N

E
L
S
O
N

C
O
L

Programme: HND BTEC Edexcel

Unit Title : Business Health Check

L
E
G
E

L
O
N
D
O
N

Unit Number: Unit 20

Unit Level: Module
QCF Level
5 Syed Tanvir Hussain
Tutor:
Assessment criterion :3.1 Evaluate the current skills of
management and staff from a chosen hospitality organisation

NELSON COLLEGE LONDON

Monitoring

E
L
S
O
N

C
O
L

Managements continuous examination of progress

achieved during the implementation of an undertaking
to track compliance with the plan and to take
necessary decisions to improve performance.

L
E
G
E

L
O
N
D
O
N

Key elements:
- continuous examination of implementation progress
- tracking compliance against planned objectives
- generating data and information on performance to
enable corrective measures to be taken

NELSON COLLEGE LONDON

N
N
E

Evaluation

E
L
L
S
S
O
O
N
N
C
C
O
O
L
L
L
L
E
E
G
G
E
E

L
L
O
O
N
D
N
O
N
D
O
N

Assessment, as systematic and impartial as possible, of

an activity, project, programme, strategy, policy, topic,
theme, sector, operational area, institutional
performance, etc.
It focuses on expected and achieved accomplishments,
examining the results chain, processes, contextual
factors and causality, in order to understand
achievements or the lack thereof.
It aims at determining the relevance, impact,
effectiveness, efficiency and sustainability of the
interventions and contributions of the organizations
NELSON COLLEGE LONDON

Evaluation (cont.)

N
N
E
E
L
L
S
S
O
O
N
N
C
C
O
O
L
L
L
L
E
E
G
G
E
E

L
L
O
O
N
D
N
O
N
D
O
N

Key elements:
assessment conducted at a single point in time (before,
during or after).
focuses on determining whether what was planned
actually happened, and why it did or did not happen.
Assessing:
relevance whether the intervention was appropriate
impact whether it made a difference in the lives of people
effective whether it achieved what it set out to
efficient whether it did so at the lowest cost
sustainable whether it will leading to lasting change.

NELSON COLLEGE LONDON

Different oversight functions

N
E
E
L
L
S
S
O
O
N

M o n it o ri n g

Audit

ati o n

e
l
l
in
g

O
N

NELSON COLLEGE LONDON

Re
sea
rch

M
o
d

Per f o
r
m
a
n
c
e

nc

g
oin
gD

L
L
O
O
N
D
N
O
N
D

plia

E
E

on

G
G

Wr

E
E

In s

Continuous
Assessment

L
L

pe

o
cti

Com
e

C
O
O
L
L

Ev alu

Performance Appraisal

N
E
E
L
L
S
S
O
O
N

Performance Appraisal

N
C

C
O
O
L
L
L
L
E
E
G
G
E
E

Evaluating an employees current and/or past

performance relative to his or her performance standards.
The identification, measurement, and management of
human performance in organizations.

Performance Management

The process employers use to make sure employees are

working toward organizational goals.

L
L
O
O
N
D
N
O
N
D
O
N

NELSON COLLEGE LONDON

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N
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Measuring Performance

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S
S
O
O
N
N
C
C
O
O
L
L
L
L
E
E
G
G
E
E

Measuring performance
administering numbers or labels towards performance is
difficult to quantify

Two formats that are most common, legally

defensible, and promising are classified by
type of judgment required
focus of the measure

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L
O
O
N
D
N
O
N
D
O
N

NELSON COLLEGE LONDON

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N
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L

Measurement Tools

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S
S
O
O
N
N
C
C
O
O
L
L
L
L
E
E
G
G
E
E

L
L
O
O
N
D
N
O
N
D

Relative judgment
An appraisal format that asks supervisors to compare an employees
performance to the performance of other employees doing the same
job.

Rank order
Grouping
Forced Ranking
GE, Ford Motor, Conoco, Sun Microsystems, Cisco Systems, EDS, and
Enron

Pros: Forced Differentiation and create conflict

Cons: No absolute rankings and may force differences where none
truly exist

O
N

NELSON COLLEGE LONDON

N
N
E
E
L
L
S
S
O
O
N
N
C
C
O
O
L
L
L
L
E
E
G
G
E
E

L
L
O
O
N
D
N
O
N
D

Measuring the Performance

of Teams
Review existing measures to make sure the team is
aware of the measures and has commitment and
responsibilities to achieve them.
Identify interim checkpoints at which team progress
or achievements can be assessed.
Identify what the team and team members must do
to achieve the desired team-level results.
Prioritize team goals according to relative
importance.

O
N

NELSON COLLEGE LONDON

N
N
E
E
L
L
S
S
O
O
N
N
C
C
O
O
L
L
L
L
E
E
G
G
E
E

Tips for Better Performance

Reviews
Start with the raw data
Make sure you are evaluating performance on appropriate
dimensions
Beware of rating biases
Support ratings with written comments
Evaluate several or all of your people at one time, if possible
Stick with performance and stay away from inferences about
cause
Be consistent across workers

L
L
O
O
N
D
N
O
N
D
O
N

NELSON COLLEGE LONDON

N
N
E
E
L

Differences between Training,

Education & Development

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S
S
O
O
N
N
C
C
O
O
L
L
L
L
E
E
G
G
E
E

L
L
O
O
N
D
N
O
N
D
O
N

Training is short term, task oriented and

targeted on achieving a change of attitude,
skills and knowledge in a specific area. It is
usually job related.
Education is a lifetime investment. It tends to
be initiated by a person in the area of his/her
interest
Development is a long term investment in
human resources.
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E
L
S
O
N

C
O
L

Model of the Training Process*

*Goldstein, I. (2002) Training in Organizations 4th
Ed.

Assessment Stage

Training Stage

Evaluation Stage

Development of
Training Objectives

Design & Select

Procedures

Measure Training
Results

Development of
Criteria for Training
Evaluation

Train

Compare Results to
Criteria

Organizational
Needs Assessment

L
E

Task Need Assessment

G
E

L
O
N
D
O
N

NELSON COLLEGE
LONDON
Feedback

12