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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
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Prentice Hall, 2001Chapter 162 Group or Individual Learner Controlled On-the-job Off-the-Job Group Brainstorming Review Training Methods of Training
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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.
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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 e-mail____________________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)? _________________________________________________________ _________________________________________________________ ________________________________
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Brainstorming For Group Review Training
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Prentice Hall, 2001Chapter 166 Primary Purposes of Performance Evaluations Compensation Performance Feedback Training Promotion Human Resource Planning Retention/Discharge Research 85.6 65.1 64.3 45.3 43.1 30.3 17.2 Use of Data Percent* *Based on responses from 600 organizations
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Prentice Hall, 2001Chapter 167 What Should Management Appraise? IndividualTraitsTaskOutcomesIndividualBehaviors
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Prentice Hall, 2001Chapter 168 Who Should Evaluate Performance? Immediate superiors Peer groups Self-evaluation Immediate subordinates 360-Degree evaluations
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Prentice Hall, 2001Chapter 169 PerformanceEvaluationMethodsPerformanceEvaluationMethods Written Essays Multiperson Comparisons Behaviorally Anchored Ratings Graphic Rating Scales Critical Incidents
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Prentice Hall, 2001Chapter 1610 Improving Evaluations Emphasize behaviors Document performance Use multiple evaluators Evaluate selectively Train evaluators Provide due process
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Prentice Hall, 2001Chapter 1611 Providing Performance Feedback Managers Get Uncomfortable Employees Get Defensive Workers Inflate Performance
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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
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Giving Orders
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Delegating
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Coaching
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Employee-Centered Discipline
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Prentice Hall, 2001Chapter 1117 Leader-Member Exchange Model PersonalCompatibilityand/orSubordinateCompetence Leader SubordinateASubordinateBSubordinateC In-Group SubordinateDSubordinateESubordinateF Out-Group Trust High Interactions Formal Relations
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