-
Instructor-Led Classroom
Instruction
instruction and delivery training by
computers through the internet or
company intranet.
-
E-Learning
it is used geographically dispersed
companies to provide information about
new products, policies, or procedures as
well as skills training and expert lectures
to field locations
-
Distance learning
It requires the trainee to be actively
involved in learning. Hands-on methods
include on-the-job training, simulations,
business games and case studies, behavior
modeling, interactive video, and Webbased training.
-
Hands-on
it refers to new or inexperienced
employees learning through observing
peers or managers performing the job and
trying to imitate their behavior.
-
On the job
it is a training method that represents a
real-life situation, allowing trainees to see
the outcomes of their decisions in an
artificial environment.
-
Simulation
situations that trainee’s study and discuss
(case studies) and business games in
which trainees must gather information,
analyze it, and make decisions are used
primarily for management skill
development.
-
Business Games and Case
Studies
one of the most effective techniques for
teaching interpersonal skills. Each session
presents the rationale behind key
behaviors, a videotape of a model
performing key behaviors, practice
opportunities using role-playing,
evaluation of a model’s performance and
planning session.
-
Behavior modeling
TYPES OF TRAINING
Employee training and development may
be given while employees are on the job
or away from the job
CONDUCTING TRAINING THROUGH
DISTANCE LEARNING
distance learning programs in which
employees can complete the training at
their own pace and at a time of their
choosing.
-
Asynchronous Technologies
Distance learning programs that requires
employees to complete the training at the
same time and at the same pace although
they may be in different physical locations
-
Synchronous Technologies
ASYNCHRONOUS DISTANCE LEARNING
Training technique in which an employee
is presented with a videotaped situation
and is asked to respond to the situation
and then receives feedback based on the
response.
-
Interactive video
A training method in which employees
learn information at their own pace
(active involvement in learning and small
chunks)
-
Programmed interactions
SYNCHRONOUS DISTANCE LEARNING
Short for“websimenar”an interactive
training in which training is transmitted
over the internet.
-
Webinar
A non-interactive training method in
which the trainer transmits training
information over the internet
-
Webcast
A website in which the host regularly post
commentaries on a topic that readers can
respond to
-
Blog
A collection of webpages in which users
can create webpages on a topic and
readers can freely edit those pages
-
Wiki
A program that automatically distributes
email messages to a group of people who
have a common interest.
-
Listserv
learning through watching and imitating
the behavior of others
-
Modeling
A system in which employees are given
the opportunity to perform several
different jobs in an organization
-
Job rotation
Teaching employee show to perform task
traditionaly performed by other
employees
-
Cross training
A training program, usually found in the
craft and building trades in which
employees combine formal course work
with formal on-the-job training
-
Apprentice training
can be in a form : experienced employees
working with new employees and
professional coaches who work with all
employees
-
Coaching
PASS THROUGH PROGRAMS (a formal
method of coaching in which excellent
employees spend a period of time in the
training department learning training
techniques and training employees)
-
Experienced employees as
coaches
hired to coach a particular employee
usually a manager
-
Professional coaches
MENTOR-an experienced employee who
advises and looks out for a new employee
-
Mentoring
refresher training for induction of new
methods and techniques
-
Orientation of Induction of New
Employees
Learning while actually working on the job
makes the workers acquire skills and learn
new technique
-
On-the-job Training
to equip supervisor or foreman with the
needed skills to better perform his duties
and to help improve the performance of
his workers
-
Supervisory Training
It is a training given in a classroom
simulating a real plant or office
-
Vestibule training
D. MOTIVATE EMPLOYEES TO ATTEND
TRAINING
Employees have the personal
characteristics ( ability, attitudes, beliefs,
and motivation) necessary to learn
program content and apply it on the job
-
Ensuring employees’ readiness
for training
Motivating Employees to Attend Training
-
Require them to attend
Make the training interesting
Provide incentives
Provide food
Reduce the stress associated
with attending
Providing Incentives for Training
compensating an employee who
participates in a training program
designed to increase a particular jobrelated skill
-
Skill-based pay
providing employees with specific
information about how well they are
performing a task or series of task
-
Feedback
telling employees what they are
doing incorrectly in order to improve
their performance of task -should be
accompanied by specific suggestions
for how the employee can improve
performance
-
Negative Feedback
the extent to which behavior learned in
training will be performed on the job
-
Transfer of Training
Practicing a task even after it has been
mastered in order to retain learning
-
Overlearning
Factors Affecting training
➢
➢
➢
employee must have the skills
and abilities to complete the
training successfully
There should be minimal outside
Factors (work or family
problems) that might distract
the employee and keep him
from concentrating on the
training program
Employee must be motivated to
learn. (perceived that training is
important, training meets
expectations, ability to complete
training , reward)
EVALUATING TRAINING PROGRAMS
•
•
Examining the outcomes of a
program helps in evaluating its
effectiveness.
These outcomes should be in
lined to the program objectives
in order for the trainees to
understand the program.
Can be categorized as cognitive outcomes,
skill-based outcomes, affective outcomes,
results, and return on investment.
-
Training outcomes
WHY SHOULD A TRAINING PROGRAM BE
EVALUATED?
➢
➢
➢
➢
To identify the program’s
strengths and weaknesses
To assess whether content,
organization, and administration
of the program contribute to
learning and the use of training
content on the job
To identify which trainees
benefited most or least from the
program
To gather data to assist in
marketing training programs
THREE LEVELS OF EVALUATION
Survey or interview directly after training
-
Immediate Feedback
Trainee applying learned tasks in
workplace
-
Post-Training Test
Conducted by immediate supervisor of
trainees
-
Post-Training Appraisals
Training can be evaluated by comparing
training content with the knowledge,
skills, and abilities required to perform a
job
-
Content Validity
A method of evaluating training in which
employees are asked their opinions of a
training programs (enjoyed and learned
from the training)
-
Employee Reactions
Evaluating the effectiveness of a training
how much employees learned from it
-
Employee Learning
Measurement of the effectiveness of
training by determining the extent to
which employees apply the material
taught in a training program
-
Application of training
A method of evaluating the effectiveness
of training by determining whether the
goals of the training were met
-
Business impact
The amount of money an organization
makes after subtracting the cost of
training or other interventions
-
Return of investment
Download