PSYIND1 Notes PDF

Week 1 What is IO Psychology? Industrial Psychology - emphasizes human resource practices guided by psychological principles ○ Historical Trace: Selection testing during WWII Organizational Psychology - emphasizes the human side of the...

Week 1 What is IO Psychology? Industrial Psychology - emphasizes human resource practices guided by psychological principles ○ Historical Trace: Selection testing during WWII Organizational Psychology - emphasizes the human side of the worker ○ Historical Trace: Hawthorne studies ○ REMEMBER: Industrial and organizational psychology are INTERCONNECTED. They are NOT separate disciplines. IO Psychology HR Management - focuses on understanding employee - Focuses on implementing HR policies and behavior by researching ways to enhance practices to ensure organizational productivity and well-being. effectiveness. Scientist-Practitioner Model Scientist Practitioner - focuses on research that can be applied to - focuses on applying psychology and field settings. research findings in actual work settings Week 2 What is Job Analysis? Job Analysis - A systematic process of collecting and analyzing job information by determining the following: 1. TDRs (always prioritize identifying these first) a. Tasks b. Duties c. Responsibilities 2. KSAOs a. Knowledge b. Skills  c. Abilities d. Other characteristics (competencies) 3. Work Tools a. Types of equipment used - All these three comprise the job requirements. Job Description: purely TDRs. Job Specification: purely the KSAOs. Importance of Job Analysis In general, job analysis is important to improve organizational performance and productivity of the employees. Specifically, performing job analysis for each role within your organization is crucial to: ○ Note: Job analysis is done PER role. 1. Recruitment & Selection - Job analysis provides a deeper understanding of the roles - To be able to utilize the most suited assessment tools to measure the competencies identified. 2. Performance Evaluation / Performance Appraisal - Job analysis ensures that the tools we use to evaluate employee performance are appropriate for the job performance. 3. Training & Development - Job analysis is key in pinpointing specific training programs needed for employees. - Training programs are designed around the competencies required for each job and develop them. 4. Compensation Management - Job analysis helps us figure out and determine the accurate pay or real value for their specific role. - Ex. Managers are not being paid for the total amount of workload they do. Rather, they are being paid by the quality of the decisions they are making. Hence, they are being paid more compared to newly hired who have a greater amount of workload. 5. Strategic HR Decisions - Promotions, transfers, layoffs - Before promoting or transferring an employee to a new role, job analysis helps that the decision is based on a clear understanding of what the job requirements are. - It ensures that the employee is suitable for the new role.  Steps in Job Analysis 1. Identify tasks performed. Gather job information using the following methods: ○ (1) Gather existing job information. Existing job descriptions Training manuals Activity logs Performance Records Critical Incidences: actual incidences at work showcasing successful or unsuccessful job performance Onet ○ (2) Interview subject matter experts (SME). Job Incumbents Supervisors Customers Management ○ (3) Observe Job Incumbents Observing employees as they perform their day-to-day work activities ○ (4) Job Participation ○ (5) Structures Questionnaires Functional Job Analysis (FJA) Position Analysis Questionnaire (PAQ) Job Elements Inventory Job Components Inventory Fleishman Job Analysis 2. Write task statements. Writing task statements is important for job descriptions. It should include these key details: ○ Action verb: Exact action an employee should be doing. ○ Object: The target of the action verb. ○ Purpose: Explains why the task is important. ○ Conditions/context: Specifies the tools, standards, and environment needed or expected. ○ Frequency: How often the task is done. To know the demands of the task. Sample Task Statement: ○ Assess student outputs fairly using Animospace and an assessment rubric to support student learning and academic performance every week. ○ Facilitate classroom discussions weekly using Google Slides and Kahoot to enhance student engagement and learning, adhering to outcomes-based education standards in an interactive classroom environment. Additional Guidelines when Writing Tasks Statements ○ 1 action, 1 object to achieve clarity  ○ Use simple language for ease of understanding ○ Avoid competencies or policies ○ Always provide context NOTE: All the key details must be complete or indicated in writing task statements. 3. Rate task statements. Rate each task statement based on the following: ○ Frequency of the task Example: Can be rated from 0-3 ○ Criticality of the task (importance/significance of the task) Example: Can be rated to 0-2 Why do we need to rate the task statement? ○ Ensures reliability and validity. ○ Develop an accurate job description. To let the employee know the specific tasks they have to do. To avoid confusion ○ Maintain objectivity of the task statement. All job-related tasks ○ Who should rate a task statement? Job incumbents (current job holder) Supervisors (the one who observes or sets the standard) Subject matter experts (training managers.. training people, HR) They are the ones who create the courses, lessons, etc They have specific expectations that the trainees have to meet. Can be within the organization Anyone related to the role/job Job Analysts They already have prior knowledge about the role/job based on the data they have gathered. ○ Note: Rating the task is important since including a specific task on the job description will depend on the results. 4. Determine essential KSAOs. NOTE: Step 2 (writing task statement) MUST come first and not be done at the same as this step to save time. Knowledge ○ Understanding the concepts and knowing how to apply them effectively. Example: Facilitate classroom discussions weekly using Google Slides and Kahoot to enhance student engagement and learning, adhering to outcomes-based education standards in an interactive classroom environment. Knowledge of how to use Google Slides and Kahoot effectively using presentations and facilitating interactive discussions. Understanding OBE principles and how to apply them to enhance student learning. Skills  ○ Observable competence acquired through training or experience Example: Facilitate classroom discussions weekly using Google Slides and Kahoot to enhance student engagement and learning, adhering to outcomes-based education standards in an interactive classroom environment. Communication skills Facilitation skills Abilities ○ underlying, enduring trait (something innate; difficult to develop) ○ 4 general categories (cognitive, psychomotor, physical, and sensory abilities) ○ Example: Facilitate classroom discussions weekly using Google Slides and Kahoot to enhance student engagement and learning, adhering to outcomes-based education standards in an interactive classroom environment. Analytical ability Problem-solving Other Characteristics ○ Other attributes that are important for job and organizational fit. This often includes personal and other professional characteristics such as personality, career goals, and values. ○ Examples: Creativity Enthusiasm / positive energy Empathy / compassion Just like the task statements, KSAOs should be rated based on how essential each one is for performing the job. NOTE: Not all KSAOs must be present in a specific applicant. Prioritize what is essential during hiring, what will developed during the training, etc. 5. Select tests to measure KSAOs. Determine the best methods to measure KSAOs needed at the time of hire. ○ KSAOs needed are determined based on the average rating scores of the rated KSAOs. ○ Examples: Communication Skills Structured interviews Teaching demonstrations Reference checks Problem-solving Structured interviews (situational questions) Teaching demonstrations Case studies / analysis Week 3 Writing Job Descriptions What is a Job Description? - relatively short summary of a job - Ideally, should be about 2-5 pages in length - TDRs, requirements, and other specifications. What details are in a job description? ○ Job title ○ Brief summary (2-3 sentences) ○ Work activities (TDRs; can be in percentage form) ○ Tools and equipments used ○ Work context (physical/psychological/psychosocial environment) ○ Performance standards ○ Compensation information (range only; confidential) ○ Job competencies Job Specifications ○ Includes job specifications ○ Should be divided into 2 section Competencies needed at the time of hiring (selection) Competencies that can be obtained after hiring (training) How often should a job description be updated ○ Consider the occurrence of job crafting Process in which employees unofficially change their job duties to better fit their interests and skills. Possible prompts or reason on why it has to be updated: (1) When someone who resigns (low points, highlights, to get an idea on what to change in the job) (2) Periodic check in for each of the job (bi-annually, annually, etc) (3) Job crafting Week 5 Employee Selection What is employee selection?  ○ It is a process of choosing the most suitable person with relevant qualifications to fill existing or projected job vacancies. HR Planning: The process of forecasting human resources needs to ensure that the organization has the right number of people with the right skills in the right positions at the right time. Why is it important? ○ Impacts performance ○ Ensures job and organization fit ○ Maximizes cost (reduces poor hiring decisions) ○ Avoids legal disputes and negligent hiring Person-job FIt: ensures that the job requirements and rewards match with the employees' competencies and motivations. ○ Job: requirements & rewards Each job has its requirements and rewards (salary/benefits/other perks) ○ Person: KSAOs & motivations Career goals and quality work-life balance need ○ Requirements: KSAOs ○ Motivation: Reward ○ Implications: Better job performance Higher job satisfaction Increases job acceptance rates Increases employee retention Person-organization Fit: match a person’s KSAOs and motivation to some organizational elements or components. ○ Organizational elements or components: Organization values: norms for desirable behavior and attitudes in a company New job duties: flexibility to new duties Multiple jobs: something temporary Future jobs: ability to adapt and take on new responsibilities ○ Important considerations: Versatility Adaptability Hiring Success ○ Refers to the overall effectiveness of a hiring decision. ○ Encompasses both successful and unsuccessful hiring outcomes. ○ Hiring is considered successful when: New hire performs well, fits the role and team, meets/exceeds expectations Expectations must be based on the TDRs outlined in the job description. ○ Hiring is considered unsuccessful when: New hire does not perform effectively or fails to meet expectations. Hiring Success Gain  ○ This refers to the significant “increase” in hiring success over time because of the effectiveness of the selection tools used. ○ Indicators: Increased numbers of top performers (consistently identifies high-performing employees) Reduced turnover rates (higher retention rate; saves time and resources) Lower cost-per-hire (spending less on the hiring process while still improving the quality of candidates) Shorter time-to-fill (vacancies are filled more quickly; allowing organization operational continuity and growth continuity) Achieving Hiring Success Gain 1. Reliability of selection tools a. Test-retest: consistent results over time (no later than 3 months; reliability coefficient: 0.86) b. Alternate forms: 2 different versions of the same test c. Internal reliability: how consistent the same items within the test are at measuring the same thing (coefficient alpha: 0.81) d. Interrater reliability: how consistently different raters evaluate the same candidate (reliability coefficient: 0.70) 2. Validity of selection tools a. Content validity: how well the selection tool covers all the relevant parts construct it aims to measure b. Criterion validity: how well the selection tool predicts job performance or outcome - Is assessed through: ➔ Concurrent validity: how well the results of the selection tools align with another measure related to the construct being assessed. ➔ Predictive validity: how well the tool predicts future job performance. c. Construct validity: checks if the selection tool measures the construct it’s supposed to measure. 3. Cost-efficiency a. Pricing b. Administration i. Time required to complete the test ii. Who is allowed to administer & interpret the result? iii. Individual or group? iv. Pen-and-paper or computerized? 4. Utility a. Selection Ratio: number of hired divided by the number of applicants i. Low Selection Ratio: hiring a small % from the candidate pool = increasing the value of an effective selection tool - THE GOAL; as low as possible for higher success gain - Example: 5 hired applicants divided by 30 total applications = 0.16 ii. High Selection Ratio: hiring a large % from the candidate pool = less flexibility to be selective - Example: 25 hired applicants divided by 30 total applications = 0.83  b. Base Rate: % of current employees who are successful or efficient in their roles i. High Base Rate - Most employees are performing well - Adding a new or updating selection tool may not significantly improve hiring outcome since it’s already performing well. ii. Low Base Rate - Fewer employees are performing well. - Consider adding a new or updating the selection tool to improve the hiring success Assessment Methods 1. Initial Assessment Methods - This is used to eliminate those applicants who do not meet even the minimum requirements. Resume: a document summarizing your credentials, expertise, and accomplishments. ○ Chronological: most to least recent Ideal for those with solid employment records ○ Functional: grouped by functions Ideal for those who are changing careers or with employment gaps Highlights skills over job titles ○ Psychological: combines the strengths of both Chronological and Functional Resumes. ○ Video Resumes Application Blank: an application form that gathers information. ○ It also verifies information in the resume submitted. Biodata (Biographical information): a summary of personal data that includes a person’s life history such as family background, personal interest, and achievements. Cover Letters: usually attached with a resume. ○ Provides further information about your expertise ○ Why you are qualified for the job you are applying for. Reference Checks: The process of verifying previous employment, education, and other pertinent information by contacting key individuals who have known and worked with the candidate. Background Checks: The process of investigating a candidate’s personal information, educational, and professional history to uncover any potentially damaging information such as:  ○ Criminal records ○ Credit card issues ○ Discrepancies: employment history, school records Initial Interviews: A preliminary screening process to identify obvious mismatches between the applicant and the job requirements. ○ Possible dealbreakers to watch out for: Qualifications Communication skills Negative attitude Discrepancies in the information provided Lack of preparation 2. Substantive Assessment Methods - This is used to make a comprehensive evaluation of the candidates. Personality tests: typically measure the Big 5 personality traits (OCEAN) ○ Conscientiousness and neuroticism are the most consistent indicators of job performance. ○ Common tests to measure: NEOPI-R Big Five Inventory IPIT 16 PF Ability tests: measure an individual’s capacity to perform specific tasks or functions, often focusing on: ○ Aptitude (innate abilities and potential; what candidates can do) ○ Achievement (learned skills and retained in their memories from their past experiences) ○ Cognitive (thinking, memory, reasoning, verbal, mathematical, IQ) ○ Psychomotor (physical movement, coordination, reaction time; gauge precision and control) ○ Physical (muscular strength, cardiovascular endurance; ensure candidates meet physical demands of the job) EQ tests: this evaluates a person’s ability to recognize, understand, and manage their own emotions, as well as the emotions of others. Work samples: having applicants perform actual job-related tasks that represent the work they would be doing if hired. ○ Tasks are given “off-the-job” Programming tests for a computer programmer candidate Teaching demonstration for a professor Situational Judgment Test: Presents candidates with “hypothetical” job-related situations and asks them to choose a course of action from several alternatives.  Interest Test: assess the candidate’s preferences and interests related to both on-the-job activities and off-the-job activities. ○ Common Tests: Holland Code Inventory (RIASEC) Self-directed Search (SDS) Career Assessment Inventory (CAI) Integrity Test: assess the candidate’s honesty and moral character to predict the prosperity to engage in any unethical or dishonest behavior at work. ○ Methods: Self-report questionnaires Behavioral Assessments (interviews) Polygraph tests (lie detector test) Structured interviews: A standardized method of interviewing candidates asking the same set of predetermined questions, along with a consistent scoring system. ○ Methods: Situational: hypothetical questions and will be assessed how they will handle it Behavioral: based on past experiences related to skills ad behaviors to the job they are applying for. 3. Discretionary Assessment - Helps decide which finalists get the job offer. - Unnecessary when all finalists receive job offers Key characteristic: highly subjective (relies on the decision maker’s intuition) Common basis of assessment: ○ The highest in person-organization fit ○ Organizational citizenship behavior (OCB) Reminder: This should never be used without being preceded by the initial and substantive assessment methods. 4. Contingent Assessment - Not always used - Typically for legal compliance purposes to avoid risks in the workplace Common methods: ○ Drug testing ○ Medical exams Assessment Scores - Predictor is always the selection tool.  A. Single Predictor - The score in the single predictor is the final assessment score. - We don’t use this. B. Multiple Predictors - Approaches: a. Compensatory: Predictor scores are added to yield a total score Advantages ○ Acknowledge multiple intelligences. Disadvantages ○ The level of experience for specific competencies may compensate for the other low competencies. Procedures: 1. Clinical Prediction (not suggested; usually used in the 1st phase: the Initial Assessment) - Use of expert “judgment” of the managers - Usually done in initial screening interviews 2. Unit Weight - Each predictor is weighted the same at a value of 1.00 Candidate Interview Personality IQ Test Resume Total Test Candidate X 14 Candidate Y 18 Candidate Z 14 3. Rational Weighting - Each predictor had a different weight/importance - Weight X raw score = total score b. Multiple Hurdles: Applicant must pass each predictor to advance in the selection process [DEPENDS ON THE HIRING TEAM] Resume screening - passed (if failed = reject) - initial interview - passed (if failed = reject) - background check c. Combined Approaches: Starts with multiple hurdles then ends with the compensatory method/s Decision Making & Final Match Hiring Standards  A. Minimum Competency This method sets a minimum passing score or cut-off, based on the basic qualifications needed for the job. When to use ○ During the initial assessment phase Examples ○ Typing used; 60 words per minute ○ Language proficiency: passing a basic fluency test ○ License or certification: MD, RN, MA, PhD. ○ Educational requirements: Bachelor’s degree, Master’s degree B. Topdown Hiring This method ranks applicants based on certain criteria or test scores and hires the top candidates until it fills the number of available positions. When to Use? ○ When you need a specific number of hires while ensuring selecting the highest-performing candidates. Examples ○ Hiring the top 5 scorers out of 10 applicants on a certain test to fill five positions. C. Test Score Banding This method groups applicants into score ranges or bands where everyone in the band is treated as having an equivalent score. When to Use? ○ If you want to avoid over-emphasizing minor score differences and focus on other factors such as experience, culture-fit and others. Example ○ Candidates who scored between 85-90 on a test will be treated as equally qualified on that competency. Week 6 Employee Recruitment - Process of identifying and attracting individuals who are qualified or meet the job requirements 1. Internal Recruitment ○ Refers to the process of filling job vacancies by recruiting current employees in the organization through promotions and transfers ○ Common sources: Succession planning Skill inventories  Internal job postings ○ Advantages Cost-effectiveness Faster hiring process Shorter learning curve Boosts employee morale ○ Disadvantages Inbreeding Limited talent pool Internal conflicts Favoritism Office politics resentment/discontentment 2. External Recruitment ○ Refers to the process of filling job vacancies by attracting candidates outside the organization ○ Common sources: Advertising - involves promoting job vacancies to attract a wide range of potential applicants through various media channels, which include: Online ads (on job boards, social media platforms, and the company’s website career page) ○ The use of the internet enables the organization to attract and engage potential applicants through various online platforms. This includes: Job boards Social networking sites Company websites Print ads (in newspapers or magazines) Outsourcing and offshoring - an approach that enables organizations to hire external vendors/companies to perform specific tasks, enhancing efficiency and reducing costs. ○ Outsourcing: Hiring external vendors/companies to perform services or tasks that were previously done in-house. ○ Offshoring: A specific type of outsourcing where a company relocates its operations or hires vendors in other countries. Employment agencies - provide recruitment services for a wide range of positions ○ Entry-level to mid-level roles from various industries ○ Temporary or permanent job placements - Lower fees than executive search firms Executive search firms - Recruiters at executive search firms, often called headhunters or executive recruiters, specialize in recruiting for high-level roles in various industries. ○ They have higher access to a large pool of candidates with unique skill sets ○ Higher fees than employment agencies  Campus Recruitment - Involves employers visiting colleges and universities to attract students for internship and entry-level positions ○ Common activities: Career talks Career week/fairs Partnerships Job fairs - An event, either in-person or virtual, where employers and job seekers connect. ○ Participating companies can promote their job vacancies ○ Job seekers may submit their resumes or participate in selection interviews ○ Employee referrals - When a current employee recommends a potential candidate for an open position within their organization. Direct email - Sending targeted messages or job advertisements to potential applicants - Refer to both traditional(snail mail) and digital communication methods such as: ○ Emails ○ Direct messages Former applicants - Reaching out to previously rejected applicants who may still be valuable candidates Advantages ○ Familiarity with the company and process ○ Cost-effective option (especially of under a year since the last application) ○ Potentially relevant skills and experience Previous rejection may be due to a qualification mismatch for a specific role, not a lack of overall capability ○ Communication Mesage Realistic Helps candidates set realistic expectations by presenting both the positive and negative aspects of the role, often referred to as a Realistic Job Preview (RJP) Includes details about: ○ Culture ○ Common reasons for turnover ○ Factors for success Communication Message This job requires working long hours with high This role involves working in a fast-paced stress and tight deadlines. New employees often environment with occasional long hours, which can struggle to keep up, and many leave within their be challenging but also provides opportunities for first six months. significant professional growth. We offer training  and support to help new employees succeed and thrive under pressure. Targeted Focuses on how the job meets the needs of the applicant Must be true and must be given once employed in the organization Branded Focuses on conveying the organization's core values, culture, and overall brand Emphasized the importance of person-organization fit. MIDTERM Presentation - 5 KSAOs; 2 selection method - Choose one assessment score Week 9 Training and Development What is Training and Development? ○ This is the systematic process of acquiring and enhancing skills, knowledge, behaviors, or attitudes necessary for improving job performance and career development. Acquiring: for career development; opportunistic hiring Enhancing: may need improvement of specific skills These two are necessary to be able to support both the job performance and career development of the employees. ○ Training To improve current competencies to meet immediate needs, with a short-term timeline. ○ Development To prepare employees for future roles and responsibilities, emphasizing long-term, continuous growth. How will Training and development be truly effective? ○ It should align with and support the organization’s goals. Understand the organization’s goals and its strategic direction. How do we understand the goal and strategic direction of the company? 1. Review company documents (Mission-Vision Statement, review strategic plans) 2. Talk to key people in the organization 3. Analyze available data (performance evaluation, employee feedback)  Developing training programs that meet both short- and long-term organization goals. How to do this? 1. Assess the employees’ current skills and competencies Example ○ Organizational Goal: Increase Customer Satisfaction by 20% within 6 months. Aligned Training Programs Description Customer Service Skills training Improves effective communication, active listening, and conflict resolution skills to enhance customer interactions. Product Knowledge Training Develops a full understanding of products and services to address customer inquiries accurately and confidently Emotional Intelligence (EQ) Training Helps in managing emotions during stressful customer interactions, leading to better service delivery Complaint Resolution Training Learns how to efficiently resolve issues to improve customer loyalty ○ Organizational Goal: Increase employee engagement by 15% in the annual survey over the next two years. Aligned Training Programs Description Employee Engagement Training Discusses ways how to improve employee engagement and approaches for cultivating a positive work environment Career Development Workshops Guides employees in creating their career development plans to increase their motivation and engagement Team buildings Promotes collaboration, trust, and communication among team members Feedback and Communication Skills Training Discusses how to give and receive feedback constructively to encourage open communication and employee involvement ○ It must lead to improved job performance and organizational success. How do we achieve this? 1. Facilitating learning through skill acquisition 2. Encouraging the application of these skills to on-the-job performance  ADDIE: 5-step Training Framework 1. Analysis: Assessing training needs Organizational Analysis ○ Identify factors that may enhance or hinder training effectiveness. ○ Sample Guide Questions What are the organization’s goals? Do we have sufficient resources? How motivated are the employees? Task Analysis ○ Break down job tasks to identify how employees can learn to perform them successfully. ○ Sample Guide Questions What are the specific steps involved in each task? What competencies are necessary to perform this effectively? What are the performance standards or criteria for each task? Person Analysis ○ Identify who needs training and which areas require improvement or development. ○ Sample Guide Questions Who needs training? What areas need to improve or develop? 2. Design: Planning overall training program Setting Clear Training Objectives ○ Set behaviorally specific objectives Note: AVOID writing general or vague objectives. Example: BROAD / GENERAL BEHAVIORALLY SPECIFIC To improve project management skills To create a detailed project plan that includes defined objectives, timelines, resource allocation, and risk management strategies for a mock project To enhance team collaboration skills To facilitate a team meeting using collaborative techniques to gather input, assign tasks, and ensure all team members contribute at least one idea. ○ Focus on closing the gaps between what employees should know/do and what they currently know/do. Developing a Training Outline ○ Create a structured plan that organizes training topics, learning activities, and timelines. ○ Examples  ○ Training outlines promotes... organization clarity achievement of all learning objectives created Ensures logical progression through the topics covered by the training outlines. Selecting Training Methods ○ Choose the most appropriate training approach based on the learner’s needs. Creating a Motivational Learning Environment ○ Consider individual differences & organizational factors in understanding learning motivation. Individual Differences Cognitive abilities Previous experiences Personality traits Core self-evaluations (CSE) Goal orientation Organizational Factors Identical elements ○ Psychological ○ Physical ○ NOTE: The closer the training and actual environment are, the better it is. Transfer through principles ○ Why do they need it? Transfer climate Evaluating Program Effectiveness  ○ Establish measures to assess training outcomes and gather feedback. Management Alignment and Approval ○ Ensure the program design aligns with organizational goals and have it approved by management. 3. Develop: Creating the content and materials The step is focused on creating the training program’s content and materials such as: ○ Worksheets ○ Slide presentations ○ Handouts ○ Quizzes or assessments ○ Case studies / role-playing scenarios ○ Training videos ○ Gamifies activities ○ Feedback forms 4. Implement: Launching of the Program There are various strategies for implementing the training program. While the methods are not limited to the ones listed below, for this lesson, we will focus on the following: ○ Delivery Formats E-learning Fully online Self-paced (asynchronous) Use of learning management systems Blended Learning Combination of online and in-person sessions Offers flexibility of online learning with the engagement of in-person sessions. Instructor-led Training Traditional classroom-based sessions (F2F) Virtual instructor-led sessions (synchronous online) Highly interactive with immediate feedback or hands-on activities ○ Specific Training Methods On-the-job Training Job Rotation ○ Involves employees, specifically managers, moving through various positions at planned intervals to enhance their understanding of operations and promote flexibility. Coaching ○ Focuses on short-term performance improvement ○ Experienced employees or professional coaches train employees to identify their strengths, set goals, and solve problems. Mentoring ○ Involves a more experienced individual guiding a less experienced employee for long-term career growth, helping them adjust and advance within the organization.  ○ Mentor: higher-ranked employees/people in the organizations (usually those in managerial roles) Interactive Training Case Studies ○ Conducted in groups to enhance analysis, synthesis, and evaluation skills through reading, discussing, presenting findings, and deciding on the best solution. ○ Cases should be realistic and based on real-life situations. ○ Example: Role Playing ○ Acting out real-life scenarios by assuming specific roles, enhances learning and skill development by fostering engagement, collaboration, and critical thinking. ○ Improves problem-solving and adaptability. Simulation ○ Immerses trained in situations that closely resemble the actual work environment they will encounter. ○ Various simulations use advanced technology, such as: VR (Virtual Reality) - Experience 3D space through specialized gears such as headsets and motion controllers. Vestibule Training - Provides hand-on experience using actual or simulated equipment in a controlled environment. ○ Examples:  Workshops / Seminars ○ Workshop Focus on hands-on activities and practical skill development. Examples: Hands-on Project Management: Form Planning to Execution - Attendees will work in small groups to create a project plan for a hypothetical project. ○ Seminar Involves facilitator-led presentations and discussions. Examples: Emerging Trends in Project Management: Best Practices for Success - This features a panel of industry experts discussing the latest trends and best practices in project management. Add Gamification! ○ Incorporate game design elements to make learning more fun, engaging, and interactive. Points, badges, leaderboards Timed challenges Earn rewards ○ Gamification elements enhance motivation, learning retention, and overall training effectiveness. 5. Evaluate: Assessing the effectiveness of the program KirkPatrick’s 4 Levels of Training Evaluation 1. Level 1: Reaction Measures learners’ immediate reactions to the training.  Did you like the program? Do you think it’s worthwhile? Do you think it’s relevant and do you think should we continue offering it? NOTE: Positive reactions don’t guarantee training success. We must still focus on how training really improves job performance. 2. Level 2: Learning Evaluate the acquired competency as a result of training. Do they learn something or not ○ How? may assess them before and after the training then compare their results. Compare the results of those who’ve gone to the training and those who did not. 3. Level 3: Behavior Assess the extent to which learners apply what they have learned to their job. 4. Level 4: Results Measures the impact of training on the organization. Did complaints decrease? Did customer satisfaction increase by 20%? Are there fewer mistakes now? Week 10 What is Performance Evaluation? - Evaluating employees’ current and/or past performance relative to a performance standard to identify strengths and areas for improvement. Using performance standards makes evaluation more objective and less biased. Steps in Performance Evaluation 1. Purpose: Determine the purpose of the appraisal. Two main reasons for evaluating employee performance: A. Administrative ○ Salary increases ○ Promotion decisions ○ Termination decisions  B. Developmental ○ Identify learning needs ○ Provide employee feedback ○ Conduct research 2. Limitations: Identify environmental and cultural limitations. Time ○ Do raters have time for it? Budget ○ Do we have a budget to train raters and sustain salary increases? Team Dynamics ○ How do team dynamics influence how team members give and receive appraisals? 3. Raters: Identify who will evaluate performance. Who will evaluate? ○ Supervisors - typical raters of any employee evaluation. ○ Subordinates - an excellent source of supervisor’s performance ○ Peers - an excellent source of work colleague performance ○ Clients - may observe the most critical aspects of employee performance ○ Self-appraisals - most effective for developmental purposes Two Types of Feedback ○ 360 Degree Feedback - Feedback is obtained from all key sources around an employee such as supervisors, subordinates, peers, clients, and self-appraisals. Disadvantage: conflicting opinions from the raters (inter-rater reliability issues) ○ Multiple-source Feedback - Feedback is obtained from more than one source, which may not be as comprehensive as the 360 feedback. 4. Methods: Select the best appraisal methods to accomplish goals. When selecting the best appraisal method, consider the following: ○ Appraisal Dimensions Appraisal Dimensions APPRAISAL WHAT DOES IT HOW IS IT WHAT ARE THE EXAMPLES DIMENSIONS MEASURE? COMMONLY POTENTIAL MEASURED? DOWNSIDES? Trait Focus Personality or Based on its extent Commonly used For a Project values (level) and but provides poor Manager: frequency feedback Integrity Emotional stability  Dependability Optimism Competency Knowledge, skills, Based on its extent May be too For a Project Focus abilities (level) complex to Manager: measure Leadership Communicati on Time Management Problem-solvi ng Task Focus Task, duties, Based on its extent Provides poor For a Project responsibilities (level) and performance Manager: frequency improvement suggestions Team Meetings ○ based on frequency, effectivenes s of meetings, documentati on, or engagement Budget Oversight ○ based on the ability to stay within budget, the accuracy of the forecast, transparenc y of financial report Goal Focus Targets, key results Based on the May not account For a Project quantity or quality for behaviors or Manager: of results/targets competencies in achieving those Achieve 100% goals completion of all assigned projects within the year. Ensure at least 95% of project deliverables meet quality standards. Provide bi-weekly  updates to all clients and stakeholders. Achieve an average satisfaction score of 8 out of 10 or higher. Contextual The effort an employee makes to: For a Project Performance Manager: Get along with peers Improve the organization Initiating Perform tasks beyond what is expected monthly team lunches or celebrations after achieving significant project milestones to foster a sense of community and belonging among team members. Creating a suggestion box or brainstorming sessions where team members can propose new ideas, thus promoting creativity and engagement. ○ Weight of Appraisal Dimensions Example For a Project Manager: Project Delivery 40% Stakeholder Satisfaction 25% Quality of Deliverables 20% Team Engagement 15% ○ Methods of Evaluating Appraisal Dimensions METHODS OF EVALUATING SPECIFIC METHODS EXAMPLES APPRAISAL DIMENSIONS Ranking - Ranking employees from best to worst on certain criteria. Paired Comparison - Ranking employees by making a chart of all possible pairs of Comparison employees for each trait and indicating who is the better employee of the pair. NOTE: Only advisable when comparing small groups of employees. Forced Distribution - Requires employees to be rated into predetermined percentage categories with specific percentages allocated to each category. Quantity of Work - Counting the number of relevant job behaviors that occur. Quality of Work - Typically measured in terms of errors, by comparing a job behavior with a standard. Objective Measures Attendance - Could be measured in three criteria: absenteeism, tardiness, and tenure. Safety - Based on how an employee follows safety rules and who has no occupational accidents.  Graphic Rating Scales - Rates employee performance based on an interval r ration scale. Behavioral Checklists - Consists of a list of specific behaviors or traits that an employee is expected to exhibit, allowing evaluators to mark the presence or absence of each behavior. Forced-choice Performance Ratings - Raters are presented with groups of descriptive statements and are asked to select the phrase in each group that is most descriptive or least descriptive of the employee being evaluated. Behaviorally-anchored Rating Scales (BARS) - Raters evaluate the degree (or extent) to which the employee displays critical behavior.  Behavioral Observation Scale (BOS) - Raters evaluate the frequency of critical employee behaviors. 5. Train: Train raters. Training is important to avoid rating errors. Impact: ○ Increase accuracy ○ Increase the validity of tests validated against the ratings ○ Increase employee satisfaction with ratings Frame-of-reference Training ○ Provides raters with job-related information ○ Chance to practice ratings ○ Examples of ratings made by experts ○ Rationale behind the expert ratings To ground the raters on the same page. 6. Observe & Document: Observe and document performance and provide immediate feedback. Why document performance? ○ Focuses on behavior ○ Provides examples for employees during performance reviews ○ Aids raters in recalling behaviors ○ Serves as a defense against legal actions Document critical incidents! ○ Record examples of excellent and poor employee performance ○ Log in a critical incident report ○ Communicate to the employee at the time of occurrence Without documentation, raters might only recall: ○ First impressions ○ Recent behaviors ○ Unusual or extreme behaviors ○ Behavior consistent with the supervisor’s opinion 7. Evaluate: Evaluate performance. When evaluating performance, base it on: ○ Objective data Attendance record Complaints ○ Critical incident logs Common Rating Errors to Avoid: ○ Distributions Errors ○ Halo Errors ○ Proximity Errors rating in one dimension affects the next rating after that dimension  Example: Friendliness - mababa Responsibility - mababa rin kasi magkasunod sila ○ Contrast Errors rating was influenced by a previously rated employee Example: Group 1 - ginalingan mashado Group 2 - mas mababa na score because nagging point of comparison na ‘yung performance ng Group 1 ○ Leniency Errors, Strictness Errors Low Reliability Across Raters A. Sampling Problems Recent Effect Infrequent Observation B. Cognitive Processing of Observed Behavior Observation of Behavior Emotional State Bias 8. Communicate: Communicate appraisal results to employees. PRIOR to the interview ○ Allocate time ○ Schedule the interview ○ Prepare for the interview DURING the Interview ○ The role of performance evaluation ○ How evaluations were conducted ○ Interactive nature of the session/interview ○ The goal of understanding and improving performance 9. Decide: Make personnel decisions. 10. Monitor: Monitor the legality and fairness of the appraisal process. Meron bang violent reactions? Was the rating really reliable and bias-free? Tuesday next week (November 19): Quiz 2 (online; on cam) Next next Friday (November 29): Final exam (onsite)