Performance Management and Appraisal Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 6-1.

Performance Appraisal In this lecture we will get an overview of the performance appraisal process and the different tools and methods available. The main topics covered include the performance management process, appraisal methods, appraisal performance problems and solutions, and the appraisal interview. Despite lots of attention, money, and effort, performance appraisals remain an area with which few managers or employees are satisfied. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-2

Learning Objectives 1.Define performance management and discuss how it differs from performance appraisal. 2.Describe the appraisal process. 3.Set effective performance appraisal standards. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-3

Learning Objectives 4.Develop, evaluate, and administer at least four performance appraisal tools. 5.Explain and illustrate the problems to avoid in appraising performance. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-4

Learning Objectives 6.Discuss the pros and cons of using different raters to appraise a person’s performance. 7.Perform an effective appraisal interview. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-5

Discussion Managerial On-The-Job Training methods include job rotation, coaching/ understudy approach, and action learning. 1.Job rotation involves moving management trainees from department to department to broaden their understanding of all parts of the business. 2.The coaching/understudy approach occurs when a trainee works directly with a senior manager or with the person he/she is to replace, and the latter is responsible for coaching the trainee. 3.Action learning programs give managers and others released time to work full time on projects to analyze and solve problems in departments other than their own. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-7

Off-the-Job Management Training and Development Techniques 1.The case study method presents a trainee with a written description of an organizational problem. 2.Management games are computerized management games allow for the trainees to be involved. 3.Outside seminars are offered by many companies and universities. 4.University-related programs provide executive education and continuing education programs in leadership, supervision, and the like. 5.Role playing is aimed at creating a realistic situation and then having the trainees assume the parts (roles) of specific persons in that situation. 6.Behavior modeling involves showing the trainee the correct way to do something, letting the trainee practice the correct way, and giving the HR. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-8

Off the job 6.Behavior modeling involves showing the trainee the correct way to do something, letting the trainee practice the correct way, and giving the trainee feedback on his/her performance. Behavior modeling is one of the most widely- used interventions, both for teaching supervisory-type skills and particularly for behavioral computer skills training. 7.Corporate universities are in-house development centers that have been established by many companies to expose prospective managers to realistic exercises that develop improved management skills. Executive coaches are being used by firms to improve their top managers’ effectiveness. An executive coach is an outside consultant who questions the executive’s boss, peers, subordinates, and sometimes, family, in order to identify strengths and weaknesses. The coach then counsels the executive so he or she can capitalize on those strengths and overcome the weaknesses. The SHRM Learning System encourages HR professionals to get certified by taking one of three exams: professional, senior professional and global HR. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-9

OK Lets start Today's lecture! Lets define performance management and discuss how it differs from performance appraisal. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-10

Performance Management Performance management has to do with creating an organizational system that is fair, effective, and widely understood by all. The goal of the system is to support the strategic aims of the firm by establishing a valid and reliable process connecting the employees to it. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-11

Performance Appraisal Performance appraisal involves : (1)setting work standards, (2)assessing actual performance relative to those standards, and (3)providing feedback to the employee. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-12

Basic Concepts In Performance Management and Appraisal The performance appraisal process Why appraise performance? The importance of continuous feedback Performance management Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-13

Effective Appraisals Effective appraisals begin before the actual appraisal, with the manager defining the employee’s job and performance criteria. Defining the job means making sure that you and your subordinate agree on his or her duties and job standards and on the appraisal method you will use. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-15

Appraising Performance Appraising performance is important for several reasons. Many employers still base pay and promotions on employee appraisals. Appraisals play an integral role in the employer's performance management process. The appraisal lets the boss and subordinate develop a plan for correcting any deficiencies while reinforcing those things the employee does correctly. Appraisals are a useful career planning tool. Finally, appraisals play a role in identifying training and development needs. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-16

Aligning Employees efforts Aligning the employee’s efforts with the job’s standards should be a continuous process. When you see a performance problem, the time to take action is immediately. Similarly, when someone does something well, the best reinforcement comes immediately, not six months later. Performance management includes continuously adjusting how an organization and its team members do things. Team members who need coaching and training receive it, and procedures that need changing are changed. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-17

Pay and Promotion Employers frequently use (end employees have come to expect) their pay and promotions are determined by their appraisals. Improvement and career development planning also originates with an effective appraisal system. In addition, training and development activities are based on the appraisal system. Finally, providing continuous feedback and making improvements to how employees and employers do things contributes to organizational success. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-19

Basis of Appraisal Most employees need and expect to know ahead of time on what basis their employer will appraise them. Le Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-21

Employee’s Goals and Performance Standards HR in practice: how to set effective goals o Assign specific goals o Assign measurable goals o Assign challenging but doable goals o Encourage participation Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-22

Gaols At the heart of performance management is the idea that employees’ efforts should be goal directed. Such a process involves clarifying expectations and quantifying them by setting measurable standards for each objective. Goals should be: 1.specific 2.measurable 3.challenging but attainable 4.relevant and timely 5. Finally, employees should always have the opportunity to have meaningful input into the goals they are to achieve. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-23

SMART Goals 1.specific 2.measurable 3.challenging but attainable 4.relevant 5.timely Finally, employees should always have the opportunity to have meaningful input into the goals they are to achieve. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-24

Employee’s Goals and Performance Standards Basing appraisal standards on required competencies The role of job descriptions Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-25

Competencies Competencies are often arranged according to the basic technical, motor, intellectual, and other skills needed to be successful in a job. In addition, the minimum level of each skill needed should be specified. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-26

What and How to Appraise Ideally, what to appraise and how to appraise it will be obvious from the job description. For the criteria to appraise, the job description should list the job’s duties or tasks, including how critical each is to the job and how often it’s performed. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-27

Who Should Do the Appraising? Peer appraisals Rating committees Self-ratings Appraisal by subordinates 360-degree feedback Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-28

Who should do the appraising ? Who should do the appraising? The immediate supervisor is usually in the best position to observe and evaluate the subordinate’s performance. He or she also is typically responsible for that person’s performance. Peer appraisals are becoming more popular with firms using self- managing teams. Rating committees consist of multiple raters, typically the employee’s immediate supervisor and three or four other supervisors. Self-ratings tend to be higher than supervisor or peer ratings although input from the subordinate is always to be encouraged.. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-29

Upward Appraisal Appraisal by subordinates is also known as upward feedback. In this instance, subordinates anonymously rate their supervisor’s performance. 360-degree feedback has become more widely used. Ratings are collected from the employee’s supervisors, subordinates, peers, and occasionally, internal or external customers. The best advice is that firms should carefully assess costs, train those giving feedback thoroughly, and not rely solely on 360-degree feedback. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-30

Graphic Rating scale The graphic rating scale method is the simplest and most popular performance appraisal technique. First, a scale is used to list a number of traits and a range of performance for each. Then the employee is rated by identifying the score that best describes his/her performance level for each trait. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-32

Managers must decide Managers must decide which job performance aspects to measure. Such aspects include generic dimensions, actual job duties, or behaviorally recognizable competencies. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-33

Performance Appraisal Tools Alternation ranking Paired comparison Forced distribution Critical incident Narrative forms Behaviorally Anchored Rating Scales (BARS) Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-36

Alternative ranking Methods The Alternation Ranking Method ranks employees from best to worst on a specific trait, choosing highest, then lowest, until all are ranked. The Paired Comparison Method involves ranking employees by making a chart of all possible pairs of employees for each trait. The manager then indicates which one is the better employee of the pair. Forced Distribution Method – Predetermined percentages of employee ratings are placed in various performance categories, similar to grading on a curve. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-37

Critical Incident Method Critical Incident Method – A supervisor keeps a record of uncommonly good and/or undesirable examples of an employee’s work-related behavior. The supervisor then reviews the record with the employee at predetermined times. The Narrative Forms method involves rating the employee’s performance for each performance factor needed on the job. Written examples and an improvement plan is provided. The process then aids the employee in understanding where his/her performance was good or bad focusing on problem solving. Behaviorally Anchored Rating Scales (BARS) is a method that combines the benefits of narratives, critical incidents, and quantified scales. It does so by anchoring a scale with specific behavioral examples of good or poor performance. The advantages of BARS include accuracy, clearer standards, feedback, independent dimensions, and consistency. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-38

Performance Appraisal Tools Mixed standard scales Management by objectives (MBO) Computerized and web-based performance appraisal Electronic performance monitoring (EPM) Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-39

Mixed Standards Scales Mixed Standard Scales are similar to BARS but generally list just three behavioral examples or standards for each of the three performance dimensions. Management by Objectives (MBO) – The manager sets specific measurable goals with each employee and then periodically discusses the employee’s progress toward them. The process consists of six steps: 1.set organizational goals 2.set departmental goals 3.discuss 4.define expected results 5.conduct performance reviews 6.provide feedback Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-40

Web based Appraisal A computerized and web-based performance appraisal approach generally enables managers to keep notes on subordinates during the year. It allows employee ratings on a series of performance traits, and then generates text to support each part of the appraisal. Electronic Performance Monitoring use computer network technology to allow managers access to their employees’ computers and telephones. Note, however, the most effective appraisal forms often merge several approaches Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-41

Web based PA A computerized and web-based performance appraisal approach generally enables managers to keep notes on subordinates during the year. It allows employee ratings on a series of performance traits, and then generates text to support each part of the appraisal. Electronic Performance Monitoring use computer network technology to allow managers access to their employees’ computers and telephones. Note, however, the most effective appraisal forms often merge several approaches Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-43

Dealing with Appraisal Problems and Interviews Potential appraisal problems o Unclear standards o Halo effect o Central tendency o Leniency or strictness o Recency effects o Bias Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-45

Clear Standards If standards are unclear, ambiguous traits and degrees of merit can result in an unfair appraisal. The influence of a rater’s general impression on ratings of specific qualities is known as the halo effect. Central tendency occurs when supervisors stick to the middle of the rating scales, thus rating everyone average. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-46

Tendencies Leniency or strictness occurs if supervisors have a tendency to rate everyone either high or low. Recency effects involve letting what the employee has done recently blind the manager to the employee’s performance over the entire year. Bias is a tendency to allow individual differences such as age, race, and sex affect employee appraisal ratings. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-47

Guidelines for Effective Appraisals Know the problems Use the right tool Keep a diary Get agreement on a plan Ensure fairness Appraisals and the law Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-50

Managing the Appraisal Interview Types of appraisal interviews How to conduct the appraisal interview o Objective data o Don’t get personal o Encouragement o Agreement Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-53

Objectives 1)Satisfactory – Promotable This is the easiest interview, the objective is to make development plans. 2)Satisfactory – Not Promotable This type of interview has the objective of maintaining performance when promotion is not possible. 3)Unsatisfactory – Correctable This has the objective to plan correction via the development and successful implementation of an action plan. Prepare for the interview by assembling the data, preparing the employee, and choosing the time and place. Be direct and specific, using objective examples. Don’t get personal. Encourage the person to talk. Plan on reaching agreement. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-55

Managing the Appraisal Interview Handling a defensive subordinate Criticizing a subordinate The formal written warning Realistic appraisals Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-56

Defensive Behaviour Recognize that defensive behavior is normal. Never attack or belittle a person’s defenses; they are legitimate to him or her. Postpone action as appropriate and recognize your own limitations. When required, criticize in a private and constructive manner that lets the person maintain his/her dignity and sense of worth. manager be candid when a subordinate is underperforming. Focus on specifics and allow opportunities to improve. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-57

Written Warnings Written warnings should identify the standards by which the employee is judged, make it clear that the employee was aware of the standard. Then specify any violation of the standard, and show that the employee had an opportunity to correct the behavior. You may place this in his or her permanent personnel file. If circumstances warrant, you may remove the warning after a specified amount of time, say 90 days or longer. Be realistic and honest when giving an appraisal. It is important that a manager be candid when a subordinate is underperforming. Focus on specifics and allow opportunities to improve. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-58

Performance Management Performance management vs. appraisals Information technology Talent management Appraisal and active management Segmenting employees Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-59

Performance Management Summary Direction sharing Goal alignment Ongoing performance monitoring Ongoing feedback Coaching and developmental Recognition and rewards Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-60

6 BASIC ELEMENTS We can summarize performance management’s six basic elements as follows: 1.Direction sharing means communicating the company’s goals throughout the company. Then translating these into doable departmental, team, and individual goals. 2.Goal alignment means having a method that enables managers and employees to see the link between the employees’ goals and those of their department and company. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-61

Monitoring and feedback 1.Ongoing performance monitoring usually includes using computerized systems that measure and then e-mail progress and exception reports. The reports are based on the person’s progress toward meeting his or her performance goals. 2.Ongoing feedback includes both face-to-face and computerized feedback regarding progress toward goals. 3.Coaching and developmental support should be an integral part of the feedback process. 6. Recognition and rewards provide the consequences needed to keep the employee’s goal-directed performance on track. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-62

Review Type of interviews Defensiveness Criticism Warnings Realism Performance management vs. appraisals Talent management Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-63

Ok lets recap We have focused on the types of appraisal interviews and how to conduct effective interviews. Using objective data, not getting personal, providing encouragement and obtaining agreement are key ingredients. We also discussed subordinate defensiveness, handling criticism, using written warnings, and remaining realistic in the process. Finally, we covered some of the differences between management and appraisals and using information technology as an aid to effective appraisals. Managing talent actively and segmenting employees also provided guidelines for the future. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-64

Discussion “There is little need for performance reviews when staff are content or have little control over their work.” Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-65

Concepts Concepts in Performance Management and Appraisal The Performance Appraisal Process - Stripped to its essentials, performance appraisal always involves the 3-step performance appraisal process: (1) setting work standards, (2) assessing the employee’s actual performance relative to those standards, which usually involves some rating form; and (3) providing feedback to the employee with the aim of helping him or her to eliminate performance deficiencies or to continue to perform above par. Why Appraise Performance? For several reasons: 1) many employers still base pay, etc. on employee appraisals; 2) appraisals play an integral role in the employer's performance management process; 3) the appraisal lets the boss and subordinate develop a plan for correcting any deficiencies, and reinforce those things the employee does correctly; 4) they serve a useful career planning purpose; and 4) appraisals play a role in identifying training and development needs. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-66

Concepts The Importance of Continuous Feedback - Aligning the employee’s efforts with the job’s standards should be a continuous process. When you see a performance problem, the time to take action is immediately—there is no substitute for nudging your employee’s performance back into line continuously and incrementally. Similarly, when someone does something well, the best reinforcement comes immediately, not six months later. Performance Management – Includes continuously adjusting how an organization and its team members do things. Team members who need coaching and training receive it, and procedures that need changing are changed. Defining the Employee's Goals and Work Standards – At the heart of performance management is the idea that employees’ effort should be goal directed, which involves clarifying expectations and quantifying them by setting measurable standards for each objective. Some guidelines for effective goal setting are: 1. assign specific goals; 2. assign measurable goals; 3. assign challenging but doable goals; and 4. make sure the goals are relevant and 5. timely. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 9-67

Performance Management Objectives In this training you will learn the most effective methods to create constructive performance evaluations and how to communicate with employees during the performance process. To learn the basics of Performance Management To understand the purpose and strategies behind Performance Appraisals To gain knowledge of the performance management forms and tools To gain an understanding of the merit/awards process 69

Performance Management Performance management is an ongoing process of communication between a supervisor and an employee that occurs throughout the year, in support of accomplishing the strategic objectives of the organization. The communication process includes: Setting Objectives Discussing Expectations and Performance Standards Identifying Goals Providing Feedback Evaluating Results 70

1. Develop/Review Position Description 2. Establish Performance Expectations 3. Identify Tools and Training Needed 4. Ongoing Feedback and Communication 5. Handle Issues as they Arise. 6. Adjust Assignments as Needed 7. Formal Performance Evaluation (no surprises!) 8. Discuss Possible Professional Development Plan 9. Merit Rewards Process The Annual Performance Management Process Performance Management 71

The Importance of Performance Planning The purposes of the Division of Agriculture & Natural Resources performance management program are to: Provide a link between work planning for individual staff members and overall department and Division goals Help staff members understand their job responsibilities and improve job performance Recognize and reward staff member contributions, and foster professional development and career growth Increase productivity and correct problems Required in the determination of merit increases Performance Management 72

Developing Performance Goals/Objectives Definitions of Performance Expectations Performance expectations should be clear, brief, attainable, and measurable, and can be expressed in terms of: 1. Quality 2. Quantity 3. Timeliness 4.Effective use of Resources 5.Manner of Performance 6. Method of Performing Performance Management 73

Developing Performance Goals/Objectives Avoid Unrealistic Goals 1.Use specific examples of behaviors and of the desired results 2.Avoid using evaluative terms which do not describe behaviors and/or outcomes, such as "good work" and "bad attitude" 3.Be wary of using terms such as "always" and "never." It is not realistic to expect that a staff member will always perform perfectly and will never make a mistake 4.Avoid using numbers in goals unless you actually intend to count the behavior 5.Consider the cost/benefit of gathering data on performance Performance Management 74

Developing Performance Goals/Objectives Verifying and Recording Performance Methods of Verifying Performance Determined at the start of the evaluation period and discussed with the staff member. Direct observation Reports of others' observations Written records such as attendance, financial, assignment logs, and status reports Results in the form of tangible products Performance Management 75

Developing Performance Goals/Objectives Verifying and Recording Performance Record Performance Record only job-related performance, avoid making statements about an individual Do not try to record every event; select a representative sample of performance Cross validate reports from others Record both positive and negative performance Performance Management 76

Developing Performance Goals/Objectives Example Problem An employee has been making mistakes while entering the payroll for the last month. They have had to go back and correct their mistakes the next day, taking time away from other projects. Performance Need Employee needs to prepare all work accurately and on time in order to keep on schedule and provide the other administrative services as part of their job. Performance Management 77

Developing Performance Goals/Objectives Example Goal Go through PPS training refresher course, in order to keep up to date and get a reminder of the intricacies of the system (by November 2012). Outcome Skills to enter payroll into the PPS system, on time, with a lower rate of error, in order to free up time for other administrative tasks. Performance Management 78

Counseling and Coaching Tips Share knowledge and experience Share feedback and observations Use questioning to stimulate thinking Facilitate by listening Encourage brainstorming Explore options and consequences together Allow the employee to find their own conclusions and solve their own problems when possible Performance Management 79

After the New Hire Probationary Period All professional and support staff employees who hold career appointments shall serve a probationary period during which time their work performance and general suitability shall be evaluated in writing. The probationary period is completed following six months of continuous service at one-half time or more without a break in service. 80 Probationary Period

After the New Hire Establish Performance Goals Performance goals and objectives are what an employee can look to, and what a supervisor can look to in order to understand the desired outcome of each function of the job. Employees and managers should meet to clarify expected outcomes and set objectives that coordinate the employee's job to department and campus objectives. 81 Probationary Period

After the New Hire Release from Employment Prior to Career Status At any time during the probationary period an employee may be released in accord with the appropriate personnel program/contract policy. Extension of Probationary Period Under appropriate circumstances, the probationary period may be extended at the discretion of the staff personnel unit. 82 Probationary Period

Performance Appraisal A formal performance review must be conducted each year consisting of discussions between the supervisor and the staff member and a written record of the appraisal. Discussions should occur more frequently if needed, such as when new objectives are developed, or if the staff member requires a more structured approach in order to encourage improved performance. The content of the formal appraisal should not be a surprise. Performance Management 83

Performance Appraisal Guidelines Frequent Communication Throughout the Year Judge Your Own Performance Warm-Up Period Be Candid & Be Specific Build on Strengths Be a Positive Listener Judge Performance - Not the Person Performance Management 84

Performance Appraisal Assignment of Overall Performance Rating Overall performance ratings are qualified by four areas: 1.Exceeds Job Expectations 2.Meets Job Expectations 3.Partially Meets Job Expectations 4.Does Not Meet Job Expectations Performance Management 85

The Appraisal Discussion Discussion Tips Clearly state the purpose of the meeting and explain the process Tell staff member what can come out of meeting, including future assignments, clear communication, and increased duties Help the staff member feel at ease and receptive Avoid criticism of personality or personal traits Use listening skills to separate facts from opinions Conclude with a summary of the main points of the discussion Inform staff member of the option to respond to the appraisal Have employee sign the form, or set a mutually agreeable date for signing the final form Performance Management 86

The Appraisal Discussion Supervisor's Self Evaluation Did things go well/poorly? Why? What topics were handled successfully/unsuccessfully? What subjects aroused the staff member's interest and involvement? Were all important points thoroughly discussed? What remains as unfinished business? What points should be raised at the next meeting? What performance should be monitored in the future? What objectives should be set? Is the staff member a possible candidate for promotion? Performance Management 87

Performance Management and Appraisal Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 6-1.

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Performance Management and Appraisal Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 6-1.

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