TALENT DEVELOPMENT

Orientation
 Provides new employees with a basic background information they need to work
in a company such as information about organization policies and processes,
culture, vision.

Aims of orientation
 The new employee should feel welcome or at ease.
 He should understand the organization in a broad sense ( values, culture, vision
etc.)
 The employee should be clear what is expected in terms of work and behavior
 Socializing the person into firm’s way of acting and doing things.
Process of orientation

 Can range from 10 minute to week long

 Generally led by HR specialist

 Involves information on employee handbook

 Provides key contact information

 Provides an employee handbook

Use of technology to support orientation
 Increasing competitions have compelled the organizations to use technology in orientation
programs

 Organizations provide incoming employees with preloaded personal digital assistants.

 These contain information the new manager need to better adjust to their jobs such as key
contact information, main tasks to undertake and even digital images of the employees the
new manager needs to know.

 On the other hand some employers put some of the orientation information on the
web/Intranet ( vision and mission statements, policies, procedures etc.)
Informal/Formal process of orientation
 Some organizations have formal orientation of program

 Some organizations have informal orientation program wherein the employee handbook is
given to the new employee.

 This handbook helps the employee to become familiar with organizational dos and don’ts.

 All new hires don’t react to orientation in the same way.

 Supervisors should be vigilant and encourage new employees to engage in orientation

activities, get to know more about the organization and become productive.

 Generally in organizations, after receiving orientation training new employees have to pass
an examination to receive confirmation.
Training and development
( Understanding the holistic view)
 Development is a broader concept (Long term orientation)

 Strategic in nature (futuristic)

 Focus on building learning environment (holistic approach)

 Training is a process - a tool for development/ nurturing

But Development may involve other processes such as:

 Job rotation

 Group work

 PM systems (Counseling and Feedback)

 Coaching and Mentoring

Two view points: (1 Learning largely represents HRD process; 2 L&D is just new approach to
T&D)
Training, Learning and Motivation

 Training is futile if the trainee lacks the ability or motivation to benefit from it.

 Ability implies the trainee’s knowledge, education, intelligence etc.

 Some organization do a miniature job training to screen out low potential

trainees.

 In order to motivate the trainees to learn, sufficient opportunities to practice are

provided. This enables the trainees to make errors and learn while doing.

 Providing timely feedback is another important parameter that helps the

employees to remain motivated and focus towards learning.
Approaches to Training
 A. Reactive Approach to Training (Need based)

 Linked to feedback (Performance appraisal) etc.

 Feedback may be on process as well as outcome gaps

 This is commonly used approach

 Gap is identified at organizational, operational and personal levels

 Problem identification and causal analysis are conducted

 Job analysis is a precondition

 Approaches to Training
 B. Proactive Route or Approach to training

 Is linked to corporate strategy and manpower review

 Used when promotion or specific changes are required (or foreseen) in role

 Viz. new technology

 New products and services

 New legislations
 Aligning T&D Process with Strategy of the Organization

VISION
What competencies does the MISSION
organization need (present or future)?
STRATEGY

COMPETENCY (KSA)
REQUIREMENTS
GAP AVAILABLE
(At three levels: Org.,Dept.,Ind.) ANALYSIS COMPETENCY

Identifying HR Process
to bridge the gap

SET UP HR PROCESS

Training &
Other HR Processes
development
Process
 Training Process Model
 Traditional ADDIE model:
 Analysis Phase: (identification of performance gap, known as TNA)

 Design Phase: (Identifies organisational & individual outcomes to be achieved in

the form of training objectives)

 Development: (Formulate instructional strategy, such as duration, method, design,

etc.)

 Implementation: (Delivery of Program – Pilot or Actual)

 Evaluation: (Process and Outcome evaluation)

Training/Learning Process
Identification of Training Needs

Developing Training Objectives

Evaluate training Design Training

Results Curriculum

Conduct Training Design/Select

Program Training Methods

Design Training
Evaluation
Methodology
 Analysis Phase
 Analyzing current employees’ training needs is more complex , since deciding to provide training as
a solution is also a difficult task to determine.

 Sometimes performance is lowered as the standards are not clear and the person is not motivated.

 Once training needs are identified then training is conducted to improve the capabilities of the
employees which shall lead to better performance of the organization.
Analysis Phase

Input Process Output

Organizational
Analysis
TRIGGER
Org. Performance Training
Gap is noticed.
Needs
Operational Identify
Actual Org. Performance
Performance Analysis
Gaps (PG)
(AOP) <
Expected PG = EP - AP
Org. And Causes of
Performance PG
Non
(EOP) Person
Training
Analysis
Needs
Design Phase
Input Process Output
Learning
Theory Factors to facilitate
learning & transfer

Training Develop
Needs Alternative
Training
method(s) of
Objectives instruction

Evaluation
Organizational
objectives
Constraints
 Development Phase
Output
Input •Training Plan
Process •Instructional
Determine factors
Material
that facilitate
learning & Instructional •Instructional
Transfer: Strategy Equipment
Principles of
Learning (Training •Trainee and
Plan) Trainer manuals
•Facilities
Choice of
instructional •Trainer(s)
methods •List of items &
actions needed
 Implementation Phase

Input Process Output

Training Plan/ Learned
Instructional strategy KSAs
Instructional Material
Dry Run
Instructional Equipment & Actual
Pilot Training
Trainee and Trainer
Manuals
Room Set up plan
Evaluation
Refreshment list
Implementation
Trainer readiness
And so on….
 Evaluation Phase

Input Process Output

Evaluation Process
Objectives Analysis
Evaluation
Strategy
and Design
Organizational
Constraints Outcome
Analysis
- Reaction
- Learning
Design Issues
- Behavior
- Results
Alternate methods of Training
 On-the-Job Training :
 Apprenticeship Training
 Informal Learning
 Job Instruction Training
 Lectures
 Programmed Learning
 Audiovisual Techniques
 Vestibule or Simulated Training
 Computer-Based Training
 Training Via CD-ROM and the Internet
On the job training
 A person learns a job by actually doing it

 Training a person to learn a job while working on it.

 Types

 Coaching: Experienced worker or the trainee’s supervisor trains the

employee

 Skills acquired by observing the supervisor.

 Job Rotation: Employee moves from job to job and learns by doing.
Advantages of OJT
 Inexpensive

 Learning is facilitated since trainees learn by doing and get immediate feedback

Steps to ensure OJT success

1. Prepare the learner
2. Present the operation
3. Do a try out
4. Follow up
Apprenticeship Training
 A structured process by which people become skilled workers through a
combination of classroom instruction and on the job training.

 Involves the learner or apprentice study under a master.

 The Apprentices Act, 1961 was enacted by Government of India to regulate and
control the training of apprentices

Informal Learning
Informal learning happens in the organization on daily basis through the interaction
among the employees.
Job Instruction Training
 Listing each job’s basic tasks along with key points in order to provide
step by step training for employees

Lectures

 Traditional methods of training

 Quick and simple way to present knowledge to a large group of trainees.

Programmed Learning
 A systematic method for teaching job skills ( through text book, PC or internet) involving

1. presenting questions or facts,

2. allowing the person to respond and

3. giving the learner immediate feedback on the accuracy of his or her answers.

4. For example: Intelligent tutoring systems through computers

Advantages

1. Reduces training time

2. Facilitates learning as trainees learn at their own pace

3. Provides immediate feedback

4. Reduces learner’s risk of error

Audio Visual based learning
 Learning through DVDs, films, power points, video conferencing etc.

 Advantages:

1. More interesting

2. Stop action, instant replay, fast or slow motion capabilities are there to facilitate
learning

3. Exposes trainees to events that can’t be demonstrated easily in live lectures.

Simulated Training/Vestibule Training

Method in which trainees learn on the actual or simulated equipment they
will use on the job but are actually trained off the job.
Computer based training
 Trainee uses computer to increase his / her knowledge or skills.

 All online training platforms and e courses available online help the trainee to learn and
gain knowledge.

 Cost effective, increased trainee motivation

Distance and Internet based training

 Tele training : Trainer in central location teaches group of employees at remote locations

 Eg. Video conferencing, zoom platform

 Cost effective
 Management development
 Any attempt to improve current or future management performance by imparting knowledge,
changing attitudes or increasing skills.

 Management process consists of :

 Assessing the company’s strategic needs

 Assess managers’ current performance

 Developing the managers

 Succession Planning : A process through which senior level openings are planned for and
eventually filled.

 Managerial development happens through on the job training and off the job training
Managerial On the Job training
 Job Rotation: A management training technique that involves moving a
trainee from department to department to broaden his or her experience

 Coaching: Here the trainee works directly with a senior manager or with
the person he or she is to replace.

 Action Learning: A training technique by which management trainees are

allowed to work full time analyzing and solving problems in other
departments.
Off the job management training
 Case study method: A development method in which the manager is presented with a written
description of an organizational problem to diagnose and solve.

 Management Games: A development technique in which teams of managers compete by making

computerized decisions regarding realistic but simulated situations

 Outside seminars: Many companies and universities offer web based and traditional classroom
management development seminars and conferences. Eg. SHRM provides specialized seminars for its
members

 University related programs: Programs provided by universities to executives in leadership,

supervision etc. These executive programs range from one to four day programs to executive
development programs lasting one to four months.

 Corporate Universities: A company based method for exposing prospective managers to realistic
exercises to develop improved management skills.
Mentoring
 Formal or informal program in which mid and senior level managers help less
experienced employees-for instance by giving them career advice and
helping them navigate political pitfalls

Blended learning
 a style of education in which students learn via electronic and online media
as well as traditional face-to-face teaching.
Training Effectiveness

 Four basic categories of training outcomes can be measured:

 Reaction
 Learning
 Behavior
 Results

 Given by Kirkpatrick : The Kirkpatrick Model is an internationally recognized tool

for evaluating and analyzing the results of educational, training and learning programs. It
consists of four levels of evaluation: Reaction, Learning, Behavior, and Results.
Evaluating the training effort

Three things organizations need to measure:

 Participants reactions to the program

 Trainees learning from the program

 Extent to which their on the job behavior changed as a result of the

program
Evaluating the training effort

Two issue to be addressed when evaluating the training program

 Design of the evaluation study

 What should be measured?

Design of the study

 Time Series design : Measure performance before and after the training
program

 Controlled Experimentation: Uses both a training group and controlled

group that received no training
Training effects to measure

Reaction ---------------------→ Evaluates trainees’ reactions to the program. Did

the trainees think it worthwhile?

Learning ---------------------→ Whether the participants learned the principles,

skills, facts they were supposed to learn?

Behavior ---------------------→ Whether trainees behavior on the job changed

due to the training program?

Results ---------------------→ Most Important!

Final results in terms of training objectives
Customer Complaint? Reject Rate?
Scrappage Cost? Turnover? Production quotas?
Desired results vs. Goals Achieved?
Training effectiveness

 Each successive level of the model represents a more precise measure of

the effectiveness of a training program.

 Level 1: Reaction

 You want people to feel that training was valuable. This stage measures how
engaged the trainees were and how the trainees actively contributed.

 Measures people’s reactions to a training session. It could be measured

through the body language or verbal feedback.
Reaction stage….
 Questions to ask trainees include:

 Did you feel that the training was worth your time?

 Did you think that it was successful?

 What were the biggest strengths and weaknesses of the training?

 Did you like the venue and presentation style?

 Did the training session accommodate your personal needs

 Were the training activities engaging?

 What are the three most important things that you learned from this training?

 From what you learned, what do you plan to apply in your job?

 What support might you need to apply what you learned?

Level 2: Learning
 Level 2 focuses on measuring what your trainees have and haven't learned

 Level 2 also measures what they think they'll be able to do differently as a result, how
confident they are that they can do it, and how motivated they are to make changes.

 It demonstrates how training has developed trainees skills, attitudes and knowledge, as
well as their confidence and commitment.

 This level shows results if comparison is made before and after training

 Before the training begins, test the trainees knowledge, skill levels and attitudes. Then,
when the training is finished, test a second time and measure what trainees have learned,
or measure their learning with interviews or verbal assessments.
Level 3: Behaviour
 This level helps to understand how well people apply their training.

 It can also reveal where people might need help.

 But behavior can only change when conditions are favorable.

 Effectively measuring behavior is a longer-term process that should take

place over weeks or months following the initial training.

 For instance it is possible that the trainees have learnt a lot in training but it
is taking time to show the results in behavior. This shouldn't lead to conclude
that training was ineffective.
Level 3: Behaviour
 Questions to ask include:

 Did the trainees put any of their learning to use?

 Are trainees able to teach their new knowledge, skills or attitudes to other
people?

 Are trainees aware that they've changed their behavior?

One of the best ways to measure behavior is to conduct observations and interviews.
Another is to integrate the use of new skills into the tasks, so that people have the
chance to demonstrate what they know.
Level 4: Results
 The final results of the training are analyzed at this stage.

 This includes outcomes that are good for business and good for your team
members, and which demonstrate a good return on investment (ROI).

 Level 4 will likely be the most costly and time consuming.

 The challenge at this level is to identify which outcomes, benefits or final

results are most closely linked to training.
Some outcomes of training
 Increased employee retention.

 Increased production.

 Higher morale.

 Reduced waste.

 Increased sales.

 Higher-quality ratings.

 Increased customer satisfaction.

 Fewer staff complaints.

The New World Kirkpatrick Model calls these "leading indicators."

Limitations of Kirk Patrick Model
 Kirk Patrick model remains popular but should be used cautiously.

 Today non formal methods of training are more popular and formal training has become less
popular

 Level 3 and 4 of the model are time consuming, resource intensive, and expensive to
implement.

 Therefore, the model may not be practical for all organizations.

 Most importantly, organizations change in many ways, and these changes affect behaviors
and results, as well as training.

 For instance: productivity and retention could be hampered by the change of boss.
Performance Management and appraisal
Core Function
Promoting HR Identifying
Organizational Planning Organizational
Capabilities Capabilities

Subordinate Performance
Management T&D
Development

Communication/ Career
Interaction Planning
Reward
Performance management and appraisal

 Performance Management : A process that consolidates goal setting, performance

appraisal and development into a single common system, the aim of which is to ensure that the
employee’s performance is supporting the company’s strategic aims.

 Performance Appraisal : The evaluation of an employee’s current and past

performance relative to performance standards.

An appraisal involves:

 Setting work standards

 Assessing actual performance vs. these standards

 Providing feedback to the employee

Comparing Performance Mgt. and Performance Appraisal
Performance management
The process employers use to make sure employees are working
toward organizational goals.

Performance appraisal
Evaluating an employee’s current and/or past performance
relative to his or her performance standards.

The distinguishing feature of performance management is that it explicitly

measures the employee’s training, standard-setting, appraisal and feedback
relative to how his or her performance should be and is contributing to
achieve the company’s goals
Performance Management Process
Corporate Objectives and Strategies

Departmental Goals

Planning Performance (Goal setting)

Rewarding Enabling
Performance Performance

Evaluating
Communicating
Performance
Performance
Building blocks of an effective PMS

 Direction Sharing : Communicating the organization’s higher level goals throughout the organization

 Role Clarification: Clarifying each employee’s role in terms of his day to day work

 Goal setting and planning

 Goal alignment

 Departmental goal setting

 Ongoing performance monitoring

 Ongoing feedback

 Coaching and support

 Performance assessment (appraisal)

 Rewards & Recognition

PMS cycle
Includes four steps

 Defining the employee’s goals and work standards

 Assigning specific goals

 Assigning measurable goals

 Assigning challenging but doable goals

 SMART Goals

 Measuring performance against the set goals

 Encourage participation of employee in goal setting and motivating the employee to perform on
the set goals

 Developing the employee

Advantages of PMS
 Focuses on building a culture of performance

 Not only culture determines PMS, but it builds a performing culture within organization

 Performing culture further drives…

 Productivity

 Profitability

 Process improvement

 Transparency and objectivity

 Attracting and retaining Talent

Performance appraisal methods
Traditional Modern

Graphic rating scale BARS

Alternate ranking method 360 degree

Paired Comparison method Balanced Scorecard

Forced distribution method

Critical Incident method

Narrative method

Management by objective
 Graphic Rating Scale Method
 A scale that lists a number of traits and a range of performance for each. The employee is then rated
by identifying the score that best describes his/her performance

 This method of appraisal requires the rater to rate ( from unsatisfactory to outstanding) the employees
on factors like quantity and quality of work, job knowledge, dependability, punctuality , attendance
etc.

Disadvantages:-

A. Regarding the choice of employee behavior categories- important one may miss out and irrelevant
might be get included

B. Different people may interpret the written descriptions in different ways. This might lead to
confusion and loss of reliability.
Graphic Rating Scale

Quality of Work
X
1(Low) 2 3 4 5 6 7 (High)
Alternate Ranking Method
 Ranking employees from best to worst
on a particular trait, choosing highest,
then lowest until all are ranked

 Since it is easy to distinguish between

worst and best employee, this method
is more popular
 Paired Comparison method

 Makes the ranking

method more precise

 Ranking employees by
making a chart of all
possible pairs of the
employees for each
trait and indicating
which is the better (+)
employee of the pair.
Forced Distribution Method
 Similar to grading on a
curve, predetermined
percentages of rates are
placed in various
performance categories.
Critical Incident method
 Keeping a record of uncommonly good or undesirable examples of an employee’s work
related behavior and reviewing it with the employee at predetermined times.
 Narrative Forms
 Supervisor is responsible for
providing an assessment of the
employee’s past performance
and required areas of
improvement.

 This narrative assessment aids

the employee in understanding
his or her performance was good
or bad and how to improve that
performance.
 Management by Objectives
➢ The main aspects of MBO are clear and well-defined goals, a definite time-span to
achieve the goals, and action plan and finally, timely and constructive feedback.

➢ These goals are set with the active participation of the employee and his supervisor.

For successful implementation of MBO, the following are required:-

➢ Quantifiable and measurable goals that are neither too easy nor too difficult to
achieve.

➢ A well-laid out action providing for contingencies.

➢ Employees who are suitably equipped and motivated to achieve these goals.
Management by Objectives
➢ Continuous and constructive feedback and guidance.

➢ Objective evaluation of the performance.

➢ Identification of areas for improvement and corrective action

Steps in MBO

 Set the organization’s goals

 Set Departmental goals

 Discuss departmental goals

 Define expected results ( set individual goals)

 Performance reviews

 Provide feedback
Problems in MBO

 Setting unclear objectives

 Time consuming

 Setting objectives with the subordinate sometimes turns into a tug of

war with manager pushing for higher and subordinate for lower
 BARS- Behaviorally Anchored Rating Scales
 An appraisal method that aims at combining the benefits of narrative critical incidents and
quantified ratings by anchoring a quantified scale with specific narrative examples of good
or poor performance.
 BARS- Behaviorally Anchored Rating Scales
 Steps involved in developing a BARS instrument

1. Generate Critical Incidents : Ask job holders to describe specific illustrations of effective
and ineffective performance

2. Develop Performance dimensions: identify important performance criteria

3. Reallocate incidents: Another group of people who knows the job reallocate original critical
incidents. Generally 50-80% similar are categorized

4. Scale the incidents : The second group then rates the incidents importance in relation to the
performance. (7-9 point scale)

5. Develop a final instrument: Choose about six to seven incidents as behavioral anchors
BARS- Behaviorally Anchored Rating Scales
Dimension: Transacting Loans
Helps customers in a (Corporate Loan Assistant)
manner that draws praise
7
Assists customers with
from them 6 loan applications
Develops loan
documentation accurately 5
Prepares credit reports
4 without having to be told

Provides information to
customers, even if not 3
asked Fails to help other banks
2 participating in loans
Conducts loan interviews in
a manner that draws
complaints from applicants 1
Advantages of BARS

1. A more accurate gauge

2. Clearer Standards

3. Feedback

4. Independent dimensions: 5-6 dimensions identified that are independent of each other

5. Consistency
 360 degree appraisal
A 360 Degree appraisal system aims at a comprehensive and objective appraisal of employee performance.
In a 360 degree appraisal system, the employee’s performance is evaluated by his supervisor, his peers,
his internal/external customers, his internal/external suppliers and his subordinates.

1. Self evaluation

2. Supervisor

3. Peers

4. Subordinates

5. Customers/Clients

6. Other stakeholders ( cross functional team, vendors, partners)

Web based appraisal

Having supervisors electronically monitor the amount of computerized data an employee is

processing per day and thereby his or her performance. It involves computer networks
and wireless audio or video links to monitor and record employee’s work activities
Using Multiple methods

 Every method in performance appraisal has some advantage or

disadvantage. Therefore, it is advised that the organizations should
merge the methods and not rely on single method of performance
appraisal.

 For instance many organization merge graphic rating scale with BARS
method
KRA & KPA
➢ Key Result Area(KRA) and Key Performance Area(KPA) , though the terms hold different
meaning but are often used interchangeably and more or less assumed to have same
applicability .

➢ KRA defines the outcome or end result expected to be delivered while KPA defines all the
activities, not always result oriented, an individual has to perform being on job.

 Key Result Area

 Key = crucial/main
 Result = outcome/end/consequence
 Area = space/range
 KEY RESULT AREA = crucial outcome space
KRA & KPA
➢ KRA is not the result.

➢ KRA is the area identified as important or crucial where a result will assist in the achievement of the
set objectives or goal.

➢ KRA defines what a job is expected to accomplish.

Key Performance Area

 Key = crucial/main

 Performance = Achievement/Attainment

 Area = space/range/field of operation

 KEY PERFORMANCE AREA = Main achievement space

KRA & KPA

 Therefore:

➢ KPA is the overall scope of activities that an individual on a job role

has to perform.

➢ KPA is not always result focused.

➢ KPA’s can be inclusive of KRA’s

KRA & KPA

In organizations, each role or job has a “Job Description (JD)” which consist of all the
responsibilities the person on job has to perform. All the activities listed in JD falls in
two categories:

 Category A – List of functions and activities crucial or critical for the job role.
These activities form the KRA of the job.

 Category B – List of functions and activities associated with the job role but not
truly critical for the role. These functions are important for overall performance of
the team, department or organization as a whole and form the KPA for the job
KRA & KPA
 Role – Product Manager

 Goal – Ensuring delivery of quality product within

schedule.  Key Performance Areas

 Key Result Area  Maintaining good working condition in plant.

 Customer Satisfaction.  Optimum Resource Utilization.

 Product Management.  Process Improvement.

 Operational Cost Control.  Safety and Prevention planning and control.

 Working within the company’s SLA(Service Level

 Quality Check.
Agreement), GRC(Governance, Risk Management and
 Record keeping. Compliance) policies
KRA & KPA

 Key Result Areas refer to areas of outputs or outcomes for which

the department’s role is responsible.

 Key Performance Areas are the areas within the business unit, for
which an individual or group is logically responsible.
KPI
 Key Performance Indicator is a metric that quantifies a KRA

 For eg. For KRA as efficient recruitment

 KPI will be cost per hire

Appraising performance: Problems
 Employees in general are overly optimistic about their ratings.

 Employees career progress, raises, peace of mind etc. hinge on how they are rated.

 Therefore, the rater should be careful in assessing the employee on his performance.
 Problems to avoid during performance appraisal
▪ Unclear standards: Rating may be subjective. Perception of good, fair and bad
is different for everyone.

▪ Similar-to-me errors: Attraction (favor those similar to us: attitudes,

preferences, personality, race, gender)

▪ Contrast error: Compare individuals with one another instead of predetermined

standards

▪ Leniency error: Assign high ratings to most or all employees (artificial rating
inflation to encourage)

▪ Severity/ Strictness error: assign low ratings to most or all employees (artificial
rating deflation to punish)
 Problems to avoid during performance appraisal
 Halo effect: Supervisor rating of a subordinate on one trait biases the rating of that
person on other traits. For eg. Supervisors often rate unfriendly employees lower on all
traits rather than just for the trait “gets along with others”. To avoid this error “BARS”
should be used as in this performance dimensions are independent of each other.

 Central tendency: A tendency to rate all employees the same way such as rating them
all average.

 Primacy error: Performance evaluation is influenced by information during initial

review period

 Recency error: performance evaluation is influenced by information during last review

period

 Negativity error: Put more weight on negative issues observed

How to avoid appraisal problems

 Know problems: Understand the potential problems and their solution

 Use right tool: Each performance method has its own pros and cons. Choose
wisely.

 Train supervisors: Train supervisors to reduce rating errors.

 Control outside influences: Appraisal accuracy also requires reducing the effects
of outside factors such as union pressure and time constraints.
 Appraisal Interview
 An interview in which supervisor and subordinate review the appraisal and
make plans to remedy deficiencies and reinforce strengths.

Types of Appraisal Interview

 Satisfactory : employee performance is satisfactory and he is promoted

 Unsatisfactory: employee performance is unsatisfactory and he is non

promotable
Guidelines for effective appraisals
 Talk in terms of objective work data

 Don’t get personal

 Encourage the person to talk

 Don’t tip toe around

Handling Defensive subordinate

 Accept that defensive behavior is normal

 Don’t try to explain someone to themselves: Try and talk using facts “sales are
down”.

 Postpone action: Give sufficient time to the defensive subordinate

 Recognize your own limitations: Supervisor should not try to be a psychologist

Constructive feedback
 Constructive feedback is supportive feedback given to individuals to help
identify solutions to areas of weakness they may have.

 Therefore, it comes with positive intentions and is used as a supportive

communication tool to address specific issues or concerns