1. Chapter 6 Gathering Performance Information
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2. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Overview
Appraisal Forms
Characteristics of Appraisal Forms
Determining Overall Rating
Appraisal Period and Number of Meetings
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3. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Overview (Continued)
Who Should Provide Performance Information?
A Model of Rater Motivation
Preventing Rating Distortion through Rater Training Programs
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4. Appraisal Forms: Nine Major Components
Basic Employee Information
Signatures
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5. Appraisal Forms: Nine Major Components (Continued)
Accountabilities, Objectives, and Standards
Competencies and Indicators
Major Achievements and Contributions
Stakeholder Input
Employee Comments
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6. Appraisal Forms: Nine Major Components (Continued)
Developmental Achievements
Developmental
Needs
Plans
Goals
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7. Appraisal Forms: Eight Desirable Features
Simplicity
Relevancy
Descriptiveness
Adaptability
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8. Appraisal Forms: Eight Desirable Features (Continued)
Comprehensiveness
Definitional Clarity
Communication
Time Orientation
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9. Determining Overall Rating
Judgmental strategy
Consider every aspect of performance
Arrive at defensible summary
Mechanical strategy
Consider scores assigned to each section
Add weighted scores to obtain overall scores
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10. Open-Ended (Comments) Sections
Challenges
Difficult to systematically categorize and analyze
Quality, length, and content vary
Tools to overcome challenges
Computer-aided text analysis (CATA) software
Establish goals of information provided
Training in systematic and standardized rating skills
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11. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Appraisal Period
Number of Meetings
Annual
May not provide sufficient opportunity for supervisor/employee discussion
Semi-annual
Quarterly
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12. When Review Is Completed
Anniversary date
Supervisor doesn’t have to fill out forms for all employees at the same time
Can’t tie rewards to fiscal year
Fiscal year
Rewards tied to fiscal year
Goals tied to corporate goals
May be burden to supervisor, depending on implementation
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13. Six Types of Formal Meetings (Can Be Combined)
System Inauguration
Self-Appraisal
Classical Performance Review
Merit/Salary Review
Development Plan
Objective Setting
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14. Who Should Provide Performance Information?
Employees should be involved in selecting
Which sources evaluate
Which performance dimensions
When employees are actively involved
Higher acceptance of results
Perception that system is fair
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15. Who Should Provide Performance Information?
Direct knowledge of employee performance
Supervisors
Peers
Subordinates
Self
Customers
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16. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Supervisors
Advantages
Can evaluate performance vs. strategic goals
Make decisions about rewards
Able to differentiate among performance dimensions
Viewed as exclusive source in some cultural contexts
Disadvantages
Supervisor may not be able to directly observe performance
Evaluations may be biased
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Peers
Advantages
Assess teamwork
Disadvantages
Possible friendship bias
May be less discriminating
Context effects
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18. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Subordinates
Advantages
Accurate when used for developmental purposes
Good position to assess some competencies
Disadvantages
Inflated when used for administrative purposes
May fear retaliation (confidentiality is key)
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19. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Self
Advantages
Increased acceptance of decisions
Decreased defensiveness during appraisal interview
Good position to track activities during review period
Disadvantages
May be more lenient and biased
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20. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Self (Continued)
Suggestions to improve quality of self- appraisals
Use comparative instead of absolute measurement systems
Allow employees to practice their self- appraisals
Ensure confidentiality
Emphasize the future
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21. Customers (External and Internal)
Advantages
Employees become more focused on meeting customer expectations.
Disadvantages
Time
Money
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22. Disagreement Across Sources
Expect disagreements
Ensure employee receives feedback by source
Assign differential weights to scores by source, depending on importance
Ensure employees take active role in selecting which sources will rate which dimensions
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23. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Types of Rating Errors
Intentional errors
Rating inflation
Rating deflation
Unintentional errors
Due to complexity of task
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24. A Model of Rater Motivation
Expected Positive and Negative Consequences of Rating Accuracy
Probability of Experiencing Positive and Negative Consequences
Expected Positive and Negative Consequences of Rating Distortion
Motivation to Provide Accurate Ratings
Motivation to Distort Ratings
Rating Behavior
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25. Motivations for Rating Inflation
Maximize merit raise/rewards
Encourage employees
Avoid creating written record
Avoid confrontation with employees
Promote undesired employees out of unit
Make manager look good to his/her supervisor
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26. Motivations for Rating Deflation
Shock employees
Teach a lesson
Send a message to employee
Build a written record of poor performance
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27. Reducing Intentional Rating Distortion
Recommendations:
Have raters justify their ratings
Have raters justify their ratings in a face- to-face meeting
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28. Preventing Rating Distortion Through Rater Training Programs
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29. Rater Training Programs Should Cover:
Information
Motivation
Identifying, observing, recording and evaluating performance
How to interact with employees when they receive performance information
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30. Information—How the System Works
Reasons for implementing the performance management system
Information on the appraisal form and system mechanics
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31. Motivation—What’s in It for Me?
Benefits of providing accurate ratings
Tools for providing accurate ratings
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32. Identifying, Observing, Recording, and Evaluating Performance
How to identify and rank job activities
How to observe, record, and measure performance
How to minimize rating errors
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33. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
How to Interact with Employees When They Receive Performance Information
How to conduct an appraisal interview
How to train, counsel, and coach
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34. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Quick Review
Appraisal Forms
Characteristics of Appraisal Forms
Determining Overall Rating
Appraisal Period and Number of Meetings
Who Should Provide Performance Information?
A Model of Rater Motivation
Preventing Rating Distortion Through Rater Training Programs
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35. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
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Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall