Performance Management for Human Resources - Essay Example

Performance Management for Human Resources Introduction Performance management can be defined as a systematic approach of getting better results within an agreed framework of planned goals, standards and competency requirements. It is a system of improving organisational performance by improving employee performance (Armstrong, 2006, p. 495). It is a system where employees are required to meet specified objectives and demonstrate required organisational behaviours and values in achieving their target (Bach, 2005) A task was done in class to illustrate an example of performance management for human resources of an organisation. The task involved three people playing the role of HR staffs and three people playing the role of employees. The staffs were initially trained to fold two patterns in paper - a pop gun and a shuriken. The trained staffs were then instructed to teach and coach the employee-trainees, one on one. Each coaching staff was to teach one employee-trainee regarding the proper folding of papers to produce the two patterns. During the class presentation, the trained audiences show their learning by performing the task requirement. The performance of each employee was then assessed with regards to quality of work and time consumed through a 360-degree approach. After the presentation, the three audiences and three staffs were given feedback forms to evaluate the performance of one another. Discussion An effective performance management for human resource defines the goals and objectives of the program. Management by objectives, or MBO, is employed in most performance management systems where a set of goals or deliverables are put together (Drucker, 1986). The goal of the class task is to evaluate and improve the performance outcomes of each staff and each member. Goal-setting draws employee into the performance management process and gives them a blueprint for improving performance. The class presentation is a simple task that involved folding two patterns of paper. The task specified key requirements which are folding a pattern of a pop gun and a shuriken. The pop gun served as a standard measurement of performance while the shuriken served as a bonus. Defining the job requirements would guide the audience on the tasks and on the assessment criteria on how their performance will be measured. The class task had demonstrated clear job descriptions and responsibilities. The manner of training employed utilises the coaching approach. The trained staffs served as coaches for the audience. In order to maximise the learning of the audience, the number of coaching staff employed were with the same number of audience to be trained. Coaching is a way of learning that is highly personal, flexible and individualised. The approach enhances and develops the performance of individuals. Coaching is a direct means of increasing the competency of the trainee. (Caplan, 2003) The performance appraisal of the tasks is directed with three objectives. First is to establish a systematic way of evaluating performance. Second is to provide constructive feedback. And third is to enable the audience to improve their job performance. (Messmer, 2007) With regards to the class task, it has established a systematic way of evaluating the performance of the audience through minimum criteria for evaluations of performance. The performance outcomes of each audience or employee are evaluated using defined criteria. The criteria include following the folding instructions correctly; folding done neatly; testing the finish product; and measuring the time to finish. The criteria such as following instructions, quality of folding and testing of finish product were evaluated by the staffs using a performance protocol; whether it were performed good, moderate or poor. Time consumption standards were established beforehand. The standard time for creating the pop gun pattern was 2mins and 15secs. The standard time that would be consumed for making the shuriken pattern was 4mins and 50secs. Assessment of the performance of the employee to do the task is based on the actual performance of the employee versus the standard time established. The method of measuring the performance in the class presentation is job rating checklist which is employed in the audience and staff feedback forms. The questionnaire requires the evaluator to write a simple "yes" or "no" answer; to evaluate the performance outcomes whether good, moderate or poor; and to record a number that would indicate the time consumed for the particular audience's performance (Torrington, Hall, & Taylor, 2008). Furthermore, the class presentation employed the 360-degree approach by asking the audience and the staff to evaluate one another. The staffs evaluate the performance of the audience with regards to the task of folding the patterns while the audiences evaluate the coaching staff with regards to the effectiveness of their teaching and training. Theoretically, the 360-degree approach involves employee's supervisors, co-workers, subordinates, and even customers who are asked to complete detailed questionnaires and evaluate the employee. The employee also completes the same questionnaire. The results will then be tabulated, and the employee then compares her assessment with other results. The 360-degree approach draws assessments from a wide variety of sources, gives maximum feedback to employee and eliminates subjectivity and bias. (Storey, 1995) Results of the assessment and rating showed differences in the performance of employees on the simple task required. This confirms that different employees have different goal orientations. Some employee has higher degree of mastery of the task because they are goal oriented. (Janssen & Van Yperen, 2004) Results of the performance appraisal of audiences and staffs are reflected in the appendix. Ranking method was employed to compare performance of the audience. Ranking would determine the top achievers and the underperformers. It would also help in determining which audience gets the reward and which one needs more training. The simplest method of ranking is by straight ranking, which is utilised in the class. Straight ranking is an approach where the audience are simply listed in order of standing based on the evaluation. The audience who ranked first will received the highest reward and so on and so forth. Ranking presents the overall picture of employee strengths and weaknesses throughout. Straight ranking is a subjective appraisal method because it focuses on individuals rather than job outcomes or behaviours. (Messmer, 2007) The success and effectiveness of performance management and its performance appraisal approach depend on how the organisation and the evaluator communicate the aims and criteria of the system to employees. Everyone involved in the process should be aware before it should actually be launched. The information essential for dissemination include the overall goals of the initiative, benefits of the program, performance criteria developed and the degree to which appraisal results will be linked to rewards. It is also important that audiences are aware of the options available when they disagree with the results. Most importantly, evaluators should be trained on the methodology of assessment before implementing the program. (Tyson, 1995) Performance appraisal conducted confirms that audiences and staffs are competent and possess the skills or characteristics needed to successfully fulfil a particular job (Pfeffer, 1994). On the other hand, it gives underperforming employees the guidance that can lead to better performance through assessing their training and development needs. Overall, the performance appraisal keeps them focused on business goals and objectives. (Huselid, 1995) The performance of the audience is affected by several factors. First, the competency of the staff teaching the audience determines the results of the performance. A well structured training by the staff will create a good performance outcome from the audience. On the other hand, haphazard training will result to poor performance. Another factor that influences the performance is the resources provided. The clarity of the instructions on paper determines the result of the performance. Instructions which are easily understood by the audience helps the audience follow the instructions correctly. Effective communications between the staff and the audience greatly affects the performance outcomes. The one-on-one coaching is another factor that influenced the performance of each audience. Individualised approach in learning is an effective way of teaching. A coaching staff involved with a single trainee has its full attention and effort. This approach helps the audience comprehend the task requirements and perform the job well. The effectiveness of the coaching approach is confirmed through the impressive amount of time consumed by each audience when completing the tasks. The reward system implemented on the class presentation is a means of motivating the audience for performing well. Since the audience became aware of the benefits of performing the task, the amount of effort invested on the task is high. The reward system served as an enabler for good performance outcomes. Conclusions and Recommendations The course concepts that were exhibited during the class presentation were job design and analysis, performance appraisal, MBO, criteria-setting, job-analysis method, rewards and 360-degree evaluation. Performance management system is very valuable if it is wisely administered such that it becomes a strategy for motivation and empowerment (Tyson, 1995). Employees would see the system as an opportunity to have their good work and extra efforts invested to the company rewarded and further developed. It will also enable the employee to improve its skills and behaviours as well as motivates individuals to perform better. The approach in the class task was a simple example of performance management for human resource. The objectives necessary to implement an effective performance review were achieved. It has established a systematic approach of evaluation. It has a constructive feedback mechanism. And it promoted employees to improve their performance through a reward system. Decreasing the standard time for finishing the task requirement is a recommendation for redesigning the task. Based on the results, the standard time for completing the task is way higher than the actual time consumed by audience. A recommended standard time would involve finding the mean time to finish the task using several trials of different persons performing the task. This recommendation will serve as an improvement of the training. Effective performance management systems rely on the communication game plan. (Fleming & Asplund, 2007) HR personnel can communicate the information regarding the system in different ways. What is important is that the communication strategy will assure everyone to have a clear understanding of how the program works and their individual roles in the program's success. References Armstrong, M. (2006). A Handbook of Human Resource Management Practices (10th ed.). London: Kogan Page Limited. Bach, S. (2005). New Directions in Performance Management. In S. Bach (Ed.), Managing Human Resource (4th ed., pp. 289-316). Oxford: Blackwell Publishing. Boxall, P., & Purcell, J. (2008). Strategy and Human Resource Management (2nd ed.). China: Palgrave MacMillan. Caplan, J. (2003). Coaching for the Future. London: CIPD. Drucker, P. (1986). The Practice of Management. New York: HarperBusiness. Fleming, J., & Asplund, J. (2007). Human Sigma. New York: Gallup Press. Handy, L., Barham, K., Panter, S., & Winhard, A. (1989). Beyond the Personnel Function: The Strategic Management of Human Resource. Journal of European Industrial Training , 13 (1), 13-18. Huselid, M. (1995). The impact of human resource management practices on turnover, productivity and corporate financial performance. Academy of Management Journal , 38 (3), 635-672. Janssen, O., & Van Yperen, N. (2004). Employees' goal orientation, the quality of leader-member exchange, and the outcomes of job performance and job satisfaction. Academy of Management Journal , 47, 368-384. Messmer, M. (2007). Human Resources Kit. New Jersey: Wiley Publishing Inc. Pfeffer, J. (1994). Competitive Advantage Through People. Boston, MA: Harvard Business School Press. Storey, J. (1995). Human Resource Management: A Critical Text. London: Routledge. Torrington, D., Hall, L., & Taylor, S. (2008). Human Resource Management. Essex: Pearson Education Ltd. Tyson, S. (1995). The Practice of Human Resource Strategy. London: Pitman Publishers. Appendix STAFF FEEDBACK 1) Name of audience: _____________________________________________________ 2) Job Task Requirements: Pattern Circle where appropriate If 'No', give short reasons - A Pop Gun Yes No _______________________________________________ - Shuriken Yes No _______________________________________________ 3) Performance outcomes: For 'A Pop Gun' Criteria Circle where appropriate If 'Poor', give short reasons - Fold correctly Good Moderate Poor _____________________________ - Test whether it is useable Good Moderate Poor _____________________________ - Fold neatly Good Moderate Poor _____________________________ - Time consuming On time Time Exceeded & how much ________________________ For 'Shuriken' Criteria Circle where appropriate If 'Poor', give short reasons - Fold correctly Good Moderate Poor _____________________________ - Test whether it is useable Good Moderate Poor _____________________________ - Fold neatly Good Moderate Poor _____________________________ - Time consuming On time Time Exceeded; how much ________________________ From [Name of staff]: ________________________________________________________ AUDIENCE FEEDBACK 1) Name of staff: _________________________________________________________ 2) Performance of staff: Criteria Circle where appropriate If 'Poor', give short reasons - Did the staff clearly explain the instruction before Good Moderate Poor _____________________________ - Is the given instructions paper clearly understandable Good Moderate Poor _____________________________ - Describe the overall staff performance Good Moderate Poor _____________________________ 3) Please, give suggestions for further improvements [5-10 sentences only] ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ From [Name of audience]: _____________________________________________________ SUMMARY OF RESULTS STAFF FEEDBACK Name of Audience Daniel Vierra Anthony Hartono Deborah Emiria Mensko Job Task Requirement Pop Gun Yes Yes Yes Shuriken Yes Yes Yes Performance Outcomes A. Pop Gun Fold Correctly Good Good Moderate Product Testing Good Good Good Fold Neatly Moderate Good Moderate Time Consumed 1:45mins 1:25mins 1:48mins B. Shuriken Fold Correctly Moderate Good Moderate Product Testing Good Moderate Moderate Fold Neatly Moderate Moderate Poor Time Consumed 5:38mins 2:30mins 4:55mins Name of Evaluator Supachai Ko Hathaithip Rungrostanakul Sylvia Joenoes AUDIENCE FEEDBACK Name of Staff Supachai Ko Hathaithip Rungrostanakul Sylvia Joenoes Performance of Staff Did the staff clearly explain the instructions before Good Good Good Is the given instruction paper clearly understandable Moderate Good Moderate Overall staff performance Good Good Good Name of Evaluator Daniel Vierra Anthony Hartono Deborah Emiria Mensko Read More