Field
Review Method
Field
Review Method:
Whenever subjective performance
measures are used,
differences in rater perceptions cause bias. To provide greater
standardization in reviews, some employers use the field review method. In
this method. a skilled representative of the HR department goes into the “field” and assists
supervisors with their ratings. The HR specialist solicits from the
immediate supervisor specific information about the
employee’s performance Then the expert prepares an evaluation that is based on
this information.
Under this
method, performance of employees is at first documented then evaluated
with the mutually set performance standards.
Rating
Forced distribution method
Purpose:
We describe why human
resource management (HRM) decisions are likely to have an important and unique
influence on organizational performance. Our hope is that this research forum
will help advance research on the link between HRM and organizational
performance. We identify key unresolved questions in need of future study and
make several suggestions intended to help researchers studying these questions
build a more cumulative body of knowledge that will have key implications for
both theory and practice.
The purpose
of this paper is to test alternative conceptualizations of the relationship
between systems of human resource management (HRM) practices and organizational
effectiveness. The authors describe a framework suggesting a complex
relationship between HRM practices and organizational effectiveness, test this
approach empirically in a large sample of US motor carriers, and compare the
results to those derived using other approaches prevalent in the strategic HRM
literature.
The study
used a large scale cross-sectional survey design. In a sample of US motor
carriers, questionnaires completed by senior HRM department staff were used as
the primary data. The data were supplemented by organizational effectiveness
data reported by motor carriers to the US Government.
The results
support the general hypothesis that HRM practices enhance organizational
effectiveness, provide some evidence that HRM practices can enhance each
other’s effectiveness, and underscore the value of theory driven methodological
approaches. Specifically, the authors found that HRM system comprising
practices that ensure selectivity in staffing, performance-based pay, and
enhanced employee opportunity through participation in decision-making result
in higher levels of organizational effectiveness. Additionally, the effects of
other combinations of these practices varied.
This study
highlights the need for HRM departments and organizations to approach the
strategic management of employees with a systems perspective. The optimal
design of an HRM strategy must take into account the various components.
This study
is one of the first to test the main assumptions of the systems perspective in
strategic HRM using multiple measures and empirical approaches for combining
HRM practices into systems. Comparison of these different approaches in a
single study offers insight into how researchers can test the relationship
between HRM practices and organizational effectiveness and provide
practitioners more useful approaches for designing HRM systems.
Comparative education approaches:
Apollo
(1986) identified eight approaches to the study of Comparative Education. They
are:
1. Problem Approach or Thematic approach
2. Case study approach
3. Area study approach
4. Historical approach
5. Descriptive approach
6. Philosophical approach
7. International approach and
8. Gastronomic approach
1. Problem
approach or thematic approach:
— In this approach the investigator will first
of all identify a particular educational problem in his own country. Then, he
will begin to look for another country that has the same problem.
— The researcher will also study the education
problem of another country in relation to their culture. The researcher will
not only study the educational problem of another country but he will also
examine the solution applied to such problem by the affected country.
2. Case
study approach:
— In this
approach, an education comparativist from Nigeria can go to Iraq to study the
primary education Level of the country. His report will be very comprehensive
for his readers to understand.
— If it is
possible for the researcher, he can take all the educational systems of the
country and compare such educational system with his own educational system.
— The problem with this approach is that
as a human being, the investigator may not be totally objective in his report.
3. Area
study approach:
Breeder (1958) is of the opinion that "one of the oldest and
clearest ways of introducing the subject comparative Education is to study one
geographical area at a time" He therefore identified the following stages:
— Following stages in the area study approach
i
.Descriptive Stage –
— At this stage, an
Educational researcher can make a description of
his own educational system as well as practices.
— The investigator has to start by reading
extensively. He will start by reviewing the available literature on the
educational system of the country being studied.
— To enable the investigator have on the spot
assessment, he can personally visit the country whose educational system is
studying.
ii.Interpretation
stage
At this stage of the study, the investigator
will now collate and analyze the data gathered from various sources to
enable him do justice to the educational system of the area being studied.
iii.
Juxtaposition (combination)stage
At this stage of the study the investigator will put
side by side the result obtained from the interpretation(analysis) stage with
the educational system of his own country.
iv.
Comparative stage
At this stage of the investigation, the researcher will objectively
compare and contrast the educational practices of the country being studied
with that of his own.
It is at this stage of the study that whatever hypotheses that might have
been formulated by the researcher that will be rejected or accepted.
4. Historical approach
4. Historical approach
In this approach, an investigator will
only take a village, town or country for the examination of its educational
historical development right from the first day when education was introduced
into the place and the time of study.
This approach will enable the researcher to
identify the factors that are responsible for the current educational system of
the country being studied. However, the problem with this approach is that
greater emphasis is always placed on the past.
Friedrich Schneider said in his
publication(1947), he gave the following as the factors that can influence the
educational theory and practice of any country:
(a) National character
(b) Geographical space
(c) Culture
(d) Sciences
(e) Philosophy
(f) Economic life and politics
(g) Religion
(h) History
(i) Foreign influences and
(j) The development of pedagogies
5.
Descriptive approach :
Here, the researcher will have to describe everything he finds on ground.
Such things to be described could include:
— Number of schools,
— student enrolment,
— number of teachers,
— number of the school buildings including
classrooms
— number of subjects being offered.
However, the approach is not very popular among the modern educational
Comparatives.
6.
International Approach:
This is an approach whereby all the variations existing from one area to
another within the same country are taken into consideration while comparing
the system of education of a foreign country with one's educational system.
7.
Gastronomic approach:
This is a method whereby both the diet as well as the eating habit of the
people in a particular country are related to the practices of their education,
the approach is not very popular among the modern educational comparatives.
8. The
philosophical approach
A Russian Philosopher by name Segues Hessen was the first man to apply
philosophical approach to the study of Comparative Education when he published
his book in 1928 which he titled "Kritische Vergleichung des Schulwesens der Anderen
Kuturstaaten". In the book, he chose
four main philosophical problems.
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