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Human Resource (or personnel) management, in the sense of getting things done through people,
is an essential part of every manager’s responsibility, but many organizations find it
advantageous to establish a specialist division to provide an expert service dedicated to ensuring
that the human resource function is performed efficiently.
“People are our most valuable asset” is a cliché, which no member of any senior management
team would disagree with. Yet, the reality for many organizations are that their people remain
under valued, under trained and under utilized.
Performance Appraisal is the process of assessing the performance and progress of an employee
or a group of employees on a given job and his / their potential for future development. It
consists of all formal procedures used in the working organizations to evaluate personalities,
contributions and potentials of employees.
PREFACE
Managing human resources in today’s dynamic environment is becoming more and more
complex as well as important. Recognition of people as a valuable resource in the organization
has led to increases trends in employee maintenance, job security, etc
My summer internship project deals with “Performance Appraisal as carried out at Fleetguard
Filters Pvt Ltd. In this report, I have studied &evaluated the performance appraisal process as it
is carried out in the company.
The first section of my report deals with a detailed company profile. It includes the company’s
history: its activities and operations, organizational structure, etc. this section attempts to give
detailed information about the company and the nature of it’s functioning.
The second section deals with performance appraisal. In this section, I have given a brief
conceptual explanation to performance appraisal. It contains the definition, process and
significance of performance appraisal.
In the third section of my report, I have conducted a research study to evaluate the process of
performance appraisal at Fleetguard Filters Pvt Ltd.; this section also contains my findings,
conclusions, suggestions and feedback.
The forth and final section of this report consists of extra information that I related to the main
contents of the report. These annexure include some graphs and diagrams relating to the
company, graphs relating to the research study and important documents upon which the project
is based.
“People are our most valuable asset” is a cliché, which no member of any senior management
team would disagree with. Yet, the reality for many organizations are that their people remain
under valued, under trained and under utilized.
The market place for talented, skilled people is competitive and expensive. Taking on new staff
can be disruptive to existing employees. Also, it takes time to develop ‘cultural awareness’,
product / process / organization knowledge and experience for new staff members.
Following are the various functions of Human Resource Management that are essential for the
effective functioning of the organization:
1. Recruitment
2. Selection
3. Induction
4. Performance Appraisal
Recruitment
The process of recruitment begins after manpower requirements are determined in terms of
quality through job analysis and quantity through forecasting and planning.
Selection
The selection is the process of ascertaining whether or not candidates possess the requisite
qualifications, training and experience required.
Induction
a) Induction is the technique by which a new employee is rehabilitated into the changed
surroundings and introduced to the practices, policies and purposes of the organization.
Performance Appraisal is defined as the process of assessing the performance and progress of an
employee or a group of employees on a given job and his / their potential for future development.
It consists of all formal procedures used in working organizations and potential of employees.
According to Flippo, “Performance Appraisal is the systematic, periodic and an important rating
of an employee’s excellence in matters pertaining to his present job and his potential for a better
job.”
CHARACTERISTICS
3. It is scientific and objective study. Formal procedures are used in the study.
4. It is an ongoing and continuous process wherein the evaluations are arranged periodically
according to a definite plan.
PROCESS
LIMITATIONS
1. Errors in Rating
2. Lack of reliability
3. Negative approach
4. Multiple objectives
5. Lack of knowledge
The foregoing list of major program pitfalls represents a formidable challenge, even considering
the available battery of appraisal techniques. But attempting to avoid these pitfalls by doing
away with appraisals themselves is like trying to solve the problems of life by committing
suicide. The more logical task is to identify those appraisal practices that are (a) most likely to
achieve a particular objective and (b) least vulnerable to the obstacles already discussed.
Before relating the specific techniques to the goals of performance appraisal stated at the outset
of the article, I shall briefly review each, taking them more or less in an order of increasing
complexity.
ESSAY APPRAISAL
In its simplest form, this technique asks the rater to write a paragraph or more covering an
individual's strengths, weaknesses, potential, and so on. In most selection situations, particularly
those involving professional, sales, or managerial positions, essay appraisals from former
employers, teachers, or associates carry significant weight.
This technique may not yield the depth of an essay appraisal, but it is more consistent and
reliable. Typically, a graphic scale assesses a person on the quality and quantity of his work (is
he outstanding, above average, average, or unsatisfactory?) and on a variety of other factors that
vary with the job but usually include personal traits like reliability and cooperation. It may also
include specific performance items like oral and written communication.
FIELD REVIEW
The field review is one of several techniques for doing this. A member of the personnel or
central administrative staff meets with small groups of raters from each supervisory unit and
goes over each employee's rating with them to (a) identify areas of inter-rater disagreement, (b)
help the group arrive at a consensus, and (c) determine that each rater conceives the standards
similarly. .
FORCED-CHOICE RATING
Like the field review, this technique was developed to reduce bias and establish objective
standards of comparison between individuals, but it does not involve the intervention of a third
party.
MANAGEMENT BY OBJECTIVES
To avoid, or to deal with, the feeling that they are being judged by unfairly high standards,
employees in some organizations are being asked to set - or help set - their own performance
goals. Within the past five or six years, MBO has become something of a fad and is so familiar
to most managers that I will not dwell on it here.
RANKING METHODS
For comparative purposes, particularly when it is necessary to compare people who work for
different supervisors, individual statements, ratings, or appraisal forms are not particularly
useful. Instead, it is necessary to recognize that comparisons involve an overall subjective
judgment to which a host of additional facts and impressions must somehow be added. There is
no single form or way to do this.
The two most effective methods are alternation ranking and paired comparison ranking.
1. “Alternation ranking”:
Ranking of employees from best to worst on a trait or traits is another method for evaluating
employees. Since it is usually easier to distinguish between the worst and the best employees
than to rank them, an alternation ranking method is most popular. Here subordinates to be rated
are listed and the names of those not well enough to rank are crossed. Then on a form as shown
below, the employee who is highest on the characteristic being measured and the one who is the
lowest are indicated. Then chose the next highest and the next lowest, alternating between
highest and lowest until all the employees to be rated have been ranked.
2. “Paired-comparison ranking”:
This technique is probably just as accurate as alternation ranking and might be more so. But
with large numbers of employees it becomes extremely time consuming and cumbersome.
Both ranking techniques, particularly when combined with multiple rankings (i.e., when two or
more people are asked to make independent rankings of the same work group and their lists are
averaged), are among the best available for generating valid order-of-merit rankings for salary
administration purposes.
ASSESSMENT CENTERS
So far, we have been talking about assessing past performance. What about the assessment of
future performance or potential? In any placement decision and even more so in promotion
decisions, some prediction of future performance is necessary. How can this kind of prediction
be made most validly and most fairly?
Many firms have expanded the idea of upward feedback into what the call 360-degree feedback.
The feedback is generally used for training and development, rather than for pay increases.
Most 360 Degree Feedback system contains several common features. Appropriate parties –
peers, supervisors, subordinates and customers, for instance – complete survey, questionnaires
on an individual. 360 degree feedback is also known as the multi-rater feedback, whereby ratings
are not given just by the next manager up in the organizational hierarchy, but also by peers and
subordinates. Appropriates customer ratings are also included, along with the element of self
appraisal. Once gathered in, the assessment from the various quarters are compared with one
Another technique that is useful for coaching purposes is, of course, MBO. Like the critical
incident method, it focuses on actual behavior and actual results, which can be discussed
objectively and constructively, with little or no need for a supervisor to "play God."
Advantages
Instead of assuming traits, the MBO method concentrates on actual outcomes. If the employee
meets or exceeds the set objectives, then he or she has demonstrated an acceptable level of job
performance. Employees are judged according to real outcomes, and not on their potential for
success, or on someone's subjective opinion of their abilities.
The guiding principle of the MBO approach is that direct results can be observed easily. The
MBO method recognizes the fact that it is difficult to neatly dissect all the complex and varied
elements that go to make up employee performance.
MBO advocates claim that the performance of employees cannot be broken up into so many
constituent parts, but to put all the parts together and the performance may be directly observed
and measured.
Disadvantages
This approach can lead to unrealistic expectations about what can and cannot be reasonably
accomplished. Supervisors and subordinates must have very good "reality checking" skills to use
MBO appraisal methods. They will need these skills during the initial stage of objective setting,
and for the purposes of self-auditing and self-monitoring.
Variable objectives may cause employee confusion. It is also possible that fluid objectives may
be distorted to disguise or justify failures in performance.
Performance appraisals are subject to a wide variety of inaccuracies and biases referred to as
'rating errors'. These errors can seriously affect assessment results. Some of the most common
rating errors are: -
Leniency or severity: - Leniency or severity on the part of the rater makes the assessment
subjective. Subjective assessment defeats the very purpose of performance appraisal. Ratings are
lenient for the following reasons:
a) The rater may feel that anyone under his or her jurisdiction who is rated
unfavorably will reflect poorly on his or her own worthiness.
b) He/She may feel that a derogatory rating will be revealed to the rate to detriment
the relations between the rater and the ratee.
c) He/She may rate leniently in order to win promotions for the subordinates and
therefore, indirectly increase his/her hold over him.
Central tendency: - This occurs when employees are incorrectly rated near the average or
middle of the scale. The attitude of the rater is to play safe. This safe playing attitude stems from
certain doubts and anxieties, which the raters have been assessing the rates.
Halo error: - A halo error takes place when one aspect of an individual's performance influences
the evaluation of the entire performance of the individual. The halo error occurs when an
employee who works late constantly might be rated high on productivity and quality of output as
well ax on motivation. Similarly, an attractive or popular personality might be given a high
overall rating. Rating employees separately on each of the performance measures and
encouraging raters to guard against the halo effect are the two ways to reduce the halo effect.
Rater effect: -This includes favoritism, stereotyping, and hostility. Extensively high or low score
are given only to certain individuals or groups based on the rater's attitude towards them and not
on actual outcomes or behaviors; sex, age, race and friendship biases are examples of this type of
error.
Primacy and Regency effects: - The rater's rating is heavily influenced either by behavior
exhibited by the ratee during his early stage of the review period (primacy) or by the outcomes,
or behavior exhibited by the ratee near the end of the review period (regency). For example, if a
salesperson captures an important contract/sale just before the completion of the appraisal, the
timing of the incident may inflate his or her standing, even though the overall performance of the
sales person may not have been encouraging. One way of guarding against such an error is to ask
the rater to consider the composite performance of the rate and not to be influenced by one
incident or an achievement.
Spillover effect: - This refers lo allowing past performance appraisal rating lo unjustifiably
influence current ratings. Past ratings, good or bad, result in similar rating for current period
although the demonstrated behavior docs not deserve the rating, good or bad.
a) Reporting Manager
1 Discuss with the reporting managers on the behavioral traits of all the
employees for whom he / she is the reviewer
2 Where required, independently assess employees for the said behavioral traits;
such assessments might require collecting data directly from other relevant
employees
1 Presents the proposed Performance Rating for every employee of his / her
function to the Normalization committee.
d) HR Head
e) Normalization Committee
1 Decides on the final bell curve for each function in the respective
Business Unit / Circle
1 What are the guidelines for setting the KRA’s for an employee?
4 How is the KRA score calculated for an employee on the basis of the
targets sets and targets achieved?
supervision
· Spots and anticipates problems, implements
• Sets examples for others
solutions
· Develops others
• Demonstrate functional initiative
· Provides open and honest feedback
performance appraisals
performance appraisals, performance evaluation and assessment of job skills,
personality and behaviour - and tips for '360 degree feedback', '360° appraisals',
'skill-set' assessment and training needs analysis tips and tools
Important changes relating to age discrimination in UK employment law became effective in
October 2006, with implications for all types of appraisals and job performance and suitability
assessment. Ensure your systems, training and materials for appraisals reflect current
employment law. It's helpful to understand these recent laws also if you (young or old) are being
appraised. The UK (consistent with Europe) Employment Equality (Age) Regulations 2006,
effective from 1st October 2006, make it unlawful to discriminate against anyone on the grounds
of age. This has several implications for performance appraisals, documents used, and the
training of people who conduct staff appraisals. For example, while not unlawful, the inclusion
of age and date-of-birth sections on appraisal forms is not recommended (as for all other
documentation used in assessing people). For further guidance about the effects of Age Equality
and Discrimination on performance appraisals, and other aspects of managing people, see the
Age Diversity information. Of course many employment laws, including those relating to other
forms of discrimination, also affect appraisals and performance assessment, but the age issue is
worthy of special not because the changes are relatively recent.
Here is a basic performance appraisal form template, in PDF and MSWord formats. Feel free to
use and adapt it to suit your purposes.
performance appraisal form (pdf) sample/template - downloadable pdf (revised August 2006)
performance appraisal form (MSWord) sample/template - downloadable MSWord file (revised
August 2006)
For guidance on assessment centres/centers, graduate assessment days and group selection
recruitment see the group selection information on the job interviews page.
Also on this page:
Individual Skill/Behaviours Assessments and Group Training Needs Analysis (TNA) - tools,
templates, process, tips and guidelines
360 Degree Appraisals - tools, templates, process, tips and explanation
Appraisals timing with pay reviews, and training and planning issues
Probationary reviews appraisals elements and factors
Tips on completing your own self-assessment performance appraisals
Obviously the first part of a formal document like this needs to contain essential identifying data:
• organization, division and department
• year or period covered
• name
• position
• location/site/based at/contact details (e.g., email)
• months in present position
• length of service
N.B. The UK (consistent with Europe) Employment Equality (Age) Regulations 2006, effective
from 1st October 2006, make it unlawful to discriminate against anyone on the grounds of age.
As such, while not unlawful, the inclusion of age and date-of-birth sections on appraisal forms is
not recommended (along with all other documentation used in assessing people). See the Age
Diversity information for more details.
Part A (to be completed by the appraisee before the interview and sent to the appraiser x days
before the appraisal)
A1 State your understanding of your duties and responsibilities.
A2 Discussion points: (not exhaustive or definitive - for more ideas look at the interviews
questions)
1. Has the past year been good/bad/satisfactory or otherwise for you, and why?
2. What do you consider to be your most important achievements of the past
year?
3. What do you like and dislike about working for this organization?
4. What elements of your job do you find most difficult?
5. What elements of your job interest you the most, and least?
6. What do you consider to be your most important tasks in the next year?
7. What action could be taken to improve your performance in your current
position by you, and your boss?
8. What kind of work or job would you like to be doing in one/two/five years
time?
9. What sort of training/experience would benefit you in the next year?
Broaden this question to include 'whole-person development' beyond
job skills - for example: What do you have a personal passion for
that we might help you to pursue? (It's a fact that when person develops
interests, talents and experiences that they truly love and enjoy - even if the
area seems completely unrelated to work - then the person becomes more
valuable, mature, and motivated at work too, because they have grown as a
person. Within reason, employers can and should help people to develop in
any way they wish, and often even the most unconnected development or
experiences hold much valuable learning that are directly transferable and
usable at work - all it takes is a bit of imagination.)
A3 List the objectives you set out to achieve in the past 12 months (or the period covered by this
appraisal) with the measures or standards agreed - against each comment on achievement or
otherwise, with reasons where appropriate. Score the performance against each objective (1-3 =
poor, 4-6 = satisfactory, 7-9 = good, 10 = excellent):
A4 Score your own capability or knowledge in the following areas in terms of your current role
requirements (1-3 = poor, 4-6 = satisfactory, 7-9 = good, 10 = excellent). If appropriate bring
evidence with you to the appraisal to support your assessment. (This list is not exhaustive or
definitive - the list should reflect the requirements of the job and the career path.) See the
skills and behaviours assessment tools for other aspects to include in this list. Other roles in other
industries, for example technical, engineering, healthcare, legal, finance, leisure, transport,
construction, etc, will require different skill sets. These are examples of a typical commercial or
management skill set.
1. commercial judgement
2. product/technical knowledge
3. time management
4. planning, budgeting and forecasting
5. reporting and administration
6. communication skills
7. delegation skills
8. IT/equipment/machinery skills
9. meeting expectations, deadlines and commitments
10.creativity
11.problem-solving and decision-making
12.team-working and developing/helping others
13.energy, determination and work-rate
14.steadiness under pressure
15.leadership and integrity
16.adaptability, flexibility, and mobility
17.personal appearance and image
18.appreciation and application of social responsibility, sustainability, and ethical
considerations
A5 In light of your current capabilities, your performance against past objectives, and your future
personal growth and/or job aspirations, what activities and tasks would you like to focus on
during the next year. Include in this any 'whole-person non-work-related development that the
person feels would help them to grow and become more fulfilled as a person.
Part B (to be completed during the appraisal by the appraiser - where appropriate and safe to do
so, certain items can completed by the appraiser before the appraisal, and then discussed and
validated or amended in discussion with the appraisee during the appraisal.)
name of appraiser:
position:
time managing appraisee:
B1 Describe the purpose of the appraisee's job. Discuss and compare with self-appraisal entry
in A1. Clarify job purpose and priorities where necessary.
B2 Review discussion points in A2, and note the points of interest and action.
B3 List the objectives that the appraisee set out to achieve in the past 12 months (or the period
covered by this appraisal - typically these objectives will have been carried forward from the
previous appraisal record) with the measures or standards agreed - against each comment on
achievement or otherwise, with reasons where appropriate. Score the performance against each
objective (1-3 = poor, 4-6 = satisfactory, 7-9 = good, 10 = excellent). Compare with the self-
appraisal in B3. Discuss and note points of interest and action, particularly training and
development needs and wishes.
B4 Score the appraisee's capability or knowledge in the following areas in terms of their current
(and if known, next) role requirements (1-3 = poor, 4-6 = satisfactory, 7-9 = good, 10 =
excellent). NB This competencies list is not exhaustive or definitive - the list should reflect the
requirements of the job and the career path. See also the skills and behaviours assessment tools
for other aspects to include in this list. Other roles in other industries, for example technical,
engineering, healthcare, legal, finance, leisure, transport, construction, etc, will require different
skill sets. These are examples of a typical commercial or management skill set. Compare with
the self-appraisal in B4. Discuss and note points of interest and action, particularly training
and development needs and wishes.
1. commercial judgement
2. product/technical knowledge
3. time management
4. planning, budgeting and forecasting
5. reporting and administration
6. communication skills
7. delegation skills
8. IT/equipment/machinery skills
9. meeting expectations, deadlines and commitments
10.creativity
11.problem-solving and decision-making
12.team-working and developing/helping others
13.energy, determination and work-rate
14.steadiness under pressure
15.leadership and integrity
16.adaptability, flexibility, and mobility
17.personal appearance and image
18.appreciation and application of social responsibility, sustainability, and ethical
considerations
B5 Discuss and agree the appraisee's career direction options and wishes, and readiness for
promotion, and compare with and discuss the self-appraisal entry in A5. Some people do not
wish for promotion, but everyone is capable of, and generally benefits from, personal
development - development and growth should be available to all, not just the ambitious. Again
consider 'whole-person' development outside of obvious work-related training.
B6 Discuss and agree the skills, capabilities and experience required for competence in current
role, and if appropriate for readiness to progress to the next role or roles. It is usually helpful to
refer to the skill-set or similar to that shown in A/B4, in order to accurately identify all
development areas, whether for competence at current level or readiness to progress to next job
level/type. Consider the connections between a person's natural talents, personal interests,
passions, etc., to their work roles and their work aspirations. There are often huge overlaps
between ' whole-person development' outcomes (which might not obviously relate to work) and
the person's job. A person who becomes better at anything outside of their work almost always
becomes better at their work too. The big difference of course is that people want to pursue their
own personal passions and interests, whereas many are not so keen to attend job skills training
courses that to them are far less stimulating. Seek to help the person to grow in whatever
direction they want, not just to identify relevant work skills training.
B7 Discuss and agree the specific objectives that will enable the appraisee to reach competence
and to meet required performance in current job. These must adhere to the SMARTER rules -
specific, measurable, agreed, realistic, time-bound, enjoyable, recorded.
B8 Discuss and agree the specific objectives that will enable the appraisee to move towards, or
achieve readiness for, the next job level/type, or if no particular next role is identified or sought,
to achieve the desired personal growth or experience. Must also adhere to SMARTER rules.
B9 Discuss and agree as far as is possible (given budgetary, availability and authorisation
considerations) the training and development support to be given to help the appraisee meet the
agree objectives.
NB Appraisers should note that personal development and support must be offered to all
employees, not just the ambitious. Job-skills training isn't restricted to sending someone on an
external course - it includes internal courses, coaching, mentoring (mentoring someone else and
well as being mentored), secondment to another role (eg, deputising for someone while they are
away on holiday), shadowing, distance-learning, reading books, watching videos, attending
meetings and workshops, workbooks, manuals and guides, researching, giving presentations;
anything relevant and helpful that will help the person develop towards the standards and aims,
and as a person. Training and development should not be restricted to job-skills. Discuss ways to
help the person achieve whatever personal development and experiences that they feel passionate
about, even if initially there seems no relationship or benefit to the work and the job because
almost certainly there will be: often in the skills themselves, and if not, then almost always in the
increased wisdom and maturity that comes from any sort of personal growth.
Avoid giving commitment to an appraisee for any training expenditure before suitable approval,
permission or availability has been confirmed - discuss likely training and development
requirements with the relevant authority before the appraisal to check on policies and options and
approvals. Raising false hopes is not helpful to the appraisal process.
B10 Any other issues (it's important to offer the opportunity to the appraisee to raise any other
points, even if they need to be discussed at another meeting, outside of the appraisal process,
which would generally be the case.)
Signed and dated appraiser and appraisee:
(Finally it's advisable to show instructions as to the distribution of copies of the completed form,
a reminder of its confidential nature, and a statement as to the individual's rights under the data
protection laws applicable.)
general role - skill/behaviours individual assessment tool and group training needs analysis
(TNA) tool - MSExcel versions
general role - skill/behaviours individual assessment tool and group training needs analysis
(TNA) tool - PDF versions
see guidelines for use for individual assessments and TNA tools
commercial role - skill/behaviours individual assessment tool and group TNA tool - MSExcel
commercial role - skill/behaviours individual assessment tool and group TNA tool - PDF
see guidelines for use
management role - skill/behaviours individual assessment tool and group TNA tool - MSExcel
management role - skill/behaviours individual assessment tool and group TNA tool - PDF
see guidelines for use
For self-use: The skills/behaviour set assessments require some interpretation and ideally
discussion with a trusted friend, colleague or boss to establish the 2nd view validation. As well
as encouraging self-awareness development and simply thinking about one's own feelings and
aptitudes, the assessment and reflection are an interesting and viable basis for
assessing/discussing/reviewing personal development and career focus. When the scoring is
completed you can prioritise your development needs (essential skills with the lowest scores).
For use with others as development tool: The skill/behaviour assessment is an effective tool for
recruitment, appraisals and ongoing development and training. It can be adapted for different
roles, and if used with existing staff ideally the person performing the role should have some
input as to the skill and behavioural criteria listed, and the importance (essential or desirable) for
each characteristic in the role. Working with a group to adapt the skill-set criteria according to
the people's jobs makes an interesting workshop and team building session: involving people in
developing the system creates a sense of ownership and commitment to using the assessment
method itself. The skill-set/behavioural tests can be used in conjunction with the Training Needs
Analysis tool available from the website as a working MSExcel spreadsheet file. Assessment can
be carried out formally one-to-one as part of an appraisal or review meeting, referring to
evidence if appropriate, or informally in a workshop situation as a group exercise (assessment in
pairs, with partners helping to establish the 2nd view validation for each other). Whether
informally or formally assessed, the results for a group can be transferred to the corresponding
Training Needs Analysis tool, to identify team or group training priorities. Training priorities are
the essential skills with the lowest average scores.
Informal assessments in a workshop situation also enable an immediate 'straw poll' analysis of
group training needs, and as such provide an excellent method for quickly identifying and
agreeing training and development needs for a group.
key questio
skill/capability feedbac
skill/capability n feedback question
element k score
area number
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
A working file based on this format is available in MSWord and Excel versions:
free 360 degree appraisals form template in MSWord format
free 360 degree appraisals form template in MSExcel format
You can see from this that the process of designing the feedback document (essentially a
questionnaire) is to build it from the role's key skill areas, break down these into elements, and
measure each via carefully worded questions, which the respondents answer and thereby grade
the performance - ie., give feedback - in respect of the person in question.
The question as to anonymity of respondents is up to you. A grown-up organization with grown-
up people should be able to cope with, and derive more benefit from, operating the process
transparently - but you need to decide this. Some people are happier giving feedback
anonymously. And some people are not able to deal particularly well with criticism from a
named person. For more information and guidance about handling and explaining this particular
aspect refer to the Johari Window model - it's a powerful and helpful concept to use alongside
the 360 degree feedback/appraisal process.
As mentioned above, workshops are a good way to devise these questionnaires, especially the
questions to assess each skill or behavioural element.
Analysis of group results is much easier if you use a numerical rating system. The sample free
training needs analysis spreadsheet tool can easily be adapted for analysis of 360 degree
feedback results, which can then feed into the analysis of training needs. The same training needs
analysis tool is also available in pdf format.
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