Communication Part 2: Applications Transactional Analysis For Better Communication, Orientation, Training,, Giving Orders, Delegating, Coaching, Employee-Centered Discipline, Leadership, Performance Feedback, Group Meetings Organizational Behavior Dr. Jeffrey Wachtel

Prentice Hall, 2001Chapter 162 Group or Individual Learner Controlled On-the-job Off-the-Job Group Brainstorming Review Training Methods of Training

Learner Controlled Instruction For Orientation & Training Communication New employee is given a list of carefully chosen questions. Group orientation or answered by one individual. Time to complete varies. Employee has to ask ____________and find answers from organizational r_________s.

Organizational Behavior Class Orientation 2. Someone tells you they want to contact the Course Instructor. Who do you tell them to see?_________How can you contact them by ____________________and then in their office? ________ 3. Generally students are expected to attend all of the class sessions but must attend at least 80% of them to earn credit for the course. True or False? 4. What is does the Course Description really mean (i.e. in your own words)? _________________________________________________________ _________________________________________________________ ________________________________

Brainstorming For Group Review Training

Prentice Hall, 2001Chapter 166 Primary Purposes of Performance Evaluations Compensation Performance Feedback Training Promotion Human Resource Planning Retention/Discharge Research Use of Data Percent* *Based on responses from 600 organizations

Prentice Hall, 2001Chapter 167 What Should Management Appraise? IndividualTraitsTaskOutcomesIndividualBehaviors

Prentice Hall, 2001Chapter 168 Who Should Evaluate Performance? Immediate superiors Peer groups Self-evaluation Immediate subordinates 360-Degree evaluations

Prentice Hall, 2001Chapter 169 PerformanceEvaluationMethodsPerformanceEvaluationMethods Written Essays Multiperson Comparisons Behaviorally Anchored Ratings Graphic Rating Scales Critical Incidents

Prentice Hall, 2001Chapter 1610 Improving Evaluations Emphasize behaviors Document performance Use multiple evaluators Evaluate selectively Train evaluators Provide due process

Prentice Hall, 2001Chapter 1611 Providing Performance Feedback Managers Get Uncomfortable Employees Get Defensive Workers Inflate Performance

Prentice Hall, 2001Chapter 1612 Appraising the Performance of Teams 3Tie results to organizational goals 3Begin with the team’s customers 3Measure team performance 3Recognize individual efforts 3Use team-defined measures

Giving Orders

Delegating

Coaching

Employee-Centered Discipline

Prentice Hall, 2001Chapter 1117 Leader-Member Exchange Model PersonalCompatibilityand/orSubordinateCompetence Leader SubordinateASubordinateBSubordinateC In-Group SubordinateDSubordinateESubordinateF Out-Group Trust High Interactions Formal Relations