ASSIGNMENT ON

IMPORTANCE OF TRAINING NEED ANALYSIS IN

AN ORGANIZATION
Subject: Training and Development (HRM 603)

Submitted to
Kamal Uddin Ahmed, Ph.D
Professor, North South University
Submitted By
Ishrat Sanjida Lina
ID # 152 1325 660

Submission Date: 17/11/2016

TABLE OF CONTENTS
Introduction
Definition of Training
Training Methods

What is Training Need Analysis (TNA)?

Objective of Training Needs Analysis
The TNA would provide answers to the following for each company
What are the key steps in conducting an effective Training Needs Analysis
for training networks?
Framework of TNA
Procedures and methods utilized in TNA

Types of Needs Analyses

Main purpose of Training Need Analysis
Why do a Training Needs Analysis
Approaches to TNA

Benefits and Drawback of Training Needs Assessment

Necessary Steps for Training Needs Assessment
Recommendation on Training Needs Analysis
Conclusion
Reference

03
04
04
05
06
06
07
07
07
08
11
11
12
13
14
19
19
21

2 | Page

Introduction:
Today's work environment requires employees to be skilled in performing complex tasks in an
efficient, cost-effective, and safe manner. Training (a performance improvement tool) is needed
when employees are not performing up to a certain standard or at an expected level of
performance. The difference between actual the actual level of job performance and the expected
level of job performance indicates a need for training. The identification of training needs is the
first step in a uniform method of instructional design. A successful training needs analysis will
identify those who need training and what kind of training is needed. It is counter-productive to
offer training to individuals who do not need it or to offer the wrong kind of training. A Training
Needs Analysis helps to put the training resources to good use.
Training is pretty vital in most leadership roles nowadays, and with technology and business
culture ever more quickly evolving, this is just going to continue for some time. The difficulty is
that planning organizational training is a bit of a science, and one made of yet smaller and
complex sciences and disciplines (Silberman, 2013).
Effective training or development depends on knowing what is required for the individual, the
department and the organization as a whole. With limited budgets and the need for cost-effective
solutions, all organizations need to ensure that the resources invested in training are targeted at
areas where training and development is needed and a positive return on the investment is
guaranteed. Effective TNA is particularly vital in today's changing workplace as new
technologies and flexible working practices are becoming widespread, leading to corresponding
changes in the skills and abilities needed.
Analyzing what the training needs are is a vital prerequisite for any effective training programme
or event. Simply throwing training at individuals may miss priority needs, or even cover areas
that are not essential. TNA enables organizations to channel resources into the areas where they
will contribute the most to employee development, enhancing morale and organizational
performance. TNA is a natural function of appraisal systems and is key requirement for the
award of Investors in People (Sharif, 2015). The analysis of training needs is not a task for
specialists alone. Managers today are often responsible for many forms of people management,
including the training and development of their team, and should therefore have an
3 | Page

understanding of training needs analysis and be able to implement it successfully. Effective TNA
involves systematic planning, analysis and coordination across the organization, to ensure that
organizational priorities are taken into account, that duplication of effort is avoided and
economies of scale are achieved. All potential trainees should be included in the process, rather
than rely on the subjective evaluation of managers. Ideally, managers should also receive training
in the process of TNA itself, to clarify what they are trying to achieve and what their approach
should be.

Definition of Training:
The term of training is intended to executing staff in improving knowledge and technical skills,
while development is destined for managerial personnel to improve conceptual skills, decision
making skills and expand human relation. According to the definition of staff training and
development is proposed by Grubb, T. (2007). Training is short-terms educational process
utilizing a systematic and organized procedure by which no managerial personnel learn technical
knowledge and skills for a definite purpose. Development, in reference to staffing and personnel
matters, is a long-terms educational process utilizing a systematic and organized procedure by
which managerial personnel learn conceptual and theoretical knowledge for general purpose.
Training constitutes a basic concept in human resource development. It is concerned with
developing a particular skill to a desired standard by instruction and practice. Training is a highly
useful tool that can bring an employee into a position where they can do their job correctly,
effectively, and conscientiously. Training is the act of increasing the knowledge and skill of an
employee for doing a particular job (Nag, 2014).
Training Methods
Most training takes place on the job. This can be attributed to the simplicity of such methods and
their usually lower cost. However, on-the-job training can disrupt the workplace and result in an
increase in errors as learning proceeds. Also, some skill training is too complex to learn on the
job. In such cases, it should take place outside the work setting.
On-the Job Training
Popular on-the-job training methods include job rotation and understudy assignments. Job
rotation involves lateral transfers that enable employees to work at different jobs. Both job
4 | Page

rotation and understudy assignments apply to the learning of technical skills. Interpersonal and
problem-solving skills are acquired more effectively by training that takes place off the job.
Off-the-Job Training
There is a number of off-the-Job training methods that managers may want to make available to
employees. The more popular are classroom lectures, films, and simulation exercises. Classroom
lectures are well suited for conveying specific information. They can be used effectively for
developing technical and problem-solving skills. Films can also be used to explicitly demonstrate
technical skills. Interpersonal and problem-solving skills may be best learned through simulation
exercises. However, complex computer models, such as those used by airlines in the training of
pilots, are another kind of simulation exercise. Training and development can sustain or increase
its employees' current productivity, while, at the same time, prepare employees for a changing
world.

What is Training Need Analysis (TNA)?

Training Need Analysis (TNA) is a workplace needs analysis specifically intended to find what
actually training needs as the priority. Information of the needs will help organization in making
use of resources (fund, time, etc.) in effective as well to prevent unnecessary training activity.
TNA may also mean as a systematic and comprehensive investigation about varied problems to
identify some problem dimensions accurately. Accordingly, the organization will find out if the
problem shall be solved through training program or otherwise. Training need analysis is
executed by (asking question getting answers) method. Questions are given to every employee,
and it is tailed by verification and documentation on various problems where finally, the training
need will be known to solve problems. Problems in need of training always relate to lack of skill
or knowledge were standard performance is unobtainable. Accordingly, explanation above
clarifies the difference between actual performance and situational performance. The functions of
Training Need Analysis (TNA) are given below:

Collects information on skill, knowledge and feeling of the employee;

Collects information on job content and job context;
Defines standard performance and actual performance in operation;
Involves stakeholders and gathers their support;
Provides data for planning needs.

5 | Page

With this assessment, you can overview individuals, groups and the entire organization as
gradually larger units. With various assessment methods, you can determine what individuals
need to learn what, and how you can use the nature of these entities to the advantage in learning.
It also gives you a good grasp of the way the various entities view the acquisition of knowledge.
When some employees or groups arent enthusiastic of learning for the value of knowledge, this
poses obstacles for the trainer. Knowing these ahead of time saves a lot of grief.
Objective of Training Needs Analysis
Identify existing degree of knowledge, skills, and the attitudinal characteristics
surrounding a particular issue or topical area
Identify individuals or groups of individuals who most need additional skills training or
access to information and technologies.
Identify motivations and conditions that contribute to an individual's degree of interest in
an issue and ability to access or purchase the final product or training course.
The TNA would provide answers to the following for each company:
What is the problem?
Is it a training problem? (Training is not always the solution)
What are the key roles/areas in the company?
What are the key skills linked with each of these roles/areas?
What are the key skills gaps?
How many people need to be trained?
What is the time frame/critical milestone dates?
What is the best time of the day to release staff?
Do we need additional tutor support for some learners?
Care should be taken when conducting the TNA to ensure that as wide an input as
possible from the member companies is secured. Consideration should be given, where
appropriate, to capturing the views of different company stakeholders (e.g. the owners,
employees, training managers etc).

6 | Page

What are the key steps in conducting an effective Training Needs Analysis for training networks?
Planning is integral to a successful TNA and it is important to ensure that a consistent approach
is followed when liaising with all potential members of the network. Before you start:

Prepare thoroughly
Follow a structured methodology
Link training needs with the objectives of the network
Gain commitment from members to participate in the TNA
Communicate with all those involved
Ensure you have the skills to conduct the
TNA (analytical and communication)
Collate the results gathered
Priorities the identified training needs and group them into training categories

Framework of TNA:

Procedures and methods utilized in TNA:

Training needs analysis (TNA) addresses the problem of methodically discerning the actual gaps
in the needed skills of the work force. Here are some of the commonly used procedures and
methods utilized in TNA:
o
o
o
o
o
o

Establishing the objectives.

Review current and past training programs
Analyzing job functions
Categorizing the types of training needed
Design and implementation of training needs survey
Communicating the results to higher management

Types of Needs Analyses:

7 | Page

A successful training needs analysis will identify those who need training and what kind of
training is needed. It is counter-productive to offer training to individuals who do not need it or
to offer the wrong kind of training. A Training Needs Analysis helps to put the training resources
to good use. Many needs assessments are available for use in different employment contexts.
Sources that can help an organization to determine which needs analysis is appropriate for their
situation are described below:
Organizational Analysis
Person Analysis
Work analysis / Task Analysis

Organizational Analysis
Operational analysis is a method of examining the current and historical performance of
an operational investment and measuring that performance against an established set of cost,
schedule, and performance parameters. An analysis of the business needs or other reasons the
training is desired. It is an analysis of the organization's strategies, goals, and objectives. The
important question that is what the organization overall trying to accomplish being answered by
this analysis are who decided that training should be conducted, why a training program is seen
as the recommended solution to a business problem, what the history of the organization has
been with regard to employee training and other management interventions. Provide information
about:
Mission & strategies of an organization

8 | Page

Resources& their allocation, given the objectives

Capital Resources
Human Resources
Organizational environment: Internal factors that may be causing problems
Impact of the preceding factors on developing, providing & transferring the KSA to the job
if training is the chosen solution to the PD; where to collect data to identify the causes of PD.
The organizational analysis should identify:

Environmental impacts (new laws such as ADA, FMLA, OSHA, etc.).

State of the economy and the impact on operating costs.

Changing work force demographics and the need to address cultural or language barriers.

Changing technology and automation.

Increasing global/world market places.

Political trends such as sexual harassment and workplace violence.

Organizational goals (how effective is the organization in meetings its goals), resources
available (money, facilities; materials on hand and current, available expertise within the
organization).

Climate and support for training (top management support, employee willingness to
participate, and responsibility for outcomes).

Person Analysis
Determines exactly what is required of employees in order for them to be effective:
KSAs required meeting expectations.
Characteristics of task environment (work flow, ergonomics, etc) to be able to meet
expectations.
Incumbents & supervisors are questioned.
Analysis dealing with potential participants and instructors involved in the process. The
important questions being answered by this analysis are who will receive the training and their

9 | Page

level of existing knowledge on the subject, what their learning style is, and who will conduct the
training. Do the employees have required skills? Are there changes to policies, procedures,
software, or equipment that require or necessitate training? Lastly, an individual analysis
analyzes how well the individual employee is doing the job and determines which employees
need training and what kind. Sources of information available for a personal analysis include:

Performance evaluation - Identifies weaknesses and areas of improvement.

Performance problems - Productivity, absenteeism or tardiness, accidents, grievances,

waste, product quality, down time, repairs, equipment utilization, customer complaints.

Observation - Observe both behavior and the results of the behavior.

Work samples - Observe products generated.

Interviews - Talk to manager, supervisor and employee. Ask employee about what he/she
believes he/she needs to learn.

Attitude surveys - Measures morale, motivation, satisfaction.

Work analysis / Task Analysis

This is an analysis of the job and the requirements for performing the work. Also known as a task
analysis or job analysis, this analysis seeks to specify the main duties and skill level required.
This helps ensure that the training which is developed will include relevant links to the content of
the job. A task analysis identifies the knowledge, skills, attitudes and abilities needed to achieve
optimum performance for a group of workers. Sources for collecting this information can
include:

Job descriptions

KSA analysis- A more detailed list of specified tasks for each job including Knowledge,

Skills, Attitudes and Abilities required of incumbents.

10 | P a g e

Performance standards- Objectives of the tasks of the job and the standards by which they
will be judged. This is needed to identify performance discrepancies.

Observe the job/sample the work.

Job inventory questionnaire- Evaluate tasks in terms of importance and time spent
performing.

Researching the "best practices" from other companies, review professional journals.

Ask questions about the job- Of the employees, of the supervisor, of upper management.

There are other types of training needs analysis exist. Such as:
Performance Analysis. Are the employees performing up to the established standard? If
performance is below expectations, can training help to improve this performance? Is there
a Performance Gap?
Content Analysis. Analysis of documents, laws, procedures used on the job. This analysis
answers questions about what knowledge or information is used on this job. This information
comes from manuals, documents, or regulations. It is important that the content of the training
does not conflict or contradict job requirements. An experienced worker can assist (as a subject
matter expert) in determining the appropriate content.
Training Suitability Analysis. Analysis of whether training is the desired solution. Training is
one of several solutions to employment problems. However, it may not always be the best
solution. It is important to determine if training will be effective in its usage.
Cost-Benefit Analysis. Analysis of the return on investment (ROI) of training. Effective training
results in a return of value to the organization that is greater than the initial investment to
produce or administer the training.

Main purpose of Training Need Analysis:

The purpose of a training needs assessment is to identify performance requirements and the
knowledge, skills, and abilities needed by an agency's workforce to achieve the requirements. An
effective training needs assessment will help direct resources to areas of greatest demand. The
assessment should address resources needed to fulfill organizational mission, improve
productivity, and provide quality products and services. A needs assessment is the process of
11 | P a g e

identifying the "gap" between performance required and current performance. When a difference
exists, it explores the causes and reasons for the gap and methods for closing or eliminating the
gap. A complete needs assessment also considers the consequences for ignoring the gaps.
Why do a Training Needs Analysis:
A TNA provides information on the training and skills development requirements of all members
of your network. It is one of the key steps in preparing a training plan and will provide you with
information on which to base your networks training plan for 2013. It enables an organization
to:
Identify the gap between current and required levels of knowledge, skills and aptitude
Identify what the general content of training should be
Form the foundation of a training plan
Provide a baseline for the evaluation of a training plan
Ensure that appropriate and relevant training is delivered
Maximize use of scarce resources
The assessment begins with a "need" which can be identified in several ways but is generally
described as a gap between what is currently in place and what is needed, now and in the future.
Gaps can include discrepancies/differences between:
What the organization expects to happen and what actually happens.
Current and desired job performance.
Existing and desired competencies and skills.
Approaches to TNA:
Training needs often appear at the organizational or activity level. For example, the arrival of a
new office or workshop equipment may well have training implications for everyone using it.
Alternatively, an organization that decides to enhance its level of customer service as part of a
corporate strategy knows that a programme of training and development is essential for its
success.
Proactive TNA
12 | P a g e

Focuses on future HR requirements.

Prepare for future promotions/transfers.
Prepare for changes in the current job.
e.g. Succession Planning
Reactive TNA (Repair Act)
Begins with existing PD.
Focus mainly on one department.
Those who show PD are the key trainees.
Focuses on a particular part of the job.

Benefits and Drawback of Training Needs Assessment

There are several benefits to conducting a Training Needs Assessment in advance of embarking
on a training program.
A customized Training Needs Assessment helps to identify, assess and compare what your
organization is doing with the knowledge, skills and behaviors needed to enhance its
performance.
Some of the remarkable benefits include:
Development of High Performance workplaces through engagement & participation
Part of succession plan to identify competence, capability and potential
Determines key performance and business needs to be addressed that will achieve results
The development of training strategies appropriate to the organizational structure, culture and
geography of the enterprise in conjunction with effective change management activity to ensure
the goals of the training are delivered and achieved
Build credibility for the development process with all stakeholders
Demonstrate the proof of alignment between the development and HR programs, strategic
objectives and operational goal
13 | P a g e

 Expert assistance with a fresh approach for innovation

During organizational or role change, training needs analysis plays a major role in identifying
competency and behavioral requirements
In evaluation of your own recent training projects there may be a requirement for a change in
initiatives which requires a fresh analysis to measure the extent to which employees have
enhanced and the organization has benefited
Earn respect of senior management for implementing solutions that make a difference
Identification of gaps and/or existing solutions not immediately evident.
Identification and evaluation of current performance gaps between people, strategy, behavioral
and processes
It also has some disadvantages. These are:
Dont build employee involvement
Not necessarily focused on HRD
May not identify causes
May not provide visibility
Require time and skill to develop
Low response rate r inaccurate response
No opportunity to clarify
May restrict foredoom of response
May lead to unrealistic expectation
Moderately time consuming
Difficult to conduct
Difficult to analyze and quantify data
Time consuming and difficult to manage
14 | P a g e

 Does not involve management

Required skilled observer
May not be directly relevant
Data from different organization may be misleading
Requires significant analysis

Necessary Steps for Training Needs Assessment

Step 1: Determine the Desired Business Outcomes
Before training needs analysis can begin, the employer needs to articulate the goal of the
training. That is, what are the expected business outcomes of the training? The training goal
should correspond to a business objective. This can be specific to an individual employee, work
unit, department or the entire organization. The ultimate goal of the training should be clearly
articulated and kept in the forefront to ensure that the entire needs analysis process keeps the
desired outcomes in sight. It is best for an employer to answer the question: "How will we know
that the training worked?"Examples of ultimate goals are:

Improve customer service representatives' customer satisfaction ratings;

Increase the close rates on business proposals or bids by sales personnel;
Improve employee morale through better supervision by middle management; and
Improve the speed at which warehouse employees fill orders.
Step 2: Link Desired Business Outcomes with Employee Behavior

There are generally multiple behaviors that are associated with any desired business outcome.
These behaviors are a result of employees:

Knowing what to do;

Having the capability to do it; and
Having the motivation to do it.

At this step in the process, employers should identify the desired critical competencies, i.e.,
behaviors and associated knowledge, skills, abilities and personal characteristics that are linked
to desired business outcomes. This is usually done through collecting information from subject
matter experts.

15 | P a g e

Data collection may take the form of interviews, focus groups or surveys. Regardless of the
method used, the data should result in a clear understanding of how important each competency
is to achieving the desired business goal.
A rating scale example to assess the importance is one like the following:
How Important Is This for Successful Job Performance?
1 = Not at all
2 = A little
3 = Somewhat
4 = Considerable
5 = Extremely
To ensure that only the competencies that are deemed critical should be considered for inclusion
in other training needs analysis steps, rating averages should be at least a 4.0 on the five-point
rating scale.
Step 3: Identify Trainable Competencies
Not every competency can be improved through training. For example, a sales job may require
sales people to be outgoing and initiate conversations with total strangers. It is more effective,
then, for an employer to hire people that are already extroverts than to attempt to train introverts
to be more outgoing. Similarly, it may be more effective to hire people with specialized
knowledge than to educate and train them.
Employers should evaluate each critical competency from Step 2 and determine if each one is
something they expect employees to possess prior to job entry. Taken together, this should
provide employers with a list of critical competencies that are amenable to training.

16 | P a g e

Step 4: Evaluate Competencies

With a targeted list of competencies in hand, employers should determine the extent to which
their employees possess these. The most often used methods are:

Competency evaluations; and

Tests or assessments.

Performance evaluation surveys are best used to evaluate observable behaviors. This can be
easily accomplished by taking the critical competencies from Steps 2 and 3 and having
knowledgeable people rate the targeted employees' behaviors. Most often, supervisors perform
this function.
However, multiple raters, including peers, subordinates and customers, are often used to evaluate
the performance of supervisors and executives. This approach is generally known as 360 degree
surveys.
Performance evaluation surveys become less effective the more raters have to infer unobservable
competencies such as ability, skills and personality. Evaluation of these competencies is better
accomplished through the use of professional tests and assessments. There are many tests
available on the market to measure specific skills, abilities and personality characteristics.
However, choosing the right test should be done in coordination with a testing professional, e.g.,
an organizational psychologist. Care should be taken in selecting tests that are valid measures of
the targeted competency.
Custom-designed assessments are also appropriate, especially if the employer desires to measure
specialized knowledge or effectiveness in a major segment of the work. These can range from
multiple choice job knowledge tests to elaborate job simulations. For example, a very effective
approach to measuring the training needs of supervisors and leaders is using an assessment
center, which is comprised of different role-play exercises that parallel managerial situations.

17 | P a g e

Step 5: Determine Performance Gaps

Regardless of the methods used to evaluate competencies, individual employee results are then
combined to assess how many employees are in need of improvement in particular competencies.
To do this, the employer first needs to establish what constitutes a performance gap. That
standard will vary from employer to employer. Some employers will set higher standards than
others.
Setting that standard will provide the employer with an understanding of how many employees
fall above or below that standard. Those falling below would be considered to be in need of
training.
Step 6: Prioritize Training Needs
Employers should aggregate the data in Step 6 with information on the performance gap
pervasiveness. That is, employers should total how many, or what percentage, of the targeted
workforce needs the training.
Employers should also consider the importance of the competency (see Step 2). Taken together,
pervasiveness and importance should result in a list of training priorities.
Step 7: Determine How to Train
Using the training priority list from Step 6, employers should now consider how best to train
their workforce. Typical training methods include:

On the job training (OJT);

Mentoring and coaching;

Classroom;

Web-based;

18 | P a g e

Books;

Conferences; and

University programs.
It is recommended that employers consult a professional who is well versed in adult learning to
help determine the best ways employees can acquire a particular competency.
Some learning methods will work better than others. Although no two people learn or retain
information in the same way, studies show that individuals retain information much better if they
actually perform the skill or task. This type of retention is about 75 percent.
Compare that to listening to a lecture, where retention is only five percent. Other forms of
learning retention are as follows:

Reading, 10 percent;

Audio-visual, 20 percent;

Demonstration, 30 percent; and

Discussion group, 50 percent.

Employers should keep this in mind and strive for the training method that will not only be
suitable for the material, but also have the best chance for retention by employees.
Step 8: Conduct a Cost Benefit Analysis
At this point, employers need to consider the costs associated with a particular training method
and the extent to which performance gaps can be combined into the same training experience.
Cost factors include:

Required training time;

19 | P a g e

Training content development if designed in-house;

Training evaluation and acquisition if purchased from vendor;

Training content delivery;

Lost productivity from time spent in training; and

Travel and logistical expenses.

On the benefit side, different training methods will have varying degrees of effectiveness (see
Step 7). For example, while web-based training may be the least costly, this may not be the best
way for employees to develop a particular skill. Employers need to strike a balance between the
cost of a particular training method and its ability to achieve the desired results.
Step 9: Plan for Training Evaluation
The last step in this process is for employers to decide how they will know whether the training
worked. Training is only effective if the material is retained and used on the job. This step should
include an evaluation component similar to how the needs were assessed in Step 4.
Questions the evaluation process should answer are:

How much did the training improve the competencies targeted in the training?
How much did the training improve employees' actual job performance?
How much did the training improve the meeting of business objectives?
How much did the training result in a positive return on its investment?

Recommendation on Training Needs Analysis:

Managers should avoid:

making snap assumptions about performance problems

organizing training without first establishing a need
taking a one size fits all approach. A course which one person found helpful will not

necessarily meet the needs of a diverse group of individuals

focusing on obvious training needs at the expense of those which may only be discovered
through systematic monitoring.

Conclusion:
20 | P a g e

In todays workplace, competency has become the buzzword, and every organization is hunting
for a competent workforce that will drive it towards a progressive future. For the organization, it
is one of those strategic initiatives taken to delve deeper into the ways to enrich the
competencies, capabilities, and potential of the workforce. With the successful deployment of
Training Needs Analysis, the organization will be in a position to evaluate better outcomes with
an optimum utilization of its resources. Thus, it streamlines the organizational objectives and
goals. It also helps build credibility amongst its stakeholders. It also takes note of the efficiency
guidelines labor cost, waste minimization, distribution time, and production rates. Its through
an in-depth analysis that all the parameters are recorded the data so obtained reveals the areas
that require training. Also, the training needs analysis will answer question such as how relevant
training is for employees. If trained, will they make a difference by improving their job
performance? Will this improved job performance have anything to do with the organizations
goals? Such a volley of questions is answered through a proper analysis at the employees level.
It also gauges the standard that needs to be followed by employees so as to maintain their
competency level. As a whole, we can rightly presume, with a proper analysis and
implementation, (which go hand-in-hand) we can make every employee happy and highly
productive. Training need analysis scrutinizes the gap in performance from theory to its current
state.

21 | P a g e

Reference:
Chris Wilton, Sentrel skills management, QPC Limited 2008
Making training and development work: a best practice guide, Thomas N Garavan, Carole
Hogan, Amanda Cahir ODonnell Cork: Oak Tree Press, 2003
Kaplan R S and Norton D P (1993) "Putting the Balanced Scorecard to Work", Harvard Business
Review Sep Oct pp2-16
Rossett, A. (1987) Training Needs Assessment. Eaglewood Cliffs, NJ: Prentice Hall, pp. 6-7
Kavita Gupta, 2007, A Practical Guide to Needs Assessment
Lawler, E. E., III. (1977). Adaptive experiments: An approach to organizational behavior
research. Academy of Management Review, 2, 576585.
Mani, B. (2002). Performance appraisal systems, productivity, and motivation: A case study.
Public Personnel Management, 31, 141159.
Belschak, F. D., & Hartog, D. N. D. (2009). Consequences of positive and negative feedback:
The impact on emotions and extra-role behaviors. Applied Psychology: An International Review,
58, 274303.
Bouskila-Yam, O., & Kluger, A. N. (2011). Strengthbased performance appraisal and goal
setting. Human Resource Management Review, 21, 137147.
Grubb, T. (2007). Performance appraisal reappraised: Its not all positive. Journal of Human
Resource Education, 1, 122.
22 | P a g e

Kuvaas, B. (2011). The interactive role of performance appraisal reactions and regular feedback.
Journal of Managerial Psychology, 26, 123137.
Folger, R., & Cropanzano, R. (1998). Organizational justice and human resource management.
Thousand Oaks, CA: Sage.
Colquitt, J. A., Conlon, D. E., Wesson, M. J., Porter, C. O. L. H., & Ng, K. Y. (2001). Justice at
the millennium: A meta-analytic review of 25 years of organizational justice research. Journal of
Applied Psychology, 86, 425445.

23 | P a g e