Module III

Onboarding, Training and Development, Performance Evaluation: Employee orientation and

onboarding: The concepts, purposes; Training and Management Development Programs: the
concepts, Training process model (ADDIE), the training methods (on the job and off the job),
Training evaluation Kirkpatrick model; Performance management and Appraisal: the
concepts, tools for appraising performance, Appraisal interview/feedback discussion

Concepts of Training and Management Development

Training
• Definition: Training refers to a planned effort by a company to facilitate employees'
learning of job-related competencies.
• Purpose: Enhance current job performance, ensure skill development, increase
efficiency, reduce errors.
• Key Features (Dessler & Varkkey, 2020; Rao, 2006):
o Short-term focus
o Specific job or task orientation
o Designed for non-managerial employees
Management Development
• Definition: A systematic process of developing managerial skills through planned
learning experiences.
• Purpose: Prepare employees for future roles, especially leadership and decision-
making.
• Key Features (Michael Armstrong, 2023; Aswathappa & Dash, 2021):
o Long-term orientation
o Broader in scope than training
o Focused on strategic thinking, communication, and leadership skills
Training Process Model – ADDIE Framework

Analysis

Design

Development

Implementation

Evaluation

The ADDIE model is a widely accepted instructional design framework used in training
A - Analysis
• Identify training needs (gap analysis)
• Assess target audience, job requirements, learning objectives
D - Design
• Establish learning objectives
• Select training methods
• Develop course content and assessment criteria
D - Development
• Create instructional materials (manuals, e-learning modules)
• Prepare trainers and logistics
I - Implementation
• Deliver the training program (on-site, online, blended)
• Ensure active participation
E - Evaluation
• Measure outcomes and effectiveness (linked to Kirkpatrick’s model)
Training Methods
A. On-the-Job Training (OJT)
Learning by doing at the workplace. (Snell & Bohlander, 2013)
Examples:
• Job Rotation
• Coaching/Mentoring
• Apprenticeship
• Job Instruction Training (JIT)
• Shadowing
Advantages:
• Practical and relevant
• Immediate application of learning
• Cost-effective
Limitations:
• Can be unstructured
• Quality depends on the trainer

B. Off-the-Job Training
Training that occurs away from the actual work setting (Armstrong, 2023; Jyothi &
Venkatesh, 2006)
Examples:
• Lectures and Seminars
• Case Studies
• Role Plays
• Simulation and Business Games
• E-learning and Webinars
• University-based executive programs
Advantages:
• Structured and standardized
• Exposure to experts and theoretical frameworks
• Useful for strategic thinking and soft skill development
Limitations:
• Costly
• Limited direct application to the job environment
 Kirkpatrick’s Four-Level Training Evaluation Model
Developed by Donald Kirkpatrick, this model evaluates the effectiveness of training
programs.

Level What it Measures Examples

1. Reaction Trainee satisfaction and engagement Post-training feedback surveys

2. Learning Knowledge or skill acquisition Pre/post-tests, quizzes

3. Behavior Application of learning on the job Observations, performance appraisals

4. Results Business outcomes of training Increase in productivity, reduced errors

Note: Modern critiques also advocate for adding ROI (Return on Investment) as a fifth level.
Conclusion
Training and management development are vital components of HRM, ensuring workforce
adaptability and future-readiness. Utilizing structured models like ADDIE and Kirkpatrick
enables organizations to design effective programs and assess their impact. The integration of
both on-the-job and off-the-job methods provides a balanced approach to skill and leadership
development.

PERFORMANCE APPRAISAL

According to Edwin B Flippo “Performance appraisal is the systematic, periodic and an

impartial rating of an employee ‘s excellence in matters pertaining to his present job and his
potential for a better job.”

Process of Performance Appraisal:

1. Establishing Performance Standard: The process of evaluation begins with the establishment of
Performance Standards. While designing a job and formulating a job description, performance
standards are usually developed for the position. This standard should be very clear and objective
enough to be understood and measured.
2. Communicating Performance Expectations to Employees:
3. Measuring Actual Performance:
4. Comparing Actual Performance with Standards:
5. Discussing the Appraisal with the Employee:
6. Initiating Corrective Action:
Methods or Techniques of Performance Appraisal/Tools for appraising performance

The performance appraisal methods may be classified into three categories, as shown in Figure
below.

1.Confidential Report

➢ Used in Government Organizations

➢ A descriptive report prepared at the end of every year
➢ Done by the employee's immediate superior
➢ Highlights strengths and weaknesses of the subordinate
➢ No feedback to the appraisee
➢ The report is not made public and hence no feedback

2. Essay Evaluation
➢ Contain strong as well as weak points of the employee's behaviour

While preparing the essay on the employee the rater considers the following factors:

1. Job knowledge and potential

 2. Understanding of the company’s programs, policies etc.
3. Relations with co-workers and superiors
4. Attitudes and perceptions of the employee
Advantage:
The essay provides a good deal of information about the employees
Limitations:
1. Superior may write a biased essay
2. Evaluators may be poor at writing essays
3. Time-consuming (required to find time to prepare the essay)
3. Critical Incident Technique
➢ The manager prepares a list of statements of every effective and ineffective behaviour
of an employee
➢ The critical incidents represent the outstanding or poor behaviours of employees on
the job
➢ The manager periodically records critical incidents of the worker's behaviour
➢ At the end of the rating period these recorded critical incidents are used in the
evaluation of the worker's performance

Ex: Good critical incident

On March 19, 2020- The sales clerk patiently attended a customer complaint call.
He is polite, and prompt in solving customers' problem
Bad critical incident
On March 17, 2020- He did not attend the call properly and was uninterested in
work

Limitations:
• Negative incidents may be more noticeable than positive incidents
• A series of complaints about incidents
• Very close supervision may not be liked by the employee
• The managers may be too busy to record the incidents
4. Checklists and weighted checklists

➢ A set of objectives or descriptive statements about the employee and his behavior
➢ Employee possesses a particular listed trait; he checks the item otherwise he leaves
the item blank

Is the employee interested in the task? Y/N

Does he respect his superiors? Y/N

Does he make mistakes frequently? Y/N

Limitations:
• The rater may be biased in separating positive and negative questions
• Expensive and time consuming
5 Graphic Rating Scale
➢ Printed form is used to evaluate the performance of an employee
➢ The most widely used method
➢ It is a standardized, quantitative method of performance appraisal
➢ A variety of traits may be used but the most common traits are quantity of work and
quality of work
➢ The rating scales also include traits the company considers important for effectiveness on
the job

Quantity of work
Unsatisfactory Fair Satisfactory Good Outstanding

Quality of work
Poor Average Good Very Good Excellent

Advantage:
Easy to understand, easy to use, and permits a statistical tabulation of scores of
employees

6.Behaviourally Anchored Rating Scales (Behavioral Expectations Scales) BARS

Developed by PC Smith and LM Kendall in 1963

➢ To identify critical areas of performance of a job

➢ Latest innovation
➢ It is a combination of the rating scale and critical incident technique of employee
performance evaluation

Step 1
Collect critical incidents (Anchor Statements): by asking job holders and supervisors, to
describe specific examples of effective and ineffective behaviour related to the job
Step 2

Identify performance dimensions (Small set of key performance dimensions)

➢ Cluster the incidents into performance dimensions

➢ Between five- and ten-dimensions account for most of the performance

Ex: relationships with customers

Technical Competence
Meeting day-to-day deadlines

➢ Scaled in terms of good, average, below average

Step 3
Reclassification of Incidents
➢ Another group knowledgeable about the job reclassify the critical incidents
generated in step 2 to find more measurable behaviours

Step 4
Assigning scale value to the incidents
➢ Each incident is rated on a scale (1-7 or 1-9)

Ex:
Xi
1 C.I 3
2 “ 1
 3 “ 2
4 “ 3
5 “ 2
6 “ 1
7 “ 3

➢ Mean and S.D is calculated for the scale values

➢ S.D of 1.5 or less on a seven-point scale

Step 5
Producing the final instrument
Usually, seven incidents for each performance dimension, all met S.D and Mean criteria
will be used as behavioral anchors
Remark:
Criteria: Mean value maximum and S.D 1.5 or less

Limitations of Performance Appraisal or problems or Errors

1. Rating Biases
➢ Leniency and strictness error: Errors of leniency are caused by the tendency of the
lenient rater to put most of the ratees on the higher side of the scale, while the tough
rater places them on the lower side of the scale
1. Positive leniency error
2. Negative leniency error
➢ Halo Error
➢ Horn’s error
➢ The Error of Central Tendency
➢ Personal Prejudice
➢ Consequence of Appraisal
➢ The Recency Effect
2. Opportunity Bias: This results when the amount of output is influenced by factors beyond
the control of employees. Some employees have better working conditions, supportive
supervisors, more experienced co-workers and hence their output may be greater than
others working on identical tasks
3. Group Cohesiveness: cohesive groups with high morale can produce more than less
cohesive groups with low morale
4. Knowledge of Predictor Bias: A rater’s knowledge of the performance of an employee can
influence his appraisal ratings. An employee who topped in the selection list might leave
 the impression that he is the best among the employees and hence, the rater may rate him
as ‘good’ when his performance is moderate.
5. Similarity error: When evaluators rate other people in the same way that the evaluators
perceive themselves, they are making a similarity error
6. Time Consuming
7. Lack of Reliability
8. Incompetence
9. No Uniform Standards
10. Absence of Effective Participation of Employees
11. Resistance of Employees to Appraisal
12. Fear of Spoiling Relations
Appraisal Interview / Feedback Discussion

Introduction

An appraisal interview, also known as a feedback discussion, is a critical component of the

performance appraisal process. It involves a structured, formal interaction between a manager
(appraiser) and an employee (appraisee), aiming to communicate performance feedback,
discuss performance outcomes, identify developmental needs, and set future objectives.

Purpose and Importance

• Performance Improvement: Identifies strengths and weaknesses to guide future

improvement.

• Motivation and Engagement: Enhances employee motivation and boosts morale.

• Clarifying Expectations: Helps align employee actions with organizational goals.

• Developmental Feedback: Facilitates career growth through personalized

developmental discussions.

Types of Appraisal Interviews

1. Tell-and-Sell Approach

o Nature: Manager conveys assessment and persuades the employee to accept it.

o Usefulness: Effective when the appraiser is confident about the feedback and
expects minimal employee resistance.
 2. Tell-and-Listen Approach

o Nature: Manager communicates the appraisal and allows the employee to

respond and discuss feedback.

o Usefulness: Encourages employee participation, helps identify

misunderstandings, and ensures mutual clarity.

3. Problem-Solving Approach

o Nature: Encourages collaborative discussion of performance issues, involving

employee input and mutual problem-solving.

o Usefulness: Effective for developing solutions and setting collaborative

performance goals.

Steps for Conducting an Effective Appraisal Interview

1. Preparation Phase

• Gather relevant data and performance records.

• Define clear objectives for the discussion.

• Set an appropriate time and place, ensuring privacy and comfort.

2. Opening the Interview

• Create a positive environment; explain the purpose clearly.

• Start by appreciating positive aspects of employee performance.

3. Discussing Performance

• Provide specific examples of strengths and areas for improvement.

• Engage the employee in dialogue, listening actively to their perspective.

• Avoid generalizations or personal judgments; remain objective and constructive.

4. Setting Goals and Objectives

• Collaboratively establish clear, realistic, and measurable performance targets.

• Develop an action plan outlining responsibilities and timelines.

5. Closing the Interview

• Summarize key points discussed and agree on next steps.

• End positively, reinforcing the employee's strengths and potential.

6. Follow-up

• Provide ongoing support and regularly monitor agreed-upon goals.

• Ensure continuous dialogue and provide timely feedback.

Guidelines for Effective Feedback Discussion

• Be Specific: Use clear, factual, and evidence-based statements.

• Constructive Approach: Balance criticism with positive feedback; maintain respect

and empathy.

• Active Listening: Allow the employee to share their views without interruption.

• Encourage Dialogue: Promote two-way communication to foster mutual

understanding and acceptance.

• Avoid Bias: Remain objective, avoiding personal biases or emotional responses.

Common Challenges and How to Overcome Them

Challenge Solutions

Employee Resistance Adopt a collaborative approach; listen actively

Vague Feedback Use specific, performance-related examples

Emotional Responses Stay calm, empathize, and offer support

Defensiveness Encourage open dialogue and mutual problem-solving

Benefits of Effective Appraisal Interviews

• Enhanced performance and productivity.

• Strengthened employee-manager relationships.

 • Increased motivation and job satisfaction.

• Better alignment with organizational objectives.

Example Scenario

• Context: A sales manager conducts a feedback session with a team member.

• Process: Manager provides specific data on sales performance, highlights strengths in

customer interaction, identifies improvement areas in time management,
collaboratively sets clear sales targets for the next quarter, and schedules follow-up
checkpoints.

Conclusion

An effective appraisal interview or feedback discussion is vital for organizational success and
employee development. It requires preparation, clear communication, collaborative goal
setting, and regular follow-up to maximize its effectiveness.