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提问人：网友yanweiwei55 发布时间：2022-01-07
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阅读理解PERFORMANCE MANAGEMENT AND PERFORMANCE APPRAISALPerformance management aims to a

阅读理解

PERFORMANCE MANAGEMENT AND PERFORMANCE APPRAISAL

Performance management aims to acknowledge employee achievements, support their personal and professional development, and motivate and empower them to perform. their work effectively. Performance management helps employees to develop their understanding, knowledge and skills so that they can contribute to the achievement of the enterprise's goals and gain personal and job satisfaction. It is a vital part of any quality human resource system.

Every enterprise wants and should expect high performance from each employee.The elements of a competency-based performance management system will, if implemented well, enable high performance which will define enterprise and personal success. Using performance management processes, an enterprise can be better placed to meet competitive challenges. This is done by:

●identifying the critical positions

●determining the most important competencies for those positions

●providing the education, training and feedback required by employees

●holding each person accountable for their results

The key to the performance management process is ‘performance appraisal'. Performance appraisal is simply an evaluation of how well an employee performs his or her job compared to a set of predetermined standards. It is a systematic process of feedback on an employee's work performance, and agreement to future training plans, job goals and job aspirations.

To be effective, a performance appraisal needs to have a set of agreed criteria that will be the basis of feedback as well as of setting future goals. Units of competency provide a very effective tool for setting benchmarks or criteria for work performance. The performance criteria within units of competency can be used as measures to assess against in a performance appraisal or review.

操作提示：正确选T，错误选F。

1. Performance management is a very important part of any quality human resource system.{T; F}

2. The aim of performance management is to punish the unqualified employees.{T; F}

3. An enterprise can be better placed to meet competitive challenges by providing the education, training and feedback required by employees, for example.{T; F}

4. Every enterprise can expect high performance from each employee.{T; F}

5. “Performance management” is also called “performance appraisal”.{T; F}

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更多“阅读理解PERFORMANCE MANAGEMENT AND PERFORMANCE APPRAISALPerformance management aims to a”相关的问题
第1题
Performance appraisals are a link between corporate strategy, departmental goals, employee goals and employee performance in the overall performance management process.
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第2题
Flight simulator (飞行模拟器) refers to any electronic or mechanical system for training airplane and spacecraft pilots and crew member by simulating flight conditions. The purpose of simulation is not to completely substitute【C1】______ actual flight training but to thoroughly familiarize students with the Vehicle【C2】______ before they【C3】______ extensive and possibly dangerous actual flight training. Simulations also is useful for review and for familiarizing pilots with new【C4】______ to existing craft.

Two early flight simulators appeared in England within a decade after the first flight of Orville and Wilbur Wright. They were designed to enable pilots to simulate simple aircraft【C5】______ in three dimensions: nose up or down; left wing high and right low, or vice versa; and【C6】______ to left or right. It took until 1929, however, for a truly effective simulator, the Link Trainer, to appear, devised by Edwin A. Link, a self-educated aviator and inventor from Binghamton, New York.【C7】______ , airplane instrumentation had been developed sufficiently to permit "blind" flying on instruments alone, but training pilots to do so involved【C8】______ risk. Link built a model of an airplane cockpit equipped【C9】______ instrument panel and controls that could realistically simulate all the movements of an airplane. Pilots could use the device for instrument training, manipulating the controls【C10】______ instrument readings so as to maintain straight and level flight or【C11】______ climb or descent with no visual reference【C12】______ any horizon except for the artificial one on the instrument panel. The trainer was modified 【C13】 ______ aircraft technology advanced. Commercial airlines began to use the lank Trainer for pilot training, and the US government began purchasing them in 1934,【C14】______ thousands more as World War II approached. Technological advances during the war, particularly in electronics, helped to make the flight Simulator increasingly【C15】______ . The use of efficient analog computers in the early 1950s led to further improvements. Airplane cockpits, controls, and instrument displays had by then become so individualized that it was no longer feasible to use a generalized trainer to prepare pilots to fly anything【C16】______ the simplest light planes. By the 1950s, the US Air Force was using simulators that precisely【C17】______ the cockpits of its planes. During the early 1960s【C18】______ digital and hybrid computers were adopted, and their speed and flexibility revolutionized simulation systems. Further advances in computer and【C19】______ technology, notably the development of virtual-reality simulation, have made it possible to【C20】______ highly complex real-life conditions.

【C1】

A．for

B．to

C．with

D．on

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第3题
【单选题】Feelings, emotions, and desires must subordinate themselves ______ reason because they sometimes could be irrational and biased.

A、to

B、from

C、for

D、at

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第4题
Asystem's architecture is a representation of a system in which there is amapping of（71）onto hardware and softwarecomponents, a mapping of the（72）onto thehardware architecture. and a concern for the human interaction with thesecomponents. That is, system architecture is concerned with a total system, includinghardware. software, and humans.

Softwarearchitectural structures can be divided into three major categories, dependingon the broad nature of the elements they show.1）（73）embodydecisions as a set of code or data units that have to be constructed orprocured.2）（74）embody decisions as to how the systemis to be structured as set of elements that have runtime behavior. andinteractions.3）（75）embody decisions as to how thesystem will relate to nonsoftware structures in its

environment(suchas CPUs, file systems, networks, development teams, etc.).

71.()

A.attributes

B.constraint

C.functionality

D.requirements

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第5题
根据下列文章，回答31～35题。The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike. Progress in both areas is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because building new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radically higher productivity and, as a result, radically higher standards of living.

Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its prebubble peak, the U.S. workforce was derided as poorly educated and one of the primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotiveassembly productivity. Yet the research revealed that the U.S. factories of Honda, Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts—a result of the training that U.S. workers received on the job.

More recently, while examining housing construction, the researchers discovered that illiterate, non-English-speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry’s work.

What is the real relationship between education and economic development? We have begun to suspect that continuing economic growth promotes the development of education even when governments don’t force it. After all, that’s how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn’t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.

As education improved, humanity’s productivity potential increased as well. When the competitive environment pushed our ancestors to achieve that potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn’t constrain the ability of the developing world’s workforce to substantially improve productivity for the foreseeable future. On the contrary, constraints on improving productivity explain why education isn’t developing more quickly there than it is.

第31题：The author holds in paragraph 1 that the importance of education in poor countries

A．is subject to groundless doubts.

B．has fallen victim of bias.

C．is conventionally downgraded.

D．has been overestimated.

点击查看答案
第6题
根据下列文章，回答31～35题。The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike. Progress in both areas is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because building new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radically higher productivity and, as a result, radically higher standards of living.

Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its prebubble peak, the U.S. workforce was derided as poorly educated and one of the primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotiveassembly productivity. Yet the research revealed that the U.S. factories of Honda, Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts—a result of the training that U.S. workers received on the job.

More recently, while examining housing construction, the researchers discovered that illiterate, non-English-speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry’s work.

What is the real relationship between education and economic development? We have begun to suspect that continuing economic growth promotes the development of education even when governments don’t force it. After all, that’s how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn’t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.

As education improved, humanity’s productivity potential increased as well. When the competitive environment pushed our ancestors to achieve that potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn’t constrain the ability of the developing world’s workforce to substantially improve productivity for the foreseeable future. On the contrary, constraints on improving productivity explain why education isn’t developing more quickly there than it is.

第31题：The author holds in paragraph 1 that the importance of education in poor countries

A．is subject to groundless doubts.

B．has fallen victim of bias.

C．is conventionally downgraded.

D．has been overestimated.

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第7题
The appraisal system should focus on performance that affects both organizational success and performance-irrelevant characteristics such as race, age, or sex.
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第8题
With the help of appraisal system, development programs can be developed and individuals are allowed the opportunity to build on their strengths and minimize their deficiencies.
点击查看答案
第9题
Appraisal should be not only measure past-oriented activity that criticizes or praises workers for their performance in the preceding year but also take a future-oriented view of what workers can do to achieve their potential in the organization.
点击查看答案
第10题
There are four main approaches to performance appraisals, among which the _______ approach looks at an employee’s specific attributes, that is characteristics or traits, which are believed desirable in relation to the job, such as friendliness to the customer.
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