Unit III(Hrm)

8/2/2019 Unit III(Hrm)

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Unit-III(HRM)

Expanding the talent poolRecruit & selection, career mgt. Developing

talent over time, Career development initiatives,HRM competencies, roles of HR

generalists,training & development


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Recruitment:-

Organizational activities that provide apool of applicants for the purpose offilling job openings.

It is a process of searching forprospective employees .

Stimulating & Encouraging them to

apply for jobs in the org.


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Factors Governing Recruitment

Internal Factors Recruitment Policy of the Org

Size of the org & the Number of EmployeesEmployed

Cost Involved in Recruitment

Growth & Expansion Plans of the Org.

External Factors Supply & Demand of Specific Skills in the Market Political & Legal considerations such as Reservations

of jobs for reserved Catagories

Companys Image Perception by the Job Seekers.


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Decision is made as to whether recruitment isnecessary

Job description is prepared

Specification is prepared

Plans are made on how and when toadvertise

Applicants are short-listed

References are requested

Candidates are invited for interviews andselection tests

The successful candidate is offered the joband signs the contract of employment

Steps Of Recruitment Process


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Sources Of Recruitment:

Present Employees

Unsolicited Applicants

Educational and Professional Instituitions Public Employment Offices

Private employment Agencies

Employee Referrals Help wanted Advertising

Walk-Ins


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Recruitment Sources( External)

Unsolicited

Employee referralsand networks

Advertisements(multimedia)

Recruiting online

Colleges andplacement offices

Employment agencies

Executive searchfirms

Professional

associations andmeetings

State Employmentservices

Outplacementservices

Community agencies

Job fairs


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RECRUITMENT PROCESS

PRACTICES BY

CAPGEMINI INDIA


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RECRUITMENT PROCESS FORFRESHER

WRITTEN /APPTITUDE.

GROUP DISCUSSION. PSYCHOMETRIC TEST(CONDITIONAL).

TECHNICAL

INTERVIEWS(CONDITIONAL). HR INTERVIEWS.


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RECRUITMENT PROCESS FOR

HIGHER POST

PSYCHOMETRIC TEST.

BUSINESS GAME.

HR INTERVIEWS.


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Difficulties in Recruitment process

Talent Acquistion.

Expensive.

Time Constraint.

Retention of employees.

Managing low attrition rate.

Budget.


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Challenges in Recruitent & Selection:

Talent Shortage

Attrition Rate

Reservations and other Gov. Policies Remoteness of Job

Scrutinity of employees credentials


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Basic Diff. Between Recruitment andSelection:

Recruitment- searching for and attractingapplicants qualified to fill vacant positions

Selection- Analyzing the qualifications ofapplicants and deciding upon those who showthe most potential


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Selection:

Is the process of discovering thequalifications & characteristics of thejob applicant in order to establish their

likely suitability for the job position.

A good selection requires a methodicalapproach to the problem of finding thebest matched person for the job


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Selection Process

1. Preliminary Interview

2. Selection Tests

3. Employment Interview4. Reference and Background Analysis

5. Physical Examination

6. Job Offer

7. Employment Contract


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THE SELECTION PROCESS

THE JOB APPLICATION BLANK

An orderly, convenient method of collectingnecessary information for determining an

applicants minimum qualifications.


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BARRIERS TO EFFECTIVE

SELECTION

Perception

Fairness Validity

Reliability

Pressure


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Career Management


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What Is A Career?

Traditional Career Sequence of positions held within an occupation

Context of mobility is within an organization

Characteristic of the employee Protean Career

Frequently changing based on changes in theperson and changes in the work environment

Employees take major responsibility for managingtheir careers


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Comparison of Traditional Careerand Protean Career:

Dimension Traditional Career Protean CareerGoal Promotions

Salary increase

Psychological success

Psychological contract Security for commitment Employability for flexibility

Mobility Vertical Lateral

Responsibility for

Management

Company Employee

Pattern Linear and expert Spiral and transitory

Expertise Know how Learn how

Development Heavy reliance on formal

training

Greater reliance on relationships and

job experiences


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What Is Career Management?

Career managementis the process throughwhich employees:

Become aware of their own interests, values,

strengths, and weaknesses. Obtain information about job opportunities within

the company.

Identify career goals.

Establish action plans to achieve career goals.


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Why Is Career ManagementImportant?

From the companys perspective, thefailure to motivate employees to plan theircareers can result in:

A shortage of employees to fill open positions

Lower employee commitment

Inappropriate use of monies allocated for trainingand development programs


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Why Is Career ManagementImportant?

(continued)

From the employees perspective, lack ofcareer management can result in:

Frustration

Feelings of not being valued by the company

Being unable to find suitable employment shoulda job change be necessary due to mergers,acquisitions, restructuring, or downsizing.


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A Model of Career Development

Career development is the process by whichemployees progress through a series of stages.

Each stage is characterized by a different set of

developmental tasks, activities, andrelationships.

There are four career stages:

Exploration

Establishment

Maintenance

Disengagement


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A Model of Career Development(continued)

Exploration Establishment Maintenance DisengagementDevelopmental

tasks

Identify interests,

skills, fit between self

and work

Advancement,

growth, security,

develop life style

Hold on to

accomplishments,

update skills

Retirement

planning, change

balance between

work and non-work

Activities Helping

Learning

Following directions

Making independent

contributions

TrainingSponsoringPolicy making

Phasing out of work

Relationships to

other employees

Apprentice Colleague Mentor Sponsor

Typical age Less than 30 30 45 45 60 61+

Years on job Less than 2 years 2

10 years More than 10 years More than 10 years


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The career management process:

Self-Assessment

RealityCheck

Goal Setting ActionPlanning


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Components of the CareerManagement Process:

Self-Assessment

Use of information by employees to determine theircareer interests, values, aptitudes, and behavioraltendencies.

Often involves psychological tests.

Reality Check

Information employees receive about how the

company evaluates their skills and knowledge andwhere they fit into company plans.


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Components of the CareerManagement Process: (continued)

Goal Setting

The process of employees developing short- andlong-term career objectives.

Usually discussed with the manager and written into adevelopment plan.

Action Planning

Employees determining how they will achieve their

short- and long-term career goals.


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Career Development initiatives


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Shared Responsibility:Roles in Career Management

Manager

Employees

Company

HR Manager


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Employees Role in Career

Management

Take the initiative to ask for feedback from managersand peers regarding their skill strengths andweaknesses.

Identify their stage of career development and

development needs. Seek challenges by gaining exposure to learning

opportunities.

Interact with employees from different work groups

inside and outside the company. Create visibility through good performance.


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Managers Role in Career

ManagementRoles Responsibilities

Coach Probe problems, interests, values, needsListenClarify concernsDefine concerns

Appraiser Give feedback

Clarify company standardsClarify job responsibilitiesClarify company needs

Advisor Generate options, experiences, and relationships

Assist in goal setting

Provide recommendations

Referral agent Link to career management resources

Follow up on career management plan


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HR Managers Role in Career

Management

Provide information or advice about trainingand development opportunities.

Provide specialized services such as testing

to determine employees values, interests,and skills.

Help prepare employees for job searches.

Offer counseling on career-related problems.


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Companys Role in Career

Management

Companies are responsible for providingemployees with the resources needed to besuccessful in career planning:

Career workshops

Information on career and job opportunities

Career planning workbooks

Career counseling

Career paths


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HR Role


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HR Management Competencies

and Careers Important HR CompetenciesStrategic contribution to organizational success

Business knowledge of organization and itsstrategies

Effective and effective delivery of HR services

Familiarity with HRMS technology

Personal credibility

SPEAK THE LANGUAGE OF THE

BUSINESS


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HR Management as a Career Field

HR Generalist

A person with responsibility for performing avariety of HR activities.

HR Specialist

A person with in-depth knowledge andexpertise in a limited area of HR.

HR ManagerA person who is a line manager for HR

Generalists and Specialists


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HR Management Roles

Administrative Role

Clerical and administrative support operations(e.g., payroll and benefits work)

Technology is transforming how HR services aredelivered.

Outsourcing HR services to reduce HR staffing costs

Operational and Employee Advocate Role Champion for employee concerns Employee crisis management

Responding to employee complaints


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WHAT IS A COMPETENCY-BASEDHUMAN RESOURCE SYSTEM?


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KEY POINTS OF ACOMPETENCY SYSTEM

Competency integration into all HR applications

Use classification to slot the job into the band ata particular level

Links individuals to the agency businessstrategy and vision--communication is critical

This will be a major cultural change effort


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HR Specialists

Source: HR Department Benchmarks and Analysis 2004(Washington, DC: Bureau of NationalAffairs, 2004), 119. To purchase this publication and find out more about other BNA HRsolutions visit http://hrcenter.bna.com or call 800-372-1033. Used with permission.


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HR Certification

Figure 19

The Human Resource Certification Institute offers three types ofprofessional certifications for HR generalists.

Details on these certifications are available from theHuman Resources Certification Institute, www.hrci.org.


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Changing Roles of HR Management

Note: Example percentages are based on various surveys.


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Strategic Role for HR

Strategic Role

Contributing at the Table to organizational

results

HR becomes a strategic business partner by: Focusing on developing HR programs that

enhance organizational performance.

Involving HR in strategic planning at the onset.

Participating in decision making on mergers,acquisitions, and downsizing.

Redesigning organizations and work processes

Accounting and documenting the financial resultsof HR activities.


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GPHR Certification

Global Professional in Human Resources(GPHR) certification subject areas:

Strategic international HR management

Organizational effectiveness and employeedevelopment

Global staffing

International assignment management

Global compensation and benefits

International employee relations and

regulations


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Other HR Certifications

Certified Compensation Professional (CCP), sponsored by theWorld at Work Association

Certified Employee Benefits Specialist (CEBS), sponsored by theInternational Foundation of Employee Benefits Plans

Certified Benefits Professional (CBP), sponsored by theWorldatWork Association

Certified Performance Technologist (CPT), co- sponsored by theAmerican Society for Training & Development and the InternationalSociety for Performance Improvement

Certified Safety Professional (CSP), sponsored by the Board ofCertified Safety Professionals

Occupational Health and Safety Technologist (OHST), given bythe American Board of Industrial Hygiene and the Board of CertifiedSafety Professionals

Certified Professional Outsourcing, provided by New York


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Training & Development

Need analysisTraining evaluation


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DEFINING TRAINING NEEDS

JOB TRAINING ANALYSIS

ORGANSATIONAL ANALYSIS

PERFORMANCE APPRAISAL

JOB ANALYSIS

CUSTOMER FEEDBACK

OBSERVATION OF EMPLOYEES

RECORDS OF EMPLOYEES PERFORMANCE


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I. Needs

Assessment

II. Developing &

Conducting

Training

III. EvaluatingTraining

Training Process Model


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I. Needs Assessment

1. Organizational Level

2. Job Level

3. Individual Level


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1. Organizational Level

Technology change.

Organizational

restructuring.

Change in workforce.

Marketing Plans.

Productivity measures


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2. Job Level

Job and task analysis.

Identify Key areas.

Review procedural andtechnical manuals.

Design Training Program


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3. Individual Level

Determine who needs training andwhat kind.

Tests. Prior training and experience.

Performance review.

Career assessment.


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II. Developing and ConductingTraining

1. Determine location and who will conduct thetraining.

o Onsite facilities vs. offsite.o Inside training staff vs. outside vendors.

2. Develop training curricula.

Based on job/task analysis and individual needs.

3. Select training methods.

o Considering learning principles.

o Consider appropriateness and cost.

Wh ill d th T i i ?


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Who will do the Training?

The magic apron method: people

train themselves the easiest ways toget the job done.

The person that is leaving trains:teaches shortcuts and ways of

breaking the rules.

Big sister, big brother method:passes on bad habits and may resent

new person as a competitor. The logical person to train new

workers is The employer!


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Kinds of training

Informalon the job, phone a friend

Formalattendance or completion

Formal certified,

Evidence of Return on Investment

Must be planned

Allows for customisation, relates to workplacestandards

H d E l L th


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How do Employees Learn theBest?

Learning is theacquisition of skills,knowledge, or attitudes.

The adult learningtheory is a field ofresearch that examineshow adults learn. Anumber of the followingtips come from the adultleaning theory.

H l l h b


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How employees learn the best: When they are actively involved in

the learning process-(to do thischoose a appropriate teachingmethod).

Training is relevant and practical.

Training material is organized andpresented in chunks.

Training is in an informal, quiet,

and comfortable setting. When they have a good trainer.

When they receive feedback onperformance.

Cl T i i Skill


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Classroom Training Skills

Be aware of appropriate body

language and speech. Watch how you talk to

employees. Covey respect andappreciation.

Handle problem behaviors in aneffective manner.

Avoid time wasters.

Facilitate employee participationand discussion.

Use visual aids to avoid

constantly referring to notes.


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3. Types of Training

1. Skills Training.

2. Retraining.

3. Cross-Functional.4. Team Training.

5. Creativity Training.

6. Literacy Training.

7. Diversity Training.

8. Customer Service.

Types of Training


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7. Diversity Training

Instituting a variety of programs to

instill awareness, tolerance,

respect, and acceptance ofpersons of different race, gender,

etc. and different backgrounds.


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8. Customer Service Training

Training to improve

communication, better

response to customerneeds, and ways to

enhance customer

satisfaction.


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6. Literacy Training

Improving basic skills of the

workforce such as mathematics,

reading, writing, and effective

employee behaviors such as

punctuality, responsibility,

cooperation,etc.


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Training Methods

Classroom Video

On-the-Job

Computer AssistedInstruction

Simulation


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Training evaluationprovides the

data needed to demonstrate thattraining does provide benefits to the

company.

P f E l ti


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Purpose of Evaluation

Feedback - on the effectivenessof the training activities

Control - over the provision oftraining

Intervention - into the

organizational processes thataffect training

Wh b l d


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What can be evaluated

Remember 3 Ps

The Plan

The Process

The Product

H t l t th Pl


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How to evaluate the Plan

Course Objectives

Appropriate selection of

participants Timeframe

Teaching Methods

How to Evaluate the


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How to Evaluate the

Process

Planning Vs. Implementation

Appropriate participants Appropriate time

Effective use of time

Teaching according to setobjectives

Methods for Process


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Methods for ProcessEvaluation

Observation by the teacherhim/herself

Observation by other teachers Questionnaire completed by

students

Evaluation discussion by students Staff meetings


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How to Evaluate the Product

Is only evaluation of the product sufficient Time

Ultimately all stages require evaluation in anycase

Changes in effectiveness

Impact Analysis

Achieving Targets

Attracting Resources

Satisfying Interested Parties


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Training Evaluation Criteria

TrainingEvaluation

Criteria

Reaction

KnowledgeOrganizational

results

Behaviour

Training Outcomes: Kirkpatricks Four-


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g pLevel Framework of EvaluationCriteriaLevel Criteria Focus

1 Reactions Trainee satisfaction

2 Learning Acquisition of knowledge, skills, attitudes, behavior

3 Behavior Improvement of behavior on the job

4 Results Business results achieved by trainees

T i i E l ti St


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Training Evaluation Steps

Evaluationcriteria

Pre-testTrained orDevelopedWorkers

Post-testTransfer to

the Job

Follow-upStudies

T f E l ti D i


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Types of Evaluation Designs

Train Measure

Post Test Only. Cannot tell if there is a changein knowledge or skill.

Measure Train Measure

Pre-test with Post-test. Detects a change, but

cannot tell if training was responsible.

T f E l ti D i


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Types of Evaluation Designs

Measure

Scientific Method: Training Group and Control Group.

Compare performance of Training Group and ControlGroup after training. IfTraining Group has higher

performance, it can be attributed to a training effect.

Train Measure

MeasureNoTrain

Measure

Outcomes Used in Evaluating Training


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Outcomes Used in Evaluating TrainingPrograms:

CognitiveOutcomes Skill-Based

Outcomes

Affective

Outcomes

Results

Return on

Investment



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Outcomes Used in Evaluating TrainingPrograms: (continued)

Cognitive Outcomes Determine the degree to which trainees are familiar

with the principles, facts, techniques, procedures, orprocesses emphasized in the training program.

Measure what knowledge trainees learned in theprogram.

Skill-Based Outcomes Assess the level of technical or motor skills.

Include acquisition or learning of skills and use ofskills on the job.



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Affective Outcomes Include attitudes and motivation.

Trainees perceptions of the program including the

facilities, trainers, and content.

Results

Determine the training programs payoff for the

company.



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Return on Investment (ROI) Comparing the trainings monetary benefits with the

cost of the training.

Direct costs

Indirect costs

Benefits

Training Program Objectives and


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Training Program Objectives andTheir Implications for Evaluation:

Reactions: Did trainees like the program?

Did the environment help learning?

Was material meaningful?

Skill-Based: Ratings by peers or managers

based on observation of behavior

Cognitive: Pencil-and-paper tests Affective: Trainees motivation or job attitudes

Skill-Based: Performance on a work sample Results: Did company benefit through sales,

quality, productivity, reduced

accidents, and complaints?

Performance on work equipment

Outcomes

Learning Transfer

Objective

How do you know if your outcomes


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How do you know if your outcomesare good?

Good training outcomes need to be:

Relevant

Reliable Discriminate

Practical

G d O R l


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Good Outcomes: Relevance

Criteria relevance

the extent to which trainingprograms are related to learned capabilitiesemphasized in the training program.

Criterion contamination

extent that trainingoutcomes measure inappropriate capabilities orare affected by extraneous conditions.

Criterion deficiency failure to measure

training outcomes that were emphasized in thetraining objectives.

Criterion deficiency relevance and


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Criterion deficiency, relevance, andcontamination:

Relevance

Outcomes

Identified by Needs

Assessment andIncluded in

Training Objectives

Outcomes

Measured inEvaluation

DeficiencyContamination

Outcomes Related to Training Objectives

G d O t


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Good Outcomes (continued)

Reliability

degree to which outcomes canbe measured consistently over time.

Discrimination degree to which trainees

performances on the outcome actually reflecttrue differences in performance.

Practicality refers to the ease with which

the outcomes measures can be collected.

Evaluation Designs: Threats to


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Evaluation Designs: Threats toValidity

Threats to validity refer to a factor thatwill lead one to question either:

The believability of the study results (internal

validity), or The extent to which the evaluation results are

generalizable to other groups of trainees andsituations (external validity)

Th t t V lidit


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Threats to Validity

Threats To Internal Validity Company

Persons

Outcome Measures Threats To External Validity

Reaction to pretest

Reaction to evaluation

Interaction of selection and training

Interaction of methods

P f t i


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Performance management is:

PM ,The process by which executives,managers, and supervisors work to alignemployee performance with the firms goals

Performance appraisalis the process bywhich organizations evaluate employee jobperformance.

Appraisal Data Is Needed For...


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pp

Assessment of current employee performance

are performance standards being met? Training needs

what does the employee need to learn in order to improve current workperformance?

Career planning and development assessing an employees strengths and weaknesses to determine

advancement Compensation programs

provides a basis for rational decisions regarding pay adjustments (raisesand bonuses)

Internal employee relations used for decisions in several areas of internal employee relations, including

promotion, demotion, termination, layoff, and transfer (transfers, layoffs,terminations)

Recruitment and selection generates data to validate selection criteria

Human resource planning assessment data is helpful in building replacement or succession charts


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Uses of Performance

Appraisals Performance Improvement.

Compensation Adjustments.

Placement decisions.


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Uses of Performance

Appraisals Training and development needs.

Career planning and development.

Deficiencies in staffing process.


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Performance Standards

Performance Standards. The benchmark against

which performance is measured.

Establishing Performance Criteria


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(Standards)

Traits

Behaviors

Competencies

Goal Achievement

ImprovementPotential


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Performance Measures

Performance Measures. The ratings used to evaluate

employee performance

PERFORMANCE APPRAISAL REPONSIBILITY


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HUMAN RESOURCE DEPARTMENTDesigns the performance appraisal system

Establishes and monitors a reporting system

Trains managers in how to conduct appraisals

Safeguards performance appraisal records

MANAGERS & SUPERVISORS

Evaluates employee performance

Completes the appraisal documents and forms

Reviews appraisals with employees

Performance Appraisal ProcessExternal EnvironmentI t l E i t


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Internal Environment

Identify Specific

Performance AppraisalGoals

Establish PerformanceCriteria (Standards) andCommunicate Them To

Employees

Examine Work Performed

Appraise the Results

Discuss Appraisal withEmployee

Appraisal Process


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Appraisal Process

Establish and communicate expectationsfor performance.

Observe and measure individual

performance against standards. Reinforce performance to provide

remedies

Establish and Communicate


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Expectations

During the planning process and relatedaction plans, the supervisor spells outwho is to do what in order to accomplishthe department objectives. This information will indicate what each

employee must do in order to help the

department or work group meet itsobjectives. One approach is to list three to five major

responsibilities of each position; then focus onthese responsibilities.


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It is important that each employee knowsand understands what is expected.

The supervisor must communicate the

objectives effectively. Employees are most likely to understand and

be committed to objectives when they have asay in developing.

Observe and Measure Individual


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Performance

Through the control process, thesupervisor should continuously gatherinformation about each employees

performance. This is an ongoing process, not something the

supervisor saves to do when filling outappraisal forms.


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Past-Oriented Appraisal

Methods

Rating scale (1 to 10)

Checklist

Forced choice method (yes or no)

Critical incident method

Behaviourally anchored rating scales (agree

disagree

HOW OFTEN SHOULD APPRAISALS BE DONE?


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HOW OFTEN SHOULD APPRAISALS BE DONE?

ANNUALLY (Once a year)

SEMI-ANNUALLY (every 6 months)

QUARTERLY (every 3 months)

MONTHLY

CONTINUOUSLY

WHO SHOULD CONDUCT THE APPRAISAL?


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IMMEDIATE SUPERVISOR

SUBORDINATES

COWORKERS (Peers)

OUTSIDERS Customers

Constituents

Consultants

SELF-APPRAISAL

GROUPS or TEAMS

Problems in Performance Appraisal


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Appraiser discomfort Lack of objectivity

Halo/horn error

Leniency/strictness

Central tendency

Recent behavior bias

Personal bias

Manipulating the evaluation Employee anxiety



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Appraiser discomfort Lack of objectivity

Halo/horn error

Leniency/strictness

Central tendency

Recent behavior bias

Personal bias

Manipulating the evaluation Employee anxiety

Appraiser Discomfort


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Appraiser Discomfort

Performanceappraisal processcuts into managers

time Experience can be

unpleasant when

employee has notperformed well

Lack of Objectivity


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Lack of Objectivity

In rating scales method, commonly usedfactors such as attitude, appearance, andpersonality are difficult to measure

Factors may have little to do withemployees job performance

Employee appraisal based primarily onpersonal characteristics may place

evaluator and company in untenablepositions

Halo/Horn Error


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Halo/Horn Error

Halo error - Occurs when managergeneralizes one positiveperformancefeature or incident to all aspects ofemployee performance resulting inhigher rating

Horn error - Evaluation error occurswhen manager generalizes one

negativeperformance feature orincident to all aspects of employeeperformance resulting in lower rating

Leniency/Strictness


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Leniency/Strictness

Leniency - Givingundeserved high ratings

Strictness - Being unduly

critical of employees workperformance

Worst situation is when firmhas both lenient and strict

managers and does nothingto level inequities

Central Tendency


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Central Tendency

Error occurs when employees areincorrectly rated near average or middle ofscale

May be encouraged by some rating scalesystems requiring evaluator to justify inwriting extremely high or extremely low

ratings

Recent Behavior Bias


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Recent Behavior Bias

Employees behavior often improves andproductivity tends to rise several days orweeks before scheduled evaluation

Only natural for rater to remember recentbehavior more clearly than actions frommore distant past

Maintaining records of performance

Personal Bias (Stereotyping)


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Personal Bias (Stereotyping)

Managers allow individual differencessuch as gender, race or age to affectratings they give

Effects of cultural bias, or stereotyping,can influence appraisals

Other factors Example: mild-manneredemployees may be appraised more

harshly simply because they do notseriously object to results

Manipulating the Evaluation


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Manipulating the Evaluation

Sometimes, managers control virtuallyevery aspect of appraisal process and arein position to manipulate system

Example: Want to give pay raise tocertain employee. Supervisor may giveemployee a undeserved high performance

evaluation

Employee Anxiety


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Employee Anxiety

Evaluation process maycreate anxiety forappraised employee

Opportunities forpromotion, better workassignments, and

increased compensationmay hinge on results

Reasons for Intentionally InflatingRatings


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Ratings

Believe accurate ratings would damage subordinatesmotivation and performance.

Improve employees eligibility for merit raises.

Avoid airing departments dirty laundry.

Avoid creating negative permanent record that might

haunt employee in future. Protect good workers whose performance suffered

because of personal problems.

Reward employees displaying great effort even when

results were relatively low. Avoid confrontation with hard-to-manage employees.

Promote a poor or disliked employee up and out ofdepartment.

Reasons for IntentionallyLowering Ratings


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Lowering Ratings

Scare better performance out of employee. Punish difficult or rebellious employee.

Encourage problem employee to quit.

Create strong record to justify planned firing. Minimize amount of merit increase a subordinate

receives.

Comply with organizational edict that discouragesmanagers from giving high ratings.

APPRAISAL METHODS


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NARRATIVES

ESSAYSCRITICAL INCIDENTS

RANKING COMPARISONS

ALTERNATION

PAIRED COMPARISONS

CHECKLISTSSIMPLE

WEIGHTED

RATING SCALES

GRAPHIC RATING SCALES

BEHAVIORALLY ANCHORED RATING SCALES (BARS)BEHAVIORAL OBSERVATION SCALES (BOS)

OBJECTIVE MEASURESNATURAL COUNTS (Quantity produced, etc)

GOALSETTING STANDARDS (MBO, etc)


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Cont.

Recording PerformanceQuantitative Performance Standards

Sales force performance analysis

Name.......................................................date.........................

Problem Fair Average Good Superior

A. Job factors

1. Product knowledge

2. Customer knowledge

3. Relationship with customers

4. Number of sales calls made

5. Quota performance

6. Service follow-up


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B. Personal factors

1. Punctuality

2. General attitude

3. Dress and appearance

4. Diligence

5. Cooperation

6. Accuracy

7. Adaptability

8. Reliability

Strengths:_________________________________________________________

__________________________________________________________________

Weakness: __________________________________________________________

__________________________________________________________________

Comments_______________________________________________________________________

Unit III(Hrm)

Documents