Learning Styles

Different people learn in different ways. Some people prefer doing things by themselves some
prefer to be shown how to do something. Others may prefer watching others, or reading about a
topic. Most of us have a preference for one or more styles of learning, depending upon what it is
we are trying to learn.

There are a number of reasons why it is important to understand different learning styles and your
own preferences:

1. You can choose types of development options that best match your learning preferences.
2. To really learn well it is important to use a variety of styles, effectively going round the
learning cycle and using our preference perhaps as the starting point. This avoids a narrow
perspective by focusing on what we are used to for example always choosing an hands-on
approach or always opting for training courses.
3. As a manager, its hugely important to understand the preferences of your team, and
therefore coach them to develop themselves most effectively.

Discover your own learning style! Save this document locally and start completing the
questionnaire below.

Learning Styles Questionnaire

There is no time limit to this questionnaire. It will probably take you 10- 15 minutes.
The accuracy of the results depends on how honest you can be. There is no right or wrong
answers.
If you agree more than you disagree with a statement, put YES in the left box. If you disagree
more than you agree, put NO in the left box.
Be sure to mark each item with one answer that feels more suitable.

1 I have strong beliefs about what is right and wrong, good and bad.
2 I often act without considering the possible consequences.
3 I tend to solve problems using a step-by-step approach.
4 I believe that formal procedures and policies restrict people.
5 I have a reputation for saying what I think, simply and directly.
I often find that actions based on feelings are as sound as those based on careful thought and
6
analysis.
7 I like the sort of work where I have time for thorough preparation and implementation.
8 I regularly question people about their basic assumptions.
9 What matters most is whether something works in practice.
10 I actively seek out new experiences.
When I hear about a new idea or approach I immediately start working out how to apply it in
11
practice.
I am keen on self discipline such as watching my diet, taking regular exercise, sticking to a fixed
12
routine, etc.
13 I take pride in doing a thorough job.
14 I get on best with logical, analytical people and less well with spontaneous, irrational people.
15 I take care over the interpretation of data available to me and avoid jumping to conclusions.
16 I like to reach a decision carefully after weighing up many alternatives.
17 Im attracted more to novel unusual ideas than to practical ones.
18 I dont like disorganized things and prefer to fit things into a coherent pattern.
19 I accept and stick to laid down procedures so long as I regard them as an efficient way to getting
the job done.
20 I like to relate my actions to a general principle.
21 In discussions I like to get straight to the point.
22 I tend to have distant, rather formal relationships with people at work.
23 I thrive on the challenge of tackling something new and different.
24 I enjoy fun-loving, spontaneous people.
25 I pay meticulous attention to detail before coming to a conclusion.
26 I find it difficult to produce ideas on impulse.
27 I believe in coming to the point immediately.
28 I am careful not to jump to conclusions too quickly.
29 I prefer to have as many sources of information as possible - the more data to think over the
better.
30 Flippant people who dont take things seriously enough usually irritate me.
31 I listen to other peoples points of view before putting my own forward.
32 I tend to be open about how Im feeling.
33 In discussions I enjoy watching the maneuverings of the other participants.
34 I prefer to respond to events on a spontaneous, flexible basis rather than plan things out in
advance.
35 I tend to be attracted to techniques such as network analysis, flow charts, branching
programmes, contingency planning etc.
36 It worries me if I have to rush out a piece of work to meet a tight deadline.
37 I tend to judge peoples ideas on their practical merits.
38 Quiet, thoughtful people tend to make me feel uneasy.
39 I often get irritated by people who want to rush things.
40 It is more important to enjoy the present moment than to think about the past or future.
41 I think that decisions based on a thorough analysis of all the information are sounder than those
based on intuition.
42 I tend to be a perfectionist.
43 In discussions I usually produce lots of spontaneous ideas.
44 In meetings I put forward practical, realistic ideas.
45 More often than not, rules are there to be broken.
46 I prefer to stand back from a situation and consider all the perspectives.
47 I can often see inconsistencies and weaknesses in other peoples arguments.
48 On balance I talk more than I listen.
49 I can often see better, more practical ways to get things done.
50 I think written reports should be short and to the point.
51 I believe that rational, logical thinking should win the day.
52 I tend to discuss specific things with people rather than engaging in social discussion.
53 I like people who approach things realistically rather than theoretically.
54 In discussions I get impatient with irrelevancies and digressions.
55 If I have a report to write I tend to produce lots of drafts before settling on the final version.
56 I am keen to try things out to see if they work in practice.
57 I am keen to reach answers via a logical approach.
58 I enjoy being the one that talks a lot.
59 In discussions I often find I am the realist, keeping people to the point and avoiding wild
speculations.
60 I like to ponder many alternatives before making up my mind.
61 In discussions with people I often find I am the most dispassionate and objective.
62 In discussions Im more likely to adopt a low profile than to take the lead and do most of the
talking.
63 I like to be able to relate current actions to a longer term bigger picture.
64 When things go wrong I am happy to shrug it off and put it down to experience.
65 I tend to reject wild, spontaneous ideas as being impractical.
66 Its best to think carefully before taking action.
67 On balance I do the listening rather than the talking.
68 I tend to be tough on people who find it difficult to adopt a logical approach.
69 Most times I believe the end justifies the means.
70 I dont mind hurting peoples feelings so long as the job gets done.
71 I find the formality of having specific objectives and plans stifling.
72 Im usually one of the people who puts life into a party.
73 I do whatever is expedient to get the job done.
74 I quickly get bored with methodical, detailed work.
75 I am keen on exploring the basic assumptions, principles and theories underpinning things and
events.
76 Im always interested to find out what people think.
77 I like meetings to be run on methodical lines, sticking to laid down agenda, etc.
78 I steer clear of subjective or ambiguous topics.
79 I enjoy the drama and excitement of a crisis situation.
80 People often find me insensitive to their feelings.

Scoring

You score one point for each item you ticked with YES. There ore no point for items you ticked
with NO.
Mark on the lists below which items were ticked with YES and below each column put the total
score.

2 7 1 5
4 13 3 9
6 15 8 11
10 16 12 19
17 25 14 21
23 28 18 27
24 29 20 35
32 31 22 37
34 33 26 44
38 36 30 49
40 39 42 50
43 41 47 53
45 46 51 54
48 52 57 56
58 55 61 59
64 60 63 65
71 62 68 69
72 66 75 70
74 67 77 73
79 76 78 80

Activist Reflector Theorist Pragmatist

Personal learning profile style

Put the scores on arms of the cross below. Most of us have elements of more than one learning
style. Think about your strongest style and your weakest style to identify how you learn.

Activist

20

15

10

Pragmatist Reflector

20 15 10 5 5 10 15 20

10

15

20

Theorist
Interpreting your Scores

Activists

Activists involve themselves fully and without bias in new experiences. They enjoy the here and
now and are happy to be dominated by immediate experiences. They are open-minded, not
skeptical, and this tends to make them enthusiastic about anything new. Their philosophy is: 'I'll
try anything once'. They tend to act first and consider the consequences afterwards. Their days
are filled with activity. They tackle problems by brainstorming. As soon as the excitement from
one activity has died down they are busy looking for the next. They tend to thrive on the challenge
of new experiences but are bored with implementation and longer term consolidation. They are
gregarious people constantly involving themselves with others but, in doing so, they seek to
centre all activities around themselves.

Activists learn best when:

involved in new experiences, problems and opportunities
working with others in business games, team tasks, role-playing
being thrown in the deep end with a difficult task
chairing meetings, leading discussions

Activists learn less when:

listening to lectures or long explanations
reading, writing or thinking on their own
absorbing and understanding data
following precise instruction to the letter
 Reflectors

Reflectors like to stand back to ponder experiences and observe them from many different
perspectives. They collect data, both first hand and from others, and prefer to think about it
thoroughly before coming to any conclusion. The thorough collection and analysis of data about
experiences and events is what counts so they tend to postpone reaching definitive conclusions
for as long as possible. Their philosophy is to be cautious. They are thoughtful people who like to
consider all possible angles and implications before making a move. They prefer to take a back
seat in meetings and discussions. They enjoy observing other people in action. They listen to
others and get the drift of the discussion before making their own points. They tend to adopt a low
profile and have a slightly distant, tolerant unruffled air about them. When they act it is part of a
wide picture which includes the past as well as the present and others' observations as well as
their own.

Reflectors learn best when:

observing individuals or groups at work
considering many perspectives on situations
they have the opportunity to review what has happened and think about what
they have learned
producing analyses and reports doing tasks without tight deadlines

Reflectors learn less when:

acting as leader or role-playing in front of others
doing things with no time to prepare
they have no opportunity to stand back from a situation
being thrown in at the deep end

Theorists

Theorists adapt and integrate observations into complex but logically sound theories. They think
problems through in a vertical, step by step logical way. They assimilate disparate facts into
coherent theories. They tend to be perfectionists who won't rest easy until things are tidy and fit
into a rational scheme. They like to analyze and synthesize. They are keen on basic
assumptions, principles, theories, models and systems thinking. Their philosophy prizes
rationality and logic. 'If it's logical it's good'. Questions they frequently ask are: "Does it make
sense?" "How does this fit with that?" "What are the basic assumptions?" They tend to be
detached, analytical and dedicated to rational objectivity rather than anything subjective or
ambiguous. Their approach to problems is consistently logical. This is their 'mental set' and they
rigidly reject anything that doesn't fit with it. They prefer to maximize certainty and feel
uncomfortable with subjective judgments, lateral thinking and anything flippant.

Theorists learn best when:

they are put in complex situations where they have to use their skills and
knowledge
they are in structured situations with clear purpose
they are offered interesting ideas or concepts even though they are not
immediately relevant
they have the chance to question and probe ideas behind things

Theorists learn less when:

 they have to participate in situations which emphasise emotion and feelings
the activity is unstructured or briefing is poor
they have to do things without knowing the principles or concepts involved
they feel they're out of tune with the other participants e.g. with people of very
different learning styles

Pragmatists

Pragmatists are keen on trying out ideas, theories and techniques to see if they work in practice.
They positively search out new ideas and take the first opportunity to experiment with
applications. They are the sort of people who return from management courses brimming with
new ideas that they want to try out in practice. They like to get on with things and act quickly and
confidently on ideas that attract them. They tend to be impatient with ruminating and open-ended
discussions. They are essentially practical, down to earth people who like making practical
decisions and solving problems. They respond to problems and opportunities 'as a challenge'.
Their philosophy is: 'There is always a better way' and 'If it works it's good'.

Pragmatists learn best when:

there is an obvious link between the topic and job
they have the chance to try out techniques with feedback e.g. role-playing
they are shown techniques with obvious advantages e.g. saving time
they are shown a model they can copy e.g. a film or a respected boss

Pragmatists learn less when:

there is no obvious or immediate benefit that they can recognise
there is no practice or guidelines on how to do it
there is no apparent pay back to the learning e.g. shorter meetings
the event or learning is 'all theory'

Try to consider the style of the development options you choose in building your
development plan. For more information on building a development plan please review
the guide provided on the portal ( section How do you create a development plan).

And finally, remember the following quick tips

Learning is an on-going activity - so the information here is relevant to your
everyday work
Learning styles are about your preference for different types of activity, not your
capability to learn!
Bine ati venit!

la sesiunea despre

Cum gestionam performanta slaba?

(poor performance)

Presented by HRSC

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Agenda:

1. Experienta angajatului corelata cu managementul performantei lui

2. Dialogul de performanta ce evaluezi?
3. Cum identifici performanta slaba (= poor performance)
4. Cum previi performanta slaba
5. Cum tratezi performanta slaba
6. Procedura de evaluare a necorespunderii profesionale in vederea
concedierii
7. Care sunt rolurile?
8. Daca ai nevoie sa stii mai multe de unde te informezi?

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Rolul managerului
Rolul meu este sa livrez strategia prin intermediul oamenilor din echipa mea.

Recrutez oamenii potriviti si le Ofer suport membrilor echipei

ofer suportul de care au mele in a-si intelege obiectivele
nevoie ca noi angajati pentru individuale, aliniate cu strategia.
a fi eficienti si a se simti Clarific care sunt asteptarile
apreciati. Recruitment Performance legate de performanta si
Induction management comportamentul lor. Le analizez
Leaving Wellbeing si masor performanta.
Health and safety
Speed
Simplicity
Trust

Incurajez invatarea Learning& Reward Motivez, recompensez si

individuala si in echipa si Development recunosc performanta si
dezvolt talentele din Salary review
Promotion contributia membrilor echipei
echipa mea la potentialul Recognition
mele.
lor maxim.

Comunic in mod clar cand si de ce organizatia trebuie sa se schimbe. Conduc cu succes schimbarea in echipa
mea. Incurajez feedback-ul si actionez in urma ideilor bune venite din partea membrilor echipei mele.

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Evolutia performantei pe parcursul vietii profesionale

In fiecare faza a vietii profesionale a unui angajat e nevoie sa urmariti acele

comportamente demonstrate de el, care il recomanda pentru rolul curent:
Training
Recrutare & Selectie Induction Livrare Rezultate

1 2 3 4
(COPS & Retail)
Parteneriat cu echipa Training adaptat si Initierea in procesul
recrutare din HR pe actualizat pentru de gestionare a
parcursul intregului fiecare pozitie. performantei si
proces de recrutare, semnarea
cu focus in selectie. obiectivelor.
Initierea in procesul
de gestionare a
Selectati oamenii performantei. Preia informatii din
potriviti: conform training cu privire la
Vodafone Way si performanta .
profilului de Urmarirea si
competente inregistrarea
functionale specifice performantei in Aduce la cunostinta
rolului. training. si obtine semnarea
fisei postului.

Angajati pentru Informatiile din

aptitudini, atitudine i training cu privire la Start plan de
motivaia interioar, performanta trebuie induction New Hire!
dezvoltai cunotinele sa ajunga la
i abilitile superiorul direct.
Este asimilat cu
perioada de proba

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 Dialogul de Performanta

Dialogul de Performanta este un Zone de focus:

proces continuu de dialog intre
managerul direct si fiecare din Abilitati Ceea ce pot sa fac!
membrii echipei sale, in cadrul caruia
acestia se intalnesc periodic si:
Cunostinte Ceea ce stiu sa fac!
discuta despre performanta lor

agreeaza calificativele de Atitudine = Comportamente

performanta (anual), Ceea ce aleg / vreau sa fac pentru ca
stiu si pot sa fac acel lucru!
stabilesc obiective pentru perioada
urmatoare (anual, de obicei)

pun la punct planul de dezvoltare

(imbunatatire/actiune) pentru
perioada care urmeaza

ofera feedback

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Calificativele de Performanta

Development
Plan
(3-6 luni)

Improvement Plan
(1-6 luni) /
Action Plan
(1-3 luni)

Induction Plan
(1-3 luni)
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Ce este necorespunderea profesionala?

Necorespunderea profesionala este neindeplinirea sau indeplinirea

necorespunzatoare a sarcinilor de serviciu, inclusiv a Obiectivelor Individuale
de Performanta (de business si comportamentale), din cauza necunoasterii,
insuficientei cunoasteri sau stapaniri a cunostintelor si/sau abilitatilor necesare
rolului si nu presupune incalcarea cu vinovatie (cu intentie/din culpa) de catre
angajat a obligatiilor sale de serviciu.

Poor performance este un calificativ acordat

pentru slaba performanta, respectiv neindeplinirea
obiectivelor individuale. Poate fi o consecinta a
faptului ca nu stie, nu poate, nu are cunostinte sau
abilitati suficiente pentru a realiza acele obiective. Image placeholder

Poor performance necorespundere

profesionala (un simplu calificativ vs. un intreg
proces de evaluare, conform unor norme juridice)

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Exercitiu 1

Performanta slaba sau indisciplina?

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Cum identifici cand performanta unui angajat scade?

Observ ca sunt cunostinte / abilitati pe care nu le are sau nu le stapaneste suficient

Isi indeplineste sarcinile (task-urile) in mod defectuos, incomplet, incorect din

necunoastere sau din lipsa unor abilitati

Nu se concentreaza pe ceea ce are de facut

Nu finalizeaza sarcini la timp pentru ca nu stie sau nu poate sa se incadreze in termen

Cere foarte des colegilor sa ii realizeze sarcinile motivand ca el nu stie sau nu se

descurca atat de bine ca ei

Are/ nu are inca plan de imbunatatire sau de actiune? Care sunt rezultatele de pana
acum?

Feedback-ul clientilor / colegilor indica probleme de performanta

! Daca situatiile generate de indiciile de mai sus sunt gestionate corect si la timp (feedback,
trimiteri la procedura, coaching) se poate preveni in unele cazuri sa se ajunga la perf. slaba
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Cum previi ca un angajat sa ajunga in situatia de
slaba performanta?
Identific zonele Stabilesc Revizuiesc &
de imbunatatit plan de imbunatatire ofer feedback
1 2 3

Monitorizez Ii explic clar ariile de Evaluez realizarea

performanta pentru imbunatatit pe care le-am planului preferabil
obiectivele stabilite identificat intermediar, apoi la
de comun acord sfarsitul perioadei agreate
Obtin angajamentul lui/ei
Obtin feedback de la pt. a stabili obiective de Ofer feedback si calibrez
clientii / colegii lui si imbunatatire planul in functie de
compar cu rezultate / progres
observatiile proprii Ii propun un plan de
imbunatatire cu focus pe Stabilesc concluzia finala:
Ii cer parerea in zonele de cunostinte, plan atins/neatins in
privinta ariilor pe care abilitati si comportamente functie de rezultatele si
stie ca are nevoie de (atitudine) concluziile evaluarii
imbunatatire intregului plan
Ofer sprijin & resurse care
Acord suficient timp sa il ajute in realizarea cu Chiar daca performanta s-
acestor observatii succes a planului a imbunatatit, continui
pentru a pune un revizuirea periodica a
diagnostic final acesteia

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Cum tratezi un caz de slaba performanta?

1
2 3
Evaluez gradul de
Consider optiunile Decid cum tratez
necorespundere

Din ce cauze nu Nu actionaz formal, In functie de faza in care

performeaza? deocamdata pt. ca este este, durata performantei
prima data cand i-a scazut sub standard si evidentele
Este poor pe what performanta si impactul documentate, decid ce
sau pe how? acestei scaderi nu este tratament sa aplic, din cele
mare; 4 optiuni
Ce evidente am?
Consiliez informal, verific Optiunile pot fi aplicate pe
Este prima data cand
exact cauza problemelor de rand, in ordine
observ aceasta
performanta si stabilim cronologica: astept,
situatie?
impreuna daca are nevoie consiliez informal, fac plan
Este clar ce de plan de actiune de actiune, cer comisie de
cunostinte / abilitati ii evaluare
Stabilesc plan de actiune
lipsesc?
pentru 1-3 luni cu revizuire Important este sa actionez
A avut plan de periodica & finala cat mai devreme si sa
actiune pana acum? documentez fiecare pas
Initiez procedura de
I-am semnalat pana evaluare a necorespunderii
acum ca performanta profesionale in vederea
ii este in scadere? concedierii

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Exercitiul 2

Cum construiesc un Plan de actiune?

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Durata procesului 2010
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Jan
PD finalizat cu Preaviz
Tendinta de scadere a Plan de Actiune Derularea
Calificativ POOR la
performantei 1-3 luni procedurii
Fara evidente sau AP Concediere
neindeplinit Necoresp prof
PP
Stadiul 1 Stadiul 2 Stadiul 3

! Acesta tendinta tb ! Daca ai ajuns la ! Daca nu au existat evidente inainte de

semnalata angajatului
! Observatiile LM tb
documentate prin IP,
AP, alte evidente
(feedback, reclamatii)
! Astfel angajatul
constientizeaza
situatia in care se afla,
inainte de PD fiind
pregatit pentru
evaluarea LM in dialog
dialog fara evidente acordarea calificativului POOR, iar dupa AP
pentru calificativ, angajatul isi imbunatateste performanta,
poti intampina pasul urmator este un nou plan, fie de
rezistenta imbunatatire, fie de dezvoltare
angajatului in a
! Daca planul de actiune nu a fost realizat, ai
accepta calificativul
premisele incheierii colaborarii cu angajatul
si a agrea un plan de
respectiv: fie pe cale amiabila, fie prin
actiune
demararea procedurii
! Exista posibilitatea
! Daca decizi demararea procedurii,
ca angajatul sa
evaluarea necorespunderii profesionale a
conteste calificativul
angajatului nu iti mai apartine, ci este in
! Poate refuza responsabilitatea comisiei care va cantari
semnarea planului evidentele LM, angajatului si rezultatele
de actiune testului profesional.

Durata si finalitatea procesului, precum si experienta angajatului depind de modul in care LM il documenteaza

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Procedura de evaluare a necorespunderii profesionale
in vederea concedierii

Stage Stage Stage Stage Stage

1 2 3 4 5
LM HRSC HRSC&LM Comisia HRSC

REFERAT+ Numirea Convocare Intrunirea comisiei Rezolvarea

Evidente de evaluare contestatiei
COMISIEI angajatului

(fisa post, ob. de

individuale scrisa a (la 15 z.c. dupa ce a Oferirea de alte
semnate, plan de fost convocat) posturi compatiile
evaluare Angajatului cu pregatirea si
actiune,
feedback de la (SLM, Specialist, inmanata de experienta
clienti colegi, etc) Consultant HR, Discutii pe marginea angajatului
catre LM referatului si
+ eventual rep. sustinerea probelor
construirea salariati)
Hotararea comisiei
probelor de privind
evaluare (test cu (ne)corespunderea Concediere pt.
intrebari, angajatului necorespundere
raspunsuri, profesionala
punctaj si barem
de notare)

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REFERATUL
CE ESTE?
O consemnare formala si descriptiva a
situatiei de necorespundere
profesionala.
Trebuie sa fie suficient de cuprinzator
incat sa contina relatarea evolutiei
performantei angajatului.
Formularea trebuie sa evite acronime si
termeni foarte tehnici sau specifici
domeniului, pentru a fi usor de inteles
de catre o audienta nefamiliara cu
specificul activitatii.
CUM SE FACE?
Informatiile care trebuie specificate sunt:
Angajatul in cauza nume, pozitie, dept.
Perioada in care performanta sa a fost in scadere
Actiunile de imbunatatire in urma carora nu a
reusit sa isi creasca performanta
Cifre sau alti indicatori sugestivi pentru scaderea
performantei
Comparatie a performantei sale cu a unui coleg
cu performanta corespunzatoare (sau cu media
echipei)
Referire la semnalarea situatiei catre angajat
inainte de initierea procedurii
Consecintele performantei sale necoresp. asupra
rezultatelor echipei / departamentului
solicitarea de a fi initiata procedura de evaluare a
necoresp. prof. in vederea concedierii

Se anexeaza la referat documentele care sustin solicitarea facuta (toate

documentele din care rezulta/ care probeaza situatia descrisa in referat) si se
transmit catre consultantul HR.

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Examinarea scrisa/orala/practica

CE ESTE? CUM SE FACE?

O proba a carei administrare este Trebuie sa cuprinda:

menita sa demonstreze nivelul de
competenta al angajatului in a-si
realiza atributiile din fisa postului.
Exemple:
-test scris cu intrebari privind
cunoasterea procedurilor,
produse/servicii, test de conostinte
etc
-evaluare practica la casca/pe teren pe
baza unei fise de evaluare;
Intrebari referitoare la cunostintele necesare
in realizarea atributiilor de serviciu
Baremul de punctare (punctajul aferent
fiecarui raspuns corect si indicatii de notare
daca se raspunde incomplet) si nota de
trecere
Timpul in care se cere rezolvarea probei (se
recomanda exersarea de catre un angajat cu o
fisa a postului similara)
Cunostintele testate trebuie sa fie conform
cerintelor fisei postului, nu pot fi testate alte
cunostinte / abilitati decat acestea

Va fi rezolvat de angajat in prezenta membrilor comisiei de evaluare si va fi corectat de catre

comisie, dupa rezolvare. In cazul in care angajatul refuza sa rezolve testul, se va mentiona in
procesul verbal refuzul acestuia precum si motivul, iar celelalte persoane prezente, in
calitate de reprezentanti ai companiei, vor semna de confirmare.

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Rezultatul

Evaluarea necorespunderii profesionale a angajatului se face in functie de:

Evidentele Prezentate si anexate referatului facut de LM.

performantei sub
standard

Justificari, clarificari, Poate aduce contraargumente sau evidente care sa contrazica situatia
prezentata de LM in referat.
evidente aduse de
angajat

Rezultatul testului Punctajul realizat poate fi peste / sub nota de trecere comunicata.
Acest rezultat este intotdeauna corelat cu restul evidentelor, argumentelor si
concluziilor comisiei privind nivelul de cunostinte si abilitati necesare
realizarii corespunzatoare a rolului, verificate in cadrul discutiei.

Decizia poate fi de Necorespundere sau de Corespundere profesionala

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Cine sunt cei implicati in proces?
Si care sunt rolurile fiecaruia?

Angajat Line Manager Consultant HRS 2nd LM

Inainte: Inainte: Inainte Inainte:

Semneaza fisa Se asigura ca fisa Ofera consultan i
postului postului, obiectivele, asisten, att Este informat de LM
Semneaza planurile de actiune angajailor, ct i LM. ref la perf. angajatului
obiectivele sunt semnate si Organizeaza (referat + evidente) si
individuale de communicate intrunirea comisiei de HRSC despre
performanta angajatului; Cere aviz Legal pe pasii procesului si
Semneaza planul Ofera suport pentru toata documentatia rolul lui.
de actiune daca imbunatatirea cazului In timpul:
este cazul performantei Coordoneaza discutia
In timpul:
Prezinta participantii, privind obiectul
In timpul: evaluarii: cunostinte si
In timpul: explica obiectivul,
Se prezinta la abilitati ale angajatului
flow-ul si finalitatea
evaluare, isi sustine Nu participa Pune intrebari pentru
intalnirii
corespunderea prin a proba capacitatea
Mediaza discutia
discutii si proba lui de a-si realiza rolul
Redacteaza procesul
scrisa in mod corespunzator
verbal al intalnirii
Dupa: Dupa
Pune la dispozitia Dupa: Dupa:
Poate contesta Coordoneaza
hotararea in termen comisiei alte info Participa la
daca este cazul. solutionarea corectarea testului,
de 10 z.c.
Ia cunostinta de contestatiei si redactarea
hotararea comisiei. emiterea deciziei de concluziilor si a
concediere hotararii comisiei.

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De unde ma informez?

1. Folosesc intranetul:
Portalul Ask HR, GLOSAR, litera P
Performance Dialogue / PD

Procedura de Dialog de Performanta

Intranet/Policies and Procedures/ Image placeholder
Performance Dialogue Policy and
Performance Dialogue Procedure
(RO)

2. Cer consultanta HR pe proces

prin Ask HR care va directiona
cazul catre un Consultant

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 Quizz
1. Care sunt termenele care trebuie respectate in derularea Procedurii de
Necorespundere profesionala?
2. Se poate demara procedura fara ca angajatul sa aiba plan de actiune?
3. Ce se intampla daca angajatul solicita concediu de odihna dupa primirea convocarii
scrise la evaluarea necorespunderii sale profesionale?
4. Ce faceti daca angajatul intra in concediu medical?
5. Ce faceti daca angajatul nu se prezinta la evaluarea sa profesionala?
6. Angajatul vine la serviciu pe perioada convocarii la evaluarea necorespunderii sale
profesionale?
7. Ce se intampla dupa comunicarea hotararii comisiei de evaluare?
8. Puteti renunta la preavizul de 20 de zile lucratoare?
9. Una dintre subalternele mele a revenit din concediul de crestere si ingrijire copil
acum 3 luni, insa nu mai performeaza. Pot demara procedura in vederea
concedierii?
10. In ce moment ar fi bine sa cer suportul unui Consultant HR prin Ask HR?
11. Care este impactul unui caz de necorespundere profesionala in cadrul echipei /
departamentului tau?
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 Va multumim!

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