050214 TRAINING AND PERFORMANCE MANAGEMENTUNIT-I

Trainingis the acquisition ofknowledge,skills, andcompetenciesas a result of the teaching ofvocationalor practical skills and knowledge that relate to specific useful competenciesDefinition

Organizedactivityaimed at impartinginformationand/orinstructionstoimprovetherecipient'sperformanceor to help him or her attain arequiredlevel ofknowledgeorskill.

ROLE OF TRAINING

* Training increases an employee's confidence and attitude, thereby empowering him/her to make better decisions and solve problems effectively.* Training helps employees to handle stress better, manage tension and conflict.* Job satisfaction increases, knowledge is improved and communications skills sharpened.* Recognition of achievement motivates an employee to do even better in the workplace.

Strategic purpose of training* Upgrading of managers' skills to enable them to steer and guide the organisation can be a crucial priority.

* Training and development can act as catalysts for change in organisations in the sense that workshops in which certain techniques are used can be conducted to sensitise the workforce on new issues, but also to assist in the strategic changes a company intends to make in the turbulent and fluctuating business environment.

* To assist companies to achieve and maintain a competitive edge is another strategic purpose of training and development..

* A learning climate can be increased in the organisation if training and development is a strategic priority.

I. Help in addressing employee weaknesses:II. Improvement in workers performanceIII. Consistency in duty performanceIV. Ensuring worker satisfactionV. Increased productivityVI. Improved quality of services and productsVII. Reduced costVIII. Reduction in supervision

RELEVANCE OF TRAINING1. Putting emphasis on the How:

How to do it is the best way to help your employees find relevance and value. Therefore it is important that you focus on the how to areas. Try to make it as simple as possible, but also make sure that you are specific. Details will help your employees understand better. So will practical examples and demonstrations.

2. Practice makes perfect:

As the saying goes, Practice makes perfect. By making use of practical examples, you will be able to offer a more tangible way to do things to the employees. Therefore, it is best to make sure that your training sessions incorporate a sufficient number of examples and demonstrations, rather than just speeches and theoretical explanations. Provide opportunities to your employees to participate. In such a way tehy will be more involved in the training sessions, and at the same time they will be able to understand better and acquire relevance and value. You can incorporate assessments, test groups and coaching.

3. Set standards and expectations:

Every course or training activity should have a set of standards. These will be the goals which will need to be achieved by the end of the training. Your employees will be more motivated if they are given a set of realistic standards that they need to meet. Benchmarking and assessments need to be carried out in a friendly manner, so as not to put too much pressure on the participants. However, they are important, and they should always be used so as to establish more relevance and value.

objective means the purpose and expected outcome of training activities.

1. To impart basic knowledge and skill to new entrants required for intelligent performance of definite task in order to induct them without much loss of time.

2. To assist employees to function more effectively by exposure of latest concepts information and techniques and development of skills required in specific fields including production, purchase, marketing, logistics, information technology etc.

3. To broaden minds of supervisors. Sometimes, narrowness of outlook may arise in supervisors because of specialization. In order to correct this narrowness they are provided with opportunities and interchange of experience.

4. Tobuild second line of competent employees and enable them to occupy more responsible positions as situation emerge.

5. To prepare employees to undertake different jobs in order to enable redeployment and maintain flexibility in workforce so that ever changing environment of market can be met and downturns can be managed without loosing experienced employees.

6. To provide employees job satisfaction, training enables an employee to use their skill, knowledge and ability to fullest extent and thus experience job satisfaction and gain monetary benefits from enhanced productivity.

7. To improve knowledge, skills, efficiency of employees to obtain maximum individual development.

8. To fulfill goals of organization by securing optimum co-operation and contribution from the employees.Purpose and Goals

The purpose of the training and development function is to:a. Organize and facilitate the learning process.b. Expedite acquisition of the knowledge, skills, and abilities required foreffective job performance.c. Provide employees with career growth opportunities consistent withcorporate goals, objectives, and strategies.Training and employee development programs are designed to be effective,efficient, and timely, using sources, methods, and strategies consistent withthe following goals:a. Ensure the availability of human resources to meet present and futureorganizational needs.b. Ensure linkage with corporate goals and business strategies.c. Provide learning experiences that are responsive to the training anddevelopment needs of Postal Service employees.d. Make instruction timely, using the most cost-effective methods.e. Reduce organizational training costs while increasing learner retentionand proficiency.Objectives

Training and development activities are planned on the basis of need anddemand to enable employees to meet one or more of the followingobjectives:a. Upgrade or maintain proficiency in their current jobs.b. Learn new postal systems, procedures, or technologies.c. Acquire job-related knowledge, skills, and abilities after selection for orassignment to a specific position or duty.d. Develop knowledge, skills, and abilities as part of a successionplanning system.e. Obtain and enhance knowledge, skills, and abilities unrelated to theirpresent duties in order to attain self-determined goals or careerobjectives.Training and development activities also serve to enable managers, staffpersonnel, technical specialists, and others to keep abreast of new ideas,techniques, and concepts that may apply to postal operations or to aprofessional occupation.Categories of Training and Development

Training and development programs and learning experiences fall underthree basic categories, i.e., Job Training, Self-Development Training, andJob Experiences.Job Training

Description

Job Trainingis training required by management to: (a) qualify an employeefor presently assigned duties; (b) improve an employees performance ofassigned duties; (c) prepare an employee for a future assignment subject toselection procedures.Job Training is always compensable for Fair Labor Standards Act (FLSA)nonexempt employees. Salaried exempt employees continue to receive theirsalary while attending Job Training.Conditions

To be categorized as Job Training, all of the following conditions apply:a. Management requires attendance at the training.b. The training is directly related to the performance of the employeescurrent job or specific future assignment subject to satisfactorycompletion of the training and/or a job examination.c. Refusal to attend the training, or less than satisfactory performance inthe training, may jeopardize the employees present position or makethe employee ineligible for qualification or promotion to a specificposition or duty.Examples

Specific examples of Job Training are:a. Postal orientation for a new employee.b. A Postal Employee Development Center (PEDC) course in electricity,mechanics, or basic electronics for a maintenance mechanic, mailprocessing equipment (MPE).c. A driver training program for a motor vehicle operator.d. A PEDC financial transaction course for a sales and services associate.e. A PEDC or a National Center for Employee Development digitalelectronics course for an electronics technician.f. A sales and services associate training program for a distribution clerkwho is the senior bidder for a sales and services associate position.g. A postmaster course taken in preparation for a specific officer-in-charge (OIC) assignment.h. Scheme training for an employee in the deferment period establishedby Article 37 of the USPS-APWU National Agreement when theemployee qualifies for and accepts the preferred assignment.Self-Development Training

Description

Self-Development Trainingis that which is taken in order to attain self-determined goals or career objectives but is not directly related to the employees current job. This training is noncompensable for FLSA-nonexempt employees and must be approved by management in advance if postal resources are to be used. Before approving such training, management should take into account the provisions of713.1and713.2.

Conditions

Self-Development Training must meet all of the following conditions:a. The employees participation is voluntary.b. Participation is outside the employees regular working hours.c. The training is not directly related to the employees job or to a definitefuture assignment subject to satisfactory completion of training and/orjob examination.d. The employee does not perform any productive job-related workduring the training.e. If Postal Service resources are used for the training, management hasapproved the employees participation.Job Relatedness

Requests for Self-Development Training must be assessed on an individualbasis to determine job-relatedness. If the subject matter of a training program is directly related to an FLSA-nonexempt employees current job or definite future assignment subject to selection requirements, the time spent by the employee in training is considered Job Training subject to the provisions of711.41and compensable under FLSA.

Examples

Specific examples of Self-Development Training are:a. An online course in a second language for a letter carrier.b. A General Equivalency Diploma test preparation program for a salesand services associate.c. A college seminar on leadership for a secretary.d. A local fire department certification program in CPR for a mailprocessor.Job Experiences

General

Job Experiences can contribute significantly to maintaining, improving, ordeveloping knowledge, skills, and abilities.Within Current Job Assignment

Learning experiences can be incorporated within the employees currentassignment to increase and/or enhance knowledge, skills, and abilities.Examples include the following:a. Task force assignments.b. Committee assignments.c. Special projects.d. Assignments of additional responsibilities or new duties.e. Tutoring by a technical expert.f. Special work assignments that focus attention on improvingsupervisory, managerial, or technical behaviors.Outside Current Job Assignment

The temporary assignment of an employee to work or to a position outsidehis or her current job and location is a productive way to serve bothemployee-development and organizational needs. From the employeesperspective, such assignments provide opportunities to learn new anddifferent skills and abilities. From the organizations perspective, suchassignments provide an efficient way to draw on an employees technical ormanagerial expertise to accomplish work for the organization. Examplesinclude the following:a. Assignment to a leadership or staff role on a special task force orproject.b. Temporary assignment to another position within or outside theorganization, at the same level, lower level, or higher level. (SeeHandbook EL-312, 716.1, Temporary Bargaining Assignments, formore specific information about temporary assignments.)

TD AND HRD

Training and developmentis a function ofhuman resource managementconcerned with organizational activity aimed at bettering the performance of individuals and groups inorganizationalsettings. It has been known by several names, including "human resource development", and "learning and development".

HRDThe part ofhuman resource managementthat specificallydealswithtraining and developmentof the employees.

Human resource development includestraininganindividualafter he/she is first hired,providingopportunitiesto learn newskills, distributingresourcesthat are beneficial for theemployee'stasks, and any other developmentalactivities

IMPORTANCE OF HRD

1.HRD Develops Competent HR

HRD develops the skills and knowledge of individual, hence, it helps to provide competent and efficient HR as per the job requirement. To develop employment's skill and competencies, different training and development programs are launched.

2. HRD Creates Opportunity For Career DevelopmentHRD helps to grasp the career development opportunities through development of human skills and knowledge. Career development consists of personal development efforts through a proper match between training and development opportunities with employe's need.

3. Employ CommitmentTrained and efficient employees are committed towards their jobs which is possible through HRD. If employees are provided with proper training and development opportunities, they will feel committed to the work and the organization.

4. Job SatisfactionWhen people in the organization are well oriented and developed, they show higher degree of commitment in actual work place. This inspires them for better performance, which ultimately leads to job satisfaction.

5. Change ManagementHRD facilitates planning, and management of change in an organization. It also manages conflicts through improved labor management relation. It develops organizational health, culture and environment which lead to change management.

6. Opportunities For Training And DevelopmentTrainings and development programs are tools of HRD. They provide opportunity for employee's development by matching training needs with organizational requirement. Moreover, HRD facilitates integrated growth of employees through training and development activities.

7. Performance ImprovementHRD develops necessary skills and abilities required to perform organizational activities. As a result of which, employees can contribute for better performance in an organization. This leads to greater organizational effectiveness.

IMPORTANCE OF HUMAN RESOURCE DEVELOPMENTHuman Resource is the most Important and vital Factor of Economic Development or it can be said that humans are the agents of development. some of the importance of Human Resource or Human Capital are.

1)Country Develops if The Human Resource is Developed:To enhance economic development the state constructs roads, buildings bridges, dams, power houses, hospitals, etc. to run these units doctors, engineers, scientist, teachers, are required. So if the state invests in a human resource it pays dividend in response.

2)Increase in Productivity:The batter education, improved skills, and provision of healthy atmosphere will result in proper and most efficient use of resources (non-natural & natural) which will result in increase in economic production.

3)Eradication of Social And Economic Backwardness:Human Resource development has an ample effect on the backwardness economy and society. The provision of education will increase literacy which will produce skilled Human Resource. Similarly provision of health facilities will result in healthy Human Resource which will contribute to the national economic development.

4)Entrepreneurship Increase:Education, clean environment, good health, investment on the human resource, will all have its positive effects. Job opportunities would be created in the country. And even business environment will flourish in the state which creates many job opportunities.

5)Social Revolution:Because of Human Resource development the socio economic life of the peoples of a country changes drastically. Over all look changes thinking phenomena changes, progressive thoughts are endorsed in to the minds of peoples.

Need/ Importance/ Role and significance of HRD

Growth of organisation: Growth of organisation is associated with the development of its workforce. In changing situation HRD must be viewed as the total system interrelated and interacting with other systems at work: production, finance, and marketing.Development of work culture: The need of HRD is felt as it improves the efficiency of employees, checks monotony at work, better communication, development of mutual cooperation and creativity of all the members comes into limelight.Developing potentialities: The focus of HRD manager essentially is on enabling people to self-actualise through a systematic approach by which their existing talents are further developed.Growth of employees: HRD is associated with growth of employees. It helps employees to know their strengths and weaknesses and enable them to improve their performance. The management should provide adequate opportunity for the development of human resource management for the development of their talents so that their development will benefits the organisational growth.TRAINING BENEFITS FOR ORGANIZATIONIncreased Profitability:

As the ASTD study demonstrates, there is a clear correlation between providing your employees with the training they need to become more productive and an increase in the company's overall profitability.

Consistent Quality:

Providing employees with up to date training ensures that they will be able to complete their tasks in the most efficient manner possible while providing consistency and quality for the organization.

Customer Satisfaction:

Increased productivity and higher quality results in a greater level of customer satisfaction.

Employee Development:

Providing employees with training allows them to develop their individual skills making them better able to contribute to the overall success of the organization.

Employee Retention:

Making training available to your employees provides them with the tools to increase their skills and makes them feel more valued by the organization resulting in greater employee retention

Workers are helped to focus, and priority is placed on empowering employees.

Productivity is increased, positively affecting the bottom line.

Employee confidence is built, keeping and developing key performers, enabling team development and contributing to better team/organisation morale.

Employees are kept current on new job-related information, thereby contributing significantly to better customer service.

Employees are updated on new and enhanced skills, with a view to aligning them to business goals and objectives.

After a downsizing, remaining workers are given the technical and management skills to handle increased workloads.

Companies with business problems are given a fresh or unbiased professional opinion or exploration, evaluation, or critique.

Job satisfaction, employee motivation and morale are increased, reducing employee turnover.

Processes increase in efficiency, resulting in financial gain.

CURRENT TRANDS AND FUTURE TRENDS

1.Spending for training is rising for variable activity not for fixed resources.2. Technologies for training are changing how people learn.3. The supply chain for training services is changing.4. Companies spend more on customer training than on employee training.5. Corporate training executives are focusing more on content management.6. Lean is the new norm.7. Government grants for companies to fund programs are reducing. raining executives are being pressed for transparency. Coaching programs will draw greater scrutiny

Demand for basic skills training is expected to re-emerge

Globalization will shape more leadership programs

Companies will turn to training to build employee loyalty

Workers will be more assertive about high-potential programs

Learning will continue to go mobile.UNIT-II ANALYSIS OF TRAINING NEEDSTraining Analysis(sometimes calledTraining Needs Analysis(TNA)) is the process of identifying the a gap in employee training and related training needThe organizational analysis should identify:

Environmental impacts (new laws such as ADA, FMLA, OSHA, etc.).

State of the economy and the impact on operating costs.

Changing work force demographics and the need to address cultural or language

barriers.

Changing technology and automation.

Increasing global/world market places.

Political trends such as sexual harassment and workplace violence.

Organizational goals (how effective is the organization in meetings its goals),

resources available (money, facilities; materials on hand and current, available

expertise within the organization).

Climate and support for training (top management support, employee willingness

to participate, responsibility for outcomes).

The information needed to conduct an organizational analysis can be obtained from a

variety of sources including:

Organizational goals and objectives, mission statements, strategic plans.

Staffing inventory, succession planning, long and short term staffing needs.

Skills inventory: both currently available and short and long term needs,

organizational climate indices: labor/management relationships, grievances,

turnover rates, absenteeism, suggestions, productivity, accidents, short term

sickness, observations of employee behavior, attitude surveys, customer

complaints.

Analysis of efficiency indices: costs of labor, costs of materials, quality of

products, equipment utilization, production rates, costs of distribution, waste,

down time, late deliveries, repairs.

Changes in equipment, technology or automation.

Annual report.

Plans for reorganization or job restructuring.

Audit exceptions; reward systems.

Planning systems.

Delegation and control systems.

Employee attitudes and satisfactionThe Training Needs Assessment Process

1. Determine Agency Benefits of Needs Assessment- this part of the process will sell and help the decision makers and stakeholders understand the concept of the needs assessment. Needs assessment based on the alignment of critical behaviors with a clear agency mission will account for critical occupational and performance requirements to help your agency: a) eliminate redundant training efforts, b) substantially reduce the unnecessary expenditure of training dollars, and c) assist managers in identifying performance requirements that can best be satisfied by training and other developmental strategies. To go beyond learning and actually achieve critical behaviors the agency will also need to consider how required drivers will sustain desired outcomes.

Key steps include:

Identify key stakeholders

Solicit support

Describe desired outcomes that will contribute to mission objectives

Clarify critical behaviors needed to achieve desired outcomes

Define required drivers essential to sustain the critical behaviors

2. Plan- The needs assessment is likely to be only as successful as the planning.

Set goals/objectives for the needs assessment

Evaluate organizational (agency) readiness and identify key roles

Evaluate prior/other needs assessments

Prepare project plan

Inventory the capacity of staff and technology to conduct a meaningful training skills assessment and analysis

Clarify success measures and program milestones

3. Conduct Needs Assessment Obtain needs assessment data (e.g., review strategic plans, assess HR metrics, review job descriptions, conduct surveys, review performance appraisals)

Analyze data

Define performance problems/issues: occupational group/individuals

Describe critical behaviors needed to affect problems/issues

Determine and clarify why critical behaviors do not currently exist

Research integrated performance solutions

If training is the best solution, determine best training and development approach(es)

Assess cost/benefit of training and development approach(es); build a "business case"

Include organizational drivers needed to reinforce the critical behaviors that will affect problems/issues

Describe how the critical behaviors will be monitored and assessed after implementation of the improvement plan

The results of the needs assessment allows the training manager to set the training objectives by answering two very basic questions: what needs to be done, and why is it not being done now? Then, it is more likely that an accurate identification of whom, if anyone, needs training and what training is needed. Sometimes training is not the best solution, and it is virtually never the only solution. Some performance gaps can be reduced or eliminated through other management solutions, such as communicating expectations, providing a supportive work environment, and checking job fit. These interventions also are needed if training is to result in sustained new behaviors needed to achieve new performance levels, for an individual, an occupation, or an entire organization.

phase of the training and development process is initiated:

Select the internal or external person or resource to design and develop the

training.

Select and design the program content.

Select the techniques used to facilitate learning (lecture, role play, simulation,

etc.).

Select the appropriate setting (on the job, classroom, etc.).

Select the materials to be used in delivering the training (work books, videos,

etc.).

Identify and train instructors (if internal)Purpose for doing Analysis of Organisational Training Needs

To identify areas of particular strength or weakness in the organisation

To develop plan to build on strength and reduce weaknesses i.e. improve performance.

To develop plan to build on strength and reduce weaknesses i.e. improve performance.

To enable priorities for action to be establishedTo plan the most effective development of limited resources, for instance, to ensure cost effectiveness and value for money.

To justify investment in training by showing how training will contribute to achieving corporate objectives.

To provide a basis for integrating training into the business by getting line management involvement and commitment

three levels of a training needs assessment:

Organizational assessmentevaluates the level of organizational performance. An assessment of this type will determine what skills, knowledge, and abilities an agency needs. It determines what is required to alleviate the problems and weaknesses of the agency as well as to enhance strengths and competencies, especially for Mission Critical Occupation's (MCO). Organizational assessment takes into consideration various additional factors, including changing demographics, political trends, technology, and the economy.

Occupational assessmentexamines the skills, knowledge, and abilities required for affected occupational groups. Occupational assessment identifies how and which occupational discrepancies or gaps exist, potentially introduced by the new direction of an agency. It also examines new ways to do work that can eliminate the discrepancies or gaps.

Individual assessmentanalyzes how well an individual employee is doing a job and determines the individual's capacity to do new or different work. Individual assessment provides information on which employees need training and what kind.

Organisational, Operational and Individual Analysis

As suggested a 'Training Needs Analysis' will determine a specific range of needs that could be addressed by using training.

It is important to recognise that not all needs may necessarily require training to fix the perceived problem.

For example, an individual has not been performing his/her job efficiently. You decide as floor manager that the person in question needs further training to raise the level of skills necessary to perform the job so training is implemented.

However, if further investigations were made you would discover that only one person has been rostered on during the peak period of sale. Now it becomes an organisational issue, therefore training is not the answer.

McGhee and Thayer (1961) provided a three-tiered approach in a needs analysis.

Organisation Analysis

The organisation analysis allows you to view the performance of the organisation. It is interesting to note that whilst this analysis does not indicate a specific training need of an individual it can highlight performance problems in specific departments within the organisation.

The following areas will assist in your analysis:

Profit and Loss statements by department

Employee turnover

Downtime

Organisations Business Plan (Objectives and Goals)

Operational Analysis

At the operational analysis you will be concerned with what Knowledge, Skills and Abilities are required to perform certain jobs/tasks.

This information can be gained through:

Quality Assurance Procedures

Interviewing Heads of Departments

Obtaining Job Descriptions

Person Analysis

This is where you analyse how well the team or individual performs the task/job. Again a range of tools are available to evaluate the extent of teams and individuals skills, knowledge and abilities. These include:

Interviewing staff (about the job)

Observation 'On-the-job'

Job Profile

The Steps to Conduct a Training Needs Analysis

The Australian National Training Authority (1999), has provided a diagram that lists the steps needed to conduct a Training Needs Analysis.

Expected outputs from needs assessment missions a description of the objectives and activities undertaken by the marine resource division(s) at each institute.

a brief description of the environment in which the institute is presently operating.

the job descriptions and present tasks all professional staff involved in marine resource assessment and related activities.

a profile and analysis of the performance of each member of staff involved in marine resource assessment and related activities.

recommendations for informal and formal training to be undertaken by research staff.

recommendations on immediate follow-up activities to be organised by COPEMED, e.g. consultant support, workshops and training courses in the region.

TRAINING NEEDS ASSESSMENT TOOLS

MethodMeritsDemerits

Organizational

Documents Provide relevant, quantifiable data

Fast

Inexpensive

May build management involvement Does not build employee involvement

Not necessarily focused on HRD

May not identify causes

May not provide visibility

Questionnaires &

SurveysReach many people in short time

Build involvement

Yield relevant, quantifiable data that

are easy to summarize

Anonymity may encourage honestyLow response rates or inaccurate

responses

No opportunity to clarify

May restrict freedom of response

May lead to unrealistic expectation

Group

Interviews

(Focus

groups)Build involvement and support

Provide relevant data

Provide visibility

May elicit key topics not expected

On-the-spot sharing & synthesis of

different viewsModerately time-consuming (but less

so than individual interviews)

Moderately expensive

Difficult to conduct

May be difficult to analyze and

quantify data

Individual

Interviews Build involvement and support

Allow for clarification

Provide relevant data

Easier to conduct than group

interviews

May uncover information that would

not be brought up in a groupExpensive in terms of time and travel

costs

Require interviewing skills

May be difficult to analyze and

quantify results

May make interviewees self-consciou

Advisory

CommitteesBuild management involvement &

sponsorship

Provide visibility

Inexpensive

Allows synthesis of opinions of key

decision-makers

Can help identify resourcesTime-consuming and difficult to

manage logistically

Fails to build lower-level employee

involvement

Poor source of quantifiable data

May lead to "groupthink" or turf wars

Observation

of Work

SituationsBuilds employee involvement

Provides excellent information when

coaching an individual

Builds credibility

Generates relevant, quantifiable data

May provide excellent storiesRequires a skilled observer

Does not involve management

Time-consuming

May change performance or be

perceived as spying

May be logistically difficult

Benchmarking

&

Independent

Research Learn from industry leaders and

competitors

Can build credibility

Availability of free data on internet

Avoid rediscovering what is knownDoes not build involvement

May not be directly relevant

Data from different organizations may

be misleading

Requires significant analysis

Outcome Based Training Needs Assessment

Outcome Based Competency Models

Outcome-based competency models and needs assessments processes focus on the organizations mission critical goals and the outcomes that are essential for achieving them. Processes and tasks are understood to be servants to the desired outcomes. Competencies are understood to be enablers for the performance of processes and tasks that produce the desired results within the specific culture of the work place. The culture is represented as influences in diagram 3

Influences Task- Processes- Outcomes- Competencies goals

outcomes-Based Needs Assessment

The needs assessment process in the outcome-based approach identifies both competency gaps and

outcome gaps. By keeping these two in close association, training programs can be better targeted at improving competency levels and performance.

Outcome-Based Needs Analysis Strategic

The outcome based approach is strategically oriented in two ways: it focuses on

outcomes that create value to the organization and its stakeholders.

the definition of success for the future of the organization rather than the past or present.

A Process for Conducting an Outcome Based Needs Assessment

Step One: Identify the primary occupation in the organization

Begin with the primary occupation because it tends to shape the culture and practices in the work place. It is also likely to comprise the largest segment employees, and therefore your primary customer group.

Step Two: Interview senior leaders (of primary occupation)

Interview senior leaders to affirm their commitment to needs assessment; determine the strategic goals and outcomes of their organization.

Identify: the key processes for achieving those outcomes, the gap between current and desired outcomes, and their top performers.

Discuss perceived training needs as one input into the analysis.

Step Three: Interview mid-level Leaders

Repeat the senior leader interview process. A comparison of the answers will inform your training recommendations. Differences may indicate that alignment is needed before or rather than development programs

Step Five: Map-out results and share with leaders in working session

Map-out results of senior leader versus mid leaders versus top performers versus other performers.

Discuss implications of areas of alignment and misalignment for the implementation of different performance improvement practices including but not limited to development programs.

Identify how to integrate those practices. Present a preliminary list of competencies for discussion.

Step Four: Interview employees

Interview a few employees; large numbers of interviews may not be necessary.

Identify the top three: outcomes they pursue, processes they use, and tasks they perform.

Discuss the competencies required.

Track the differences in responses from top performers versus others. Those differences will point to both differentiating competencies and to training needs.

Ask top performers what makes them different and what novice employees need to learn.

Step Six: Refine competency list and definitions; share with top performers.

Propose a draft competency model to top performers.

Refine the list and definitions with them. Confirm performance and competency gaps.

Collect input on how to construct training experiences that link the proficiency to real-life outcomes

. 10 Easy Steps to Designing a Training Plan

Step 1. Set goalsStep 2. Evaluate event demands.

Step 3. Establish schedule framework.

Step 4. Periodize your training planStep 5. Schedule recovery weeksStep 6. Schedule performance testingStep 7. Assign general and race-specific preparation periods.Step 8. Schedule daily workoutsStep 9. Follow the planStep 10. Keep track of yourself

UNIT-IV PERFORMANCE MANAGEMENTPerformance management(PM) includes activities which ensure that goals are consistently being met in an effective and efficient manner. Performance management can focus on the performance of an organization, a department, employee, or even the processes to build a product of service, as well as many other areas

BenefitsDirect financial gain,

Grow sales

Reduce costs in the organization

Stop project overruns

Aligns the organization directly behind the CEO's goals

Decreases the time it takes to create strategic or operational changes by communicating the changes through a new set of goals

Motivated workforce

Optimizes incentive plans to specific goals for over achievement, not just business as usual

Improves employee engagement because everyone understands how they are directly contributing to the organizations high level goals

Create transparency in achievement of goals

High confidence in bonus payment process

Professional development programs are better aligned directly to achieving business level goals

Improved management control

Flexible, responsive to management needs

Displays data relationships

Helps audit / comply withlegislativerequirement

Simplifies communication of strategic goalsscenario planning Provides well documented and communicated processdocumentationDeterminants of Job PerformanceThere are three basic determinants of the job they are as following:

1) Willingness to perform: If employee is performing tasks and responsibilities in the organization with willingness level of the performance will be high and will be up to the standards.

2) Capacity to Perform: If the basic qualifications abilities and skills required Performing specific tasks are possessed by the employees the level of performance will be in accordance with the set standards and vice versa.

3) Opportunity to Perform: Favorable circumstances and opportunities to perform the challenging tasks which are more contributory towards achievement of the organizations mission and objective can be reasons to have more effective performance from employees. Dimensions of Performance

1.Quantity of work i.e. the quantity or amount of work produced or the sheer volume of work completed by employees recognises hard-working employees

2. Timeliness of work i.e. timely delivery of work in terms of schedules, meeting deadlines, etc. recognises employees who produce work on-time and meet deadlines

3. Quality of work i.e. the quality of work produced in terms of standards, errors, waste and rework recognises employees who produce quality work, work which meets standards and work with few errors or mistakes

4. Use of Resources/Efficiency i.e. produces work in an efficient way in terms of using time, money, materials and other peoples time well recognises employees who come in on budget with efficient use of time, materials and people

5. Customer (External & Internal) Impact/Value Add i.e. work produced meets the expectations of customers (external or internal) recognises employees who do work that meets/exceeds internal or external customer standards and expectations

6. Self-Reliance i.e. recognises employees who produce work without the need for extensive supervision requires a reasonable level of support

7. Department Contribution the employee is helpful to others in the department in getting work done and sets a tone of co-operation

8. Productive Work Habits the employee has an overall work style which is effective and productive in terms of time management, setting priorities and following-up on commitments

9. Adding Skills & Capabilities the employee is continuously adding new capabilities in terms of skills, knowledge, and attitude to get work done in new/better ways and building for the future

10. Alignment & Compliance the employee behaves in a way that is aligned with the values, culture and mission of the organisation as well as common organizational practices and procedures.

5 approaches to managing performance

otal performance management skills or competency-based team-driven continuous learning and coaching project-basedFOUR DIMENSIONS OF EMPLOYEE POOR PERFORMANCE

1. Its the employee2. Its the supervisor/poor employee preparation3. Its the job4. Its the workplace atmosphere_ _ _ _ _ _ _ _ _ _ _

1. Its the employee Lack requisite technical skills (recruitment process?)

Lack requisite people relations skills (recruitment process?)

Lack work ethic (references checked?)

May be an acceptable performer but is unhappy and wants a different position (self-sabotage)

Have an undisclosed learning disability or medical condition affecting performance

Have problems with authority: rejects idea that someone will judge their work

Have mental health challenges: depression, personality disorder, PTSD, etc.

2. Its the supervisor or poor employee preparation Employee does not understand the relative priorities of various tasks

Employee does not know company policies or procedures

Employee does not understand what supervisor likes, wants or dislikes

3. Its the job Job volume is based on extremely high performer and person is new

Job contains too many unrelated accountabilities

Quality standards are impossible to meet

Long vacancies mean heavy workloads for those filling in (recruitment and job design)

The job qualifications used in recruitment dont actually match what is required for the position

4. Its the workplace atmosphere The workplace atmosphere is overly negative: toxic employeesand power struggles

Apowerful informal leader calling the shots

Good people arent consistently praised/rewarded and sobecome disinterested

Negative conduct is not redirected so that coworkers are stressed by coworker abusive behavio

Causal factors

The work environment

Problems:inadequate resources and equipment, poor working conditions, occupational health and safety issues.

Work organisation

Problems:workflow issues such as bottlenecks, shortcuts, breaches of rules and procedures, management and supervision issues, or errors that are not corrected.

Employment conditions

Problems:insufficient remuneration, excessive workloads/working hours, work/life balance issues.

Recruitment/selection issues

Problems:mismatch of job and employee, job 'oversold' at recruitment/advertising stage (eg with a misleading title or suggesting opportunities for advancement that aren't there), employee over-qualified, boring aspects of job not mentioned.

Promotion

Problems:employee promoted beyond his/her ability, promoted too soon, or promoted into an unwanted or unsuitable role (eg a technical expert or successful salesperson who becomes a manager, but lacks people management skills or misses the intellectual content or 'buzz' of the previous job).

Job role unclear/communication issues

Problems:clashes over who does what, demarcation issues, employees not clear about what to do. These problems become more apparent after organisation restructures and after managers are replaced.

Strategies:updating job descriptions, job redesign and teambuilding training.

Stress

Problems:performance deteriorates after having been satisfactory, the employee exhibits one or more of various behavioural symptoms.

work group or peer group problems

Problems:personality clashes, 'groupthink', harassment, conflict between job requirements and cultural values, work hoarding (for example to exert control over others or to 'look busy' because there is a fear of redundancies), poor management of the work group. There is a wide variety of potential problems and causes, both individual and group-related.

PERFORMANCE

The accomplishment of a giventaskmeasured against preset known standards ofaccuracy, completeness,cost, and speed. In acontract, performance isdeemedto be thefulfillmentof anobligation, in a manner thatreleasesthe performer from allliabilitiesunder the contract.

Performance management isn't just about performance appraisals, and employee training sessions. It's about focusing on achieving results for the organisation as a whole. The overall goal of performance management should be for all the elements of the organisation to work together efficiently to achieve optimal results. Seven Dimensions has a great selection of resources on various components of performance management in the areas of:

360 Feedback Appraisals Assessment Coaching Counselling Discipline Executive Coaching Feedback Managing Performance Managing Upwards Mentoring Motivating Others RewardsImplementation

Performance management and performance appraisals have a significant overlap.In general, there are three type of performance management: long-cycle, short-cycle, and micro

Long-cycle performance management

Long-cycle performance management is usually done on an annual, every 6 months, or quarterly basisFrom implementations standpoint, this area is the one that has traditionally received the most attentionThis is so for historical reasons, as most performance management techniques/styles predate use of computers

Short-cycle performance management

Short-cycle performance management (which overlaps with principles of [Agile Software Development]) is usually done on a weekly, bi-weekly, or monthly basis. From the implementation standpoint, this sort of management is industry-specific.

Micro performance management

Micro performance management is generally done on a by-minute/hour/day basis

10 Steps to Implementing a Performance Management Program

Introduction

A performance management program refers to a department's or agency's activities to ensure that the work of employees aligns with strategic objectives and priorities, and that goals are consistently being met effectively and efficiently. The program should support departments and agencies in accurately and fairly measuring performance. The 10 steps outlined below are essential to establishing and maintaining an effective performance management program.

Some federal government departments or agencies may already carry out some activities identified in these steps; please ensure that your department's or agency's activities align with the requirements found in the key documents for performance management that are listed for each of the 10 steps.

Figure 1. 10 Steps to Implementing a Performance Management Program

Figure 1. 10 Steps to Implementing a Performance Management Program Text versionPart I: Getting Started

Step 1: Identify the Office of Primary Interest (OPI)

How do I initiate and coordinate activities for a performance management program?

Activities1. Define the scope of the performance management program and its alignment with other human resources management programs and services.

2. Develop the program's multi-year operating plan.

3. Develop a plan for implementing mandatory online training in performance management.

4. Develop a plan for compliance monitoring and analysis.

5. Develop a plan for corporate results analysis (to become effective following the first full performance management cycle).

Time frameStart by September 2013

Key documents Performance Management Program Guide 10 Steps to Implementing a Performance Management Program

Performance Management Measurement and Reporting Framework (in development)

Step 2: Brief Management Teams

How do I ensure that management committees understand and fulfill their responsibilities as review panel members?

Activities1. Define priority activities for implementing the program.

2. Establish a plan for ongoing program activities.

3. Seek feedback.

Time frameStart by October 2013 and complete by January 2014

Key documents Performance Management Program Guide Responsibilities and Functions of Review Panels found in the Performance Management Program Guide Performance Management Measurement and Reporting Framework (in development)

Part II: Setting Up the Program

Step 3: Begin Online Training for Managers/SupervisorsHow do I ensure that all managers and supervisors in my department or agency who are responsible for evaluating employee performance successfully complete online training?

Activities1. Issue an email from the deputy head to all managers, supervisors and executives, notifying them of the training and where and when to take it.

2. Monitor take-up of training and take corrective action as needed.

Time frameStart by September 2013 for completion by February 28, 2014, for all current managers and supervisors (ongoing for any new manager or supervisor)

Key documents Performance Management Program Guide Performance Management: A Shared Commitment to Sustaining a Culture of High PerformanceManager's and Supervisor's Guide Communications materials developed by the Office of the Chief Human Resources Officer (OCHRO) and the Canada School of Public Service (CSPS)

Step 4: Establish Business Priorities for Performance Discussions

How do I identify corporate business priorities and operational objectives in time for performance management discussions and signing of performance agreements (by April 1 of the coming fiscal year)?

ActivityEnsure that objectives can be cascaded from executive performance agreements to manager/supervisor agreements, and ultimately to employee agreements, in line with the performance management cycle (outlined in the Performance Management Program Guide).

Time frameStart by October 2013

Key documents Performance Management Program Guide Performance Management: A Shared Commitment to Sustaining a Culture of High PerformanceManager's and Supervisor's Guide Performance Management: The Employee's Kit

Step 5: Establish Review Panel(s)

How do I incorporate roles and responsibilities of review panels into my management committee structure?

Activities1. Revise the structure of departmental management committees and/or any terms of reference to incorporate the roles and responsibilities of the performance review panel(s).

2. Monitor implementation activities to support the establishment of a departmental performance management program.

3. Review activities throughout the performance management cycle to ensure a consistent and fair approach that complies with the requirements of the Directive on Performance Management.

4. Review reporting on departmental compliance and results.

Time frameStart by October 2013

Key documents Performance Management Program Guide Responsibilities and Functions of Review Panels found in the Performance Management Program Guide Performance Management Measurement and Reporting Framework (in development)

Step 6: Program Launch (for Managers/Supervisors and Labour Management Consultation Committees)

How do I ensure that managers and supervisors are prepared to complete performance agreements for their direct reports on time (March 31 of the current fiscal year)?

Activities1. Communicate the launch of the performance management process.

2. Instruct managers and supervisors on the performance management process, cycle, roles and expectations.

3. Hold workshops for managers and supervisors (based on approach, content and materials developed by OCHRO and delivered through OCHRO-led "Train the Trainer" sessions).

4. Discuss at Labour Management Consultation Committees.

Time frameStart by October 2013 and complete by March 31, 2014, for current managers and supervisors (ongoing for new managers and supervisors as needed)

Key documents Performance Management Program Guide Performance Management: A Shared Commitment to Sustaining a Culture of High PerformanceManager's and Supervisor's Guide Workshop and supporting materials for managers and supervisors

Step 7: Program Launch (for Employees)

How do I inform employees about their role in performance management discussions and in completing performance agreements?

Activities1. Communicate the launch of the performance management process and the roles and responsibilities of employees.

2. Hold workshops for employees (based on approach, content and materials developed by OCHRO and delivered through OCHRO-led "Train the Trainer" sessions).

Time frameStart by November 2013 and complete by March 31, 2014, for current employees (ongoing for new employees as needed)

Key documents Performance Management Program Guide Performance Management: The Employee's Kit Workshop and supporting materials for employees

Part III: Implementing the Performance Management Cycle

Step 8: Complete Employee Performance Agreements

How do I ensure that performance agreements are completed for all employees on time (by April 1 of the new fiscal year)?

Activities1. Monitor the progress of completion of performance agreements.

2. Provide support (from the OPI) for managers and supervisors, including additional training in conducting performance discussions, and from functional specialists in Human Resources and Labour Relations as required.

Time frameStart by January 2014 (to be completed by March 31, 2014, for coming fiscal year)

Key documents Performance Management Program Guide Performance Management: A Shared Commitment to Sustaining a Culture of High PerformanceManager's and Supervisor's Guide Performance Management: The Employee's Kit

Step 9: Compliance Monitoring

How can I demonstrate that my department or agency complies with the Directive on Performance Management?

Activities1. Develop a plan to monitor compliance as defined by the Directive on Performance Management and your department's or agency's performance management program.

2. Report to review panel(s) and OCHRO throughout the performance management cycle.

3. Issue an annual compliance report on how your department or agency complies with the Directive on Performance Management.

Time frameStart by April 2014 (ongoing)

Key documents Performance Management Program Guide Performance Management Measurement and Reporting Framework (in development)

Step 10: Results Reporting

How can I extract value from performance management for strategic workforce decisions?

Activities1. Report on departmental results as required by the results analysis plan (see Step 1).

2. Aggregate departmental results with other data to support strategic business and human resources planning.

Time frameStart by December 2014 (ongoing)

Key documents Performance Management Program Guide Performance Management Measurement and Reporting Framework (in development)

10 Dimensions of Performance

They provide a great way to look at the top 10 critical dimensions of almost every job and provide a great framework to guide and develop people in their roles.

These include:

1. Quantity of work i.e. the quantity or amount of work produced or the sheer volume of work completed by employees recognises hard-working employees

2. Timeliness of work i.e. timely delivery of work in terms of schedules, meeting deadlines, etc. recognises employees who produce work on-time and meet deadlines

3. Quality of work i.e. the quality of work produced in terms of standards, errors, waste and rework recognises employees who produce quality work, work which meets standards and work with few errors or mistakes

4. Use of Resources/Efficiency i.e. produces work in an efficient way in terms of using time, money, materials and other peoples time well recognises employees who come in on budget with efficient use of time, materials and people

5. Customer (External & Internal) Impact/Value Add i.e. work produced meets the expectations of customers (external or internal) recognises employees who do work that meets/exceeds internal or external customer standards and expectations

6. Self-Reliance i.e. recognises employees who produce work without the need for extensive supervision requires a reasonable level of support

7. Department Contribution the employee is helpful to others in the department in getting work done and sets a tone of co-operation

8. Productive Work Habits the employee has an overall work style which is effective and productive in terms of time management, setting priorities and following-up on commitments

9. Adding Skills & Capabilities the employee is continuously adding new capabilities in terms of skills, knowledge, and attitude to get work done in new/better ways and building for the future

10. Alignment & Compliance the employee behaves in a way that is aligned with the values, culture and mission of the organisation as well as common organizational practices and procedures.

This is a very useful way to consider performance and incorporating the 10 dimensions really adds value to the performance management process.

There are three basic determinants of the job they are as following:

1) Willingness to perform: If employee is performing tasks and responsibilities in the organization with willingness level of the performance will be high and will be up to the standards.

2) Capacity to Perform: If the basic qualifications abilities and skills required performing specific tasks are possessed by the employees the level of performance will be in accordance with the set standards and vice versa.

3) Opportunity to Perform: Favorable circumstances and opportunities to perform the challenging tasks which are more contributory towards achievement of the organizations mission and objective can be reasons to have more effective performance from employees.

Determinants of Performance = Declarative Knowledge X Procedural Knowledge X Motivation Task performance Contextual performance Pro-social behaviors Organizational citizenshipTASK PERFORMANCE Activities that transform raw materials help with the transformation process Replenishing Distributing SupportingCONTEXAL Behaviors that contribute to organizations effectiveness and provide a good environment in which task performance can occurDifference between TP AND CP

Task Performance Varies across jobs Likely to be role prescribed Influenced by Abilities Skills

Contextual Performance Fairly similar across jobs Not likely to be role prescribed Influenced by PersonalitFactors Influencing Determinants of Performance Individual characteristics Procedural knowledge Declarative knowledge Motivation HR practices Work environmentDeterminants of PerformanceA.Declarative Knowledge Information about Facts Labels Principles Goals Understanding of task requirementsB.Procedural Knowledge Knowing What to do How to do it Skills Cognitive Physical Perceptual Motor InterpersonalC.Motivation Choices Expenditure of effort Level of effort Persistence of effort (Deliberate Practice leads to excellence Approach performance with goal of getting better Focus on performance What is happening? Why? Seek feedback from expert sources Build mental models of job, situation, organization Repeat first 4 steps on an ongoing basis16 Ways to Measure Employee Performance

1. Quantity: The number of units produced, processed or sold is a good objective indicator of performance. Be careful of placing too much emphasis on quantity, lest quality suffer.

2. Quality: The quality of work performed can be measured by several means. The percentage of work output that must be redone or is rejected is one such indicator. In a sales environment, the percentage of inquiries converted to sales is an indicator of salesmanship quality.

3. Timeliness: How fast work is performed is another performance indicator that should be used with caution. In field service, the average customers downtime is a good indicator of timeliness. In manufacturing, it might be the number of units produced per hour.

4. Cost-Effectiveness: The cost of work performed should be used as a measure of performance only if the employee has some degree of control over costs. For example, a customer-service representatives performance is indicated by the percentage of calls that he or she must escalate to more experienced and expensive reps.

5. Absenteeism/Tardiness: An employee is obviously not performing when he or she is not at work. Other employees performance may be adversely impacted by absences, too.

6. Creativity: It can be difficult to quantify creativity as a performance indicator, but in many white-collar jobs, it is vitally important. Supervisors and employees should keep track of creative work examples and attempt to quantify them.

7. Adherence to Policy: This may seem to be the opposite of creativity, but it is merely a boundary on creativity. Deviations from policy indicate an employee whose performance goals are not well aligned with those of the company.

8. Gossip and Other Personal Habits: They may not seem performance-related to the employee, but some personal habits, like

9. Personal Appearance/Grooming: Most people know how to dress for work, but in many organizations, there is at least one employee who needs to be told. Examples of inappropriate appearance and grooming should be spelled out, their effects upon the employees performance and that of others explained, and corrective actions defined.

Performance indicators must be assessed by some means in order to measure performance itself. Here are some of the ways in which performance is assessed from the aforementioned indicators.

10. Manager Appraisal: A manager appraises the employees performance and delivers the appraisal to the employee. Manager appraisal is by nature top-down and does not encourage the employees active participation. It is often met with resistance, because the employee has no investment in its development.

11. Self-Appraisal: The employee appraises his or her own performance, in many cases comparing the self-appraisal to management's review. Often, self-appraisals can highlight discrepancies between what the employee and management think are important performance factors and provide mutual feedback for meaningful adjustment of expectations.

12. Peer Appraisal: Employees in similar positions appraise an employees performance. This method is based on the assumption that co-workers are most familiar with an employees performance. Peer appraisal has long been used successfully in manufacturing environments, where objective criteria such as units produced prevail. Recently, peer appraisal has expanded to white-collar professions, where soft criteria such as works well with others can lead to ambiguous appraisals. Peer appraisals are often effective at focusing an employees attention on undesirable behaviors and motivating change.

13. Team Appraisal: Similar to peer appraisal in that members of a team, who may hold different positions, are asked to appraise each others work and work styles. This approach assumes that the teams objectives and each members expected contribution have been clearly defined.

14. Assessment Center: The employee is appraised by professional assessors who may evaluate simulated or actual work activities. Objectivity is one advantage of assessment centers, which produce reviews that are not clouded by personal relationships with employees.

15. 360-Degree or Full-Circle Appraisal: The employees performance is appraised by everyone with whom he of she interacts, including managers, peers, customers and members of other departments. This is the most comprehensive and expensive way to measure performance, and it is generally reserved for key employees.

16. MBO (Management by Objectives): The employees achievement of objective goals set in concert with his or her manager is assessed. The MBO process begins with action statements such as, reduce rejected parts to 5 percent. Ongoing monitoring and review of objectives keeps the employee focused on achieving goals. At the annual review, progress toward objectives is assessed, and new goals are set.

Approaches to Measuring Performance Trait Approach Emphasizes individual traits of employees Evaluate stable traits Cognitive abilities Personality Based on relationship between traits & performance Appropriate if Structural changes planned for organization Disadvantages Improvement not under individuals control Trait may not lead to Desired behaviors or Desired results Behavior Approach Emphasizes how employees do the jobAppropriate if Employees take a long time to achieve desired outcomes Link between behaviors and results is not obvious Outcomes occur in the distant future Poor results are due to causes beyond the performers controlNot appropriate if above conditions are not present ow employees do the job Results Approach Emphasizes what employees produce Workers skilled in necessary behaviors Behaviors and results obviously related Consistent improvement in results over time Many ways to do the job rightReasons for Poor Employee PerformanceJob Function

According to Business Week magazine, one common reason for employee performance issues is that they do not know how to do the job they were assigned. The employee will continue to underachieve at his job rather than admit job incompatibility and risk termination.

Misunderstood Goals

It is possible that an employee is performing a job incompetently without realizing it. If the employee believes she is doing her job properly when she is not, then it is up to management to set the proper goals.

Mismanagement

some employee issues are personal and not work-related. Businessknowhow.com indicates that punishing an employee without first finding out the underlying cause of his performance lapse can make the situation worse.

Apathy

An employee who does not feel challenged in their job, or appreciated by the company, will perform poorly. It is important to establish job criteria clearly with each employee, and reward employees who perform well.

Mismatched Abilities

BusinessPerformance.com points out that in some cases an employee may be physically or mentally unable to perform a job. A job may require physical strength or an educational background that the employee does not possess.

1. Ineffective leadership

2. Wrong people at the wrong place

3. Inadequate work-systems and processes

4. Individuals incapabilities

Why is the Performance Poor?

Assuming you have set the job description, end results and statistics correctly, there are several reasons why the performance of an employee is not up to scratch.

1. The employee has no idea of what is expected of them.

2. They are lacking training or knowledge, so are unable to perform the required tasks.

3. There is a non-work related problem that is distracting them from their job.

4. The employee is not suited to the job.

5. They are simply a poor performer in anything they do.

Establishing which one of the above is the actual situation is a matter of asking questions.

What is it you are trying to produce in your job?

Is there some training that you need to make it easier to do your job?

Do you have a personal problem that is consuming your attention at the moment?

Do you like what you are doing?

What changes would have to take place for you to do better?

How to Handle the Reason for Poor Performance

1. The employee has no idea of what is expected of them. Fix their lack of understanding. Go over the job description, end results and statistics with them to make sure they have a good grasp of the job.

If they brighten up on this exercise and seem to know now what is expected of them, send them back to work. You must then set another review about 4 weeks ahead to look again at how they are going.

2. They are lacking training or knowledge, so are unable to perform the required tasks. Get them trained. If another employee (or yourself) can do this, fine. If not, organise some external education for them.

Once again, set a follow-up review with them. Set it for about 4 weeks after their training has been completed.

3. There is a non-work related problem that is distracting them from their job. You have to tread carefully here. Dont get too involved in solving personal problems for your employees. See Problem Management for details on how to handle this situation.

Schedule another review about 4 weeks after the external problem has been solved (or isolated, so that it no longer affects their performance).

4. The employee is not suited to the job. Here you have a square peg in a round hole. They may well be a potentially valuable asset to your operation, but if they are poorly placed, you will not be able to tap into that potential.

Look over your operation and see if there is a better fitting job for them. Keep a close eye on them as they settle into the new position.

If this is not feasible, you may be faced with terminating them. See Employee Dismissal for some tips in this area.

5. They are simply a poor performer in anything they do. This is the last resort. If none of the other reasons for poor performance fit, you are again faced with an employee you need to terminate.

The Follow-Up Review

In the second review, you repeat the whole process:

Refresh your understanding of the job description, results and statistics for the job.

Review the statistics for the period since the last review.

Handle the employee in accordance with their new statistical level.

If they are still performing badly, make sure you identified the correct reason in the last review. Repeat the original process and handling, if you got it wrong the first time.

If the previous assessment was correct and they are still not improving, you may simply have a chronic poor performer on your hands. Termination is the only answer here.

If, on the other hand, their results are starting to pick up, your previous assessment and action was correct, so carry on in that direction.

Set further follow-up reviews to continue to monitor the situation. When they come up to a normal level of production, you have done your job. You have handled the poor performance.

Conclusion

The main reasons for poor performance are:

1. Job description, end results or statistics not clear.

2. Lack of training or knowledge.

3. Personal problems getting in the way.

4. Employee is not suited to the job.

5. They are simply a poor performer in anything they do.

Performance measurement is the process of collecting, analyzing and/or reporting information regarding the performance of an individual, group, organization, system or component. It can involve studying processes/strategies within organizations, or studying engineering processes/parameters/phenomena, to see whether output are in line with what was intended or should have been achieved

Work Performance Information

Work Performance Information (WPI) includes, but is not limited to:

Scope: How much of the scope of the work has been physically completed?

Time: Schedule progress; e.g. status of activities; i.e. how many activities have been completed, and how many have been started and their current status, etc.

Cost: How much cost has been incurred to date?

Quality: Here technical performance measurements are noted. For example, characteristics of product; i.e. physical properties, quality metrics, number of defects and rejection rate, etc.

Risks: Risks status which includes how many identified and unidentified risks have occurred, how many new risks have been identified, effectiveness of response plan, how much contingency, or management reserve has been utilized.

Procurement: Procurement related activities; e.g. seller performance including how much work has been completed from his side, and how much money is paid to the contractor, etc.

Work Performance Measurements (WPM)

Work Performance Measurements (WPM) are used to compare the planned versus actual performance. To generate this analysis, it uses the data collected in the Work Performance Information.

Work Performance Measurements (WPM) includes, but is not limited to:

Time: Here, the plan schedule vs actual schedule performance is measured. For example, you have an activity that is scheduled to be finished within five days, and in Work Performance Measurements you can see how long it actually took to finish that activity.

Cost: Here, plan vs actual cost spent is measured; e.g. to complete a certain activity how much cost was planned and how much in actual you have spent to complete the task.

Quality: Here, plan vs actual technical performance is measured. Here you will measure that how much defects, tolerance and threshold was allowed and how much it is in actual. Based on this you might take corrective or preventive action.

Risk: Here, you will see, to date, how much you had planned to spend contingency reserve versus how much is really spent, also you will see how many risks have occurred versus your identified risks.

Procurement: Here you will compare the seller performance against planned performance.

Measuring results and behavioursInstructions

Conduct regularly scheduled employee assessments. Evaluate employees using both general and job-specific duties and expectations. Create comprehensive assessment forms based on official job descriptions, using input from departmental supervisors. This helps ensure that employees are evaluated on overall attitude as well as job-specific knowledge. Establish a standard rating system to make it easier to compare employee performance against previous and current data.

Implement quality control checks based on the employee's job duties. For example, recording and reviewing random employee phone calls can measure performance in a call center. Examining documentation logs can measure performance in the social services industry. This spot-checking allows you to view employees' "everyday" behavior, which may differ from performance immediately before scheduled reviews.

Speak with clients regarding satisfaction. This gives you another viewpoint to measure overall performance. A smiling face doesn't always translate into acceptable work practices. Including comment cards and setting up phone surveys can give customers an opportunity to address issues or give praise. Using this type of analysis can help ensure you have a complete picture of employee performance.

Ask coworkers to complete peer reviews. Knowing how well employees interact with peers can help you measure work ethic and professionalism. It can also help you catch problems and identity employees with management potential. Create standard assessment forms, which include open-ended questions about specific incidents. Encourage employees to take their peer evaluation duties seriously.

Request that employees make self-assessments. Giving employees a chance to share opinions about their performance can help you understand their goals and obstacles. It can also alert you to differing views regarding work quality and enthusiasm. Letting an employee compare her self-assessment to those from management and her peers, can help with her workplace development

UNIT III

Training evalution

It is a process of establishing a worth of something. The worth, which means the value, merit or excellence of the thing State of mind, rather than a set of techniques PURPOSE of TE

Feedback - on the effectiveness of the training activities Control - over the provision of training Intervention - into the organizational processes that affect trainingBENEFITS OF TE

Improved quality of training activities Improved ability of the trainers to relate inputs to outputs Better discrimination of training activities between those that are worthy of support and those that should be dropped Better integration of training offered and on-the job development Better co-operation between trainers and line-managers in the development of staff Evidence of the contribution that training and development are making to the organization What can be evaluatedRemember 3 Ps The Plan The Process The ProductHow to evaluate the Plan Course Objectives Appropriate selection of participants Timeframe Teaching Methods How to Evaluate the Process Planning Vs. Implementation Appropriate participants Appropriate time Effective use of time teaching according to set objectives Methods for Process Evaluation Observation by the teacher him/herself Observation by other teachers Questionnaire completed by students Evaluation discussion by students Staff meetings evaluation of workplace learning and trainingFor effective training and learning evaluation, the principal questions should be:

To what extent were the identified training needs objectives achieved by the programme?

To what extent were the learners' objectives achieved?

What specifically did the learners learn or be usefully reminded of?

What commitment have the learners made about the learning they are going to implement on their return to work?

And back at work,

How successful were the trainees in implementing their action plans?

To what extent were they supported in this by their line managers?

To what extent has the action listed above achieved a Return on Investment (ROI) for the organization, either in terms of identified objectives satisfaction or, where possible, a monetary assessment.

Organizations commonly fail to perform these evaluation processes, especially where:

The HR department and trainers, do not have sufficient time to do so, and/or

The HR department does not have sufficient resources - people and money - to do so.

evaluation of training

There are the two principal factors which need to be resolved:

Who is responsible for the validation and evaluation processes?

What resources of time, people and money are available for validation/evaluation purposes? (Within this, consider the effect of variation to these, for instance an unexpected cut in budget or manpower. In other words anticipate and plan contingency to deal with variation.)

responsibility for the evaluation of training The 'Training Evaluation Quintet' advocated consists of:

senior management the trainer line management the training manager the trainee.A. PURPOSE OF EVALUATION IN TRAINING PROGRAMMES

We can use the evaluation process to determine how effective our training efforts have been. Unless we periodically take measures to evaluate what we are doing, we will not be able to know how well we are achieving our objectives. Being open to evaluating our own individual performance and that of our peers and trainees indicates that we are being accountable for our own actions and the results of our actions on other people. An important quality of being a professional in the health field is having the desire to provide the best service we can and the willingness to periodically look at ourselves to see how we can improve. Evaluation is a process by which we can observe what we and others are doing and learn how to improve these activities, where necessary.

There are many reasons that evaluation is important, and there are different ways it can be done. This section will present some practical methods by which evaluation can be carried out for trainees and trainers.

B. WHO BENEFITS FROM EVALUATION

Evaluation is often thought to be most important for trainees and the training staff who plan and carry out the programme, but there are other groups which can also benefit from evaluation.

1. THP trainees2. Trainers and programme staff3. Administrators4. Community members.

5. Funding agenciesGOALS AND OBJECTIVES OF TRAINING To increase the knowledge of workers in doing specific jobs.

To import new skills among the workers systematically so that they learn quickly.

To bring about change in the attitudes of the workers towards fellow workers, supervisor and the organization.

To improve the overall performance of the organization.

To reduce the number of accidents by providing safety training to workers

To prepare workers for higher jobs by developing advanced skills in them.

IMPROVE THE TRAINING EFFECTIVENESS

PRACTICE MODEL OF TRAINING

Procedures

Roles and Responsibilities

Aids on the job

Coaching

Targets

Incentives

Communication

Engagement

PHASES OF TRAINING PROGRAMME

Training Audit

Scope and purpose

1. Environment, facilities and equipment

2. Health and Safety

3. Workload and Staffing

4. Quality

5. Education and Training

6. Training documentation

SKILLS training ProgramS

Search to find your desired training program:

Anger Management

Accent Training

Assertiveness

Building the Team

Business Etiquette

Business Writing

Change Management

Coaching & Mentoring

Communication Skills

Conflict Resolution

Creative Thinking

Cross Cultural

Customer Service

Email Writing

Emotional Intelligence

English Language

Interviewing Skills

Manager Training

Motivation

Negotiation Skills

Organizational Skills

Performance Appraisal

Presentation Skills

Problem Solving

Retail Training

Sales Training

Personality Development

Personal Effectiveness

Stress Management

Telephone Etiquette

Time Management

Training the Trainers

UNIT -V

Performance Appraisal Methods

It is a systematic evaluation of an individual with respect to performance on the job and individuals potential for development.

Definition 2:Formal System, Reasons and Measures of future performance It is formal, structured system of measuring, evaluating job related behaviors and outcomes to discover reasons of performance and how to perform effectively in future so that employee, organization and society all benefits.

Meaning of Performance Appraisals

Performance Appraisals is the assessment of individuals performance in a systematic way. It is a developmental tool used for all round development of the employee and the organization. The performance is measured against such factors as job knowledge, quality and quantity of output, initiative, leadership abilities, supervision, dependability, co-operation, judgment, versatility and health. Assessment should be confined to past as well as potential performance also. The second definition is more focused on behaviors as a part of assessment because behaviors do affect job results.

Performance Appraisals and Job Analysis Relationship

Job Analysis

Performance Standards

Performance Appraisals

Describe the work and personnel requirement of a particular job.

Translate job requirements into levels of acceptable or unacceptable performance

Describe the job relevant strengths and weaknesses of each individual.

Objectives of Performance Appraisals

Use of Performance Appraisals

1. Promotions

2. Confirmations

3. Training and Development

4. Compensation reviews

5. Competency building

6. Improve communication

7. Evaluation of HR Programs

8. Feedback & Grievances

4 Goals of Performance Appraisals

General Goals

Specific Goals

Developmental Use

Individual needs

Performance feedback

Transfers and Placements

Strengths and Development needs

Administrative Decisions / Uses

Salary

Promotion

Retention / Termination

Recognition

Lay offs

Poor Performers identification

Organizational Maintenance

HR Planning

Training Needs

Organizational Goal achievements

Goal Identification

HR Systems Evaluation

Reinforcement of organizational needs

Documentation

Validation Research

For HR Decisions

Legal Requirements

Performance Appraisal Process

1. Objectives definition of appraisal

2. Job expectations establishment

3. Design an appraisal program

4. Appraise the performance

5. Performance Interviews

6. Use data for appropriate purposes

7. Identify opportunities variables

8. Using social processes, physical processes, human and computer assistance

Difference between Traditional and Modern (Systems) approach to Appraisals

Categories

Traditional Appraisals

Modern, Systems Appraisals

Guiding Values

Individualistic, Control oriented, Documentary

Systematic, Developmental, Problem solving

Leadership Styles

Directional, Evaluative

Facilitative, Coaching

Frequency

Occasional

Frequent

Formalities

High

Low

Rewards

Individualistic

Grouped, Organizational

TECHNIQUES / METHODS OF PERFORMANCE APPRAISALS

Numerous methods have been devised to measure the quantity and quality of performance appraisals. Each of the methods is effective for some purposes for some organizations only. None should be dismissed or accepted as appropriate except as they relate to the particular needs of the organization or an employee.

Broadly all methods of appraisals can be divided into two different categories.

Past Oriented Methods

Future Oriented Methods

Past Oriented Methods

1.Rating Scales:Rating scales consists of several numerical scales representing job related performance criterions such as dependability, initiative, output, attendance, attitude etc. Each scales ranges from excellent to poor. The total numerical scores are computed and final conclusions are derived. Advantages Adaptability, easy to use, low cost, every type of job can be evaluated, large number of employees covered, no formal training required. Disadvantages Raters biases

2.Checklist:Under this method, checklist of statements of traits of employee in the form of Yes or No based questions is prepared. Here the rater only does the reporting or checking and HR department does the actual evaluation. Advantages economy, ease of administration, limited training required, standardization. Disadvantages Raters biases, use of improper weighs by HR, does not allow rater to give relative ratings

3.Forced Choice Method:The series of statements arranged in the blocks o