Q.9. What is the performance evaluation process? Explain in detail. (AKTU. 2009 - 10)
Ans. Many measures are used by the industrial psychologist to appraise job performance. ‘Which of these are used often depends upon the specific set of circumstances. In addition to being aware that criteria selection varies, it is also important to know that performance appraisal can take place at different stages of job experience. There are primarily three different kinds of evaluative circumstances, or situations, in which one might be interested in evaluating a job incumbent. For example, one can evaluate performance during training while the individual is learning the skill or task. In addition, one can evaluate performance while the individual is actually on the job. Further, one can create artificial job environments for purposes of potential performance evaluation. Such artificial work situations are generally referred to as simulated job or task settings. They have become exceedingly popular in recent years and are used quite widely by the military services. They are becoming increasing popular in industry since using simulated - tasks is less costly and involved than hiring and waiting for job performance measures. Another advantage of the simulated job situation is that generally one can introduce better controls and thereby reduce criterion contamination problems. Recent examples of simulated tasks at the executive level in industry are the “in-basket” test and computerized management games. Both will be discussed presently.
As an example, consider the general measure of accidents listed in Table. By accidents we refer to a variety of incidents which result in damage or lost time to product, equipment, or personnel. The use of this measure as a criterion in either training or actual job performance would probably involve a tally of the actual number of such incidents observed over a period of time with, perhaps, a conversion to a dollar base for comparison purposes. In the case of the simulated job settings, how ever, it is often possible to talk in terms of the number of theoretical accidents rather than real accidents. It is obviously better to have a “theoretical” accident than a real one. An excellent illustration is in flight simulation in which a pilot may have an “accident” which only occurs in theory rather than reality—thus saving large sums of money and lives while, at the same time, accurately assessing a pilot’s flight skill. Our purpose, however, is not to argue for simulated criteria situations although they scent to be quite ideally suited for many types of performance evaluation.
Q.10. What is the relation in training, development and education? Distinguish between training and development. (AKTU. 2009 - 10)
Ans. Training and development encompasses three main activities: training, education, and development. Garavan, Costine, and Heraty, of the Irish Institute of Training and Development, note that these ideas are often considered to be synonymous. However, to practitioners, they encompass three separate, although interrelated, activities:
Training: -
This activity is both focused upon, and evaluated against, the job that an individual currently holds.
Education: -
This activity focuses upon the jobs that an individual may potentially hold in the future, and is evaluated against those jobs.
Development: -
This activity focuses upon the activities that the organization employing the individual, or that the individual is part of, may partake in the future, and is almost impossible to evaluate.
