HRM REVIEWER
in time.
( FROM RECITATION )
PERSONALITY - This incorporates an
individuals’s fairly established emotional
state, frame of mind, and behavioral
pattern.
ABILITY TO EXPRESS YOUR OWN
WANTS - All of the following are the signs
of healthy self-esteem EXCEPT
UNSTRUCTURED INTERVIEW - “Tell me
about yourself”
I WANT THIS JOB BECAUSE IT WILL
ALLOW ME A NEW OPPORTUNITY TO
USE MY SKILLS - “Why do you want this
job?”
PERFORMANCE REVIEW - Which of the
following is considered the most emotional
issue in human resource management?
ASK THE SCHEDULE OF WORK AND
OTHER CONCERNS - What should you
always do after an initial interview?
PERFORMANCE PLANNING - Which of
the following is the formal process of
discussing, identifying, and planning the
organizational and individual goal which
an employee can and would achieve in a
given time frame.
REWARDING PERFORMANCE - Which
of the following is just as important as
motivating and monitoring performance.
REVIEWING PERFORMANCE - This is a
key component of employee development.
It is intended to be fair and balanced.
EMPLOYEE PERFORMANCE
MEASUREMENT - It should be noted that
any _____ is merely a snapshot of how
employees are doing at a particular point
PERFORMANCE APPRAISAL - This is
the process of judging past performance.
HELPFUL - The process of evaluating an
employee's job performance that is
______ to, and often even essential to,
accomplishing important goals of the
organization.
ANNUAL - Performance appraisal
provides an ______ review and evaluation
of an individual’s job performance.
FEEDBACKS - In essence, performance
appraisal is the evaluation of employee's
performance based on the standards and
the giving of ______ about the
assessment.
ANNUALLY - When is performance
appraisal conducted in American
companies?
PERFORMANCE INTERVIEW - The
importance of this is to provide feedback
to the central office.
MANAGEMENT BY OBJECTIVES (MBO)
- It is wherein a subject employee is
involved actively in setting the goal for
himself with the guidance and support of
his manager.
TRADITIONAL APPROACH - This
method is based on studying the personal
qualities of the employees.
TRAINING - It is the process of teaching
employees or OJTs about the skills
necessary to perform a job.
ORIENTATION - It is the process of
introducing new employees to the
organization.
PUNISHMENT - Which of the following is MODULE 4
an application of an adverse consequence
or removal of reward in order to decrease FACTORS TO CONSIDER IN
an unwanted behavior. CANDIDATE SELECTION
1. Skill
OJT (On-the Job Training) - It is done at Can they do the job? More so, can they do
the worksite with the resources the it efficiently?
employees use to perform the job.
2. Personality
JOB CHANGE - This is the second Is personality more important than skills?
common point where training may be Nonetheless, personality is vital for a good
necessary occurs when job changes in fit.
some form.
3. Desire
ONBOARDING - Introduction of the We may not have all the skills needed to
person to the company. land a job, but a high dose of desire and
longing to learn could spell the difference.
JOB INTERVIEW - To be called for a It could compensate for the lack of skill.
_____ is already an opportunity to show
what you are really capable of. 4. Attitude
Attitude is not the same as desire. Being
TRADITION - It is about the acceptance of passionate and a go-getter is not
social customs and traditional ideas. enough.

POWER - The desire to have control over

others, attaining power and prestige.
UNIVERSALISM - Which of the following
is the desire to protect the well-being of all
people, caring about social justice.
TALENT - Which of the following is NOT
a factor in candidate selection.
VALUES - It refers to a person’s principles
or standards of behavior; one’s judgment
of what is important in life.
PERFORMANCE MANAGEMENT - This
is used to ensure that employees’
activities and outcomes are congruent with
the organization’s objectives.
COMPARATIVE METHOD - This method
seeks to identify one worker’s level or
standing compared to another worker.
SELECTION PROCESS
1. Initial Screening
2. Completed Application
3. Employment Test
4. Comprehensive Interview
5. Conditional Job Offer
6. Background Examination
7. Medical/Physical Examination
8. Permanent Job Offer
INDIVIDUAL DIFFERENCES
Personality is distinctive and unique. No
two people are exactly alike - even twins.
Such uniqueness sets us apart from the
rest.
THE BIG 5 PERSONALITY TRAITS
1. Openness - curious, original,
intellectual, creative, and open to
new ideas.
 2. Conscientiousness - organized,
systematic, punctual, achievement
oriented, and dependable.
3. Extraversion - outgoing, talkative,
sociable, and enjoys being in
social situations.
4. Agreeableness - affable, tolerant,
sensitive, trusting, kind, and warm.
5. Neuroticism - anxious, irritable,
temperamental, and moody.
OTHER PERSONALITY DIMENSIONS
1. Self-Monitoring
A concept that reveals how much a
person monitors his own
presentations, expressive and
nonverbal affective behavior. It is
properly defined as a personality
trait that indicates a person’s
capability to regulate and
synchronize his behavior to be
able to adapt to social situations.
2. Proactive Personality
People who demonstrate proactive
behavior are change-oriented and
self- initiated. Simply put, they
have the initiative to find solutions
and make changes happen.
3. Self-Esteem
This refers to an individual’s overall
sense of self-worth or personal
value. This is more focused on
“being”.
SIGNS OF HEALTHY
SELF-ESTEEM
● Confidence
● Ability to say no
● Positive outlook
● Ability to see overall
strengths and weaknesses
and accept them
● Negative experiences don’
impact overall perspective
● Ability to express your
needs
SIGNS OF LOW SELF-ESTEEM
● Negative outlook
● Lack of confidence
● Inability to express your
needs
● Focus on your weaknesses
● Feelings of shame,
depression, or anxiety
● Belief that others are better
than you
● Trouble accepting positive
feedback
● Fear of failure
4. Self-Efficacy
Self-efficacy is not self-image,
self-worth, or any other
comparable concept.
Self-efficacy is the belief we have
in our own abilities, specifically our
ability to meet the challenges
ahead of us and complete a task
successfully. This is more focused
on “doing”.
VALUES
Values refer to a person’s principles or
standards of behavior; one’s judgment of
what is important in life. Values are formed
throughout one’s life as a result of
accumulating life experiences.
VALUES INCLUDED IN SCHWARTZ’S
(1992) VALUE INVENTORY
1. Achievement
The desire for personal success.
 2. Benevolence
The desire to protect the well-being
of people who are close to the
person.
3. Conformity
Being motivated by being
self-disciplined and obedient.
4. Hedonism
The desire for pleasure in life.
5. Power
The desire for control over others,
attaining power and prestige.
6. Security
Valuing safety and stability.
7. Self-Direction
The desire to be free and
independent.
8. Stimulation
The desire for a stimulating and
exciting life.
9. Tradition
Acceptance of social customs and
traditional ideas in a society.
10. Universalism
The desire to protect the well-being
of all people. Caring about social
justice.
PREPARING FOR AN INTERVIEW
JOB INTERVIEW
To be called for a job interview is already
an opportunity to show what you are really
capable of. This is the time to show your
communication skills by highlighting your
interests, motivation, other talents and
abilities that may or may not be reflected
in your resume.
TYPES OF INTERVIEWS
1. Directed Interview
This type of interview seeks to
reveal facts.
2. Unstructured Interview
A type of interview wherein an
open discussion of the applicant’s
qualifications are the main focus.
Typically, the interviewer would ask
you to “Tell me something about
yourself”.
3. Behavioral Interview
The interviewer would like to
assess your behavior and how you
handled past situations that could
have a bearing in your chances of
being hired.
4. Panel Interview
Here, the applicant is faced
with several people in one setting.
5. Phone Interview
Recruiters would wish to talk to the
applicant for a few minutes if only
to gauge how interested you are in
applying for a certain position.
Phone interviews may also be
done as follow-up to fill in missing
information that was not asked
during the formal interview forum.
● Prepare copies of resume. Bring
extra copies, just in case.
● Do not forget to bring a pen.
● Review your work history.
● Make a research on common
interview questions and prepare
how to answer such questions in
case you’re asked similar
questions on the big day.
Rehearse your answers.
 ● Know something about the
company and the position you’re
applying for.
● Be prepared for any surprise
questions that may arise. This is a
case of “grace under pressure”.
OFF-THE WALL QUESTIONS
Off the wall questions are wild,
unconventional, bizarre, weird, crazy or
eccentric, and is definitely unexpected.
These are usually allowed during the
interviewer proper to test your ability to
operate under unanticipated moments.
MODULE 5
PERFORMANCE REVIEW
Performance review is considered the
most emotional issue in human resource
management.
EMPLOYEE PERFORMANCE
MANAGEMENT
It is about aligning the organizational
objectives of a corporation with the
employees' agreed measures,
competency and skills requirements,
development plans and delivery of results.
The emphasis is on continuing
improvement in terms of employees'
performance in order to achieve the
overall corporate goals and objectives.
4 COMPONENTS OF PERFORMANCE
MANAGEMENT
1. Performance Planning
It is the formal process of
discussing, identifying and
planning the organizational as well
as individual goals which an
employee can and would achieve
in a given timeframe.
2. Managing Performance
It is the ongoing process which is
designed to ensure that an
individual's performance
contributes to the aims and
objectives of the organization.
3. Reviewing Performance
This is a key component of
employee development. It is
intended to be fair and balanced.
4. Rewarding Performance
This is just as important as
motivating and monitoring
performance. Rewards can go
beyond just the financial
aspect-other incentives can be
given.
It should be noted that any employee
performance measurement is merely a
snapshot of how an employee is doing at
a particular point in time.
Comprehensive performance reviews
should be based on an average snapshot
compiled over time.
PERFORMANCE APPRAISAL
It is the process of judging past
performance. It was also defined as "the
observation and assessment of the
employee performance against job related
standards determined by the organization
over a certain period" (Eichel and Bender,
1984)
The process of evaluating an employee's
job performance that is helpful to, and
often even essential to, accomplishing
important goals of the organization.
(Kondrasuk, 2012)
Performance appraisals involve the similar
idea of developing social and performance
norms. Monitoring the actions of
employees in relation to the norms,
assigned responsibility for the actions, and
then ultimately providing rewards or
punishment based on performance
towards those norms. (Millman, Nason,
Shu and Cieri, 2002)
Performance appraisal provides an annual
review and evaluation of an individual's
job performance. (Eastern Illinois
University, 2009)
Performance appraisal is the process of
determining how well employees do their
jobs compared with a set of standards and
communicating that information to those
employees. (Chukwuba, 2011)
Performance appraisal is the evaluation of
employees’ performance based on the
standards and the giving of feedback
about the assessment.
OTHER TERMS FOR PERFORMANCE
APPRAISAL
● Performance review
● Performance evaluation
● Performance assessment
● Performance measurement
● Employee evaluation
● Staff assessment and service
rating
PURPOSE OF PERFORMANCE
APPRAISAL
● To provide feedback about
strengths and weaknesses
● To distinguish between individuals
to allocate rewards
● To evaluate and maintain the
human resource systems of the
organization
● To create a paper trail or records of
documentation. (Murphy and
Cleveland, 1995)
● It also provides a basis or
justification for human resource
decisions such as rewards, career
planning, transfers, training,
mentoring and termination.
● It was also noted that employees
and managers do have differing
perspectives, as well as conflicting
pressures with the organization.
The employee seeks to confirm his
positive image while the manager
would wish to provide both
negative and positive information
to improve performance and as a
basis for counseling.
WHEN IS PERFORMANCE APPRAISAL
CONDUCTED?
1. Annually
Many organizations usually make
an evaluation of employees'
performance at the end of the year.
Annual employee performance
reviews appear to be the standard
in most American companies.
2. Semi-Annually
A semi-annual is conducted for the
employee to discuss with his
manager any needed correctional
and remedial steps for his
performance on an unofficial
basis. The second one however,
would be the official one held at
the end of the year for the
employee to receive his appraisal
results and know about the salary
increases or promotion he may
receive.
SIX FORMAL MEETINGS TO BE
CONDUCTED AS COMPONENTS OF
THE APPRAISAL PROCESS (Aguinis,
2009)
1. System Inauguration
2. Self-appraisal
3. Classical performance review
4. Merit/salary review
5. Development plan
6. Objective setting
EXAMPLE OF PERFORMANCE
APPRAISAL STEPS
1. Establish performance standards
for each position and criteria for
evaluation
2. Establish performance evaluation
policies on when to rate, how often
to rate, and who should rate
3. Have the rater's gather data on
employee's performance
4. Have raters and employees
evaluate employees' performance
5. Discuss the evaluation with the
employees
6. Make decisions and file the
evaluation.
OTHER EXAMPLES OF
PERFORMANCE APPRAISAL STEPS
(West Virginia Division of Personnel
Handbook, 2005)
1. The Initial Performance Planning
Session
This involves meeting the
employee individually to describe
levels of expectations.
2. The Mid-Point Review
Provides feedback to the employee
during the primary performance
period
3. The Final Review Session
To review and rate the
performance of each employee
during the entire performance
rating period.
FUNCTION OF PERFORMANCE
INTERVIEW
Any Cederblon (1982) considered it a
"potentially important part of an
organization's performance appraisal
system that functions in several ways such
as providing feedback".
For Aguinis (2009), it is the formal meeting
for the specifiC purpose of discussing the
various aspects of performance and the
performance management system. It also
involves counseling and development
evaluation and discussion.
IMPORTANCE OF PERFORMANCE
INTERVIEW
Basically, it provides feedback to the
central office which can be the basis for
the coaching, accountability-based
performance appraisals, designing a
human resource plan as it serves as a
development feedback mechanism.
PREPARING FOR PERFORMANCE
INTERVIEW
● Manager and employee normally
come up with a confidentiality
agreement before the actual
interview is conducted.
● Agreement is kept by the manager
and a copy is given to the
concerned employee.
● The interview would cover past
performance evaluation,
identification of position to include
strengths and weaknesses, goals
that will be agreed upon, and
support to be given.
TWO TYPES OF PERFORMANCE
APPRAISAL METHODS
1. Traditional Approach
This method is based on studying
the personal qualities of the
employees. This is personal as it
may include:
a. Knowledge
b. Initiative
c. Loyalty
d. Leadership
e. Decision Making
Characteristics
2. The New Approach
Performance Appraisal is used for
developmental and motivational
purposes in the organization
(Gurbuz and Dikmenli, 2007).
PERFORMANCE APPRAISAL
MEASUREMENT METHODS
1. Ranking Method
The simplest method as jobs are
arranged from highest to lowest, in
order to establish values of such
jobs to the organization.
Employees from the best to the
worst are ranked on a particular
trait, choosing the highest, then the
lowest until all concerned
employees are ranked.
2. Graphic Ranking Scale
A scale that lists a number of traits
and a range of performance for
each of the employees. They are
then rated identifying the score that
best describes the employee’s
performance for each trait
identified.
3. BARS (Behaviorally Anchored
Rating Scale) Form
This combines elements from
the critical incident report and
graphic rating scale approaches.
The supervisor rates the employee
according to the items on a
numerical scale.
a. Narrative Method
Evaluator writes an
explanation about the
employee's strength and
weaknesses, his previous
performance, and
recommended areas of
improvement at the end of
the evaluation period.
b. MBO (Management by
Objectives) Method
Employees are evaluated
on how well they
accomplished a specific set
of objectives that have
been determined as critical
in the completion of a given
job.
4. Critical Incident Method
It is keeping a record of
uncommonly good or bad and
undesirable examples of an
employee's work related to
behavior and reviewing it with the
employee at a scheduled
appointment.
5. Comparative Method
This method of performance
appraisal seeks to identify one
worker's level or standing
compared to another worker.
6. Paired Comparison
Each person is directly compared
with all the others being rated.
7. Forced Distribution
This method forces a set of
percentage of all those being rated
into a predetermined performance
category.

APPRAISAL FORMS
These are used in collecting data and
information about the employees being
evaluated. This normally can be filled out
in paper or electronically.
360 DEGREE FEEDBACK MECHANISM
It relies on the inputs of an employee's
superior, colleagues, subordinates,
customers, suppliers, and sometimes,
spouses. The information collected and
feedback received are provided in a full
circular way from top-down and
bottom-up.
TYPES OF APPRAISERS
1. Supervisor
They are in the best position to
evaluate employee's performance
especially those directly under
them. They are also in a good
position to know the details
of the company objectives and
goals and relate it directly to the
employee's performance.
2. Peer
Since they are in the same working
environment where they interact
with the one being evaluated, they
know the level of performance of
the person being evaluated.
3. Subordinates
They are very valuable as a source
of information, regarding particular
aspects of a supervisor or leader's
performance to include delegation.
4. Self-Appraisal
This is to be used for
developmental purposes. This
approach has been questioned
because of the inherent subjectivity
that may come into play.
5. Customers
They also can assist in terms of
giving feedback for as long as we
are careful in watching for built-in
biases.
CRITERIA FOR EFFECTIVE
PERFORMANCE APPRAISAL
1. Validity
2. Reliability
3. Discriminability
4. Freedom from bias
5. Relevance
MODULE 6
COMPETENCY MODELS
These identify the knowledge, skills, and
abilities (KSA) needed to perform a
particular job in the organization.
TRAINING
Refers to the process of teaching
employees the skills necessary to perform
a job.
DEVELOPMENT
Somewhat in contrast to the training so
that employees can do a new job or do an
existing job better is the process of
employee development. It tends to be less
technical, and it is aimed at improving
communication, conceptual, and
decision-making skills in employees.
Offering development opportunities
generally decreases turnover.
EMPLOYEE DEVELOPMENT
It is the ongoing education to improve
knowledge and skills for present and
future jobs.
ORIENTATION (ONBOARDING)
This is the process of introducing new
employees to the organization and their
jobs, as well as the organization’s policies
and procedures, rules, and regulations.
STRUCTURE
About the underlying organizational
structure, plus where to go and whom to
talk to in order to get certain things done.
PAY
How they get the money that they need in
order to survive in order to survive in
society.
JOB CHANGE
The second common point where
training may be necessary as it occurs
when jobs change in some form.
PERFORMANCE
The third common point at which
managers need to investigate the
requirement for additional training occurs
when there has been some failure of an
employee or some employees to perform
successfully and meet organizational
standards.
REMEDIATION
The correction of a deficiency or failure in
a process or procedure, to correct the
actions of the individual responsible so
that they can successfully carry out the
action in the future.
THE TRAINING PROCESS
1. Needs
Assessing the needs for training
2. Method
Selecting how to shape behavior
3. Design
Designing training that works
4. Deliver
Delivering effective training
5. Assess
Assessing training
NEEDS ASSESSMENT
It is the process of analyzing the
difference between what is currently
occurring within a job or jobs and what is
required.
CORRECT
If a needs assessment is not done
correctly, a training course may be poorly
designed or it may cover the wrong
information.
UNNECESSARY
May end up creating a training program
that is unnecessary, or may fail to
determine that an issue is based on poor
performance rather than lack of
knowledge.
DIAGNOSIS
If diagnosis is not done correctly,
managers may create training solutions
that don’t solve the existing problem.
EFFICIENTLY
So the manager has to go through a
process of identifying where in a current
sequence of events things are not working
the way they should, or how they can be
done more efficiently.
CHALLENGES
These include minimally prepared
workers, difficulty in identifying the return
on investment provided from training,
employee resistance to change and
insecurity, matching the training to the
goals of the organization, and logistics.
UNPREPARED
One of the most significant challenges to
work process training is the fact that so
many of the individuals being hired into
the workforce are ill prepared in the
educational basics, including reading and
math skills.
ROI (RETURN ON INVESTMENT)
Training is time-consuming and
expensive, and it is no different from any
other investment. Executives expect and
require that training provide a positive
return on investment.
RESISTANCE
All individuals resist changes to their
routine.
CONGRUENCE
One of the most critical requirements in
corporate training programs is the need to
ensure that the training furthers the
strategic goals of the organization.
SCHEDULING
This involves both the timing and the
location of the training.
THREE COMMON LEARNING
THEORIES
1. Classical Conditioning
Classical conditioning was made
famous by a physiologist named
Ivan Pavlov. What Pavlov proved
was that animals will react
involuntarily to a stimulus in their
environment if they associate that
stimulus with something else.
BEHAVIORS
The behaviors are learned
because you have changed the
way you act due to some prior
experience, and they are
involuntary because you didn’t
intentionally learn to act in a
particular way in response to the
stimulus.
2. Operant Conditioning
The second common learning
theory which is based on
reinforcement. B.F. Skinner made
this learning theory where he
tested this theory using his
“Skinner box”. Skinner showed that
the animals would figure out which
lever to press in order to receive
the reward.
3. Social Learning
This learning theory is similar in
form to Operant Conditioning. The
difference is that we are not
learning from the consequences of
our own actions but from the
consequences of the actions of
another.
VICARIOUS
The word means “experienced or
realized through imaginative or
sympathetic participation in the
experience of another.”
SOCIAL MEDIA
Recent innovation in using social
media has provided a new tool for
applying social learning.
POSITIVE
If we apply a reward, we’re using the
concept of positive reinforcement.
NEGATIVE
The second option would be to avoid or
remove a noxious stimulus, a process
called negative reinforcement.
PUNISHMENT
Punishment is the application of an
adverse consequence, or the removal or a
reward, in order to decrease an unwanted
behavior.
EXTINCTION
This is the lack of response, either positive
or negative, in order to avoid reinforcing
an undesirable behavior.
REINFORCEMENT 3. Trainee Performs
Reinforcement, whether positive or Have the trainee perform the task
negative, is designed to cause an slowly while explaining each step.
increase in the targeted behavior.
4. Follow-up
Punishment and Extinction are designed Tell the trainee who is available to
to cause a targeted behavior to decrease provide help with any questions or
over time. problems.

THREE PRIMARY LEARNER OPTIONS CLASSROOM TRAINING

1. Visual It is generally very good for consistently
Visual learners prefer to have transferring general knowledge or theories
material provided in a visual format about a topic to a large number of people.
such as graphs and charts.

2. Auditory FOUR ASSESSMENT METHODS

Auditory learners generally prefer Four-Level Evaluation Method
to learn information based on It measures reaction, learning, behaviors,
hearing that information. and results.

3. Tactile 1. Reaction Evaluation

Tactile learners prefer to learn by Reaction evaluations measure how
doing. the individual responds to the
actual training process.

KOLB MODEL 2. Learning Evaluation

A more complex learning style inventory. Learning evaluation helps the
organization evaluate the skill of
On-the-job Training (OJT) the instructor as well as the
This is done at the work site with the change in the knowledge set of the
resources the employee uses to perform trainee.
the job.
3. Behavior Evaluation
Job Instructional Training (JIT) Behavior evaluations are designed
Because of its proven success, job to determine whether or not the
instructional training- a specific type of trainee’s on-the-job behaviors
on-the-job training- is a popular training changes as a result of the training.
type used worldwide.
4. Results Evaluation
1. Prepare Trainee In a results evaluation, we try to
Put the trainee at ease as you determine whether or not individual
create interest in the job and behavioral changes have improved
encourage questions. organizational results.

2. Trainer Presentation
Perform the task yourself slowly,
explaining each step several times.
CAREER
It is the individually perceived sequence of
attitudes and behaviors associated with
work-related experiences and activities
over the span of the person’s life.
The definition of career relies heavily on
the perception of the individual who is
making the judgment concerning success
or failure of the career.
The definition of career involves not only
the direct work that is done but also all
work-related experiences and activities.
CAREER PATHS
Twenty-first century organizations need to
provide our employees with reasonable
career paths and career counseling so
that they can achieve their personal goals
over the course of their career.
PRODUCTIVITY
Good employee development and career
planning programs can help the
organization avoid productivity and
disciplinary problems associated with
employees who are stagnating in a
particular job.
CAREER PLATEAU
A career plateau occurs when an
individual feels unchallenged in their
current job and has little or no chance of
advancement.
OUTSOURCING
Outsourcing one or more HR functions
provides “real value.”
METHODS OF EMPLOYEE
DEVELOPMENT
1. Education
Formal education provides
employees the opportunity to
participate in programs that will
improve their general knowledge.
The intent of formal education
programs is to provide the student
with a specific set of information
about a particular topic.
2. Experience
Employee development programs
that use experience as a method
for developing individuals would
seek to put the person through a
number of different types of
job-related experiences over time.
3. MBTI
The MBTI is probably the most
common personality-type
assessment used for employee
development, but each of the tests
has advantages and
disadvantages compared to the
other options.
4. EQ (Emotional Intelligence)
Emotional intelligence is the way
that we identify, understand, and
use our emotions as well as the
emotions of others to promote our
working relationships.
CAREER STAGES
1. Exploration
The period of time in which the
individual is identifying the
personal needs that will be
satisfied by a particular type of
work, the types of jobs that interest
them, and the skills necessary to
be able to accomplish those types
of jobs.
2. Establishment
The period where the individual
has entered into a career and
becomes concerned with building a
skill set, developing work
 relationships, and advancing and
stabilizing their career.

3. Maintenance
The maintenance stage covers the
period from the mid-40s to age 60
years old or older.

4. Disengagement
This stage typically shows lower
levels of output and productivity as
the individual prepares for life after
work.

Employee development is a critical piece

in the organizational puzzle in order to
provide long-term success.

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RIGHT CORRECT SABAY
SABAY TAYONG AANGAT
EHE GOODLUCK !!<8

— Sincerely, Lara Elise