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人力資源管理外文翻譯-其他專業(yè)(編輯修改稿)

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【文章內(nèi)容簡(jiǎn)介】 mployee39。s file) and informal munications between employees and supervisors are encouraged. For negative incidents it is important that a record of corrective action be documented。 employees must be notified if they are doing something wrong and the supervision must indicate how they can correct their behavior. At the end of the evaluation period, again following advanced notice, the employee and supervisor meet to discuss the employee39。s job performance in light of the responsibilities outlined in the employee39。s Section A. Worksheets are used at this meeting with a formal evaluation prepared only afterward. At this appraisal interview the supervisor discusses SectionB: Performance Review/Rating with the employee. Employees are also given the opportunity to formally ment on the final evaluation form. Historically only five percent do so,of which under two percent can be classified as negative ments. Section C: Summary of Total Job Performance and Future Performance Plans is also pleted at this time. Basically, this is an essay evaluation. The supervisor is provided the opportunity to list the employee39。s areas of strength and those areas needing improvement. In the latter instances training and developmental plans for correcting these are supposed to be filed. DATA COLLECTION In conjunction with its implementation efforts the Iowa Merit Employment Department engaged in a twoyear monitoring of its appraisalbyobjectives evaluation system. The results of this monitoring project, involving the sampling of performance appraisals submitted in between July 1978 and December 1979, were reported to state officials in January first monitoring project led to a number of minor changes in the performance evaluation system. For most part these modifications represented word changes。 ., instead of listingemployee weaknesses, areas needing improvement were prescribed. This study is based on the results of a second monitoring project conducted by the questions addressed in this study were, in part, raised by the first monitoring the first monitoring focused primarily on the basic or general implementation of the performance evaluation system (., was there pliance with the mandated requirements?), the second is more concerned with how well it is working. The format used here is that of action research or troubleshooting (Starling, 1979, pp. 495 一 514。 Rossi and Freeman, 1982). IMED staff served as judges who assessed the qualitative aspects of performance appraisals. A stratified approach to sampling was employed in order to assure that sufficient supervisory, professional and managerial appraisals were included. The resultant data base consisted of 535 performance appraisals submitted between July and December of 1981. DATA ANALYSIS The primary results assessing how well Iowa39。s performance appraisal system is working are reported elsewhere (Daley, 1983). This paper focuses only on those aspects related to the specification of training and development plans. Because Iowa employs a multipurpose approach in the use of performance appraisals it is hardly surprising that there are many instances, 43 percent of those monitored, in which no training and development are specified. This, however, poses the task of somehow separating the cases in which training plans should most definitely be present. A supervisor may choose to list training and development plans for three reasons. First,unrelated to any individual strengths or weaknesses, he may choose to use this performance appraisal section as a memo or reminder of a training activity which all employees are routinely given. The inclusion of such activities in an official performance appraisal may serve to provide added political weight in order to insure their being performed。 it is all to easy amidst the pressing, daytoday concerns of administrative firefighting to let training and development activities slide off the edge. Second, supervisors may choose to promote employee development. Th
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