Untitled document.edited - 2023-11-18T104150.617

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univesity of jordan *

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HUMAN RESO

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Management

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Nov 24, 2024

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docx

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To address the shortcomings noted in the previous performance management system, a new training program should be developed with a focus on solving Southwood School's issues. The following elements should be included in the program: 1. Clear Objectives and Alignment: Define explicit objectives for the training program, ensuring alignment with the new performance management system's aims. To combat negative attitudes, emphasize the necessity of understanding and valuing the system. 2. Interactive Design: Develop an interactive program that engages participants while also addressing the difficulties mentioned in the preceding system. In order to make the training more practical and relatable to real-world circumstances, incorporate activities such as role plays, case studies, and group exercises (Rivaldo, & Nabella, 2023). 3. Customization for Appraisers: Make the training content specifically for appraisers, taking into account their unique tasks and limitations. This customisation should contain instructions on how to conduct effective performance evaluations, set SMART objectives, and identify opportunities for training and growth. 4. Communication Skills Development: Include communication skills modules to address managers' concerns about working with problematic people. To improve the communication part of performance management, provide practical recommendations on effective questioning and listening (Zaheer et al., 2020). 5. Flexibility in Delivery: Acknowledge the diverse learning styles of the participants. Offer a range of teaching strategies, including role plays, discussions in small groups, presentations by trainers, and practical exercises. This approach offers a well-rounded educational experience and accommodates a variety of learning styles. Section 2: Overview of Appraisee's Training Program  Who will deliver the training: The HR manager will provide the appraisee's internal training because she has expertise creating new performance management systems and has successfully led the manager's training.  How long the session(s) last: Like the manager's training, the session would run for two hours in order to preserve continuity and make sure the appraisees' schedules aren't unduly disrupted.  Key areas to cover: Understanding the new performance management system, goal- setting, the appraisee's role, and determining training and development needs are important areas to focus on (Rivaldo & Nabella, 2023).  Can you use any of the same areas from the manager's training program? Yes, with an emphasis on self-assessment and development, appraisees can benefit from adaptations in some areas, such as goal-setting and communication skills.  What are the key differences between a session suitable for managers and one geared toward employees? While the essential components of both sessions are the same, the appraisee's training should emphasize self-assessment, understanding their job, and aligning personal goals with corporate goals.  How would you allocate time for the different activities during the training? Set aside time for each topic based on its relevance. Spend more time, for example, on goal- setting and self-assessment and less time on the complexities of the new system (Zaheer et al., 2020).

 If you split the session into two parts, how would you divide the content between the two sessions? If divided, the first session might be devoted to comprehending the new system and self-evaluation, while the second could be devoted to goal-setting and aligning personal ambitions with organizational goals. Section 3: E-Learning While e-learning is becoming more popular due to its flexibility and accessibility, it may not be the best method for delivering performance management training in the context of Southwood School's new system. Because of the system's complexity and the specific demands highlighted in the case study, a more interactive and hands-on learning environment is required (Kaizer et al., 2020). The following factors explain why a typical classroom format is thought to be more effective: A typical classroom setting allows for real-time interaction and involvement, which is required for the new performance management system. Participants can ask questions, seek clarification, and engage in conversations in a face-to-face setting, encouraging a deeper understanding of the content. E-learning may not provide immediate feedback or individual contact. Practical application is an important part of the training program. Participants must engage in role plays, group exercises, and interactive discussions in order to apply theoretical knowledge to real-world scenarios. These features are enhanced in a classroom setting where participants can communicate, exchange experiences, and receive immediate feedback. The efficiency of such activities may be limited by e-learning. The social side of learning is critical, especially in subjects such as performance management, where communication and interpersonal skills are essential. A typical classroom setting provides possibilities for networking, peer-to-peer learning, and the exchange of varied ideas (Kaizer et al., 2020). E-learning may lack a social component, possibly isolating learners and preventing the interchange of useful information. While e-learning provides time and location flexibility, it may not provide the same degree of engagement and practical application for a topic as sophisticated as performance management. Face-to-face engagement may result in a less dynamic learning experience, perhaps leading to lower motivation and retention of information. In conclusion, the case study's emphasis on the interactive and practical aspect of performance management training implies that a traditional classroom setting would better serve the needs of Southwood School's staff, providing a more effective and impactful learning experience. Section 4: Advantages and Disadvantages Potential Barriers: Resistance to Change : Employee resistance to a new performance management system is one of the potential hurdles to a successful training session (Ritter et al., 2020). This resistance could be attributed to apprehension about the unknown, concerns about additional workload, or doubt about the new system's effectiveness. Time Constraints : Balancing job duties and training sessions can be difficult for employees, resulting in potential time limits. This issue may result in lower attendance, disengagement during sessions, or trouble implementing what they've learned to their daily tasks.

Negative Perceptions : Negative feelings from the prior performance management system may impede acceptance of the new system. Employees who have had a negative experience in the past may approach the new training with skepticism and the preconceived belief that it will not bring value. Overcoming Barriers: Communication : To overcome opposition, clear and straightforward communication is required. To alleviate worries and inspire enthusiasm, the benefits of the new performance management system, such as greater efficiency, individualized growth, and a focus on relevant criteria, should be adequately presented. Flexible Scheduling : To overcome opposition, clear and straightforward communication is required. To alleviate worries and inspire enthusiasm, the benefits of the new performance management system, such as greater efficiency, individualized growth, and a focus on relevant criteria, should be adequately presented. Positive Reinforcement : Positive reinforcement can be provided by highlighting success stories from the manager's training. Sharing instances of how the new method has benefited their peers can boost employee confidence and drive, resulting in a more favorable attitude toward training. Advantages and Disadvantages of External Consultant: Advantages: An outside consultant contributes expertise and a new viewpoint to the training program. They may provide insights based on industry best practices and their experiences working with other firms, so improving the quality and relevancy of the training content. Disadvantages: The biggest downside of hiring an outside expert is the cost. Hiring outside expertise can place a strain on the training budget (Bougie & Sekaran, 2019). Furthermore, there may be difficulties in completely comprehending the organizational context, perhaps leading to the development of generic content that does not seamlessly connect with Southwood School's specific needs. Section 5: Participants Dealing with Negative Attitudes: Addressing Concerns Openly : Dealing with negative attitudes necessitates being proactive. During the workshop, create an open and nonjudgmental environment in which participants can communicate their concerns. Encourage them to express any concerns or skepticism they may have regarding the new performance management system. Addressing problems openly can promote confidence and teamwork. Showcasing Success Stories : Showcase success stories from the manager's training program to counteract negative attitudes. Highlight specific examples of how the new approach resulted in favorable results, such as improved employee performance, more meaningful performance reviews, or improved professional development (Ritter et al., 2020). Real-world success stories

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can serve as persuasive testimonies, removing skeptics and demonstrating the training's practical advantages. Emphasizing Positive Impact : Highlight the benefits of effective performance management for personal and professional development. Show how the new method can help with personal development, career advancement, and job happiness. Participants may become more attentive and interested if the training is framed as a chance for personal and professional development. Information Before Training: Collecting Information on Familiarity : Gather information about the participants' previous experience with the performance management system prior to the session. This can aid in tailoring the training content to meet specific knowledge gaps or residual concerns from the previous system. Understanding the participants' baseline knowledge allows the trainer to tailor the delivery for optimal efficacy. Identifying Concerns or Challenges : Identify any unique problems or challenges that participants had with the previous system. Surveys or pre-training exams might be used to get this information. By explicitly addressing these concerns during training, the program becomes more tailored and relevant to participants' experiences, increasing its likelihood of positive resonance. Section 6: Trainer Important Skills for the Trainer: Knowledge of the New System : The trainer must be well-versed in the new performance management system. This includes understanding its complexities, goals, and the unique changes it brings (Whitley, 2019). A thorough understanding enables the trainer to successfully answer questions, provide clarification, and create confidence in participants. Strong Communication and Facilitation Skills : Effective communication is critical. To successfully impart complicated concepts, the trainer should have great verbal and nonverbal communication abilities. Furthermore, facilitation abilities are required to steer discussions, encourage participation, and maintain a dynamic and interactive training atmosphere. Adaptability to Diverse Learning Styles : Adaptability is essential when catering to different learning styles. Participants' preferences about how they absorb information may differ. To effectively accommodate different learning styles, the trainer should be able to adjust their approach by using visual aids, hands-on exercises, and discussions. Informal or Experiential Learning: Supplementing Formal Training : Adaptability is essential when catering to different learning styles. Participants' preferences about how they absorb information may differ. To effectively accommodate different learning styles, the trainer should be able to adjust their approach by using visual aids, hands-on exercises, and discussions.

Skills Transfer: Practical Examples and Case Studies : Provide practical examples and case studies relevant to participants' everyday tasks to ensure skill transfer. Relating training content to real-world circumstances allows participants to see how the knowledge obtained is directly applicable (Whitley, 2019). Practical examples improve comprehension and increase the likelihood of skill transfer success. Encouraging Application in Real-World Scenarios : Encourage participants to apply what they've learned in real-world circumstances. This can be accomplished through interactive exercises, role plays, or tasks that simulate circumstances students could face in their roles. Actively applying the training to their daily tasks helps to reinforce the abilities they learned during the program. Motivating Participants: Highlighting Benefits : Motivate participants by emphasizing the advantages of good performance management. Highlight how the new technology will help to streamline procedures, improve communication, and contribute to professional development. The relevance of the training is reinforced and active involvement is encouraged by clearly defining the good results. Fostering a Positive Learning Environment : Using interesting and engaging activities, create a good learning environment. Encourage participants to feel a sense of collaboration and togetherness. Incorporate components like as team-building exercises or gamification to make the training more enjoyable and relevant. A positive and engaging environment adds to greater motivation and information retention. Section 7: Evaluation  Success Evaluation: o Evaluate participants' ability to apply classroom learning to real-world circumstances. o Changes in performance management practices should be measured.  Southwood's Existing Evaluation Form: o Southwood's existing evaluation form to ensure it matches with the new training objectives. o Include explicit questions on the training's relevance and applicability.  Importance of Appraisees' Training: o Ensures that the new performance management system is consistently understood and applied. o Promotes a positive adjustment in performance management attitudes. Section 8: Conclusion Ultimately, creating and implementing a successful training program necessitates a multifaceted strategy that takes into account the organizational context, individual requirements, and the practical application of information. The recommendations aim to solve the shortcomings found

in the prior system, provide an effective appraiser training program, and overcome potential impediments to success. Southwood School may encourage a positive transformation in the view and implementation of performance management by concentrating on engagement, personalization, and practical application

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Untitled document.edited - 2023-11-18T104150.617

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