Applied Personnel Psychology Tools

Training & Development Manager

Eric Foltrauer
Jevon Clarke
Andrea Cardona
Peter Di Cecco

Documents Enclosed_______________________________________________________

I Job Analysis
Task by Category
Task Survey III Performance Appraisal
List of KSAOs Worksheets with Behavioral Standards
Task by KSAO Cross Reference Development Plan & Scoring Page
List of Core Competencies
IV Employee Attitude Survey
II Structured Interview Demographic Data Page
Worksheets with Evaluative Standards
Scoring Page

12/13/2016
NY, USA
 TABLE OF CONTENTS

Job Analysis / Competency Modeling

Task by Category………………………………………………….……… 3

Task Survey……………..……………………………………………..….. 7

List of KSAOs………………………………………………………………. 12

Task by KSAO Cross Reference…………………….………….. 14

List of Core Competencies……………………………..………... 18

Structured Interview

Instructions…………………………………………………………………. 20

Worksheets with Evaluative Standards……………………... 21

Scoring Page…………………………………………….……….………... 35

Performance Appraisal

Instructions & Evaluative Standards…………………………… 37

Worksheets……………….…………………………………….…………… 38

Development Plan & Scoring Page………………...…………… 51

Employee Attitude Survey

Instructions & Survey…………………………………………………..53

Demographic Data………….…..……………………………………….57

References………………………………………………………………….…………….…………58

JOB ANALYSIS
TASKS BY CATEGORIES
2
Management

1. Recruit proficient professional, leadership, or organizational development

instructors to conduct conferences for employees.
2. Adjust team members based on new data of training needs to maintain
group efficiency.
3. Create department measures that support accomplishment of company’s
strategic goals.
4. Maintain reports that are required to carry out functions of the unit.
5. Develop and oversee programs, procedures, and strategies to help align
workforce with strategic goals of company.
6. Participate in execution, management, and company staff meetings to
ensure work is associated with company objectives.
7. Arrange for ongoing training and development classes for employees to
keep them up to date with job.
8. Review and carry out performance appraisals for T&D specialists.

Budget (overseeing or performing)

9. Evaluate differences in company revenue saved, or not, attributable to

enhancements or deficits attributable to training and development
programs by measuring pre-program and post-program productivity.
10. Compose and submit requests for training and development
department expenditures.
11. Calculate the costs of anticipated programs to determine if necessary
by comparing it to the revenue saved or lost attributable to training and
development programs.
12. Write return on investment reports explaining and analyzing the
distribution of funds and the yielded benefits.
13. Adjust funding for programs based on budget analyses and other data.
14. Submit well-written concise cost and benefit reports that detail
expenditures and report data analysis to executives or
financial/accounting departments.

Training Needs Analysis

3
15. Converse with management in order to advance understanding of
companies’ objectives.
16. Interview employees with information about each of their
responsibilities and time spent on each time for at least one full week.
17. Arrange focus groups with employees to measure what knowledge
they have and what they might be lacking.
18. Complete desk audits where manager observes employees doing their
job at different times of the day and track what time they are doing the
task and the duration.
19. Interview supervisors and managers as well as other employees,
clients, and customers to gain a better understanding of responsibilities
and needs.
20. Compare similar jobs in the organization and determine which needs
overlap in order to efficiently train all employees
21. Require employees to complete job analysis forms in order to
determine the necessary training required.
22. Measure the absenteeism and tardiness of employees before training
and development programs by counting days out of work within a pre-
determined period of time to determine a baseline.
22a. Develop the training and learning objectives for the training
program in order to determine a clear direction/outline for the
program.
22b. Assess KSAO’s needed for each job in the organization in order
to effectively organize training programs.

Team Building

23. Encourage team building by assigning individuals, partners, or teams

to accomplish a task.
24. Promote an open knowledge-sharing environment that builds
knowledge, expertise, and service for the benefit of the organization.
25. Manage special events or programs to develop positive coworker
relationships.
26. Establish the vision and purpose of the team in order to promote
teamwork.

4
27. Monitor stages of team development and adjust approaches
accordingly in order to endorse a successful team.
28. Communicate with employees outside of work in order to maintain
personal relationship (Integrity Control Item).

Program Planning

29. Work with training and development specialists to yield training

programs to all parties (ex, Line managers, accountants, seminar
manager, etc.)
30. Cultivate orientation programs in order to give new employees insight
on the job.
31. Devise imperative learning points to describe the key aspects of each
employee’s particular job.
32. Produce training materials for in-house courses such as brochures and
packets to aid in development of staff.
33. Develop multimedia visual aids and presentations using Microsoft
PowerPoint or other software to support in the learning process of staff.
34. Ensure that statutory training requirements are met to establish a
basic framework of workplace ethic and safety for all personnel
35. Identify what type of training methods will be used for different groups
of personnel to assure training productivity and effectiveness.

Implementation of training

36. Conduct orientation to provide knowledge of on job expectations to

new employees.
37. Explain job description to trainers and answer inquiries that new
employees might have.
38. Utilize company forums so trainees can post questions concerning their
jobs and experts within the company can answer them.
39. Implement informal coaching/mentoring to encourage the more
experienced employees to teach the less experienced.
40. Conduct classroom or instructor-led training to teach employees about
potential resolutions to problems they might come across.
41. Utilize E-learning programs to show alternate ways of accomplishing
on job tasks in a rapid and more effective manner.

5
Program Impact Evaluation

42. Analyze progress of trainees through surveys and discussion in order

to distinguish training effectiveness.
43. Consult with managers and human resources to evaluate growth of
trainees.
44. Conduct pre and post program testing to determine the degree to
which your employees acquired new knowledge or skills.
45. Analyze feedback on training from employees by using tests or surveys
to gauge how well training equipped them for the job.
46. Utilize data to measure trained employees return on investment for
the establishment.
47. Evaluate training programs for compliance with government criteria.

Professional Development

48. Research innovative developments in training by reading relevant

journals to maximize training effectiveness.
49. Attend applicable T&D courses and conferences to gain further
knowledge of field.
50. Maintain profound understanding of training trends, developments and
practices in order maintain training success.
51. Research new technologies and E-learning programs to improve
training techniques.
52. Link with external training providers and educational institutions to
identify appropriate external training solutions.
53. Maintain personal fitness in order to withstand physical demands of
job. (Integrity Control Item)

6
 JOB ANALYSIS
TASK SURVEY
Frequency↓ Importance↓

1. Recruit proficient professional, leadership, or organizational development instructors to conduct

conferences for employees
2. Adjust team members based on new data of training needs to maintain group efficiency
3. Create department measures that support accomplishment of company’s strategic goals
4. Maintain reports that are required to carry out functions of the unit 11 times per year – 3 times per month
1 time per week – 1 time per day
2 times per year – 10 times per year
5. Develop and oversees programs, procedures, and strategies to help align workforce with strategic
goals of company Never – 1 timeMore
per year
than 1Essential
time per
Beneficial to job
but day
not success
essential
6. Participate in execution, management, and company staff meetings to ensure work is associated with Unimportant
company objectives
7. Arrange for ongoing training and development classes for employees to keep them up to date with
job
8. Review and carry out performance appraisals for T&D specialists
9. Evaluate differences in company revenue saved, or not, attributable to enhancements or deficits
attributable to training and development programs by measuring pre-program and post-program
productivity
This is a job analysis task survey to collect data on how important job tasks
are for the role of training and development manager and on the frequency
with which the tasks are performed. Your responses on this survey will
remain anonymous, as such it cannot be used to assess your job performance.
By marking one box for the frequency and one box for the importance, please
indicate as truthfully as possible how frequently you perform each of the following
tasks and how important you view each task to be for the success of the job.

Tasks
10. Compose and submit requests for training and development department expenditures
11. Calculate the costs of anticipated programs to determine if necessary by comparing it to the revenue
saved or lost attributable to training and development programs
12. Write return on investment reports explaining and analyzing the distribution of funds and the yielded
benefits
13. Adjust funding for programs based on budget analyses and other data
14. Submit well-written concise cost and benefit reports that detail expenditures and report data analysis
to executives or financial/accounting departments
15. Converse with management is order to advance understanding of companies’ objectives
16. Interview employees with information about each of their responsibilities and time spent on each
time for at least one full week
17. Arrange focus groups with employees to measure what knowledge they have and what they might be
lacking
18. Complete desk audits where manager observes employees doing their job at different times of the day
and track what time they are doing the task and the duration
19. Interview supervisors and managers as well as other employees, clients, and customers to gain a
better understanding of responsibilities and needs
20. Compare similar jobs in the organization and determine what needs overlap in order to efficiently
train all employees
21. Require employees to complete job analysis forms in order to determine the necessary training
required
22. Measure the absenteeism and tardiness of employees before training and development programs by
counting days out of work within a pre-determined period of time to determine a baseline
22a. Develop the training and learning objectives for the training program in order to determine a clear
direction/outline for the program

8
22b. Assess KSAO’s needed for each job in the organization in order to effectively organize training
programs
23. Encourage team building by assigning individuals, partners, or teams to accomplish a task
24. Promote an open knowledge-sharing environment that builds knowledge, expertise, and service for
the benefit of the organization
25. Manage special events or programs to develop positive coworker relationships
26. Establish the vision and purpose of the team in order to promote teamwork
27. Monitor stages of team development and adjust approaches accordingly in order to endorse a successful team
28. Communicate with employees outside of work in order to maintain personal relationship
29. Work with training and development specialists to yield training programs to all parties (ex, Line
managers, accountants, seminar manager, etc.)
30. Cultivate orientation programs in order to give new employees insight on the job
31. Devise imperative learning points to describe the key aspects of each employee’s particular job
32. Produce training materials for in-house courses such as brochures and packets to aid in development
of staff
33. Develop multimedia visual aids and presentations using Microsoft PowerPoint or other software to
support in the learning process of staff
34. Ensure that statutory training requirements are met to establish a basic framework of workplace ethic
and safety for all personnel
35. Identify what type of training methods will be used for different groups of personnel to assure
training productivity and effectiveness
36. Conduct orientation to provide knowledge of on job expectations to new employees
37. Explain job description to trainers and answer inquiries that new employees might have

9
38. Utilize company forums so trainees can post questions concerning their jobs and experts within the
company can answer them
39. Implement informal coaching/mentoring to encourage the more experienced employees to teach the
less experienced
40. Conduct classroom or instructor-led training to teach employees about potential resolutions to
problems they might come across
41. Utilize E-learning programs to show alternate ways of accomplishing on job tasks in a rapid and
more effective manner
42. Analyze progress of trainees through surveys and discussion in order to distinguish training
effectiveness
43. Consult with managers and human resources to evaluate growth of trainees
44. Conduct pre- and post- program testing to determine whether or not your employees acquired new
knowledge or skills
45. Analyze feedback on training from employees by using tests or surveys to gauge how well training
equipped them for the job
46. Utilize data to measure trained employees return on investment for the establishment
47. Evaluate training programs for compliance with government criteria
48. Research innovative developments in training by reading relevant journals to maximize training
effectiveness
49. Attend applicable T&D courses and conferences to gain further knowledge of field
50. Maintain profound understanding of training trends, developments and practices in order maintain
training success
51. Research new technologies and E-learning programs to improve training techniques
52. Link with external training providers and educational institutions to identify appropriate external
training solutions
53. Maintain personal fitness in order to withstand physical demands of job

10
THIS PAGE INTENTIONALLY LEFT BLANK TO MAINTAIN LANDSCAPE LAYOUT OF ABOVE SURVEY

AFTER PRINTING, REMOVE THIS PAGE FROM FINAL HARDCOPY

11
 JOB ANALYSIS
KSAO LIST

Knowledge:

The Training and Development Manager must have knowledge of:

1. Personnel and Human Resources

2. Business planning
3. Taxonomies
4. Mathematics
5. Learning strategies
6. Social perceptiveness
7. Navigate through recruitment
8. Company culture
9. Product of service
10. Method of delivery
11. Business trends
12. Company goals
13. Company strengths
14. Formatting of technical documents and reports
15. N/A
16. Safety procedures
17. Software (Microsoft office, SPSS)
18. Testing
19. Research methods

Skills:

The Training and Development Manager must have the skills to:

1. Manage Databases
2. Communicate orally
3. Type fluently
4. Manage financial resources
5. Manage time effectively
6. Instruct others
7. Objectively analyze problems to find logical solutions
8. Actively learn
 9. Monitor others
10. Make important decisions
11. Negotiate with others
12. Communicate effectively through writing
13. Manage training and work materials
14. Think strategically

Abilities:

The Training and Development Manager must have ability to:

1. Use Deductive reasoning

2. Organize information effectively
3. Mentally map out processes
4. Think Conceptually
5. Apply information
6. Think Creativity
7. Convey information effectively
8. Actively listening
9. Use Problem sensitivity
10. Memorize information
11. Create teams
12. Work under pressure

Other:

The Training and Development Manager must also possess:

1. Empathy
2. Personal commitment
3. Rationality
4. Understanding and acceptance of various cultural norms
5. Self-confidence
6. Determination
7. Resilience
8. Emotion regulation
9. Objectivity
10. Reasonable nature

13
 JOB ANALYSIS
TASK BY KSAO CROSS REFERENCE

Task K S A O
1.Recruit proficient professional, leadership, or organizational 1,7,9 2,10 2 9
development instructors to conduct conferences for employees .
2.Adjust team members based on new data of training needs to 1,2,3 7,10 9,12 9
maintain group efficiency
3.Create department measures that support accomplishment of 8,12 7, 3
company’s strategic goals. 14

4.Maintain reports that are required to carry out functions of the 2,14 1,13 2,7
unit.

5.Develop and oversees programs, procedures, and strategies to 2,5, 7,10 3

help align workforce with strategic goals of company. 12 14

6.Participate in execution, management, and company staff 8,12 2,8 5,7,8

meetings to ensure work is associated with company objectives.

7.Arrange for ongoing training and development classes for 5,11 7 2,4,1 2
employees to keep them up to date with job. 0

8.Review and carry out performance appraisals for T&D specialists 10,1 1,13 5,7
4
9.Evaluate differences in company revenue saved attributable to 4,11, 1,4 2,5 6
enhancements or deficits and to training and development 17
programs by measuring pre-program and post-program
productivity
10.Compose and submit requests for training and development 14,1 3,12 2
department expenditures 7
11.Calculate the costs of anticipated programs to determine if 4 4,7 1,3,5
necessary by comparing it to the revenue saved or lost
attributable to training and development programs.
12. Write return on investment reports explaining and analyzing 2,4 3,4 5,7
the distribution of funds and the yielded benefits.
13.Adjust funding for programs based on budget analyses and 2,13 4,7, 9
other data 14
14.Submit well written concise cost and benefit reports that detail 2,14, 3,12, 2,5,
expenditures and report data analysis to executives or financial/ 17 13 7
accounting department

14
Task K S A O
15.Converse with management in order to advance understanding 2,12 2,11 8 3
of companies’ objectives 14
16.Interview employees with information about each of their 1,6 2,5 8 1
responsibilities and time spent on each time for at least one full
week.
Task K S A O
28.Integrity Control Item
17.Arrange focus groups with employees to measure what 1,6 2,6 9,12 1
29.Work with training and development specialists to yield 1,2,5 2,5,7 7,10
knowledge they have and what they might be lacking.
training programs to all parties (ex, Line managers, accountants,
18.Complete desk audits where manager observes employees 1 2,8, 8
seminar manager, etc.)
doing their job at different times of the day and track what time 9
30.Cultivate orientation programs in order to give new employees 7,8,13 2,6 6,7 6
they are doing the task and the duration.
insight on the job.
31.Devise imperative learning points to describe the key aspects 2,3,5,12 2,6 2,3,7
19.Interview supervisors and managers as well as other 1 2 8
of each employee’s particular job.
employees, clients, and customers to gain a better understanding
32.Produce training materials for in-house courses such as 5,10 12,1 7
of responsibilities and needs.
brochures and packets to aid in development of staff. 3
20. Compare similar jobs in the organization and determine which 3,6 7 5,9 9
33.Develop multimedia visual aids and presentations using 5,17 3,12 7
needs overlap in order to efficiently train all employees
Microsoft PowerPoint or other software to support in the learning 13
21.Require employees to complete job analysis forms in order to 10 13 7
process of staff.
determine the necessary training requirements
34.Ensure that statutory training requirements are met to 16 7
22.Measure the absenteeism and tardiness of employees before 14 1,12 9
establish a basic framework of workplace ethic and safety for all
training and development programs by counting days out of work
personnel
within a pre-determined period of time to determine a baseline
35.Identify what type of training methods will be used for 1,3,5 7,10 2
22a. Develop the training and learning objectives for the training 10,12 2,7,12 5
different groups of personnel to assure training productivity and 10 14
program in order to determine a clear direction/outline for the
effectiveness.
program
36.Conduct orientation to provide knowledge of on job 6,8 2,6 3,7 1
22b. Assess KSAO’s needed for each job in the organization in 6,19 2,7 5,7
expectations to new employees. 12
order to effectively organize training programs
23.Encourage team building by assigning individuals, partners, or 1,6,8, 2,12 6,12 1
37.Explain job description to trainers and answer inquiries that 3,5,8 2 7,8 1
teams to accomplish a task. 10
new employees might have.
38.Utilize company forums so trainees can post questions 5,17 7,12 7,9 10
24.Promote an open knowledge-sharing environment that builds 1,6,8 2,12 6,7,12
concerning their jobs and experts within the company can answer
knowledge, expertise, and service for the benefit of the
them
organization.
39.Implement informal coaching/mentoring to encourage the 5,6,8 14 9
more experienced employees to teach the less experienced.
25.Manage special events or programs to develop positive 1 6 5,8 4
40.Conduct classroom or instructor-led training to teach 5 2,7 1
coworker relationships.
employees about potential resolutions to problems they might
26.Establish the vision and purpose of the team in order to 6,8 2,11 6,7 10
come across.
promote teamwork.
41.Utilize E-learning programs to show alternate ways of 5,10,17 8 26
27.Monitor stages of team development and adjust approaches 1,6 9 3,9
accomplishing on job tasks in a rapid and more effective manner.
accordingly in order to endorse a successful team.
Task K S A O
42.Analyze progress of trainees through surveys and discussion in 1,14 2,7, 2,10
order to distinguish training effectiveness 12
43.Consult with managers and human resources to evaluate 1,2 7,9 5
growth of trainees.
44.Conduct pre- and post- program testing to determine whether 18 12,13 7
or not your employees acquired new knowledge or skills.
45.Analyze feedback on training from employees by using tests or 1,14 7,13 5,9
surveys to gauge how well training equipped them for the job. 18
46.Utilize data to measure trained employees return on 4,17 1 5
investment for the establishment.
47.Evaluate training programs for compliance with government 10,1 7 9
criteria. 6
48.Research innovative developments in training by reading 11,1 7,8 5 2
relevant journals to maximize training effectiveness. 9
49.Attend applicable T&D courses and conferences to gain further 5,10 8 5,8 2
knowledge of field.
50.Maintain profound understanding of training trends, 11,1 8 28 2
developments and practices in order maintain training success. 2
51.Research new technologies and E-learning programs to 9,19 5,8 5,6 2
improve training techniques.
52.Link with external training providers and educational 1,9 2,8 8 2
institutions to identify appropriate external training solutions. 11

53. Integrity Control Item

16
 JOB ANALYSIS
CORE COMPETENCIES
Managing Diversity
Manages people from various cultural backgrounds and lifestyles towards a
common organizational goal.

Communicating Efficiently Under Pressure

Forthrightly and concisely speaks and writes to convey comprehension and
instruction when time and resources are limited.

Empowering Others
Catalyzes action by inspiring subordinates to take initiative, work together
and trust their own capabilities when given the appropriate resources and
creative liberty.

Leading and Deciding

Exercises leadership by modeling efficient performance. Assigns or delegates
departmental responsibilities. Initiates action, gives direction and takes
responsibility.

Supporting and Cooperating

Supports others and shows respect and positive regard for them in social
situations. Puts people first. Works effectively with individuals and teams,
clients and staff. Behaves consistently with clear personal values that
complement those of the organization.

Analyzing and Interpreting

Shows evidence of clear analytical thinking. Gets to the heart of complex
problems and issues. Applies own expertise effectively. Quickly learns new
technology.

Creating and Conceptualizing

Open to new ideas and experiences. Seeks out learning opportunities.
Handles situations and problems with innovation and creativity. Thinks
broadly and strategically. Supports and drives organizational change.

Organizing and Executing

Plans ahead and works in a systematic and organized way. Follows directions
and procedures. Focuses on employee performance. Delivers quality service
to the agreed standards.

Enterprising and Performing

Focuses on results and achieving personal and organizational work
objectives.

17
 Structured Interview:
Training & Development Manager
Eric Foltrauer, Jevon Clarke, Andrea Cardona, Peter Di Cecco

18
 STRUCTURED INTERVIEW
INSTRUCTIONS

During the interview, ask the candidate each question. In order to

elicit better and more complete answers to accurately complete the
response rating, ask accompanying follow-up questions as necessary.
Use the evaluative standards to discern an appropriate rating. Enter
the ratings and score the candidate’s performance in the interview on
the scoring page (page 38).

19
 STRUCTURED INTERVIEW
WORKSHEET

1.Tell me about a challenge you have faced at work and how you dealt with it.
1a. What made this conflict more difficult than others to deal with?
1b. Have you dealt with any other conflicts?

Score: 1. 2. 3.
KSAO Link Unacceptable Meets Expectations Exceeds Expectations
K1, K6, S7, 1. Challenge or conflict faced was 1. Describes a conflict or challenge that 1. Applicant explains conflicts they
S10, A4, A9, poorly handled was adequately handled had in past
A1, A3, A8, 2. Challenge or conflict wasn’t a serious 2. Explains a conflict that could occur 2. Provides effective solutions to
A10 problem and how they would handle it these problems and the outcomes
3. Answer given wasn’t related to work 3. Conflict described was work related of these solutions
and relatively difficult 3. Experience dealing with multiple
conflicts

I.e. I.e. I.e.

1. Avoided conflict in its entirety or
gave up trying to fix it
2. Problem was brought out of
proportion and made more serious
than it actually was
3. Applicant gave personal problems
which were unrelated to work
1. They would speak to employee to see
if their was a deeper problem and
suggest possible solutions such as
training or counseling
2. Work problems such as a lack of
productivity, lateness or bad attitude
1. Applicant cites examples from
previous employers such as
difficult tasks they were given or
conflicts with co-workers or
bosses. They continue to say not
only how this problem was
resolved, but also give positive
outcomes
2. If outcomes were not positive,
applicant has good reasoning as to
why they were not. A reason such
as the employee was released
from the job
2.If we were to hire you, how would you go about assessing our company’s needs?
2a. What other types of analysis do you have knowledge of?
2b. How does this knowledge help you benefit the company?

Score: 1. 2. 3.
KSAO Link Unacceptable Meets Expectations Exceeds Expectations
K2, K8, K12, 1. Answers are unrealistic 1. Gives plan to assess company needs 1. Gives past examples of how they
K13, S7, 2. Has no plan to assess needs 2. Takes appropriate steps in assessment completed job needs analysis and
S10, S14 planning how effective it was
2. Suggests ways of giving a better
needs analysis
3. Demonstrates knowledge of other
types of analysis

I.e. I.e. I.e.

1. Saying that they would “ask around” 1. Talks to all levels of company to see 1. Hire a consultant
without giving a specific plan of who what each individual in the company 2. Helped company costs
they would ask, or what they would feels is needed to better themselves 3. High ROI
ask and company 4. Knowledge of performance
2. Doesn’t assess needs 2. Assesses current levels of job analysis, training analysis person
performance analysis as well as organizational
3. Asks about company mission and analysis
goals, budget availability for training,
resource availability for what they
want to get done
4. Uses surveys to gather results
3.Tell me about the staff development activities you would implement as the manager of a 5- person training and development team.
3a. How would you encourage participants in professional development?
3b. What professional development do you do regularly?
3c. Have you ever been responsible for these types of activities?

Score: 1. 2. 3.
KSAO Link Unacceptable Meets Expectations Exceeds Expectations
K1, K6, K8, 1. Does not know 1. Create a budget for staff 1. Proven history of having
S2, S6, S12, 2. Suggests activities that are ineffective development developed training and
S13, A2, A3, 2. Encourage conference journal development staff successfully
A7, A8, A12 reading, article authorship 2. Model behavior themselves
I.e. I.e. I.e.
1. tell them to go to conferences with no 1. Tells employees how doing research 1. Author of journal articles,
support. could make them more successful at active participant in T&D
2. Fire people who do not read journal their jobs professional activities
articles
4.Tell me about your experience managing counterproductive employees?
4a. If this employee remained with the company, how were you able to keep them productive?

Score: 1. 2. 3.
KSAO Link Unacceptable Meets Expectations Exceeds Expectations
K1, K6, S9, 1. No experience managing 1. Gives examples of counterproductive 1. Explains experience of turning a
S10, A8, A9, counterproductive employees behaviors and how they would fix counterproductive employee into a
O1, O3, O8, 2. Refuses to deal with them/ uses them highly productive one
O9, O10 inappropriate method to deal with them 2. Has dealt with counterproductive 2. Takes initiative to prevent
3. Didn’t attempt to correct the situation employees in past counterproductive work behaviors
3. Has dealt with many different
types of counterproductive work
behaviors
I.e. I.e. 1. Creates an open social
1. Threatened, yelled at, or fired 1. Suggest worker should undergo environment
employees without just cause. counseling/additional training 2. Encourages organizational
2. Ignored the situation and let it continue citizenship behaviors.
to go on 3. Has dealt with more than one type
of CWB such as frequent lateness,
lying, stealing, lack of productivity
and disrespecting co-workers
5.Everyday there is new technology implemented. How would you go about keeping yourself and the company updated?
5a. What resources do you use to keep yourself up to date with training and development techniques?
5b. Have you ever produced research related to T&D?
5c. Have you ever produced E learnings or specific training techniques?
5d. What results did they yield when applied at your previous company?

Score: 1. 2. 3.
KSAO Link Unacceptable Meets Expectations Exceeds Expectations
K5, K11, S8, 1. Doesn’t keep up with important 1. Has knowledge of current 1. Produces T&D research
S14, A5, A6, technology trends in T&D field 2. Produced E learnings or new training
O2 2. Technology irrelevant to T&D field 2. Uses different methods to techniques
keep up with new training 3. Sites specific references of research and
trends specific e learnings and or conferences.
4. Mentions how they would apply this
knowledge to benefit this company
specifically

I.e. I.e. I.e.

1. Describes research in irrelevant
subjects such as biology
1. regularly monitors T&D
websites
2. Uses E-learnings,
researches new training
techniques
1. Applicant mentions how they keep up with
trends, as well as gives information on what
they specifically read/learned and how it is
relevant to the company
2. Applicant presents his research
3. Applicant shows an E learning he created or
a technique he produced with proof of
success such as past employees comments of
program or ROI after program
implementation
6. What type of work environment would you create to maximize worker productivity?
6a: What is it about this environment that you think helps increase productivity
6b: Do you have past examples of productive work environments you took part in creating?
6c. Are there any other types of knowledge related to teamwork you possess?

Score: 1. 2. 3.
KSAO Link Unacceptable Meets Expectations Exceeds Expectations
K2, K5, K8, 1. Creates an environment that would 1. Creates pro-social and friendly 1. Applicant gives past experience of
S7, S9, S14, decrease productivity atmosphere environment they created and
A4, A7, O4 2. Not sure what type of environment 2. Creates set protocol of what is productivity of that environment.
they would create acceptable and unacceptable 2. Display knowledge of teamwork
3. Thinks teamwork is insignificant 3. Remains actively involved with models
employees and expresses importance 3. Stresses the importance of team
of teamwork building

I.e. I.e. 1. Bruce tuckers forming, storming,

1. “I don’t know”
2. Creates environment that stresses
independence of workers
3. Doesn’t care what people do with their
time at work, allows them to
consistently do activities unrelated to
work such as texting, playing on
computer, etc.
1. Encourages employees to ask
questions and work together
2. Assists employees when they need
help
norming, performing and
adjourning. Nadler Tushman
Congruence Model.
2. All employees were comfortable
working together and asking
questions, deadlines were
consistently met
3. Teamwork allowed for easy
adjustment to any dynamic
problems faced

25
7. Tell me about your management style
7a. How does it fit with our company?

Score: 1. 2. 3.
KSAO Link Unacceptable Meets Expectations Exceeds Expectations
K1, K5, K8, 1. Cannot articulate management style 1. Management style is compatible with 1. Applicant gives evidence of
S2, S6, S10, 2. Management style is incompatible with organizational culture management prowess by offering a
S14, A3, A7, organizational culture 2. Management style promotes brief story of how applicant
A8, A12 3. Has no experience managing environment that increases demonstrated the traits described.
employees productivity 2. Takes time to understand the
4. Management style has negative impact 3. Considers employee’s opinions various personalities on team and
on employees use the right style to ensure
employee’s potential is tapped as
well as mentoring them to have a
successful career
I.e. I.e. I.e.
1. Fails to act on impediments 1. Gives clear directions, is ready and 1. Applicant shows
2. Manages through fear and punishment. available to jump in to offer guidance, employees/subordinates that they
3. Does not listen to employees/ consider expertise, and help when needed. value them, shows employees they
employee’s opinions 2. Goes out of way to assist team. care when things become difficult,
3. Plenty of informal check-ins, both on and invests time bettering himself
the work they’re doing and on their along with his workers
general job satisfaction and mental
well-being
4. Pragmatic management style

26
8.Because every employee may have a preferred method of learning, how would you organize your training programs in order to
effectively train each employee?
8a.What types of presentations/training methods have you created?
8b.What training models do you have knowledge of?

Score: 1. 2. 3.
KSAO Link Unacceptable Meets Standards Exceeds Expectations
K5, K6, S6, 1. No variety in training method 1.Knowledge of various training 1. Past experience creating/using
S8, S13, S14, 2. Refusal to change training method methods various training methods
A2, A9, O1 3. Limited knowledge of training 2. Creates surveys to see preferred 2. Actively researches new training
strategies training method of employee methods
3. Has knowledge of different
training models
I.e. I.e. I.e.
1. “I always do it this way” 1. Classroom training, interactive 1. System model, Transitional model
2. Applicant only knows one training training, hands on training, computer and instructional system
method training development model
2. Use of power points, handouts, 2. Shows examples of power points
instructional videos, Q & A sessions or other training methods he/she
used at previous employer
9.We have recently hired new training and development specialists; how would you go about orienting them to the organization?

Score: 1. 2. 3.
KSAO Link Unacceptable Meets Standards Exceeds Expectations
K1, K2, K5, 1. Has no experience orienting employees 1. Gives systematic approach on how to 1. Applicant has plethora of
K8, K12, S2, to an organization orient employees experience orientating new
S6, S12, S13, 2. Gives no reasonable suggestion on 2. Applicant suggests welcoming plan employees
S14, A2, A7, how to orient an employee and itinerary 2. Suggests plan that reduces startup
O4 3. Applicant suggests providing tours and costs
mentoring 3. Applicant describes orientation
experience that demonstrated
organizational support to new
employees therefore decreasing
rate of turnover
4. Applicant describes realistic job
expectations for new employees
I.e. I.e. I.e.
1. Suggests that he would put them right 1. Applicant suggests creation of 1. Applicant prepares information to
to work brochures and list of itinerary to be give to new hires about the
disseminated to new employees company, what they will be doing
and how it helps the organization
2. Shows employees around as well
as creates networking activities so
new hires can become better
acquainted with co-workers
10.You recently implemented a new training program and an employee informs you that it is not very effective and you need to
change it. How would you proceed in this situation?
10b.Have you ever dealt with a situation like this in the past?
10c. What was the outcome?
Score: 1. 2. 3.
KSAO Link Unacceptable Meets Standards Exceeds Expectations
K5, K19, S7, 1. Disregards employee 1.Performs training analysis in order to 1. Applicant has experience
S10, S14, 2. Does not perform training analysis determine effectiveness of training and rate implementing different training
A4, A9 3. Repeats the same training procedure of turnover programs due to problematic
2.Conduct survey in order to determine issues and describes different
how employees perceive training approaches he has taken in the
3.Discuss training with employees who past
have already gone through it 2. Implements feedback from
employees to strengthen future
training programs
3. Applicant has successfully fixed
issues within program
I.e. I.e. I.e.
1. Does not try help employee(s) 1. Applicant asks employees questions 1. Applicant took the opinions of
2. Refuses to make changes to the such as “how well did this training others into account to cultivate a
program despite employee comments prepare you for your job” and “do you new and improved training
believe anything should be done program
differently with this training”
11.You received your budget report and realized that your funding was significantly lowered this quarter. How would you implement
original training with a lowered budget?
11a. What past experience have you had doing this?

Score: 1. 2. 3.
KSAO Link Unacceptable Meets Expectations Exceeds Expectations
K2, K4, K12, 1. Candidate has no ideas 1. Describes a backup plan for running all 1. Has workable back up plan and
S1, S4, S7, 2. Ideas aren’t workable training programs on a reduced budget experience with having to do this
S10, A5, A9, 3. Can’t answer the question 2. Plan is realistic 2. Creative ideas for how to run
O3 4. Answers are unrealistic training with a reduced budget
5. Cancels training

I.e. I.e. 1. JIT (Just in Time) training

1. “I don’t know” 1. Increase number of trainees per session 2. Use technology to train people
2. Asks boss for more money 2. Restrict training to just those with right before they need it
maximum need
3. Decrease food costs
12.What do you think are the most frequent problems your Training and Development Specialists will come across and how would
you advise them to solve these problems?
12a. Do you have any past experience as a manager or T&D Specialist solving these problems?
12b.What specific problems did you encounter?
Score: 1.
KSAO Link Unacceptable
K2, K8, S14, 1. Showed no experiential knowledge
A1, A4, A9 about what T&D specialists do
2. Believes that the specialists should
deal with the problems themselves
I.e.
1. Unaware of the process T&D
managers go through, and therefore
doesn’t know what type of problems
could arise such as budgeting
problems, or ineffective training
2.
Meets Expectations
1. Has knowledge of typical problems
faced by T&D Specialists and provides
some solutions of how to fix them
I.e.
1. Equipment failures, participants
attending training with relatively little
knowledge, having different
expectations and goals from different
managers, budget problems
2. Having a backup plan in case
technology fails such as an oral
presentation
3.
Exceeds Expectations
1. Candidate was previously a T&D
manager or Specialist
2. Applicant demonstrates creative
thinking when problem solving
I.e.
1. Applicant describes how he would
always give trainees background
info on training so they know why
they are being trained, since
sometimes employees do not know
why they have to be trained
2. Uses past experiences to solve
problems in the most efficient way
possible
13.What computer programs are you familiar with and what have you used them for?

Score: 1. 2. 3.
KSAO Link Unacceptable Meets Expectations Exceeds Expectations
K14, K19, 1. Applicant has no experience with 1. Applicant is comfortable using 1. Applicant has used relevant
S1, S13, A5 computer programs relevant programs programs for presentations and
2. Applicant describes programs not 2. Applicant names multiple programs orientation
related to job they have experience with 2. Applicant suggests new, more
3. Applicant has experience with highly efficient programs than the ones
outdated versions of program currently used in the organization

I.e. I.e. I.e.

1. Applicant has no experience using
IBM SPSS, Microsoft PowerPoint, or
Excel
1. Applicant has experience with all
programs in Microsoft Office
1. Applicant has experience using
vertical market software designed
for their specific industry such as
Bridge (Allows for efficient course
creation), Litmos LMS (award-
winning learning management
system), eLeaP (a SCORM
compliant training and learning
management platform helping
organizations quickly create and
track online training)
14.If you had to hire new Training and Development Specialists, what characteristics would you look for in candidates?
14a.Why are these characteristics so important?
14b. Do you have any experience in the hiring process?

Score: 1. 2. 3.
KSAO Link Unacceptable Meets Expectations Exceeds Expectations
K1, K8, K12, 1. Cannot name any characteristics 1. Names at least five characteristics 1. Applicant has experience with
S10, S14, 2. Names counterproductive they look for in a potential employee hiring
A2, A12 characteristics and explains why 2. Applicant describes how they
3. Cannot explain why they prefer the identified certain characteristics
characteristics named in employees they hired.

I.e. I.e. I.e.

1. Describes that they look for leaders
but cannot articulate why
1. Applicant says they look for
committed employees because they
are willing to do more that is
required of them; they exceed
expectations, and happily accept any
task or project
1. Applicant gives example of
interview questions they have
asked such as; “What was it
about your work that made you
most satisfied at your last place
of employment?”, as well as the
standards they used in order to
rate the questions
 STRUCTURED INTERVIEW
SCORING PAGE

Structured Interview total score: ______________

Key:

14-27: Does not meet job requirements

28-36: Meets job requirements
37-42: Exceeds job requirements

Interviewer Name: _____________________________________________

Interviewer Signature: ___________________________________________

Date: ________________________________________
 Performance Appraisal:
Training & Development Manager
Eric Foltrauer, Jevon Clarke, Andrea Cardona, Peter Di Cecco
 PERFORMANCE APPRAISAL
INSTRUCTIONS & EVALUATIVE STANDARDS

Name Position Title

Department Supervisor(s)
Period of evaluation Date of appraisal

Instructions: The purpose of this appraisal form is to conduct an assessment of the

employee’s performance in terms of their role and job requirements through the
prism of exhibited behavior. This appraisal form must be completed by the
immediate supervisor based on rating definitions established below. Appraisers
must check the rating that best correlates to the performance of the employee being
rated and the scores from the appraisal will be totaled for a final rating.

Rating Definitions
Exceptional (E) Achieves results that consistently exceed most or all objectives notable, visible,
and excellent contributions are widely recognized in organization.
Demonstrates outstanding initiative and creativity, and produces high-impact
results and demonstrates desirable behavior

Successful (S) Consistently meets and sometimes exceed all objectives and expectations.
Produces or exceeds expected results while demonstrating expected behaviors.
Solid contributions are recognized in the organization.

Learning (L) Is making progress and continues to learn key aspects of the job. Performance
meets many, but is inconsistent in meeting all performance objectives and
behavioral expectations. Improvement and/or growth needed.

Unsatisfactory May have met some performance objectives but overall failed do not meet
(U) performance and behavioral expectations. Immediate action is required to
improve performance and/or behavior.
 PERFORMANCE APPRAISAL
WORKSHEETS
Communication: Expresses ideas and information in writing and verbally, in a manner that is complete, clear, concise, organized and
appropriate to the audience. Conveys information to supervisors, peers and customers in a timely, clear and concise manner. Listens to
others, and is open-minded to and evaluates suggestions from others.
1 2 3 4
Unsatisfactory Learning Successful Exceptional
4. Written communication 1. Uses listening, writing and speaking 1. Tries to understand before 1. Shows excellence in
includes excessive errors skills that is acceptable but not offering feedback to other ability to understand
or unprofessional optimal employees others
language 2. Demonstrates appropriate behaviors 2. Shares appropriate information 2. Encourages input from
5. Formulates in nonverbal communication but in a timely, responsible and clear employees in order to
plans/responses before needs improvement in listening manner improve plans and
hearing other without interpretation 3. Asks the correct questions at the presentations
information or 3. Accepts other’s input, but does not correct time 3. Maintains and enhances
understanding others always incorporate it into plans and 4. Is open to input from others and self-esteem of
point of view presentations incorporates it into plans and subordinates
6. Does not accept input presentations
from others
For example:
1. Presentations or reports 3. Presentations present the correct 1. Takes into account employees 1. Can tell by talking with an
include spelling errors or material but are too long and often skills and situation before employee that something
wrong information take too much time to present a jumping to a conclusion is bothering them
2. Adjusts a training point 2. Uses closed yes/no questions 2. Encourages feedback
program without 4. In face to face situations, he/she has when he wants to check the from employees on
incorporating feedback trouble understanding the employee status of something, uses open important matters
from those who went and jumps to conclusions questions when a meaningful 3. All training and
through it response is needed development specialists
3. Subordinates know exactly what are not afraid to speak up
manager means, he has no hidden and feel comfortable
agenda giving their opinions
 Appraiser’s Comments:
Teambuilding: Ability to identify and motivate individual employees to form a team that stays together, works together, and achieves
goals together.
1 2
Unsatisfactory
1. Fails to add sufficient
members to a team in order to
complete a task
2. Fails to create team
unity/cohesiveness
3. Encourages individual effort
over teamwork
For example:
1. Team is lacking in size for the
amount of work that needs to
be done
2. No one in the department
works together
3. Employees value personal
achievement over promoting
department/team goals
Appraiser’s Comments:
Learning
1. Creates work groups among
employees but fails to have
entire group work as a unit
2. Encourages communication
between team members but
doesn’t always follow through
with attempts
1. Work gets done, but all work
is not equally and consistently
distributed
2. Tells team to help each other
out but doesn’t pay attention
to how or if they do it
3 4
Successful
1. Creates teams that works
together efficiently
2. The team he/she created
frequently communicates
problems with each other
3. Monitors team
development and makes
changes as necessary
4. Establishes an open
knowledge sharing
environment for the team
1. Team members help each
other out
2. Team learns important
information through each
other
3. Changes group members as
needed to ensure everyone
works to their strengths
4. Team is comfortable
working together and going
to each other for help
Exceptional
1. Promotes/Manages team
building activities outside of
work to increase team unity
2. Team formed shares genuine
bond that is not just work
related
3. Group went above and beyond
their intended task
4. Other teams in organization
model themselves after the
group the manager created
1. Relationship extends outside of
work and each individual cares
about each other
2. Team of training and
development specialists not
only trains new employees, but
continually checks on their well
being and asks them their
opinions training
 Fiscal Management: Keeps department running efficiently within its allotted budget.
1 2 3 4
Unsatisfactory Learning Successful Exceptional
1. Consistently exhibits no 1. Makes plan to stay within 1. Keeps within budget 1. Has high return on
plan to keep within budget but has gone over 2. Adjusts funding for budget investment
budget occasionally appropriately 2. Uses creative methods to
2. Goes over budget 2. Occasionally hands in budget 3. Is able to adjust budget and stay under budget while
consistently reports late maintain effectiveness of retaining training
3. Does not hand in budget 3. Allocates budget correctly, but training problems if problems effectiveness
reports on time has trouble adjusting budget arise or the budget it cut 3. Frequently has money in
4. Does not allocate budget when problems arise budget remaining
efficiently
For example:
1. Overspends on training 1. After setting up a successful 1. Uses budget analysis and other 1. The people he/she trained
plans or other tasks budget plan, the employee has data when considering budget fit well in the job
without consideration for trouble adjusting it if the budget 2. Adjusts budget if needed and still 2. Utilizes Just in Time
the fact that it lowers were cut maintains program effectiveness Training
budget for other essential 3. Maintains effective training
tasks programs while staying
2. Spends too much money under the budget
on food during training

Appraiser’s Comments:
 Program Planning: Ensures that the projects and activities that are needed to deliver desired outcomes are well thought out and are
organized in a way that is coherent and manageable.
1 2 3 4
Unsatisfactory Learning Successful Exceptional
1. Lack of proper training design 6. Occasionally submits program 1. Plans are prepared in a timely 1. Anticipates problems
2. Does not sequence training plans late manner, within budget and well before they occur
objectives correctly 7. Does not always involve all planned 2. Planning is completed
3. No variety in training methods levels of organization when 2. Monitors the progress of the ahead of schedule
4. Orientation programs do not making training programs plan in order to assure it works
adequately describe job tasks 8. Does not go into enough detail 3. Is able to work around problems
5. Does not plan ahead to meet work when making program plans that might arise during program
deadlines planning
For example:
1. Plan does not encompass most 1. Does not speak with a 1. Plans are well detailed, yet 1. Is aware that important
important tasks on job combination of both managers simple enough for all parties to events are coming, and
2. Lets employee train other and employees understand that there is a
employees before showing them 2. Plans state solely what is going 2. Keeps track of the plan, step by possibility the budget
the actual method of training to be done, not how it is going step, each time a part of the plan will be smaller so
3. All training methods are extremely to be done is completed until its completion he/she takes initiative
similar and does not tap into a wide 3. Can change plans due to lack of and plans the program
variety of training techniques budget in accordance with a
4. Does not inform employees about smaller budget to avoid
what is actually expected from job a future problem
 Appraiser’s Comments:

Leadership: Plays to individual’s strengths and addressing weaknesses in the most productive and efficient way possible. Has positive
influence over others, inspiring them to become a better person and acts as an example for others. Encourages and draws out effective
work in others, sometimes despite difficulty or hardship, by directing their talents and achieving interpersonal harmony among
subordinates
1 2 3 4
Unsatisfactory Learning Successful Exceptional
1. Inconsistent in motivating 1. Talks about the importance of 1. Recognizes and rewards 1. Creates environment that all of
subordinates having organizational goals but teamwork behaviors and their employees are highly
2. Fails to consistently provide cannot articulate specific ones accomplishments motived to achieve company
recognition and positive 2. Displays positive behaviors in 2. Articulates shared vision of goals
reinforcement for subordinates team-building activities but needs company goals 2. Subordinates display positive
or their work or their teamwork improvement in balancing 3. Consistently applies leadership qualities
3. Sets a poor example as a leader teambuilding with productivity feedback from 3. Subordinates look up to their
4. Shows weakness in 3. Is enthusiastic about team- subordinates to strengthen leading supervisors
understanding importance of building but shows behaviors of leadership skills 4. Gives consistent feedback to
shared vision of training goals preferential treatment to specific 4. Provides consistent subordinates to maintain a
for the future subordinates positive reinforcement to superior quality of work
subordinates 5. Exhibits model behavior that
emphasizes organizational
values
For example:
1. Separates himself from the team 1. Spends enough time implicating 1. Provides ideas regarding 1. Qualities of leader start to
2. Speaks negatively about team-building activities but lacks new training programs that present themselves in his/her
subordinates satisfactory reporting on fit company goals. subordinates
3. Has not communicated goals or improvement 2. If employees do a good job, 2. Subordinates respect their
plans 2. Friendly with employees to the they are rewarded leader, and therefore put forth
point where productivity quality work
decreases 3. Makes public commitments to
3. “In” and “out” groups created at organizational goals and
 work negatively effect worker objectives
morale

Appraiser’s Comments:
 Problem Solving: Finds solutions to difficult or complex issues in a timely matter. Is able to solve problems in a levelheaded way that
maintains quality of work
1 2
Unsatisfactory Learning
1. Does not adequately
solve or handle problems
2. Requires constant
prompting to attend to
problems
3. Has multiple unresolved
problems
4. Does not have the
sufficient knowledge to
immediately resolve
conflicts
For example:
1. Separates two employees
who do not get along
instead of finding the
root of the problem
2. Problem has existed for
multiple weeks and
reviewee has not shown
intention to resolve it
3. Has to be constantly
reminded about existing
problems
Appraiser’s Comments:
3 4
Successful
1. Resolves some, but not all problems
in a timely manner, or takes too
long a time to resolve a problem
2. Shows understanding of problems
and their causes but does not have
direction in resolving problems
3. Needs to develop better analytical
skills and learn to weigh options
when finding solutions to problems
4. Doesn’t focus on bigger problems at
hand and instead focus’s on less
important problems.
1. Has difficulty determining where to
start problem solving process
2. Picks the quickest solution as
opposed to the most effective one
3. Focuses on a training presentation
for a new project while the training
and development specialists still
need help
Exceptional
1. Resolves conflict in a timely
manner
2. Fully competent in in all skills and
tools required for solving
problems
3. Handles difficult or stressful
situations calmly and with tact
4. Thinks creatively to develop
solutions to problems
5. Can find the cause of problems and
create solutions accordingly
1. Budget was lowered so the
employee has to adjust a training
program. Even though the
deadline for the report is coming
the employee stayed level headed
and completed the report on time
2. Adjusts his perspective, reframes
the problem and uses multiple
idea facilitation to gain different
views of problem at hand
1. Anticipates problems and
plans accordingly
2. Develops new and creative
practices to be applied
within the unit
3. Conducts research or seeks
counsel of experts to gather
information needed in
making actual decisions
1. Discusses employee’s
preferred learning method
in order to create training
programs in order to
facilitate needs of the
specialist
2. Confers with people who
have encountered similar
problems and inquires
about how they solved them
 Personnel Management: Supervises and communicates with subordinates in department. Involves organizing, recruiting, hiring,
training, assessing workers as well as conflict resolution.
1 2 3 4
Unsatisfactory Learning Successful Exceptional
1. Dictates to others 1. Delegates work but does not 1. Reviews and carries out 1. Outstanding ability to explain and
rather than often get involved in job performance appraisals teach
involving them in processes 2. Successfully uses conflict 2. Sets an example for subordinates
the decision 2. Has difficulty delegating resolution in following departmental and
making. responsibilities equally 3. Delegates responsibilities university policy and procedures
2. Creates among employees consistent with the KSAOs of 3. Superior ability in all aspects of
conflicting work 3. Develops programs but the respective personnel management
schedules for doesn’t always oversee their 4. Available when needed and has
specialists progress an open-door policy for
3. Hires ineffective 4. Has difficulty focusing on all subordinates
training tasks involving management 5. Develops and oversees
specialists programs
4. Rarely checks in 6. Recruits capable employees
on wellbeing of 7. Arranges for ongoing T&D
subordinates classes
For example:
1. Recruited 1. Tells employees to go to staff 1. Doesn’t assign tasks 1. Employees need little follow up
employees do meeting to learn more about inconsistent with job after training and hold concepts
poor job job but doesn’t go himself 2. Always allows employees to extremely well
conducting 2. Gives more responsibilities to come to them for any problems 2. Follows policies of job in order to
training or leave one employee over another or concerns model behavior to employees
company quickly 3. Does well on the technical 3. Excels in tasks such as making
2. Does not side of management (program documents (technical work) and
integrate ideas of development) but is lacking hiring and training employees
employees on interpersonal side (interpersonal work)

Appraiser’s Comments:
Commitment to Company Mission, Vision & Values: Maintains pledge to uphold and promote company values and culture.
1 2 3 4
Unsatisfactory Learning Successful Exceptional
1. Incorrectly 1. Occasionally 1. Orients subordinates to 1. Consistently cites mission, vision and
attributes certain demonstrates values company policy and values to the point where other
values to company that correspond with values employees better understand them
2. Directly violates company’s vision 2. Aligned with the 2. Takes part in organizational citizenship
company policy 2. Is knowledgeable organization’s mission, behavior in order to enhance
3. Implements own about company vision and values organization
policies that conflict values but does not 3. Devotes time and energy to fulfill on-
with company values always align their the-job responsibilities after work
goals with them hours
4. Conveys messages that attract
applicants who are engaged and
committed to organization.
For example:
1. Believes that the 1. Training focuses on 1. Training focuses on 1. Does charity work to enhance view of
company has a teamwork at the company’s value of organization
centralized structure expense of learning to commitment to customer 2. Helps advertise for job on a job board
even though it is take initiative and or job fair
decentralized having a drive to 3. Employee continues to make training
2. Believes that the succeed programs at home
company structure is
virtual even though
it is bureaucratic
Appraiser’s Comments:
Dependability: Being able to be counted on or relied upon.
1 2 3 4
Unsatisfactory Learning Successful Exceptional
1. Often calls in to work 1. Occasionally calls in to 1. Consistently arrives to 1. Always arrives to work on time.
without prior work without prior work on time. 2. Never misses work without
approval, resulting in approval, resulting in 2. Makes sure work area prior approval and appropriate
excessive unscheduled absences. is covered at all times. notification.
unscheduled 2. Occasionally arrives late to 3. Have had no 3. Has had no unscheduled
absences. work. unscheduled absences, absence during the rating
2. Leaves the work area 3. Sometimes does not make except for documented period.
unattended to run sure all work is completed emergencies. 4. Always hands in quality work
personal errands. before leaving for the day. 4. Can always be counted 5. Willingly takes on additional
3. Is frequently late to 4. Occasionally leaves work on to work overtime work
work early when necessary
4. Frequently leaves without complaint
work early. 5. Always completes work
For example:
1. When leaving work 1. Occasionally leaves 1. Stays after work to 1. Even when employee has many
area, he/she does not incomplete training complete a report or other tasks, he/she still takes on
inform anyone programs or reports when program more work
departing work 2. Work quality shows no sign of
diminishing when they have
many things due

Appraiser’s Comments:
Reports: Generation and formatting of technical documents
1 2
Unsatisfactory Learning
1. Consistently hands in 1. Reports are occasionally
reports late handed in late
2. Reports are 2. Reports are completed but
incomplete are lacking detail
3. Reports aren’t well 3. Reports have unnecessary
organized information
4. Report contains some
errors
For example:
1. No format to report 1. Reports do not focus on
2. Text is not aligned results
2. Reports contain some
spelling errors
3. Reports take too long to
reach intended points
Appraiser’s Comments:
3 4
Successful Exceptional
1. Reports are handed in on 1. Report is result focused
time and result oriented
2. Reports are Parsimonious 2. Reports are submitted well
3. Reports are well organized before deadline
4. Reports encompass all
needed information
5. Reports are accurate and
factual
1. Reports display only 1. Reports focus on the exact
important information, such points that the reader
as an ROI showing metrics wants to see (Results)
which are related to
business goals
2. Reports are based on real
figures and numbers
Analyzation of Department needs: Determines requirements of organization and training and development department

Appraiser’s Comments:
Analyzation of training needs: Determines requirements of training program based on organizational goals and lack of job knowledge
1 2 3 4
Unsatisfactory Learning Successful Exceptional
1. Does not properly 1. Improperly links unrelated 1. Collects artifacts about 1. Determines how to create a
assess the budget for tasks and KSAOs during job the job beforehand training program that is cost-
certain activities analysis 2. Observes on-the-job effective and reliable
2. Does not properly 2. Distributes task survey performance 2. Defines primary learning
perform job analysis during job analysis but does 3. Develops functional objectives
3. Does not consult with not include frequency domain of job tasks
subject matter measure 4. Determines budget
experts necessary for training
For example:
1. Manager only caters to 1. Considers the money 1. Uses individual 1. Removes redundant courses,
needs of his training involved when creating the interviews, focus groups, updates content, condenses or
and development training but not the amount of surveys, questionnaires consolidates content to produce
specialists and not to time it will take to train the and observation to assess a streamlined training
the employees that employees current department skills experience
they train and then compare it to a
desired level
2. Considers cost, legal
compliance, ROI and
time when making
training options

Appraiser’s Comments:
Training Evaluation: Measures how effective and useful training was for employees
1 2
Unsatisfactory Learning
1. Inconsiderate of the
ideas of others
2. Does not measure ROI
3. Evaluation is not
thought through well
For example:
1. Employee judges
program effectiveness
without considering
what they knew before
the training
2. Does not utilize
feedback from trained
employees
3 4
Successful
1. Does not use a multitude of
methods to collect post
program data
2. Doesn’t always use employee
feedback to improve upon
new training techniques
1. Only uses questionnaires
Exceptional
1. Collects post program 1. Gives extremely thorough training
data and compares it to evaluation
pre program data 2. Follows up with managers and
2. Analyzes feedback about HR post program in order to
training from employees continually assess the progress of
3. Measures ROI employees
4. Evaluates overall growth
of employee
5. Uses employee feedback
to adjust future training
1. Uses follow up 1. Followed steps of well known
questionnaires, program training evaluation plans such as
assignments, action Kirkpatrick’s 4 level training
plans, performance model (Reaction, Learning,
contracts or performance Behavior, Results) to ensure
monitoring thorough results
2. Compares net benefits
with program costs
3. Judges how effective
training was for
employees
Appraiser’s Comments:
 PERFORMANCE APPRAISAL
DEVELOPMENT PLAN & SCORING PAGE
Employee Development Plan
Targeted area for performance Specific activity or activities to Completion date or timeframe
improvement, contribution, or attain target
enhancement

Based on employee’s performance, identify and summarize the most significant results and explain how they
influenced your overall rating of the employee

Employee Comments:

Key
13-23: Doesn’t meet job requirements
24-34: Approaches job requirements
35-45: Meets jobs requirements
46-52: Exceeds job requirements

OVERALL PERFORMANCE RATING:

The performance appraisal given to me was fair and accurate:

Agree Disagree

Employee Signature: Date:

(Employee Signature indicates that the summary has been discussed with
immediate supervisor)

Supervisor Signature: Date:

HR Signature: Date:
 Employee Attitude Survey:
Training & Development Manager
Eric Foltrauer, Jevon Clarke, Andrea Cardona, Peter Di Cecco
 EMPLOYEE ATTITUDE SURVEY

Instructions: This is a job attitude survey to collect data on aspects of your profession
and the organization at which you’re employed. Your honest participation is vital in the
effort to help improve the job and its role in the company. Your responses to this
survey will remain anonymous; as such they cannot be used to assess your job
performance. Consider each survey statement in the context of your job at this
organization and indicate as truthfully as possible the degree to which you agree,
disagree, or neither, by marking the corresponding box most consistent with your
opinion.
Strongly Strongly
Career Growth Disagree
Disagree Neutral Agree
Agree
1. A valuable leadership development program is
[ ] [ ] [ ] [ ] [ ]
offered.
2. There is regular opportunity for advancement. [ ] [ ] [ ] [ ] [ ]
3. I expect to be given greater responsibility in due
[ ] [ ] [ ] [ ] [ ]
time.
4. Employees are regularly promoted. [ ] [ ] [ ] [ ] [ ]
Creativity
5. I am rewarded for thinking outside of the box. [ ] [ ] [ ] [ ] [ ]
6. I am allowed to personalize my work space. [ ] [ ] [ ] [ ] [ ]
7. I am encouraged to offer productive ideas. [ ] [ ] [ ] [ ] [ ]
8. I am limited in implementing new methods. [ ] [ ] [ ] [ ] [ ]
Compensation & Benefits
9. Compared with others in my position, I’m paid
[ ] [ ] [ ] [ ] [ ]
fairly.
10. I am regularly considered for a raise in pay. [ ] [ ] [ ] [ ] [ ]
11. I have the opportunity to take equity in the
[ ] [ ] [ ] [ ] [ ]
organization.
12. Compared with others in my position, I am
offered valuable benefits such as medical [ ] [ ] [ ] [ ] [ ]
coverage.
Commitment to Organization
13. I am proud to be part of the organization. [ ] [ ] [ ] [ ] [ ]
14. I would leave my job if a better opportunity for
[ ] [ ] [ ] [ ] [ ]
me arose.
15. I would recommend others to work at the
[ ] [ ] [ ] [ ] [ ]
organization.
16. I believe in the mission of the organization. [ ] [ ] [ ] [ ] [ ]
Performance Appraisal & Expectations
17. The performance appraisal conducted upon me [ ] [ ] [ ] [ ] [ ]
was clear, administered fairly, and accurately
 represented my work.
18. I have clear measures for each of my objectives. [ ] [ ] [ ] [ ] [ ]
18. I know what is expected of me. [ ] [ ] [ ] [ ] [ ]
19. My direct superior provides me with adequate
[ ] [ ] [ ] [ ] [ ]
feedback.
Job Engagement
20. Outside of any responsibility to do so, I help or
[ ] [ ] [ ] [ ] [ ]
teach my co-workers to better perform their jobs.
21. Outside of any responsibility to do so, I take
courses or attend conferences to better educate [ ] [ ] [ ] [ ] [ ]
myself for my job.
22. I feel challenged by my work. [ ] [ ] [ ] [ ] [ ]
23. I organize informal groups for activities unrelated
to work, such as playing a sport or celebrating [ ] [ ] [ ] [ ] [ ]
employee birthdays.
Organizational Leadership & Management
24. I am confident in the leadership. [ ] [ ] [ ] [ ] [ ]
25. The relationship between management and the
[ ] [ ] [ ] [ ] [ ]
employees is favorable.
26. Management is fair, considerate, and reasonable. [ ] [ ] [ ] [ ] [ ]
27. The direction of the organization is favorable to its
[ ] [ ] [ ] [ ] [ ]
employees.
Departmental Management & Supervision
28. My supervisor is “hands on”. [ ] [ ] [ ] [ ] [ ]
29. My supervisor tries to maintain a courteous
[ ] [ ] [ ] [ ] [ ]
relationship with his or her subordinates.
30. My supervisor is fair when distributing
[ ] [ ] [ ] [ ] [ ]
assignments.
31. I trust my supervisor to give me adequate
[ ] [ ] [ ] [ ] [ ]
instruction and resources.
Work-Life Balance
32. I maintain professional boundaries with my co-
workers and keep my personal life independent [ ] [ ] [ ] [ ] [ ]
from my professional life.
33. My work schedule is flexible enough to conform to
[ ] [ ] [ ] [ ] [ ]
my needs.
34. I have enough time in the workday to finish
[ ] [ ] [ ] [ ] [ ]
what’s needed from me.
35. My personal life is adversely impacted by my job. [ ] [ ] [ ] [ ] [ ]
Organizational Culture
36. The organization promotes honesty and
[ ] [ ] [ ] [ ] [ ]
transparency.
37. The organization is communal and supportive of
[ ] [ ] [ ] [ ] [ ]
its employees.
38. At work, I am treated with respect by others. [ ] [ ] [ ] [ ] [ ]
39. The organization expects its employees to
perform at a rate higher than comparable [ ] [ ] [ ] [ ] [ ]
organizations.
Diversity
40. The organization treats people with respect
regardless of gender, race, ethnicity, color, [ ] [ ] [ ] [ ] [ ]
religion, sexual orientation, or physical condition.
41. The organization respects the cultural differences
[ ] [ ] [ ] [ ] [ ]
of its employees.
42. The organization values an array of cultural
[ ] [ ] [ ] [ ] [ ]
backgrounds for its employees.
43. Employees proportionately represent the cultural
[ ] [ ] [ ] [ ] [ ]
diversity of the geographic region.
Job Security
44. I have reason to think people here lose their jobs
[ ] [ ] [ ] [ ] [ ]
after a couple mistakes.
45. I am occasionally threatened with dismissal
[ ] [ ] [ ] [ ] [ ]
(either overtly or covertly).
46. I’ll have this job for as long as I’ll like. [ ] [ ] [ ] [ ] [ ]
47. I have good reason to worry about losing my job. [ ] [ ] [ ] [ ] [ ]
Teamwork/Collaboration
48. I have fine working relationships with my co-
[ ] [ ] [ ] [ ] [ ]
workers.
49. My team works as a cohesive unit. [ ] [ ] [ ] [ ] [ ]
50. My team always efficiently gets its responsibilities
[ ] [ ] [ ] [ ] [ ]
accomplished.
51. The members of my team assist me if I need help. [ ] [ ] [ ] [ ] [ ]
Overall Job Satisfaction
52. I enjoy doing my work. [ ] [ ] [ ] [ ] [ ]
53. I feel happy or proud when I accomplish my work. [ ] [ ] [ ] [ ] [ ]
54. I enjoy working at this organization. [ ] [ ] [ ] [ ] [ ]
 55. What do you think are the organization’s best qualities?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

56. What suggestions do you have to improve the organization?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

57. Please provide additional comments.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________
 DEMOGRAPHIC DATA

Instructions: For each item, please circle your response.

1. How long have you worked 0-3 4-7 8-11 12-15 >15
at this organization? Year(s) Years Years Years Years

Other:
2. Gender Man Woman
__________
3. Age Range 18-24 25-34 35-44 45-54 55+
Native
America
Black or Hawaiia
n Indian
African n or
4. Race or Asian White
America Other
Alaska
n Pacific
Native
Islander
5. Ethnicity Hispanic Non-Hispanic
 SOURCES

Information herein was obtained from the following sources:

America’s Job Exchange. Training and Development Manager Job Description.

(n.d.). Retrieved Sept. 20, 2016, from:
http://www.americasjobexchange.com/training-and-development-
manager-job-description

Bureau of Labor Statistics. Training and Development Managers. (December

17, 2015). Occupational Outlook Handbook. Retrieved Sept. 20, 2016,
from http://www.bls.gov/ooh/management/training-and-development-
managers.htm

College Grad. Training and Development Managers. (n.d.). Retrieved Sept.

20, 2016, from: https://collegegrad.com/careers/training-and-
development-managers

Employee Attitude Survey. Retrieved Nov 28, 2016 from http://www.hr-

survey.com/EmployeeAttitude.htm

Information Technology Associates. Training and Development Managers.

(n.d.). Dictionary of Occupational Titles. Retrieved Sept. 20, 2016,
from http://www.occupationalinfo.org/onet/13005b.html

National Center for O*NET Development. Summary Report for Training and
Development Managers. (n.d.). O*NET OnLine. Retrieved Sept. 20,
2016, from http://www.onetonline.org/link/summary/11-3131.00

Prospects. Training and Development Officer. (October, 2014). Retrieved

Sept. 20, 2016, from https://www.prospects.ac.uk/job-
profiles/training-and-development-officer

The SHL Universal Competency Framework [PDF]. (2011). SHL Group

Limited: Thames Ditton, UK. Retrieved Sept. 20, 2016 from
http://connectingcredentials.org/wp-content/uploads/2015/02/The-
SHL-Universal-Competency-Framework.pdf