Professional Documents
Culture Documents
Block No. 13, Sector H-8, Allama Iqbal Open University, Islamabad.
Submitted by:
Muhammad Hammad Manzoor MBA (HRM) - 4th Semester
Roll No. 508195394 508, 5th Floor, Continental Trade Centre (CTC) Block 08, Clifton, KARACHI (0321-584 2326)
Table of Contents
Table of Contents....................................................................................................... 2 Ranking method...................................................................................................7 Paired comparison method...................................................................................8 Forced distribution method..................................................................................9 Group appraisal....................................................................................................9 Human resource accounting................................................................................9 Assessment centre...............................................................................................9 Field Review Method............................................................................................9 .............................................................................................................................. 29 General Approaches of Training Need Analysis:.................................................29 Types of Need Analysis:.....................................................................................29 Understanding the Objectives of Training Needs Analysis.................................30 Data Collection Methods for Training Needs Analysis........................................30 Processing the Results of Analysis.....................................................................30 Unexpected Outcomes of Analysis.....................................................................30
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By: M. Hammad Manzoor, MBA HRM-IV, 508, 5th Floor, Continental Trade Centre (CTC), Clifton 08, Karachi. (Roll No. 508195394)
Training and Development (819) Q. No. 1: Explain the various techniques managers can use in evaluating employee performance? Answer)
What is a performance measurement?
Performance measurement is the process whereby an organization establishes the parameters within which programs, investments, and acquisitions are reaching the desired results. This process of measuring performance often requires the use of statistical evidence to determine progress toward specific defined organizational objectives.
Ben 2003
To Evaluat e
To Control
To Budget
To Motivat e
To Celebr ate
To Promot e
To Learn
To Improv e
1. To Evaluate how well a public agency is performing. To evaluate performance, managers need to determine what an agency is supposed to accomplish. 3
By: M. Hammad Manzoor, MBA HRM-IV, 508, 5th Floor, Continental Trade Centre (CTC), Clifton 08, Karachi. (Roll No. 508195394)
Other Methods
Confidential Report Essay Report Critical Incidents Check Lists Graphic Rating Method
Under the individual evaluation methods of merit rating, employees are evaluated one at a time without comparing them with other employees in the organization. (a) Confidential report: It is mostly used in government organizations. It is a descriptive report prepared, generally at the end of every year, by the employees immediate superior. (b) Essay evaluation: Preparing the essay on the employee, the rater considers the following factors: (i) Job knowledge and potential 4
By: M. Hammad Manzoor, MBA HRM-IV, 508, 5th Floor, Continental Trade Centre (CTC), Clifton 08, Karachi. (Roll No. 508195394)
(f) Behaviorally anchored rating scales: The following chart represents an example of a sales trainees competence and a behaviorally anchored rating scale. Table: An Example of Behaviorally Anchored Rating Scale (BARS)
Performance Extremely good Good Points Behavior 7 Can expect trainee to make valuable suggestions for increased sales and to have positive relationships with customers all over the country. 6 Can expect to initiate creative ideas for improved 5
By: M. Hammad Manzoor, MBA HRM-IV, 508, 5th Floor, Continental Trade Centre (CTC), Clifton 08, Karachi. (Roll No. 508195394)
The above-discussed methods are used to evaluate employees one at a time. In this section let us discuss some techniques of evaluating one employee in comparison to another. Three such frequently used methods in organization are ranking, paired comparison and forced distribution. Ranking method This is a relatively easy method of performance evaluation. Under this method, the ranking of an employee in a work group is done against that of another employee. The relative position of each employee is tested in terms of his numerical rank. It may also be done by ranking a person on his job performance against another member of the competitive group. The quintessence of this method is that employees are ranked according to their levels of performance. The longstanding limitations of this method are: The whole man is compared with another whole man in this method. In practice, it is very difficult to compare individuals possessing varied behavioral traits. 7
By: M. Hammad Manzoor, MBA HRM-IV, 508, 5th Floor, Continental Trade Centre (CTC), Clifton 08, Karachi. (Roll No. 508195394)
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By: M. Hammad Manzoor, MBA HRM-IV, 508, 5th Floor, Continental Trade Centre (CTC), Clifton 08, Karachi. (Roll No. 508195394)
In human resources or industrial/organizational psychology, 360-degree feedback, also known as multi-rater feedback, multisource feedback, or multisource assessment, is feedback that comes from all around an employee. "360" refers to the 360 degrees in a circle, with an individual figuratively in the center of the circle. Feedback is provided by subordinates, peers, and supervisors.
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By: M. Hammad Manzoor, MBA HRM-IV, 508, 5th Floor, Continental Trade Centre (CTC), Clifton 08, Karachi. (Roll No. 508195394)
Action Learning
Career Planning Formal Education and Training Learning from Experience Organization Development Management Consulting Open and Distance Learning Management Consulting
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By: M. Hammad Manzoor, MBA HRM-IV, 508, 5th Floor, Continental Trade Centre (CTC), Clifton 08, Karachi. (Roll No. 508195394)
Acquisitio n of Knowledg e
Learning of Technique
Changing attitudes, engenderi ng commitme nt Developin g latent qualities within the individual s
Acquisition of Knowledge: The knowledge can be very specific at one extreme relating to such things as the particular systems and procedures of the managers own organization, or highly general at the other, such as knowledge of global economic trends. It may focus on a particular managerial function such as production or personnel management, or may embrace knowledge from several different fields.
Acquisition of Knowledge & Sharing Learning of Techniques: Closely related to the acquisition of knowledge is the learning of particular techniques, for example, how to carry our statistical quality control, how to draw up a plan, a budget and a profit and loss account, how to administer a psychological test, or how to conduct an employment interview.
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By: M. Hammad Manzoor, MBA HRM-IV, 508, 5th Floor, Continental Trade Centre (CTC), Clifton 08, Karachi. (Roll No. 508195394)
Developing Interpersonal Skills and related behavior patterns: Skill is an acquired trait that enables one to do work. Having skills for a vocation or profession always results to having the necessary capability to execute responsibility, vocation, and job, so interpersonal skill is not only a type of skill but an interactive one. Developing Latent Qualities within the individuals: The category includes a group of training programmes which are truly developmental in the sense that they have as their objective the empowerment of the individual by bringing out and sharpening certain inherent qualities. Examples include assertiveness training, creativity workshops, and programmes designed, for example, to develop vision and strategic thinking.
Learning Pyramid
Changing Attitude, engendering commitment: Changing attitude, engendering commitment includes the programmes such as ones designed to create a feeling of common identity among managers from different sites or functions of a large organization; courses intended to broaden managers horizons through the cross-fertilization of ideas with managers from other organizations; courses intended to give managers insight into values in other cultures; and courses designed to facilitate men and women working together.
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By: M. Hammad Manzoor, MBA HRM-IV, 508, 5th Floor, Continental Trade Centre (CTC), Clifton 08, Karachi. (Roll No. 508195394)
training.
TAILORED PROGRAM:
Training out of context soon loses its effect. Conversely, tailored training programs and activities for continuous learning, where the participants meet regularly and also receive individual personal support, has long-term effects. Such programs may consist of courses or internal network meetings on a variety of themes. Many of our customers use us to support them in these learning processes, which actively 14
By: M. Hammad Manzoor, MBA HRM-IV, 508, 5th Floor, Continental Trade Centre (CTC), Clifton 08, Karachi. (Roll No. 508195394)
ACTION LEARNING:
Action Learning is a form of Problem-Based Learning, but it goes further in insisting that the problem(s) being worked on must be real, in that no-one knows the answer already. They should preferably be non-technical (or at least non-specialist: too much specialization limits the potential contribution of other members of the set), and evaluation refers pragmatically to whether the solutions work, rather than to the extent to which participants arrive at a pre-determined optimum solution.
CAREER PLANNING:
Career Planning is a relatively new personnel function. Established programmes on Career Planning are still rare except in larger or more progressive organizations.Many of today's workers have high expectations about their jobs. There has been a general increase in the concern of the quality of life. Aims and Objectives of Career Planning: Career Planning aims at matching individual potential for promotion and individual aspirations with organizational needs and opportunities. Career Planning is making sure that the organization has the right people with the right skills at the right time. In particular it indicates what training and development would be necessary for 15
By: M. Hammad Manzoor, MBA HRM-IV, 508, 5th Floor, Continental Trade Centre (CTC), Clifton 08, Karachi. (Roll No. 508195394)
Behaviorism
Congitivism
Constructivism
BEHAVIORISM:
Behaviorism as a theory was primarily developed by B. F. Skinner. It loosely encompasses the work of people like Edward Thorndike, Tolman, Guthrie, and Hull. What characterizes these investigators are their underlying assumptions about the process of learning. In essence, three basic assumptions are held to be true. First, learning is manifested by a change in behavior. Second, the environment shapes behavior. And third, the principles of contiguity (how close in time two events must be for a bond to be formed) and reinforcement (any means of increasing the likelihood that an event will be repeated) are central to explaining the learning process. For behaviorism, learning is the acquisition of new behavior through conditioning.
TYPE OF BEHAVIORISM:
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By: M. Hammad Manzoor, MBA HRM-IV, 508, 5th Floor, Continental Trade Centre (CTC), Clifton 08, Karachi. (Roll No. 508195394)
Classical Conditioning
In which, the behavior becomes a reflex response to stimulus as in the case of Pavlov's Dogs. Pavlov was interested in studying reflexes, when he saw that the dogs drooled without the proper stimulus. Although no food was in sight, their saliva still dribbled. It turned out that the dogs were reacting to lab coats. Every time the dogs were served food, the person who served the food was wearing a lab coat.
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By: M. Hammad Manzoor, MBA HRM-IV, 508, 5th Floor, Continental Trade Centre (CTC), Clifton 08, Karachi. (Roll No. 508195394)
Operant Conditioning
Where there is reinforcement of the behavior by a reward or a punishment. The theory of operant conditioning was developed by B.F. Skinner and is known as Radical Behaviorism. The word operant refers to the way in which behavior operates on the environment.
COGNIVITISM:
In psychology, cognitivism is a theoretical approach in understanding the mind using quantitative, positivist and scientific methods, which describes mental functions as information processing models.
CONSTRUCTIVISM:
Constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts based upon current and past knowledge or experience. In other words, "learning involves constructing one's own knowledge from one's own experiences." Constructivist learning, therefore, is a very personal endeavor, whereby internalized concepts, rules, and general principles may consequently be applied in a practical real-world context. This is also known as social constructivism
PRINCIPLES OF CONNECTIVISM:
MULTIMEDIA LEARNING:
Learning and knowledge rests in diversity of opinions. Learning is a process of connecting specialized nodes or information sources. Learning may reside in non-human appliances. Capacity to know more is more critical than what is currently known Nurturing and maintaining connections is needed to facilitate continual learning. Ability to see connections between fields, ideas, and concepts is a core skill. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
Multimedia learning is the common name used to describe the cognitive theory of multimedia learning. This theory encompasses several principles of learning with multimedia.
Modality Principle:
When information is in fact better remembered when accompanied by a visual image. Baddeley and Hitch proposed a theory of working memory in 1974 which has two largely independent subcomponents that tend to work in parallel - one visual and one verbal/acoustic.
Redundancy principle:
According to this principle: "Students learn better from animation and narration than from animation, narration, and on-screen text.
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By: M. Hammad Manzoor, MBA HRM-IV, 508, 5th Floor, Continental Trade Centre (CTC), Clifton 08, Karachi. (Roll No. 508195394)
Q3: Describe the main objectives of simulations? Also describe the different aspects of simulations. Answer)
Simulation is the imitation of some real thing, state of affairs, or process. The act of simulating something generally entails representing certain key characteristics or behavior of a selected physical or abstract system. Simulation is used in many contexts, including the modeling of natural systems or human systems in order to gain insight into their functioning. Other contexts include simulation of technology for performance optimization, safety engineering, testing, training and education. Simulation can be used to show the eventual real effects of alternative conditions and courses of action. Key issues in simulation include acquisition of valid source information about the relevant selection of key characteristics and behaviors, the use of simplifying approximations and assumptions within the simulation, and fidelity and validity of the simulation outcomes. Simulation: Is a study in which the conditions of a system or process are replicated.
TRAINING SIMULATION:
A training simulation is a virtual medium through which various different types of skills can be acquired. Training simulations can be used in a wide variety of genres; however they are most commonly used in corporate situations to improve business awareness and management skills. They are also common in academic environments as an integrated part of a business or management course.
FOR STUDENTS:
Although the most common use for training simulations is in a corporate setting, simulation games are increasingly being used to educate young people about the importance of business. From secondary school age all the way up to MBA students, anyone can benefit from the first-hand experience of running a company and making decisions that directly affect performance. 22
By: M. Hammad Manzoor, MBA HRM-IV, 508, 5th Floor, Continental Trade Centre (CTC), Clifton 08, Karachi. (Roll No. 508195394)
Since training simulations are available based on such a wide range of different industries, and with thousands of different aims and objectives, it is difficult to outline a specific skill-set that will be improved by taking part in a training simulation. However, skills that every good training simulation should build on include: Business awareness - before participating in the training programme, many players will have little idea of how to run a business or what it involves. Simulations allow them to temporarily have control over a virtual company, to see whether their decisions lead them to success or failure! Time management and organization - most simulations contain timed sessions, which will test the candidates skill in submitting decisions within the allotted time slot. This is an excellent skill for any employee or graduate. Team coordination - the majority of training simulations involves working in groups or teams of people; improving the abilities to communicate effectively, delegate tasks and diplomatically resolve any situations. Problem solving - simulations will often present tricky circumstances that must be thought through logically to be solved. Successful resolution of these shows good management skills. The main Objectives of Simulation is given below:
ROLE-PLAY:
Role-play focuses on human behavior. They permit learners to enact situations which they face on the job, or that they expect to face in the future, or that they perceive as job-like. Role-Plays are simulations performed with people only and are normally done in three stages. 23
By: M. Hammad Manzoor, MBA HRM-IV, 508, 5th Floor, Continental Trade Centre (CTC), Clifton 08, Karachi. (Roll No. 508195394)
Evaluati on
Preparat ion
Playing
Preparation: The trainer explains how and why the role-play is to be run. The participants are given time to study their roles and, if necessary, to plan a strategy of behavior. The trainer sees to the physical arrangements necessary for the exercise. The observer learns their instructions. Playing: two or more players perform the role-play. The players may stay in the same role throughout or change roles during the exercise. Te observers monitor the behavior of the players, and they record events and behavior that are important for analysis. Evaluation: The players, the observers and the trainer discuss the ways in which they perceived the role-play, how if effected the outcomes, and why it happened that way, in a free and open exchange of views.
SIMULATION GAMES:
The term games and simulations are sometimes used interchangeably. Games are almost exclusively simulations in that they are operational models. A simulation, on the other hand, is not a game as long as it does not contain a competitive element. There is a distinction between games and simulation games.
REALITY-BASED SIMULATION:
Reality-based simulations are used to enable attitude and skill changes in a few people, and these are expected to produce direct effect on job performance. They are normally conducted as in-house exercises designed by the trainer, in cases where the environment and the task parameters are interchangeably real or modeled. Some points which should be taken into account when designing and running reality-based simulations are listed here. They require knowledge and understanding of the specific organization involved; in organizational analysis and possibly a climate survey should be undertaken prior to designing the intervention. They require the collaboration of the organization and the commitment of senior management; substantial negotiating thus needs to be done before a simulation is run. They may produce effects that are unappreciated by the organization, because it may be confronted by concrete signs of weakness from its own members. 24
By: M. Hammad Manzoor, MBA HRM-IV, 508, 5th Floor, Continental Trade Centre (CTC), Clifton 08, Karachi. (Roll No. 508195394)
OUTDOOR SIMULATIONS:
Outdoor simulations are used more and more by companies for training their managers. They are means for manager to get out of conditioned ways of seeing themselves in teams and how they function, and of perceiving the individual in the organizations. In outdoor exercise they have to meet challenges by making decisions other than those made at work. This helps them to develop a better view of what goes into decision-making and the role played by the environment and subordinates.
Q5: (a) Define the process of experiential and action learning. (a) Sate the general concepts and dimensions for training needs assessment. Answer)
PROCESS OF EXPERIENTIAL LEARNING:
Experiential education is a philosophy of education that describes the process that occurs between a teacher and student that infuses direct experience with the learning environment and content. The term is mistakenly used interchangeably with experiential learning. The Association for Experiential Education regards experiential education "as a philosophy and methodology in which educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills and clarify values." Experiential education is the term for the philosophy and educational. Kolb (1984) provides one of the most useful (but contestable) descriptive models available of the adult learning process, inspired by the work of Kurt Lewin.
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By: M. Hammad Manzoor, MBA HRM-IV, 508, 5th Floor, Continental Trade Centre (CTC), Clifton 08, Karachi. (Roll No. 508195394)
This suggests that there are four stages in learning which follow from each other: Concrete Experience is followed by Reflection on that experience on a personal basis. This may then be followed by the derivation of general rules describing the experience, or the application of known theories to it (Abstract Conceptualisation), and hence to the construction of ways of modifying the next occurrence of the experience (Active Experimentation), leading in turn to the next Concrete Experience.
At a minor level there is a need for adjustment between learner and teacher: sometimes their preferences are complementary, sometimes antagonistic, and of course sometimes collusive if they both tend to go for the same stages in the cycle. At a major level, neglect of some stages can prove to be a major obstacle to learning. At a really serious level, teachers are easy to con with plausible but pernicious snake-oil (e.g. ideas about "learning styles" follow the links to the right).
Not all forms of skill and knowledge emphasize all the stages of the Cycle to the same extent, and Kolb has carried the argument further by relating topics and subject areas to the cycle in the following ways: Concrete Experience corresponds to "knowledge by acquaintance", direct practical experience (or "Apprehension" in Kolb's terms), as opposed to "knowledge about" something, which is theoretical, but perhaps more comprehensive, (hence "Comprehension") and represented by Abstract Conceptualization.
Reflective Observation concentrates on what the experience means to the experiencer, (it is transformed by "Intension") or its connotations, while Active Experimentation transforms the theory of Abstract Conceptualization by testing it in practice (by "Extension") and relates to its denotations.
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By: M. Hammad Manzoor, MBA HRM-IV, 508, 5th Floor, Continental Trade Centre (CTC), Clifton 08, Karachi. (Roll No. 508195394)
ACTION LEARNING
Action learning is an educational process whereby the participant studies their own actions and experience in order to improve performance. Learning acquires knowledge through actual actions and repetitions, rather than through traditional instruction.
Action learning brings together small groups of participants with the following intentions: To work on and through organisational/individual issues. This is most effective when the commitment is voluntary. To work on real problems. Situations in which "I am part of the problem and the problem is part of me." To work together to check individual perceptions, clarify (and render more manageable) the issue and explore alternatives for action. To take action in the light of new insight. Begin to change the situation. Bring an account of the consequences back to the group for further shared reflection. To focus on learning, not only about the issue being tackled but also on what is being learned about oneself. This is essential to turn developing understanding into learning that can be transferred to other situations. Each group is provided with a facilitator (set adviser) whose role is to help individuals and the group to identify and develop the necessary skills.
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By: M. Hammad Manzoor, MBA HRM-IV, 508, 5th Floor, Continental Trade Centre (CTC), Clifton 08, Karachi. (Roll No. 508195394)
Many needs assessments are available for use in different employment contexts. Sources that can help you determine which needs analysis is appropriate for your situation are described below. Context Analysis. An analysis of the business needs or other reasons the training is desired. The important questions being answered by this analysis are who decided that training should be conducted, why a training program is seen as the recommended solution to a business problem, what the history of the organization has been with regard to employee training and other management interventions. User Analysis. Analysis dealing with potential participants and instructors involved in the process. The important questions being answered by this analysis are who will receive the training and their level of existing knowledge on the subject, what their learning style is, and who will conduct the training. 29
By: M. Hammad Manzoor, MBA HRM-IV, 508, 5th Floor, Continental Trade Centre (CTC), Clifton 08, Karachi. (Roll No. 508195394)
Work analysis. Analysis of the tasks being performed. This is an analysis of the job and the requirements for performing the work. Also known as a task analysis or job analysis, this analysis seeks to specify the main duties and skill level required. Content Analysis. Analysis of documents, laws, procedures used on the job. This analysis answers questions about what knowledge or information is used on this job. Training Suitability Analysis. Analysis of whether training is the desired solution. Training is one of several solutions to employment problems. However, it may not always be the best solution. It is important to determine if training will be effective in its usage. Cost-Benefit Analysis. Analysis of the return on investment (ROI) of training. Effective training results in a return of value to the organization that is greater than the initial investment to produce or administer the training.
Before any form of training need analysis takes place it is essential to establish its objectives. Is it being conducted as part of an annual review or appraisal process, to help a manager determine which courses to send his or her staff on? This tends to be a very general, or high-level approach to identifying learning needs, and is largely subjective. The outcome is a training programme which often involves taking off-the-shelf training, delivered internally or externally, and perhaps some mentoring or one-to-one training.
Once the data has been collected it is important that it is correctly assessed. This involves reviewing the data to identify trends and themes. It is possible that the process of analysing learning needs leads to the identification of other issues. It could reveal that there is poor communication within or between departments or teams, or even that there is a break down of relationships. Analysis can pin-point problems with staff morale or systemic weaknesses within the organization. It may lead to the conclusion that training alone will not resolve a particular problem. For these reasons it is important that the person conducting the analysis knows to whom these findings should be reported, without running the risk of making problems worse. 30
By: M. Hammad Manzoor, MBA HRM-IV, 508, 5th Floor, Continental Trade Centre (CTC), Clifton 08, Karachi. (Roll No. 508195394)
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www.ehow.com http://www.chrmglobal.com/Replies/1560/1/Career-Planning-Development.html www.piqc.com www.google.com http://www.openlearningworld.com/olw/courses/books/Performance%20and %20Pot ntial%20Appraisal.htm http://en.wikipedia.org/wiki/360-degree_feedback http://www.learningandteaching.info/teaching/action_learning.htm http://www.learning-theories.com/category/learning-theories-and-models http://en.wikipedia.org/wiki/Experiental_learning
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By: M. Hammad Manzoor, MBA HRM-IV, 508, 5th Floor, Continental Trade Centre (CTC), Clifton 08, Karachi. (Roll No. 508195394)
Ms. Sarwat Afzal R-39, Block-3, Unique Unique Cottoge, Gulistan e Johar KARACHI. (0333-340 9456)
M. Hammad Manzoor 508195394 # 508, 5th Floor, CTC Continental Trade Centre, Block-08 08, KARACHI. (0321Clifton 584 2326) Training & Development 01 0819
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By: M. Hammad Manzoor, MBA HRM-IV, 508, 5th Floor, Continental Trade Centre (CTC), Clifton 08, Karachi. (Roll No. 508195394)