UNIT 4 PERSONALITY TRAINING AND

DEVELOPMENT, CRITERION
DEVELOPMENT AND
PERFORMANCE APPRAISAL
Structure
4.0 Introduction
4.1 Objectives
4.2 Purpose of Training and Development
4.3 Factors that Influence Training and Development
4.3.1 Training and Development
4.3.2 Factors that Influence Training and Development

4.4 Training of the Staff

4.4.1 Purpose of Employee Training and Development Process
4.4.2 The Training Process
4.4.3 Reasons for No Training
4.4.4 Identifying Training Needs
4.4.5 Selection of Trainees
4.4.6 Training Goals
4.4.7 Training Methods
4.4.8 Trainers
4.4.9 Evaluation of Training

4.5 Performance Appraisal

4.5.1 Objectives of Performance Appraisal
4.5.2 Main Components Criterion of Performance Appraisal System

4.6 Let Us Sum Up

4.7 Unit End Questions
4.8 Glossary
4.9 Suggested Readings

4.0 INTRODUCTION
In this unit we will be dealing with training and development. First we will define and
describe training and development and put forward some of the major factors that
influence training and development. In regard to training the employees or the staff
in an organisation, the purpose has to be made clear, and the very training process
has to be taken up. The unit will describe how to assess the training needs of the
staff, how to select the trainees and what type of trainers should an organisation
have. The unit also describes the training goals, methods and evaluation of the
training programme after the training is complete. Going in line with this is the
performance appraisal which can indicate where the training is needed and to which
types of employees and in which sections of the organisation. The objectives of the
performance appraisal will be presented.
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 Personality Training and
4.1 OBJECTIVES Development, Criterion
Development and
After reading this unit, you will be able to: Performance Appraisal

 Define and describe training and development;

 Differentiate between training and development;
 Elucidate the purpose of training and development;
 Describe the various requisites of training the staff;
 Explain the training process;
 Present the manner in which training needs could be identified;
 Analyse the quailities required of a trainer;
 Define performance appraisal; and
 Explain the objectives of the performance appraisal from training point of view.

4.2 PURPOSES OF TRAINING AND

DEVELOPMENT
There are large number of reasons for training and development which seem to be
important both in organisational and individual perspective. These reasons include
the need for
i) People to stay employable throughout a lifetime during which jobs and careers
may change,
ii) People’s willingness to continue learning and developing which is becoming an
essential part of continuous employability,
iii) Employees to learn methods and techniques required to do specific tasks,
iv) People who are new to a job, people having to use new equipment, processes
and procedures,
v) The need for the organisation to develop future successors,
vi) Minimising the costs of recruiting externally and maximizing the benefits of
keeping in-house knowledge and experience in the business,
vii) Increasing resources from existing staff,
vii) Increasing the capacity of people in the organisation to be skilled in more than
one area,
viii) Motivating, attracting and retaining key staff,
ix) Fragmenting of the workforce (e.g., with the use of outsourcing and contract
staff) continues, and as fewer people join the job market each year.
Training and development thus generally serve (i) to ensure that techniques and skills
meet current needs and (ii) to ensure that techniques and skills are prepared to meet
future needs.

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Personnel Psychology
4.3 FACTORS THAT INFLUENCE TRAINING AND
DEVELOPMENT
The influence of human personality upon the functional efficiency of an organisation
and its personnel has been widely recognised. The personality can also be modified
to certain extent. Accordingly in the recent years there have been a variety of efforts
by professionals in various fields to design courses that will help develop positive
trends in personality. The objective of such training is to bring about personality
development with regard to the different behavioural dimensions that have far reaching
significance in the direction of organisational effectiveness.

4.3.1 Training and Development

Training encompasses any activity in which an individual learns something new.
Development on the other hand encompasses any activity in which learning is put to
practice in such a way as to develop skill and expertise. This is all the more true for
newly hired employees to participate in some type of training before they can be
finally placed on a new job. Training is also required to ensure that the employees’
productive efficiency increases and in turn contributes to the enhancement of
organisational goals.
At the same time it must be remembered that Training is not restricted to new recruits
only, rather it should take place at all levels of employment from unskilled youngsters
to seasoned corporate vice presidents, from the very first day on a job to the final
months before retirement.
Training is also not limited to a specific job skills. Most training activity is directed
toward changing attitudes, motivation and interpersonal skills. Thus, training is one of
the most important functions that directly contributes to the development of human
resources.
Recent surveys on the investments made by Indian organisations on training showed
that many organisations do not even spend 0.1 percent of their budget on training.
Several other organisations do not even have a training department (Pareek & Rao,
2006). Hence, in order to develop effective and efficient type of human resources,
the organisation should create conditions in which people acquire new knowledge
and skills and develop healthy patterns of behaviour and styles. One way to achieve
this is organisational training.
Because of continuous development of science and technology at a fast rate training
is indispensable. With the advances in technology, systems and practices get outdated
very quickly including technical, managerial and behavioural aspects. Obviously,
organisations which do not develop procedures to catch up with and use the improved
technology soon become an ineffective one.
In this context however, developing individuals in the organisation can effectively
promote the effectiveness of the organisations. In order to make training and
development meaningful and purposeful, such development should be monitored
skillfully.
In the absence of proper monitoring, development is likely to increase the frustration
of employees especially when they have developed their skills and enhanced their
expectations but not given opportunities for the meaningful application of such skills.
A good training programme not only would help substantially in monitoring the
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directions in which employees should develop in the maximum interest of the Personality Training and
Development, Criterion
organisation, but also ensure employees’ development in the directions congruent Development and
with their career plans. Performance Appraisal

4.3.2 Factors that Influence Training and Development

A couple of factors that influence the training and development offered within an
organisation have been mentioned by Whiddett & Hollyforde (2004) which are (i)
Organisational strategic plans and (ii) Organisational policies.
While Organisational strategic plans refer to specifically any changes from the current
levels or types of business, Organisational policies refer to incorporating the provision
of events to identify needs (e.g., assessment-for-development centres) and/or a policy
of encouraging learning per se. Career opportunities available within the function or
within the organisation must be taken into account.
Before a training programme is undertaken, the following aspects have to be
considered by the organisation:
i) Future needs: These refer to the need to develop staff towards other roles
(succession) or the need to develop staff to meet changes in the business (e.g.,
the introduction of new technology or an attempt to change culture).
ii) Skills shortage: This refers to the skills of the current staff which do not meet
the current requirements.
iii) The need, or desire, to meet external requirements: This is in regard to
the recognition of a commitment to training, to comply with legal and professional
regulations.
By and large the objectives and purpose of training is to ensure that their staff is given
opportunities to train and develop.
One of the significant sources of information on training needs is the periodic
performance appraisal that most workers receive. These can point up an employee’s
weaknesses and strengths and often lead to a recommendation for training to correct
a specific deficiency.

4.4 TRAINING OF THE STAFF

The quality of employees and their development through training and education are
major factors in determining long-term profitability of any business. If one hires and
keeps good employees, it is also a good policy to invest in the development of their
skills, so they can increase their productivity.
Training though often is considered for new employees only, this idea is actually a
mistake because ongoing training for current employees helps them adjust to rapidly
changing job requirements.

4.4.1 Purpose of Employee Training and Development

Process
Reasons for emphasising the growth and development of personnel include:
 Creating a pool of readily available and adequate replacements for personnel
who may leave or move up in the organisation.
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Personnel Psychology  Enhancing the organisation’s ability to adopt and use advances in technology
because of a sufficiently knowledgeable staff.
 Building a more efficient, effective and highly motivated team, which enhances
the organisation / company’s competitive position and improves employee morale.
 Ensuring adequate human resources for expansion into new programs.
Research has shown specific benefits that an organisation receives from training and
developing its workers. These are for instance,
 Increased productivity.
 Reduced employee turnover.
 Increased efficiency resulting in financial gains.
 Decreased need for supervision.
 Employees frequently develop a greater sense of self-worth, dignity and well-
being as they become more valuable to the firm and to society.
 Generally they will receive a greater share of the material gains that result from
their increased productivity.
 These factors give them a sense of satisfaction through the achievement of
personal and company goals.

4.4.2 The Training Process

The model below traces the steps necessary in the training process:
 Organisational Objectives
 Needs Assessment
 Assessment of the gap or lack of skill etc.
 Training Objectives
 Select the Trainees
 Select the Training Methods and Mode
 Choose a Means of Evaluating
 Administer Training
 Evaluate the Training.
The organisation should have a clearly defined strategy and set of objectives that
direct and drive all the decisions made especially for training decisions. Firms that
plan their training process are more successful than those that do not. Most business
owners want to succeed, but do not engage in training designs that promise to
improve their chances of success.

4.4.3 Reasons for No Training

The reasons for not engaging in training are:
Time factor: Time demands of the managers do not allow them to train employees.
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Getting started: Most managers have not practiced training employees and The Personality Training and
Development, Criterion
training for them the training process is unfamiliar. Development and
Performance Appraisal
Broad expertise: Managers tend to have broad expertise rather than the specialised
skills needed for training and development activities.
Lack of trust and openness: Many managers prefer to keep information to
themselves. By doing so they keep information from subordinates and others who
could be useful in the training and development process.
Skepticism as to the value of the training: Some managers believe that the
future cannot be predicted or controlled and hence their efforts are best centered on
current activities i.e., making money today.
Despite the above, it must be remembered that a well-conceived training program
can help the firm to succeed. A program structured with the company’s strategy and
objectives in mind has a high probability of improving productivity and other goals
that are set in the training mission.

4.4.4 Identifying Training Needs

The question that arises is that how to identify training needs. Training needs can be
assessed by analysing three major human resource areas, viz. (i) the organisation as
a whole, (ii) the job characteristics and (iii) the needs of the individuals.
The organisation has to begin assessing the current status of the company how it
does what it does best and the abilities of its employees to do these tasks. This
analysis will provide some benchmarks against which the effectiveness of a training
program can be evaluated. The organisation should know where it wants to be in five
years from its long-range strategic plan and in order to reach that target, what kind
of training programme needs to be organised. Second, consider whether the
organisation is financially committed to supporting the training efforts. If not, any
attempt to develop a solid training program will fail.
Next, the organisation has to determine exactly where training is needed. It is foolish
to implement a companywide training effort without concentrating resources where
they are needed most. An internal audit will help point out areas that may benefit
from training. Also, a skills inventory can help determine the skills possessed by the
employees in general. This inventory will help the organisation determine what skills
are available now and what skills are needed for future development.
Also, in today’s market-driven economy, it would be ideal to ask the customers what
they like about the organisation and its business and what areas they think should
be improved. In summary, the analysis should focus on the total organisation and
should provide information on (1) where training is needed and (2) where it will work
within the organisation.
Once the organisation has determined where training is needed, it should concentrate
on the content of the program. It must analyse the characteristics of the job based
on its description, the written narrative of what the employee actually does, etc.
Training based on job descriptions should go into detail about how the job is performed
on a task-by-task basis. Actually doing the job will enable the job analyser to get
a better feel for what is done.
Individual employees can be evaluated by comparing their current skill levels or
performance to the organisation’s performance standards or anticipated needs. Any
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discrepancies between actual and anticipated skill levels identifies a training need.
Personnel Psychology 4.4.5 Selection of Trainees
Once the organisation has decided what training is necessary and where it is needed,
the next decision is who should be trained? As is well known training an employee
is expensive, especially when he or she leaves your firm for a better job. Therefore,
it is important to carefully select who will be trained.
Training programs should be designed to consider the ability of the employee to learn
the material and to use it effectively, and to make the most efficient use of resources
possible. It is also important that employees be motivated by the training experience.
Employee failure in the program is not only damaging to the employee but a waste
of money as well. Selecting the right trainees is important to the success of the
program.

4.4.6 Training Goals

The goals of the training program should relate directly to the needs determined by
the assessment process outlined above. Course objectives should clearly state what
behaviour or skill will be changed as a result of the training and should relate to the
mission and strategic plan of the company. Goals should include milestones to help
take the employee from where he or she is today to where the firm wants him or
her in the future. Setting goals helps to evaluate the training program and also to
motivate employees. Allowing employees to participate in setting goals increases the
probability of success.

4.4.7 Training Methods

There are two broad types of training available (i) on-the-job training and (ii) off-
the-job techniques. The organisation should determine which method to use.
On-the-job training is delivered to employees while they perform their regular jobs.
In this way, they do not lose time while they are learning. After a plan is developed
for what should be taught, employees should be informed of the details. A timetable
should be established with periodic evaluations to inform employees about their
progress. On-the-job techniques include orientations, job instruction training,
apprenticeships, internships and assistantships, job rotation and coaching.
Off-the-job techniques include lectures, special study, films, television conferences
or discussions, case studies, role playing, simulation, programmed instruction and
labouratory training. Most of these techniques can be used by organisations, small
or big
Orientations are for new employees. The first several days on the job are crucial
in the success of new employees. This point is illustrated by the fact that 60 percent
of all employees who quit do so in the first ten days. Orientation training should
emphasise the following topics:
 The company’s history and mission.
 The key members in the organisation.
 The key members in the department, and how the department helps fulfill the
mission of the company.
 Personnel rules and regulations.
Some companies use verbal presentations while others have written presentations.
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No matter what method is used, it is important that the newcomer understands his Personality Training and
Development, Criterion
or her new place of employment. Development and
Performance Appraisal
Role playing and simulation are training techniques that attempt to bring realistic
decision making situations to the trainee. Likely problems and alternative solutions
are presented for discussion. The adage there is no better trainer than experience is
exemplified with this type of training. This method is cost effective and is used in
marketing and management training.
Audiovisual methods such as television, videotapes and films are the most effective
means of providing real world conditions and situations in a short time. One advantage
is that the presentation is the same no matter how many times it is played. The major
flaw with the audiovisual method is that it does not allow for questions and interactions
with the speaker, nor does it allow for changes in the presentation for different
audiences. In the present day however we do have teleconferences in which questions
could be asked of the presenter and there can be good and effective interaction
between the presenter and audience.
Job rotation involves moving an employee through a series of jobs so that he or
she can get a good feel for the tasks that are associated with different jobs. It is
usually used in training for supervisory positions. The employee learns a little about
everything. This is a good strategy for small businesses because of the many jobs an
employee may be asked to do.
Apprenticeships develop employees who can do many different tasks. They usually
involve several related groups of skills that allow the apprentice to practice a particular
trade, and they take place over a long period of time in which the apprentice works
for, and with, the senior skilled worker. Apprenticeships are especially appropriate
for jobs requiring production skills.
Internships and assistantships are usually a combination of classroom and on-
the-job training. They are often used to train prospective managers or marketing
personnel.
Programmed learning, Computer-aided instruction and interactive video all have
one thing in common. They allow the trainee to learn at his or her own pace. Also,
they allow material already learned to be bypassed in favour of material with which
a trainee is having difficulty. After the introductory period, the instructor need not be
present, and the trainee can learn as his or her time allows.
Labouratory training is conducted for groups by skilled trainers. It usually is
conducted at a neutral site and is used by upper and middle management trainees
to develop a spirit of teamwork and an increased ability to deal with management
and peers.

4.4.8 Trainers
For a small business, this question is crucial, that is who actually conducts the training
depends on the type of training needed and who will be receiving it. On-the-job
training is conducted mostly by supervisors whereas the off-the-job training is
carried on by either in-house personnel or outside instructors.
In-house training is the daily responsibility of supervisors and employees. Supervisors
are ultimately responsible for the productivity and, therefore, the training of their
subordinates. These supervisors should be taught the techniques of good training.
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Personnel Psychology They must be aware of the knowledge and skills necessary to make a productive
employee. Trainers should be taught to establish goals and objectives for their training
and to determine how these objectives can be used to influence the productivity of
their departments. They also must be aware of how adults learn and how best to
communicate with adults. There are several ways to select training personnel for off-
the-job training programs. One can use in-house personnel to develop formal training
programs to be delivered to employees off line from their normal work activities,
during company meetings or individually at prearranged training sessions.
There are many outside training sources, including consultants, technical and vocational
schools, continuing education programs, chambers of commerce and economic
development groups. Selecting an outside source for training has advantages and
disadvantages. The biggest advantage is that these organisations are well versed in
training techniques, which is often not the case with in-house personnel.
The disadvantage of using outside training specialists is their limited knowledge of the
company’s product or service and customer needs. These trainers have a more
general knowledge of customer satisfaction and needs.
Whoever is selected to conduct the training, either outside or in-house trainers, it is
important that the company’s goals and values be carefully explained.
An effective training program administrator should follow these steps:
 Define the organisational objectives.
 Determine the needs of the training program.
 Define training goals.
 Develop training methods.
 Decide whom to train.
 Decide who should do the training.
 Administer the training.
 Evaluate the training program.
Following these steps will help an administrator develop an effective training program
to ensure that the firm keeps qualified employees who are productive, happy workers.
This will contribute positively to the bottom line.

4.4.9 Evaluation of Training

Training should be evaluated several times during the process. The stages at which
evaluation has top be done must be decided in advance. Employees should be
evaluated by comparing their newly acquired skills with the skills defined by the goals
of the training program. Any discrepancies should be noted and adjustments made
to the training program to enable it to meet specified goals. Many training programs
fall short of their expectations simply because the administrator failed to evaluate its
progress until it was too late. Timely evaluation will prevent the training from straying
from its goals.
It is very important to select a competent group of training staff who will conduct the
formal teaching. It is highly desirable that those persons should be knowledgeable
in the subject matter, having effective amount communicating potentials and
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interpersonal skills.
By and large, the principles of psychological learning have been observed to serve Personality Training and
Development, Criterion
as general guidelines to conduct a training programme in organisations. Two principles, Development and
viz., (i) individual differences in ability and (ii) individual differences in motivation. Performance Appraisal

As for ability is concerned, those trainees with higher levels of mental ability may
be capable of learning to perform a job task in a short time, whereas others may be
disinterested and even drop out because of failure to grasp the basics.
As for motivation or desire to learn, this can be influenced by the trainee’s level
of involvement in the job and career. Another factor influencing motivation to learn
in a training programme is the personality trait called “locus of control” (internally or
externally oriented persons). It has been observed that internally oriented persons are
much more likely to exhibit high levels of motivation as compared to those extrinsically
motivated.

4.5 PERFORMANCE APPRAISAL

It may be defined as a structured formal interaction between a subordinate and
supervisor or an employee and an expert that usually takes the form of a periodic
interview (annual) in which the work performance of the subordinate or the employer
is examined and discussed for helping him grow and develop in organisational settings.
Through a well-organised appraisal system an employee can create learning spaces
for himself in an organisation.

4.5.1 Objectives of Performance Appraisal

A good performance appraisal system must have the following objectives:
i) Help identify an employee’s weaknesses and strengths with a view to overcome
such weaknesses and improve over his strengths and thereby enable him to
improve his performance and that of the department.
ii) Generate sufficient feedback and guidance from the reporting officers to the
employee.
iii) Contribute to the growth and development of the employee through helping him
in realistic goal setting.
iv) Provide inputs to system of rewards including salary increments, appreciations,
additional responsibilities, promotions, etc.
v) Help in creating a desirable culture and traditions in the organisation.
vi) Help identifying employees for the purpose of motivating, training and developing
them behaviourally, professionally and technically.
vii) Generate significant, relevant, free and valid information about employees.

4.5.2 Main Components Criterion of Performance Appraisal

System
In order to meet the objectives mentioned earlier, the following components criterion
(Pareek & Rao, 2006) could form a part of the performance appraisal system:
i) Identification of Key Performance Areas (KPAs): Performance has to be
appraised against certain functions and objectives that have been agreed to by
the employee and his reporting officer. The critical functions associated with a
61
Personnel Psychology given role may be called as an employee’s key performance areas or key
function areas.
After identifying such key function areas it is necessary for both the employee
and his reporting officer, to have an understanding of the expected
i) level of performance
ii) nature of performance
iii) quality of performance
iv) time in which the tasks are expected to be completed, etc.
The above is possible only through adequate discussions between the employee
concerned and the reporting officer under whom the employee works. Unless
such expectations are shared the final appraisal may have the larger probability
to be a reflection of the reporting officers’ biases rather than a reflection of the
employee’s actual performance on the job.
ii) Setting of goals or objectives every year for the next year: In order to
have a clear understanding of the expectations it is useful to set goals or objectives
under each KPA. A good performance appraisal should take into account how
well an individual has performed his role rather than what results the group or
department has achieved wherein he belongs to. Thus the individual should be
assessing for his effectiveness in performing whatever functions given to him.
iii) Identification of critical behavioural dimensions: A good performance
appraisal system should necessarily involve a couple of behavioural dimensions
that are critical for managerial effectiveness. The roles of these dimensions are
essential for performing more and more high managerial jobs and universally
applicable in the organisation.
A set of four such qualities (although some other essential qualities are required
to identify through a good research programme) are likely to meet these criteria
or dimensions such as (i) creativity, (ii) initiative, (iii) contribution to team spirit
and (iv) Contribution to the development of subordinates.
Again, if some organisations want loyalty and conformity as more desirable
qualities, the same could be included. Periodic review on these qualities through
an appraisal system helps managers to increasingly develop themselves in relation
to these qualities. Hence, this is conducive for managerial development.
iv) Periodic review of performance on objectives and behavioural dimensions:
Ratings on performance and behaviour are necessary in any appraisal system to
generate data. Such ratings are generally considered as a basis for discussions
and exchange of expectations. Some experts use the categories like outstanding
performance, satisfactory performance, good performance, average performance,
below average performance, etc. and some others prefer scaling system of 5-
point, 10-point, etc. However, what is important in any appraisal system is not
the number but the process by which an officer arrives at the number and the
communication of this process to the appraise or appraiser.
v) Identification of facilitating and inhibiting factors in performance: A well-
organised performance appraisal system must have the efficiency to identify the
factors that help or hinder good performance. Such facilitating and inhibiting
62 factors may be either within or outside the control of the appraisee. A good
 performance appraisal system must provide scope for the appraisee to identify Personality Training and
Development, Criterion
these factors. The appraiser’s role may be to help him identify many more of Development and
these factors, understand their respective roles in reinforcing this facilitating Performance Appraisal
factors and weakening the inhibiting factors, and work out action plans to that
effect. In this process, the appraiser helps the appraisee to understand his
problems through realistic goal setting and commitment of support.
vi) Opportunity to facilitate communication between employee and the
reporting officer: Performance appraisal must provide an opportunity where
an employee and his reporting officer can sit together and share with each other
their problems, difficulties, perceptions, views, etc. and thereby aim at facilitating
the communication between them and developing empathy, mutuality as well as
appreciation for each other’s problems. Such discussion should not be threatening
and in certain occasions may take the form of counselling.
viii) Identification of development needs and development of action plan: In
order to identify the training needs of employees performance appraisal data are
essential. Continuously poor performance on certain dimensions may be identified
and training and developmental activities aimed at developing the employees on
these dimensions can be planned. Developmental activities may take the form
of organising internal training programmes, sponsoring for outside programmes,
delegating higher responsibilities, job rotation for acquiring new skills etc. These
should flow from performance analysis and identification of personal factors
facilitating or inhibiting performances.
Hence, basic criteria to be developed in this system is goal setting, behaviour analysis,
communication and feedback. Effective use of this system requires skills of goal
setting, interpersonal communication, and counselling. Many managers in the
organisation may already possess them to a considerable extent and can train others
to make them more effective., However, certain prerequisites are indensable
characteristic skills of the training personnel to function as the training staff.

4.6 LET US SUM UP

In order to ensure the employees’ productive efficiency and to enhance organisational
goals it is essential for newly hired employees to participate in some type of training
before they can be finally placed to a new job. Training is also necessary for the
employees of all levels – from the lowest to the highest. Again it is not limited to a
specific job skills but is directed toward changing attitudes, motivation and interpersonal
skills. In fact, training and development serve mainly two purposes – to ensure that
techniques and skills : (a) meet current needs (b) are prepared to meet future needs.
The factors that influence training and development are (a) organisational strategic
plans, (b) organisational policies, (c) career opportunities available, (d) future needs,
(e) skills shortage, (f) the need or desire to meet external requirements. The training
staff should be knowledgeable in the subject matter, having effective amount of
communicating potentials and interpersonal skills. Performance appraisal of the
employees is the important source of information on training needs. Performance
appraisal is an effective instrument for helping people grow and develop in
organisational settings. The main components criterion of performance appraisals
system are : (a) Identification of Key Performance Areas (KPA), (b) Setting of goals
or objectives every year for the next year, (c) Identification of critical behavioural
dimensions, (d) Periodic review of performance by the rating scale, (e) Identification
of facilitating and inhibiting factors in performance, (f) Facilitating communication and
63
(g) Identification of development needs and development of action plan for future.
Personnel Psychology
4.7 UNIT END QUESTIONS
1) Define training. What is the purpose of training and development?
2) Narrate the factors that influence training and development.
3) Define performance appraisal. What are the objectives of performance appraisal?
4) Discuss the main components criteria of performance appraisal.
5) What should be the characteristics of training staff?

4.8 GLOSSARY
Training : Training events encompass any activity in which
an individual learns something new.
Performance appraisal : Performance appraisal is a structured formal
interaction between an employee and an expert
that usually takes the form of a periodic
interview (annual) in which the work
performance of the employee is examined and
discussed for helping him grow.

4.9 SUGGESTED READINGS

Pareek, U. & Rao, T.V. (2006). Designing and Managing Human Resource
System (3rd Ed.), Oxford & I.B.H. Publishing Co. Pvt. Ltd., New Delhi
Schultz, D.P. & Schultz, S.E. (1990). Psychology and Industry Today: An
Introduction to Industrial and Organisational Psychology, Macmillan Pub. Co.,
New York.
Whiddett, S. & Hollyforde, S. (2004). Encyclopaedia of Human Resource
Development, Vol.8, Jaico Publishing House, Mumbai

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