management 351 – class 4 chapters 7 and 8 shifting chapter 9 out one week (cascade)...
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Management 351 – Class 4 Chapters 7 and 8 Shifting chapter 9 out one week
(cascade) Announcements/Other Items
Test recap Instructor mid-term evaluation Term papers/Matewan due
Term papers may be late without explanation Late papers drop one (1) point per day
Chapter 7 – Appraising and Managing Performance Performance appraisal involves the identification, measurement, and management of human performance in organizations. Identification: knowing what behaviors
lead to performance (job and company related).
Measurement: anchored tools to provide consistent assessment of performance.
Management: feedback and goal setting.
Uses of performance appraisalLook backward (recap the year)
Is this of any value? Address performance concerns?
Measurement of goal attainmentSet new goalsDiscuss professional development objectives
Identifying Performance Dimensions Speaks to what is measured – that is,
what do we do that determines performance?
Typically shown through ratings:1, 2, 3, 4Poor, Good, Excellent, Exceptional
Relative and Absolute Judgments
Relative: compares one employee’s performance to that of other employees“How is Jack doing relative to Jill?”Advantage: forces comparisons and avoids
‘clustering’ of ratingsDisadvantages:
Mask the degree of the difference between comparitors
Relative information is missing making judgments of how “good is good” or how “bad is bad” difficult
Forces distinctions where none may actually exist
Absolute Judgments
Absolute: compares each employee’s performance to an anchored scale
Advantages: Drives consistency across managers and groups Avoid conflict among workers (is this an advantage?) Easier to defend than relative systems
Disadvantages: Everyone can receive the same rating thereby saving
a manager from confronting differences “Non-anchored” ratings can vary manager-to-
manager
Trait Appraisal Instruments
Some traits are consistent and enduring:DecisivnessReliabilityEnergyLoyalty
Focuses on the person, not the performance (leads to defensiveness)
Look for how these traits impact observable behavior
Behavioral Appraisal Instruments
Indicates the relative frequency of a particular type of behavior – that is, what type of behavior is most frequently exhibited
BARS: Behaviorally Anchored Rating Scale (figure 7.7)
These tend to be very concrete/observable Higher face validity (better acceptance and
application)
Behavioral Appraisal Instruments
Disadvantages:Can be time consuming to developThey are, by definition, incomplete (we can
not define all behaviors at every level)Organizational/job changes can make them
obsolete very quicklyViewed as “unnatural” in many studies
(people prefer dealing with traits)
Outcome Appraisal Instruments
Focus on deliverables or outcomes Commonly referred to as “Management by
objectives” or MBO. Eliminates bias and error (particularly when
outcomes are objectively measurable). Problems:
Poorly defined outcomes can drive wrong behaviors Dead-body syndrome: the ends justifies the means
Summary of Appraisals
See figure 7.8 on page 231! What’s missing???
Organizational uses!This represents the worst of HR Includes developmental but places admin first
and ‘risk management’ last
Challenges to Performance Management Rater errors and bias
Halo: rating similarly across dimensions Restriction of range: tends to rate everyone similarly
Leniency, central tendency and severity errors
Comparability: similarity of ratings by different managers (how is this avoidable?)
Frame of Reference (FOR) training: essentially training that “anchors perceptions”
Challenges to Performance Management Liking:
Emotional and unconscious (in many cases) Is established very quicklyLiking and positive reviews have a strong
positive correlation Precautions: awareness is your best ally Politics
Balance of Chapter
Good content – read it Addressing performance concerns:
TimelyBehaviorally specificCoaching until it is not effectiveWarnings
Specific objectives Specific timeframes Specific outcomes if objectives not attained
Chapter 8 – Training the Workforce Training: providing employees with
specific skills or helping them correct deficiencies in their performance “in the moment” or for present needs.
Development: future-focused development of abilities.
Challenges in Training
Why train? What’s the goal? Start by asking if, given the goal, is
training the solution? Are the goals clear and realistic? Is training a good investment? Will training work? Is training a benefit? Is it an investment?
Why would we treat these differently?
The three phases of managing the training process Phase 1: Assessment:
Organizational analysis: culture, mission, business climate and objectives and structure
Task analysis: looks at the “delta” between current and desired tasks or work
Person analysis: which employees need training
Clarify the objectives: Actionable? Measurable? Desirable?
Realistic?Figure 8.3 (page 267)
Great example of breaking down a fuzzy objective into actionable skills
The three phases of managing the training process Phase 2: “The Training and Conduct
Phase” (just do it!)Location (on or off the job):
OJT: job rotation and apprenticeshipsPresentation
Slides, videotapes, teletraining, CBT, e-learning (in some cases combining classroom with web based tutorials), simulations, VR, classroom and instructor based.
Types: Skills training: focuses on learning new skills
either as part of new hire or with new products Retraining: focuses on keeping skills sharp or
reinforcing them for better/more efficient application
Cross-functional training: training in areas other than an employee’s base area (job rotation) to make folks more adaptable and increase cross-organizational knowledge/awareness
Team training: how to work and play well together
Creativity training: brainstorming and ?
Types: Literacy training: particularly with ESL and
when hiring large work forces In house programs Company/local school Company/local state government
Diversity training: focus on awareness of, support for and ability to work in a diverse environment
Crisis training: focused on industries likely to need it
Customer service training: can you guess?
The three phases of managing the training process Phase 3: Evaluation
Look at Return on Investment (emerging trends?) – page 283
Begin with the end in mind, right?Consider using scientific methodology:
Control group and training groupPre-establish and do not communicate
objectives to group being trainedGo beyond the, “Did you like this”
assessment
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