chapter 6 gathering performance information 6-1 copyright © 2013 pearson education, inc. publishing...

Chapter 6Chapter 6

Gathering Gathering Performance Performance InformationInformation

6-6-11Copyright © 2013 Pearson Education, Inc. publishing as Prentice HallCopyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

OverviewOverview

Appraisal FormsAppraisal Forms

Characteristics of Appraisal FormsCharacteristics of Appraisal Forms

Determining Overall RatingDetermining Overall Rating

Appraisal Period and Number of Appraisal Period and Number of MeetingsMeetings

Copyright © 2013 Pearson Education, Inc. publishing as Prentice HallCopyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 6-6-22

OverviewOverview (Continued)(Continued)

Who Should Provide Performance Who Should Provide Performance Information?Information?

A Model of Rater MotivationA Model of Rater Motivation

Preventing Rating Distortion through Preventing Rating Distortion through Rater Training ProgramsRater Training Programs


Appraisal Forms: Appraisal Forms: Nine Major ComponentsNine Major Components

1.1. Basic Employee InformationBasic Employee Information

2.2. SignaturesSignatures


Appraisal Forms: Appraisal Forms: Nine Major Components Nine Major Components (Continued)(Continued)

3.3. Accountabilities, Objectives, and Accountabilities, Objectives, and StandardsStandards

4.4. Competencies and IndicatorsCompetencies and Indicators

5.5. Major Achievements and ContributionsMajor Achievements and Contributions

6.6. Stakeholder InputStakeholder Input

7.7. Employee CommentsEmployee Comments


Appraisal Forms: Appraisal Forms: Nine Major Components Nine Major Components (Continued)(Continued)

8.8. Developmental AchievementsDevelopmental Achievements

9.9. Developmental Developmental • Needs Needs

• PlansPlans

• GoalsGoals


Appraisal Forms:Appraisal Forms: Eight Desirable Features Eight Desirable Features

1.1. SimplicitySimplicity

2.2. RelevancyRelevancy

3.3. DescriptivenessDescriptiveness

4.4. AdaptabilityAdaptability


Appraisal Forms:Appraisal Forms: Eight Desirable Features Eight Desirable Features (Continued)(Continued)

5.5. ComprehensivenessComprehensiveness

6.6. Definitional ClarityDefinitional Clarity

7.7. CommunicationCommunication

8.8. Time OrientationTime Orientation



Judgmental strategyJudgmental strategy• Consider every aspect of performanceConsider every aspect of performance

• Arrive at defensible summaryArrive at defensible summary

Mechanical strategyMechanical strategy

• Consider scores assigned to each sectionConsider scores assigned to each section

• Add weighted scores to obtain overall Add weighted scores to obtain overall scoresscores


Open-Ended (Comments) SectionsOpen-Ended (Comments) Sections

ChallengesChallenges

Difficult to systematically categorize and analyzeDifficult to systematically categorize and analyze

Quality, length, and content varyQuality, length, and content vary

Tools to overcome challengesTools to overcome challenges

Computer-aided text analysis (CATA) softwareComputer-aided text analysis (CATA) software

Establish goals of information providedEstablish goals of information provided

Training in systematic and standardized rating Training in systematic and standardized rating skills skills


Appraisal PeriodAppraisal Period

Number of MeetingsNumber of Meetings AnnualAnnual

• May not provide sufficient opportunity for May not provide sufficient opportunity for supervisor/employee discussion supervisor/employee discussion

Semi-annualSemi-annual

QuarterlyQuarterly


When Review Is CompletedWhen Review Is CompletedAnniversary dateAnniversary date Supervisor doesn’t have to fill out forms for all Supervisor doesn’t have to fill out forms for all

employees at the same timeemployees at the same time

Can’t tie rewards to fiscal yearCan’t tie rewards to fiscal year

Fiscal yearFiscal year Rewards tied to fiscal yearRewards tied to fiscal year

Goals tied to corporate goalsGoals tied to corporate goals

May be burden to supervisor, depending on May be burden to supervisor, depending on implementationimplementation


Six Types of FormalSix Types of Formal Meetings Meetings (Can Be Combined)(Can Be Combined)

1.1. System InaugurationSystem Inauguration

2.2. Self-AppraisalSelf-Appraisal

3.3. Classical Performance ReviewClassical Performance Review

4.4. Merit/Salary ReviewMerit/Salary Review

5.5. Development PlanDevelopment Plan

6.6. Objective SettingObjective SettingCopyright © 2013 Pearson Education, Inc. publishing as Prentice HallCopyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 6-6-1313


Employees should be involved in selectingEmployees should be involved in selecting

Which sources evaluateWhich sources evaluate

Which performance dimensionsWhich performance dimensions

When employees are actively involvedWhen employees are actively involved

Higher acceptance of resultsHigher acceptance of results

Perception that system is fairPerception that system is fair



Direct knowledge of employee Direct knowledge of employee performanceperformance

SupervisorsSupervisors

PeersPeers

SubordinatesSubordinates

SelfSelf

CustomersCustomersCopyright © 2013 Pearson Education, Inc. publishing as Prentice HallCopyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 6-6-1515

SupervisorsSupervisorsAdvantagesAdvantages

Can evaluate performance vs. strategic goalsCan evaluate performance vs. strategic goals

Make decisions about rewardsMake decisions about rewards

Able to differentiate among performance dimensionsAble to differentiate among performance dimensions

Viewed as exclusive source in some cultural contextsViewed as exclusive source in some cultural contexts

DisadvantagesDisadvantages

Supervisor may not be able to directly observe Supervisor may not be able to directly observe performanceperformance

Evaluations may be biasedEvaluations may be biased


PeersPeers

AdvantagesAdvantages

Assess teamworkAssess teamwork

DisadvantagesDisadvantages

Possible friendship biasPossible friendship bias

May be less discriminatingMay be less discriminating

Context effectsContext effects


SubordinatesSubordinatesAdvantagesAdvantages Accurate when used for developmental Accurate when used for developmental

purposespurposes

Good position to assess some competenciesGood position to assess some competencies

DisadvantagesDisadvantages Inflated when used for administrative purposesInflated when used for administrative purposes

May fear retaliation (confidentiality is key)May fear retaliation (confidentiality is key)


SelfSelfAdvantagesAdvantages Increased acceptance of decisionsIncreased acceptance of decisions

Decreased defensiveness during appraisal Decreased defensiveness during appraisal interviewinterview

Good position to track activities during review Good position to track activities during review periodperiod

DisadvantagesDisadvantages May be more lenient and biasedMay be more lenient and biased


SelfSelf (Continued)(Continued)

Suggestions to improve quality of self-Suggestions to improve quality of self-appraisalsappraisals

Use comparative instead of absolute Use comparative instead of absolute measurement systemsmeasurement systems

Allow employees to practice their self-Allow employees to practice their self-appraisalsappraisals

Ensure confidentialityEnsure confidentiality

Emphasize the futureEmphasize the future


CustomersCustomers (External and Internal)(External and Internal)

AdvantagesAdvantages Employees become more focused on Employees become more focused on

meeting customer expectations.meeting customer expectations.

DisadvantagesDisadvantages TimeTime

MoneyMoney


Disagreement Across SourcesDisagreement Across Sources

Expect disagreementsExpect disagreements

Ensure employee receives feedback by Ensure employee receives feedback by sourcesource

Assign differential weights to scores by Assign differential weights to scores by source, depending on importancesource, depending on importance

Ensure employees take active role in Ensure employees take active role in selecting which sources will rate which selecting which sources will rate which dimensionsdimensions


Types of Rating ErrorsTypes of Rating Errors

Intentional errorsIntentional errors

• Rating inflationRating inflation

• Rating deflationRating deflation

Unintentional errorsUnintentional errors

• Due to complexity of taskDue to complexity of task


Expected Positive and Negative Consequences of Rating

Accuracy

Probability of Experiencing Positive and Negative

Consequences

Expected Positive and Negative Consequences of Rating

Distortion

Probability of Experiencing Positive and Negative

Consequences

Motivation to Provide Accurate Ratings

Motivation to Distort Ratings

Rating Behavior



Motivations for Rating InflationMotivations for Rating Inflation

• Maximize merit raise/rewardsMaximize merit raise/rewards

• Encourage employeesEncourage employees

• Avoid creating written recordAvoid creating written record

• Avoid confrontation with employeesAvoid confrontation with employees

• Promote undesired employees out of unitPromote undesired employees out of unit

• Make manager look good to his/her supervisorMake manager look good to his/her supervisor


Motivations for Rating DeflationMotivations for Rating Deflation

• Shock employeesShock employees

• Teach a lessonTeach a lesson

• Send a message to employee Send a message to employee

• Build a written record of poor Build a written record of poor performanceperformance


Reducing Intentional Rating Reducing Intentional Rating DistortionDistortion

Recommendations:Recommendations:

Have raters justify their ratingsHave raters justify their ratings

Have raters justify their ratings in a face-Have raters justify their ratings in a face-to-face meetingto-face meeting



Preventing Rating Distortion Preventing Rating Distortion Through Through

Rater Training ProgramsRater Training Programs

Rater Training Programs Rater Training Programs Should Cover:Should Cover:

InformationInformation

MotivationMotivation

Identifying, observing, recording and Identifying, observing, recording and evaluating performanceevaluating performance

How to interact with employees when How to interact with employees when they receive performance informationthey receive performance information


Information—How the System WorksInformation—How the System Works

Reasons for implementing the Reasons for implementing the performance management systemperformance management system

Information on the appraisal form and Information on the appraisal form and system mechanicssystem mechanics


Motivation—What’s in It for Me?Motivation—What’s in It for Me?

Benefits of providing accurate ratingsBenefits of providing accurate ratings

Tools for providing accurate ratingsTools for providing accurate ratings


Identifying, Observing, Recording, and Identifying, Observing, Recording, and Evaluating PerformanceEvaluating Performance

How to identify and rank job activitiesHow to identify and rank job activities

How to observe, record, and measure How to observe, record, and measure performanceperformance

How to minimize rating errorsHow to minimize rating errors


How to Interact with Employees How to Interact with Employees When They Receive Performance When They Receive Performance

InformationInformation

How to conduct an appraisal interviewHow to conduct an appraisal interview

How to train, counsel, and coachHow to train, counsel, and coach


Appraisal FormsAppraisal Forms

Characteristics of Appraisal FormsCharacteristics of Appraisal Forms


Appraisal Period and Number of MeetingsAppraisal Period and Number of Meetings

Who Should Provide Performance Information?Who Should Provide Performance Information?


Preventing Rating Distortion Through Rater Preventing Rating Distortion Through Rater Training ProgramsTraining Programs


Quick ReviewQuick Review

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Copyright © 2013 Pearson Education, Inc. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hallpublishing as Prentice Hall


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