GÜVENLİK YÖNETİMİNDE PERSONELİN PERFORMANSINI ARTIRAN EĞİTİM VE ETKİLİ GERİBİLDİRİM METOTLARI

Yıl 2016, Sayı: 6, 367 - 377, 01.02.2016

Kanuni Süleyman Ulukuş

Öz

Feedback is one of the most powerful influences on performance and achievement, but this impact can be either positive or negative. It is widely recognised that feedback is an important part of the security manegement, but both managers and security personnel frequently express disappointment and frustration in relation to the conduct of the feedback process. Personnel may complain that feedback on assessment is unhelpful or unclear, and sometimes even demoralising. Additionally, personnel sometimes report that they are not given guidance as to how to use feedback to improve subsequent performance. Even worse, personnel sometimes note that the feedback is provided too late to be of any use or relevance at all. Furthermore, managers express frustration that personnel do not incorporate feedback advice into subsequent tasks. In this article, we examine some of the issues associated with feedback on assessment and provide some guidelines for effective practice. Also this article provides a conceptual analysis of feedback and reviews the evidence related to its impact on performance and achievement. This evidence shows that although feedback is among the major influences, the type of feedback and the way it is given can be differentially effective. A model of feedback is then proposed that identifies the particular properties and circumstances that make it effective, and some typically thorny issues are discussed, including the timing of feedback and the effects of positive and negative feedback. Finally, this analysis is used to suggest ways in which feedback can be used to enhance its effectiveness in security manegement.

Anahtar Kelimeler

feedback, performance, communication, security management, training, performance evaluatıon.

GÜVENLİK YÖNETİMİNDE PERSONELİN PERFORMANSINI ARTIRAN EĞİTİM VE ETKİLİ GERİBİLDİRİM METOTLARI

Öz

Geribildirim, performans ve başarıyı etkileyen önemli unsurlardan biridir. Bu etki olumlu veya olumsuz yönde gerçekleşebilir. Geribildirim, güvenlik yönetiminde de önemli faktörlerden biri olmasına rağmen yöneticiler ve güvenlik çalışanları geribildirim sürecinden çok memnun değillerdir. Personel genellikle geribildirimin yardımcı ve açık olamayan hatta bazen moral bozucu tarzda yapıldığından şikâyet eder. Ayrıca personel bazen daha sonraki performanslarını artıracak, geribildirimi kullanacak şekilde yönlendirme de bulunulmadığından bahsederler. Hatta bunların en kötüsü olarak geribildirimlerin zaman geçtikten sonra yapıldığı için kullanıma elverişli olmadığı ve ilgisiz olduğu vurgulanır. Yöneticilerde personelin verilen geribildirimleri daha sonraki işlerinde kullanmadıklarından yakınırlar. Bu makale de geribildirimle ilgili konuları değerlendirerek uygulama için bir rehber oluşturmayı amaçlıyoruz. Ayrıca bu makale de geribildirimin kavramsal analizi ve performans ve başarı üzerindeki etkileri incelenmiştir. Geribildirimin başarı üzerinde önemli etkileri olmasının yanında geribildirim şekli, nasıl verildiği de başarıyı farklı etkilediği de önemli bir gerçektir. Ayrıca etkili olacağı düşünülen olumlu, olumsuz etkilerini ve zamanlama gibi geribildirimi daha etkili hale getirecek şartları da değerlendirerek bir geribildirim modeli teklif edilmiştir. Sonuç olarak da teklif edilen geri bildirim modelinin güvenlik hizmetinde etkililiği sağlamada kullanılmasına değinilmiştir.

Anahtar Kelimeler

Geribildirim, performans, iletişim, güvenlik yönetimi, eğitim, performans değerlendirme.

Kaynakça

• Aguinis, H. (2009). Performance management (2nd ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
• Aguinis, H.,Joo, H., & Gottfredson, R. K. (2011). Why we hate performance management–and why we should love it. Business Horizons, 54(6), 503—507.
• Becci Newton, (2006) "Training an age diverse work force", Industrial and Commercial Training, Vol. 38 Iss: 2, pp.93 – 97.
• Birenbaum, M.,&Tatsuoka, K. K. (1987). Effects of “on-line” test feedback on the seriousness of subsequent errors. Journal of Educational Measurement, 24(2), 145–155.
• Bouskila-Yam,O.,& Kluger, A.N. (2011). Strength-based performance appraisal and goal setting. Human Resource Management Review, 21(2), 137—147.
• Brady, Laurie (1996) "Peer assistance for principals: training, observation and feedback", Journal of Educational Administration, Vol. 34 Iss: 2, pp.54 – 63.
• Burke, R. J., Weitzel, W., & Weir, T. (1978). Characteristics of effective employee performance review and development interviews: Replication and extension. Personnel Psychology, 31(4), 903—919.
• Cawley, B. D.,Keeping, L. M., &Levy, P. E. (1998). Participation in the performance appraisal process and employee reactions: A meta-analytic review of field investigations. Journal of Applied Psychology, 83(4), 615—633.
• Cederblom, D. (1982). The performance appraisal interview: A review, implications, and suggestions. Academy of Management Review, 7, 219-227.
• Cheng, S. Y., Lin, C. S., Chen, H. S., &Heh, J. S. (2005). Learning and diagnosis of individual and class conceptual perspectives: An intelligent systems approachusing clustering techniques. Computers&Education, 44(3), 257–283.
• Clifton, D. O.,&Harter, J. K. (2003). Investing in strengths. In K. S. Cameron, J. E. Dutton, & R. E. Quinn (Eds.), Positive organizational scholarship: Foundations of a new discipline(pp. 111—121). San Francisco: Berrett-Koehler.
• Cohen, V. B. (1985). A reexamination of feedback in computer-basedinstruction: Implications for instructional design. EducationalTechnology, 25(1), 33–37.
• Cortez, C.,Nussabaum, M., Woywood, G., andAravena, R. (2008). Learning to Collaborate by Collaborating: A Face to Face Collaborative Activity for Measuring and Learning Basics aboutTeamwork, Blackwell Publishing Limited. Journal of Computer Assisted Learning, 25, pp. 126-142.
• DeNisi, A. S.,&Kluger, A. N. (2000). Feedback effectiveness: Can 360-degree appraisals be improved? Academy of Management Executive, 14(1), 129—139.
• Elicker, J. D.,Levy, P. E., &Hall, R. J. (2006). The role of leader member exchange in the performance appraisal process. Journal of Management, 32(4), 531—551.
• Foster,S.L.,&Lloyd, P. J. (2007). Positive psychology principles applied to consulting psychology at the individual and group level. Consulting Psychology Journal: Practice and Research, 59(1), 30—40.
• Gardner, W. L.,& Schermerhorn, J. R., Jr. (2004). Unleashing individual potential: Performance gains through positive organizational behavior and authentic leadership. Organizational Dynamics, 33(3), 270—281.
• Garner, Gerald W., (1995) Common Sense Police Supervision: A How-To Manual For The First-Line Supervisor,2nd ed., Charles C Thomas Publisher, Springfield, Illinois,
• Ginsberg, L.(1997). “Training for the long haul”.ComputerShopper. Vol: 17, p: 4
• Goodman, J.,Wood, R. E., &Hendrickx, M. (2004). Feedback specificity, exploration, and learning. Journal of Applied Psychology 89(2), 248–262.
• Guest, D. (1997). “Human resource management and performance: a review and research agenda”,International Journal of Human Resource Management, Vol. 8 No. 3, pp. 263- 76.
• Harris, P.R. &Moran, R. T. (1987). "Managing Cultural Differences," 2nd ed.,Houston:Gulf.
• Higgins, R. &Hartley, P. &Skelton, A. 2001. Getting the Message Across: The Problem of Communicating Assessment Feedback. Teaching in HigherEducation, Vol. 6, No. 2, 2001. 269-274.
• Hollenbeck, J.R., DeRue, D.S., and Guzzo, R. (2004). Bridging the gap between I/O research and HR practice: Improving team composition, team training and team task design. Human Resource Management Journal, 4, 353-366.
• Ilgen, D. R.,Fisher, C. D., & Taylor, M. S. (1979). Consequences of individual feedback on behavior in organizations. Journal of Applied Psychology, 64(4), 349—371.
• Jawahar, I. M. (2010). The mediating role of appraisal feedback reactions on the relationship between rater feedback-related behaviors and rate performance. Group and Organization Management, 35(4), 494—526.
• Jie, Shen and Roger, Darby (2006). “Training and Management Development in Chinese Multinational Enterprises”, Employee Relations Vol. 28, No. 4, pp. 342-362.
• Kay, E.,Meyer, H. H., & French, J. R. P., Jr. (1965). Effects of threat in a performance appraisal interview. Journal of Applied Psychology, 49(5), 311—317.
• Kluger, A. N.,& DeNisi, A. S. (1996). The effects of feedback interventions on performance: A historical review, a metaanalysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254—284.
• Kulhavy, R. W. (1977). Feedback in written instruction. Review of Educational Research, 47, 211–232.
• Lu, J.F.,Tjosvold, D., and Kan Shi. (2010). Team Training in China: Testing and Applying the Theory of Cooperation and Competition, Journal of Applied Social Psychology, 40(1), pp. 101-134.
• Mason, B. J.,& Bruning, R. (2001). Providing feedback in computer-base dinstruction: What the research tells us. Retrieved February,15,2007, from http:// dwb4. unl.edu /dwb/ Research / MB / MasonBruning.html.
• Mohrman, A. M.,Jr., Resnick-West, S. M., &Lawler, E. E. III. (1989). Designing performance appraisal systems: Aligning appraisals and organizational realities. San Francisco: Jossey- Bass.
• Mory, E. H. (2004). Feedback research review. In D. Jonassen (Ed.), Handbook of research on educational communications and technology (pp. 745–783). Mahwah, NJ: ErlbaumAssociates.
• Nemeroff, W. F. ve Wexley, K. N. (1979). An exploration of the relationships between performance interview characteristics and interview outcomes as perceived by managers and subordinates. Journal of Occupational Psychology, 52, 25-34.
• Parker G, Van Alstyne, M.(2005). Two-sided network effects: a theory of information product design. Management Science 51: 1494-1504.
• Partlow, C.G. (1996). "Human-resourcespractices of TQM hotels", Cornell Hotel &Restaurant Administration Quarterly, Vol. 37 No.5, pp.67-77.
• Purcell, J.,Kinnie, N., Hutchinson, S., Rayton, B. andSwart, J. (2003). Understandingthe People andPerformanceLink: Unlockingthe Black-Box. Research Report, CIPD, London.
• Sales, G. C. (1993). Adapted and adaptive feedback in technology-based instruction. In J. V. Dempsey& G. C. Sales (Eds.), Interpretive instruction and feedback. EnglewoodCliffs, NJ: Educational Technology Publications.
• Seligman, M. E. P.,& Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5—14.
• Seligman, M. E. P.,Steen, T. A., Park, N., &Peterson, C. (2005). Positive psychology progress: Empirical validation of interventions. AmericanPsychologist, 60(5), 410—421.
• Sleeman, D. H.,Kelly, A. E., Martinak, R., Ward, R. D., &Moore, J. L. (1989). Studies of diagnosis and remediation with high school algebra students, Cognitive Science, 13, 551– 568.
• Steelman, L. A., & Rutkowski, K.A.(2004). Moderators of employee reactions to negative feedback. Journal of Managerial Psychology, 19(1), 6—18.
• Stone R J. (2002), Human Resource Management 2nd Edition, JhonWiley&Sons 2002.
• Torrington, D.,Hall, L. & Taylor, S. (2005). Human Resource Management. 6th Ed. London: PrenticeHall.
• Wexley, K. N. (1986). Appraisal interview. In R. A. Berk (Ed.), Performance assessment (pp. 167-185). Baltimore: Johns Hopkins UniversityPress.
• Wognum, A. A. M. (2001). Vertical Integration of HRD PolicywithinCompanies. Human Resource Development International 4,3, 407–421.