Training and Development

Training Vs Development
• Training-Process of providing employees with
necessary skills or helping them correct deficiencies in
their performance. This helps in performing the
current job in a better way

• Development- To prepare employees for future jobs

by providing necessary abilities.
 Induction Vs Orientation
BASIS FOR COMPARISON INDUCTION ORIENTATION

Induction is a process A process which involves assimilation of

takes place to welcome new joinee into the organization to
Meaning newcomer to the rehabilitate him at the new workplace and
organization, to make provided with basic information about the
them ready for their job. company.

Introduction of the
Integration of the employee in the
Involves employee with the
organization.
organization.
Time horizon Short term Long term
Sequence First Second
Detailed presentation or
brochure of the
Form company's rules, Practical overview of the organization.
policies and employee
benefits is provided.
Orienting Employees
• Employee orientation
• A procedure for providing new employees with basic
background information about the firm.
• Orientation content
• Information on employee benefits
• Personnel policies
• The daily routine
• Company organization and operations
• Safety measures and regulations
• Facilities tour
Orienting Employees (cont’d)
• A successful orientation should accomplish four things for new
employees:
• Make them feel welcome and at ease.
• Help them understand the organization in a broad sense.
• Make clear to them what is expected in terms of work and behavior.
• Help them begin the process of becoming socialized into the firm’s ways of
acting and doing things.
The ADDIE Five-Step Training Process
• Analyze
• Design
• Develop
• Implement
• Evaluate
 The Training and Development Process

• Needs analysis
• Identify job performance skills needed, assess prospective trainees skills, and develop
objectives.
• Instructional design
• Produce the training program content, including workbooks, exercises, and activities.
• Validation
• Presenting (trying out) the training to a small representative audience.
• Implement the program
• Actually training the targeted employee group.
• Evaluation
• Assesses the program’s successes or failures.
Conducting the Training Needs Analysis
• Strategic Training Needs Analysis
(Organizational Level)
• Current Training Needs Analysis
• Task/ operational/Job Level Analysis
(JDs)
• Performance Analysis(Individual
Analysis)
 Task
Analysis
Record
Form
Designing the Training Program
• Scan all the information collected from TNA.
• Think of ideas
• Prepare a storyboard or mind-map for conducting training
• Arrange the sequence
• Decide on the delivery methods
Developing the Training Program
• At the start of training, provide a bird’s-eye view of the material to be presented
to facilitate learning.
• Use a variety of familiar examples.
• Organize the information so you can present it logically, and in meaningful units.
• Use terms and concepts that are already familiar to trainees.
• Use as many visual aids as possible.
Developing the Program
• Assemble training content and materials
• Training Methods
‒ iPads
‒ Workbooks
‒ Lectures
‒ PowerPoint slides
‒ Web- and computer-based activities course activities
‒ Trainer resources and manuals
‒ Support materials
Developing the Program
• Goal setting
• Modeling
• Meaningfulness
• Individual Differences- KVA
• Whole-versus-part learning
• Mass-versus-distributed learning
• Active practice
• Feedback
 Make Skills Transfer Easy

• Maximize the similarity between the training situation and the work situation.
• Provide adequate practice.
• Label or identify each feature of the machine and/or step in the process.
• Direct the trainees’ attention to important aspects of the job.
• Provide “heads-up” preparatory information that lets trainees know they might
happen back on the job.
Evaluating the Training Effort
• Designing the study
• Time series design
• Controlled experimentation
• Training effects to measure (Kirkpatrick’s Model)
• Reaction of trainees to the program
• Learning that actually took place
• Behavior that changed on the job
• Results that were achieved as a result of the training
Time Series Training Evaluation Design

Figure 8–5
A Sample
Training
Evaluation
Form
Reinforce The Learning
• Reinforce correct responses
‒ Schedule
‒ Follow-up assignments
‒ Incentives
• Ensure Transfer of Learning on
the job
• Other issues
Methods of training
• On-the Job
• Off-the Job
Training Methods
• On-the-job training (OJT)
• Having a person learn a job by actually doing the job.
• OJT methods
• Coaching or understudy
• Job rotation
• Special assignments
• Advantages
• Inexpensive
• Immediate feedback
Training Methods (cont’d)
• Apprenticeship training
• A structured process by which people become skilled
workers through a combination of classroom instruction
and on-the-job training.
• Informal learning
• The majority of what employees learn on the job they learn
through informal means of performing their jobs on a daily
basis.
• Job instruction training (JIT)
• Listing each job’s basic tasks, along with key points, in order
to provide step-by-step training for employees.
 The 25 Most Popular Apprenticeships
According to the U.S. Department of Labor apprenticeship database, the occupations listed below had
the highest numbers of apprentices in 2001. These findings are approximate because the database
includes only about 70% of registered apprenticeship programs—and none of the unregistered ones.

• Boilermaker • Machinist
• Bricklayer (construction) • Maintenance mechanic (any industry)
• Carpenter • Millwright
• Construction craft laborer • Operating engineer
• Cook (any industry) • Painter (construction)
• Cook (hotel and restaurant) • Pipefitter (construction)
• Correction officer • Plumber
• Electrician • Power plant operator
• Electrician (aircraft) • Roofer
• Electrician (maintenance) • Sheet-metal worker
• Electronics mechanic • Structural-steel worker
• Firefighter • Telecommunications technician
• Tool and die maker

Figure 8–2
Steps in OJT

Prepare the learner

Present the Operation

Do a try out

Follow Up
On-the-job training
Advantages-
• Task relevant
• Cost-effective
Disadvantages-
• Customer frustration
• Errors and damage to equipments
• Trainers may not be able to transfer their knowledge
to others.
• Quality and content varies substantially
Three Drawbacks of OJT
• (1) the lack of a well-structured training environment,
• (2) poor training skills on the part of managers, and
• (3) the absence of well-defined job performance criteria.
How to make OJT Effective
• 1.Develop realistic goals and/or measures for each OJT area;
• 2. Plan a specific training schedule for each trainee, including set
periods for evaluation
• and feedback;
• 3. Help managers establish a nonthreatening atmosphere conducive
to learning;
• 4. Conduct periodic evaluations after training is completed to ensure
employees have
• not forgotten what they have learned.
Off-the Job Training
Presentation Options
-Lectures
-Programmed Learning
-Slides & Videotapes
-Tele-training
-Computer Based Training
-Simulations
-Virtual Reality
-Role plays
-Case Studies
-Metaverse
-In-Basket Exercises
Training Methods (cont’d)
Effective lectures
• Use signals to help listeners follow your ideas.
• Don’t start out on the wrong foot.
• Keep your conclusions short.
• Be alert to your audience.
• Maintain eye contact with the trainees.
• Make sure everyone in the room can hear.
• Control your hands.
• Talk from notes rather than from a script.
• Break a long talk into a series of five-minute talks.
Programmed Learning
• Programmed instruction (PI)
• A systematic method for teaching job skills
involving:
• Presenting questions or facts
• Allowing the person to respond
• Giving the learner immediate feedback on the
accuracy of his or her answers
• Advantages
• Reduced training time
• Self-paced learning
• Immediate feedback
• Reduced risk of error for learner
Training Methods (cont’d)
• Literacy training techniques
• Responses to functional illiteracy
• Testing job candidates’ basic skills.
• Setting up basic skills and literacy programs.
• Audiovisual-based training
• To illustrate following a sequence over time.
• To expose trainees to events not easily demonstrable in live lectures.
• To meet the need for organizationwide training and it is too costly to move
the trainers from place to place.
Training Methods (cont’d)
• Simulated training (occasionally called vestibule training)
• Training employees on special off-the-job equipment so training costs and
hazards can be reduced.
• Computer-based training (CBT)
• Electronic performance support systems (EPSS)
• Learning portals
Computer-based Training (CBT)
• Advantages
• Reduced learning time
• Cost-effectiveness
• Instructional consistency
• Types of CBT
• Intelligent Tutoring systems
• Interactive multimedia training
• Virtual reality training
Distance and Internet-Based Training
• Teletraining
• A trainer in a central location teaches groups of employees at remote
locations via TV hookups.
• Videoconferencing
• Interactively training employees who are geographically separated from each
other—or from the trainer—via a combination of audio and visual equipment.
• Training via the Internet
• Using the Internet or proprietary internal intranets to facilitate computer-
based training.
Training and Development for
Managerial Positions
 Assessment and Development Centres

• An Assessment Centre is actually a process applicants take part in and

is not specific to any one location. Its popularity is also evident in staff
growth plans where it is usually known as a Development Centre.
These procedures are designed to ensure employee investment is
maximised for both the organisation and the individual. Whilst the
general process is very similar to Assessment Centres the subtle
difference is that at a Development Centre you will be given feedback
immediately and work with the assessor to agree a future plan.
Exercises conducted at Assessment Centres

•Leadership skills

•Working under pressure

•Teamwork & motivation

•Analytical skills

•Co-operating with other people

•Verbal and written skills

•Numeric ability

•Complete communication skills

Assessment Centres
• Assessors are usually the managers from the company,
who are trained in assessment. This is usually a mixture of managers
from Human Resources function as well as some line managers for
whom the eventual graduate recruits will work.
Management Development Programmes
These programmes are organized to train managers
in :
1)Leadership
2)Supervisory techniques
3)Communication
4)General business
5) Organizational specific
6) Technology
What Is Management Development?

• Management development
• Any attempt to improve current or future management performance by
imparting knowledge, changing attitudes, or increasing skills.
• Succession planning
• A process through which senior-level openings are planned for and eventually
filled.
• Anticipate management needs
• Review firm’s management skills inventory
• Create replacement charts
• Begin management development
Managerial on-the-Job Training
• Job rotation
• Moving a trainee from department to department to broaden his or her
experience and identify strong and weak points.
• Coaching/Understudy approach
• The trainee works directly with a senior manager or with the person he or she
is to replace; the latter is responsible for the trainee’s coaching.
• Action learning
• Management trainees are allowed to work full-time analyzing and solving
problems in other departments.
Off-the-Job Management Training and Development Techniques

• Case study method

• Managers are presented with a description of an
organizational problem to diagnose and solve.
• Management game
• Teams of managers compete by making computerized
decisions regarding realistic but simulated situations.
• Outside seminars
• Many companies and universities offer Web-based and
traditional management development seminars and
conferences.
 Off-the-Job Management Training and
Development Techniques (cont’d)

• Role playing
• Creating a realistic situation in which trainees assume the
roles of persons in that situation.
• Behavior modeling
• Modeling: showing trainees the right (or “model”) way of
doing something.
• Role playing: having trainees practice that way
• Social reinforcement: giving feedback on the trainees’
performance.
• Transfer of learning: Encouraging trainees apply their
skills on the job.
Off-the-Job Management Training and
Development Techniques (cont’d)

• Corporate universities
• Provides a means for conveniently coordinating all the
company’s training efforts and delivering Web-based
modules that cover topics from strategic management
to mentoring.
• In-house development centers
• A company-based method for exposing prospective
managers to realistic exercises to develop improved
management skills.
Off-the-Job Management Training and
Development Techniques (cont’d)
• Executive coaches
• An outside consultant who questions the executive’s
boss, peers, subordinates, and (sometimes) family in
order to identify the executive’s strengths and
weaknesses.
• Counsels the executive so he or she can capitalize on
those strengths and overcome the weaknesses.
 An Example
a comprehensive training program module
on "Effective Project Management" using
ADDIE model
1. Analysis

• Organizational Level Needs Assessment:

• Identify the organizational goals related to project management, such as improving
project completion rates, reducing delays, or enhancing collaboration.
• Assess how effective project management aligns with the overall strategic objectives
of the organization.
• Job or Operational Level Needs Assessment:
• Analyze the specific job roles related to project management within the organization.
• Identify the key skills and competencies required for successful project management
in various operational areas.
• Individual Level Needs Assessment:
• Conduct individual assessments or surveys to identify the current skill levels,
knowledge, and areas of improvement among employees regarding project
management.
2.Design
• Employee Readiness Assessment:
• Develop a pre-training survey or assessment to gauge employees' readiness and existing knowledge related to project management.
• Utilize the assessment results to customize the training content, ensuring that it addresses the specific needs identified at the organizational,
job, and individual levels.
• Content Structure:
• Introduction to project management principles.
• Key project management tools and techniques.
• Hands-on exercises and case studies.
• Group collaboration and communication strategies.
• Methods of Delivery:
• Instructor-led presentations.
• Group discussions.
• Hands-on workshops with project management tools.
• Simulation exercises.
• Materials:
• PowerPoint presentation.
• Project management templates.
• Case studies and scenarios for discussion.
• Handouts on project management best practices.
3. Development

• Create Content:
• Develop engaging slides with relevant content on project management principles and
tools.
• Design hands-on exercises that simulate real-world project scenarios.
• Create case studies that reflect the specific challenges faced by the organization.
• Interactive Activities:
• Role-playing exercises for practicing communication and collaboration in project
teams.
• Group discussions on real-world project management challenges.
• Multimedia Elements:
• Integrate multimedia elements like video tutorials on project management software
and interviews with experienced project managers.
Implementation:

• Employee Readiness Assessment (During Implementation):

• Administer the readiness assessment to participants before the training
session.
• Use the results to tailor discussions and activities during the training,
addressing specific project management areas identified by participants.
• Training Sessions:
• Schedule training sessions, ensuring convenient timing for participants.
• Deliver the module using a mix of presentation, discussions, and hands-on
activities.
Schedule of 2 day-Training program
• Day 1: Introduction to Project Management Principles
• 9:00 AM - 9:30 AM: Registration and Welcome
• Sign-in, distribution of materials, and introduction to the training program.
• 9:30 AM - 10:30 AM: Overview of Project Management
• Understanding the importance of project management.
• Key principles and benefits.
• 10:30 AM - 10:45 AM: Morning Break
• 10:45 AM - 12:00 PM: Organizational Level - Aligning Projects with Goals
• Analyzing organizational goals and how project management supports them.
• Case studies on successful project implementations.
• 12:00 PM - 1:00 PM: Lunch Break
• 1:00 PM - 2:30 PM: Operational Level - Key Project Management Skills
• Identifying specific skills required for effective project management in various job roles.
• Hands-on exercises and group discussions.
• 2:30 PM - 2:45 PM: Afternoon Break
• 2:45 PM - 4:30 PM: Individual Level - Assessing Personal Project Management Skills
• Conducting individual self-assessments.
• Tailoring the training content based on individual needs.
Schedule of 2 day-Training program
• Day 2: Practical Application and Evaluation
• 9:00 AM - 10:30 AM: Tools and Techniques in Project Management
• Introduction to project management tools and software.
• Practical demonstrations and hands-on workshops.
• 10:30 AM - 10:45 AM: Morning Break
• 10:45 AM - 12:00 PM: Collaboration and Communication in Project Teams
• Strategies for effective communication within project teams.
• Role-playing exercises.
• 12:00 PM - 1:00 PM: Lunch Break
• 1:00 PM - 2:30 PM: Employee Readiness Assessment Review
• Discussing the results of the readiness assessment.
• Customizing discussions and activities based on assessment findings.
• 2:30 PM - 2:45 PM: Afternoon Break
• 2:45 PM - 4:30 PM: Application and Evaluation
• Group project simulations.
• Reviewing Philip's Model of Training Evaluation.
• 4:30 PM - 5:00 PM: Q&A, Feedback, and Closing
• Addressing participant questions.
• Collecting feedback using evaluation forms.
5. Evaluation (Philip's Model):
• Level 1: Reaction - Participant Feedback
• Method: Post-training survey and feedback forms.
• Questions:
• How satisfied were participants with the overall training program?
• Did participants find the content relevant and engaging?
• Were the training materials helpful and well-presented?
• Level 2: Learning - Knowledge and Skill Acquisition
• Method: Pre and post-training knowledge assessments, self-assessments.
• Indicators:
• Improvement in participants' scores on project management knowledge assessments.
• Self-assessment of acquired skills and confidence in applying project management principles.
• Level 3: Behavior - Transfer of Training to the Job
• Method: Follow-up assessments, supervisor feedback.
• Indicators:
• Observations of participants applying project management skills in their roles.
• Feedback from supervisors and team members on changes in behavior and project outcomes.
5.Evaluation (Philip's Model) contn:
• Level 4: Results - Organizational Impact
• Method: Post-training analysis of project outcomes, team performance
metrics.
• Indicators:
• Measurable improvements in project completion rates.
• Enhanced collaboration and communication within project teams.
• Reduction in project delays or cost overruns.
• Level 5: Return on Investment (ROI) - Cost-Benefit Analysis
• Method: Cost analysis and comparison with benefits.
• Indicators:
• Calculate the costs associated with the training program.
• Measure the tangible benefits, such as increased productivity, improved project
success rates, and time/cost savings.
PERFORMANCE APPRAISAL
PERFORMANCE APPRAISAL
It means evaluating an employee’s
current &/or past performance relative
to his/her performance standards.

https://www.youtube.com/watch?v=peq0z49Nw4I
Performance Appraisal Vs Performance
Management
Performance Appraisal is year end activity. Performance Management
is a process that starts the year with performance planning.
Basic features of PM are:
1) Articulation of organizational goals
2) Goal Alignment
3) On going Performance monitoring
4) On going feedback
5) Coaching & developmental support
6) Rewards & recognition
Performance Management versus
Performance Appraisal
Performance
Performance Appraisal
Management

Processes used to The process of evaluating

identify, encourage, how well employees
measure, evaluate, perform their jobs and
improve, and reward then communicating that
employee performance information to the
employees

59
Types of Performance Information

Subjective Objective

60
Uses Of Performance Appraisal

61
Process of Performance Appraisal
1) Identifying Performance Dimensions
a) Quality
b) Quantity
c) Behaviour
2) Create a Competency Model
3) Measuring Performance
APPRAISAL METHODS

TRAIT APPRAISAL METHODS

CHECKLISTS
SIMPLE
WEIGHTED
RANKING COMPARISONS
ALTERNATION
PAIRED COMPARISONS
RATING SCALES
GRAPHIC RATING SCALES
BEHAVIORAL METHODS
CRITICAL INCIDENTS
BEHAVIORALLY ANCHORED RATING SCALES (BARS)
OBJECTIVE MEASURES
NATURAL COUNTS (Quantity produced, etc)
GOALSETTING STANDARDS (MBO, etc)
Essay Evaluation

• The rater is asked to express the strong as well as weak points of

employee’s behavior
• The rater considers the employee’s
• Job knowledge and potential
• Understanding of company’s programs, policies, objectives etc.
• Relation with co-workers and supervisors
• Planning, organizing and controlling ability
• Attitude and perception
Checklist
• A checklist is a set of objectives or descriptive statements about the
employee and his behaviour
• Under weighted checklist, value of each question may be weighted.
• Is the employee really interested in the task assigned? Yes/No
• Is he respected by his colleagues? Yes/No
Simple Checklist Method
• Simple checklist method

• Weighted checklist method

• Forced Choice method

Simple checklist method
• Is employee regular Y/N

• Is employee respected by subordinate Y/N

• Is employee helpful Y/N

• Does he follow instruction Y/N

• Does he keep the equipment in order Y/N

Weighted Checklist Method
Weights Performance Rating

Regularity 0.5

Loyalty 1.5

Willing to help 1.5

Quality of work 1.5

Relationship 2.0
Forced Choice Method
• This method uses several sets of paired phrases, two of which may be
positive and two negative
• The rater is asked to indicate which of the four phrases is the most a
and least descriptive of a particular worker
• Favourable qualities earn plus credit and unfavourable ones earn the
reverse.
Forced Choice Method
Criteria Rating
Regularity on the Job Most Least
Always regular
Inform in advance for delay
Never Regular
Remain Absent
Neither regular nor irregular
Ranking Method
• The evaluator rates the employee from highest to
lowest on some overall criteria
Employee Rank
A 2

B 1

C 3

D 5

E 4
Alternation Ranking Scale
Paired Comparison Method
• Each worker is compared with all other employees in a group
• For several traits paired comparisons are made tabulated and then
rank is assigned to each worker
• This method is not applicable when the group is large
 Ranking Employees by the
Paired Comparison Method

Note: + means “better than.” − means “worse than.” For each chart, add up the number of
1’s in each column to get the highest-ranked employee.
Forced Distribution Methods
• The Rater is asked to appraise the employee according to
predetermined distribution scale
• Two criteria used for rating are: job performance and promotability
• A five point performance scale is used
• The worker is placed between two extremes of “good” and “bad”
Forced Distribution on a Bell-Shaped Curve
Field Review Method
The appraiser goes to the field and obtains the information about
work performance of the employee by way of questioning the said
individual, his peer group and his superiors.
Graphic Rating Scale
• A form is used to evaluate the performance of the employees
• A variety of traits may be used in this device, the most common being
quality and quantity of work
• Easy to understand and use
• Permits statistical tabulation of scores
Graphic Rating Scale
Continuous Rating Scale
 Discontinuous Rating Scale

Attitude
• No Interest Interested Very Enthusiastic

Indifferent Enthusiastic
Critical Incidents

• Manager prepares lists of statements of very effective and ineffective

behavior of an employee
• These critical incidents represent the outstanding or poor behavior of
the e employees
• The manager periodically records critical incidents of employee’s
behaviour
 A fire, sudden breakdown, accident
Critical Incident Method

Workers Reaction Scale

A Informed the supervisor 5

immediately

B Become anxious on loss of 4

output

C Tried to repair the machine 3

D Complained for poor 2

maintenance

E Was happy to forced test 1

BARS(Behaviourally Anchored Rating Scale)

Develop Final
Instruments
Assign scales
to Incidents
Retranslate
the Incidents
Select
Performance
Identify Dimension
Critical
Incidents
MBO Process
• Set Organizational goals

• Defining performance target

• Performance review

• Feedback
MBO
• MBO emphasizes collectively set goals that are tangible, verifiable,
and measurable
• Focuses attention on goals rather than on methods
• Concentrates on Key Result Areas (KRA)
• Systematic and rational technique that allows management to attain
maximum results from available resources by focusing on achievable
goals
Key Elements of MBO
• Arranging organizational goals in a means-ends chain
• Engaging in joint goal setting
• This process has the following steps:
• Identify KRAs
• Define expected results
• Assign specific responsibilities to employees
• Define authority and responsibility relationship
•Conducting periodic progress review
•Conducting annual performance review
The MBO Process
1. Job review and
agreement

2. Development of
performance
standards

3. Setting of
objectives

4. Continuing
performance
discussions 91
Who Should Do the Appraising?
1. Peer Appraisals
2. Rating Committees
3. Self Ratings
4. Appraisal by Subordinates
5. 360-Degree Feedback
360 Appraisal System
• It is systematic collection and feedback of performance
data on an individual or group, derived from a number
of stakeholders
• Data is gathered and fed back to the individual
participant in a clear way designed to promote
understanding, acceptance and ultimately behaviour
360 Appraisal System
Appraisal taken from
• Boss

• Subordinates

• Peers

• Immediate supervisor
7200 Feedback
APPRAISAL ERRORS
RATER ERRORS AND BIAS
PERSONAL BIAS
HALO & HORN ERRORS
DISTRIBUTION (RANGE) ERRORS
Leniency, Strictness, or Central Tendency

RECENCY EFFECT

ORGANISATIONAL POLITICS

INDIVIDUAL OR GROUP FOCUS

Common Rater Errors

97
Personal Bias (Stereotyping)
• Managers allow individual differences such as gender,
race or age to affect ratings they give

• Effects of cultural bias, or stereotyping, can influence

appraisals
Halo/Horn Error
• Halo error - Occurs when manager generalizes one
positive performance feature or incident to all aspects of
employee performance resulting in higher rating

• Horn error - Evaluation error occurs when manager

generalizes one negative performance feature or incident
to all aspects of employee performance resulting in lower
rating
Leniency/Strictness
• Leniency - Giving undeserved high ratings
• Strictness - Being unduly critical of employee’s work performance
• Worst situation is when firm has both lenient and strict managers and
does nothing to level inequities
Central Tendency
• Error occurs when employees are incorrectly rated near average or
middle of scale
• May be encouraged by some rating scale systems requiring evaluator
to justify in writing extremely high or extremely low ratings
Recent Behavior Bias
• Employee’s behavior often improves and productivity tends to rise
several days or weeks before scheduled evaluation
• Only natural for rater to remember recent behavior more clearly than
actions from more distant past
• Maintaining records of performance
Manipulating the Evaluation
• Sometimes, managers control virtually every aspect of appraisal
process and are in position to manipulate system
• Example: Want to give pay raise to certain employee. Supervisor may
give employee a undeserved high performance evaluation
Employee Anxiety
• Evaluation process may create anxiety for appraised employee

• Opportunities for promotion, better work assignments, and increased

compensation may hinge on results
The Need for Fairness
Checklist of Best Practices for Administering Fair
Performance Appraisals
• Base the performance review on duties and standards from a
job analysis.
• Try to base the performance review on observable job
behaviors or objective performance data.
• Make it clear ahead of time what your performance
expectations are.
• Use a standardized performance review procedure for all
employees.
 The Need for Fairness

• Make sure whoever conducts the reviews has frequent opportunities

to observe the employee’s job performance.
• Either use multiple raters or have the rater’s supervisor evaluate the
appraisal results.
• Include an appeals mechanism.
• Document the appraisal review process and results.
 The Need for Fairness

• Discuss the appraisal results with the employee.

• Let the employees know ahead of time how you’re going to conduct
the reviews.
• Let the employee provide input regarding your assessment of him or
her.
• Indicate what the employee needs to do to improve.
 The Need for Fairness
• Train the supervisors who will be doing the appraisals. Make sure they
understand the procedure to use, how problems (like leniency and
strictness) arise, and how to deal with them.
The Need for Fairness
Appraiser should NOT
• Surprise the Employee
• Make It a One-Way Conversation
• Be Vague or
• Use Comparisons
• Overemphasize Negative Feedback:
• Rush the Process
• Make Promises You Can't Keep:
• Be Biased or Discriminatory9.
• Lose Sight of Development Neglect Follow-Up
Managing the Appraisal Interview
• Appraisal Interview – an interview in which the
supervisor and subordinate review the appraisal and
make plans to remedy deficiencies and reinforce
strengths.