CHAPTER 6 Gathering Performance Information

Appraisal Forms
- an important component of the performance assessment stage.
- are instruments used to document and evaluate performance.

Components:
1. Basic employee information – job title, division, department and other work group information, employee number,
and pay grade or salary classification.
2. Accountabilities, objectives and standards – name and description of each accountability, objectives agreed upon by
manager and employee, and that extent to which the objectives have been achieved.
3. Competencies and indicators – definition of the various competencies to be assessed, together with their behavioural
indicators.
4. Major achievements and contributions – two or three major accomplishments of the individual being rated during
the review period. These could refer to results, behaviors or both.
5. Developmental achievements - includes information about the extent to which the development goals set for the
review period have been achieved.
6. Developmental needs, plans, and goals - This section of the form is future oriented and includes information about
specific goals and timetables in terms of employee's development.
7. Stakeholder input - Some forms include section to be filled out by other stakeholders, such as Customers with whom
the employee interacts
8. Employee comments - This section includes reactions to and comments provided by the employee being rated
9. Signatures - The final section of most forms includes a section in which the employee being rated, the rater, and the
rater's supervisor provide their signatures to show they have seen and discussed the content of the form

Characteristics of Appraisal Forms:

1. Simplicity – easy to understand, easy to administer, quick to complete, clear, and concise.
2. Relevancy – include information related directly to the tasks and responsibilities of the job.
3. Descriptiveness – raters provide evidence of performance regardless of the performance level.
4. Adaptability – allows managers in different functions and departments to adapt them to their particular needs and
situations.
5. Comprehensiveness – include all the major areas of performance for a particular position of the entire review period.
6. Definitional clarity – desirable competencies and results are clearly defined for all raters.
7. Communication – the meaning of each components of the form must be successfully communicated.
8. Time orientation – good forms help clarify expectations about performance.

Determining Overall Rating

Judgemental Procedure Mechanical Procedure
- considers every aspect of performance and then arriving - considers the scores assigned to each section of the
at a defensible summary. Relies on the ability of the rater appraisal form and then adding them up to obtain an
to arrive at a fair and accurate overall score. overall score.

Open-Ended Sections
Challenges:
1. Difficult to systematically categorize and analyse
2. Quality, length, and content vary
Tools to overcome these challenges:
1. Computer-aided text analysis (CATA)
2. Establish goals of the information
3. Training in systematic and standardized rating skills

Appraisal period
Number of meetings: When is the best time to complete the
1. Annual review?
2. Semi-annual *Anniversary date
3. Quarterly *Fiscal Year

6 Types of Formal Meetings

1. System inauguration – a discussion of how the system works and the identification of the requirements and
responsibilities resting primarily on the employee and on the supervisor.
2. Self-appraisal – involves the employee’s assessment of herself.
3. Classical performance review – employee performance is discussed. This includes both the perspective of the
supervisor and that of the employee.
4. Merit/salary review – discusses what, if any, compensation changes will result from the period’s performance.
5. Development plan – discusses the employee’s developmental needs and steps will be taken so that performance will
be improved during the following period.
6. Objective setting – includes setting goals, both behavioural and result oriented, regarding the following review period.

Who should provide

Advantages Dis-advantages
performance information?
• Best position to evaluate performance vs.  Supervisor may not be able to
Supervisors strategic goals. directly observe performance.
 Make decisions about rewards  Evaluations may be biased.
 Possible friendship bias.
Peers  Assess teamwork
 May be less discriminating.
 Inflated when used for
 Accurate when used for developmental
administrative purposes.
Subordinates purposes.
 May fear retaliation
 Good position to assess some competencies.
(confidentiality is key).
 Increased acceptance of decisions.
 Decreased defensiveness during appraisal
Self interview.  May be more lenient and biased.
 Good position to track activities during
review period.
 Employees become more focused on meeting  Time
Customers
customer expectations.  Money
Motivations for Rating Inflation Motivations for Rating Deflation
1. Maximize merit raise/rewards. 1. Shock employees .
2. Encourage employees. 2. Teach a lesson.
3. Avoid creating written record. 3. Send a message to employee.
4. Avoid conflict with employees. 4. Build a written record of poor
5. Promote undesired employees out of unit. performance
6. Make manager look good to his/her supervisor.

RATER TRAINING PROGRAM SHOULD COVER

1. Information.
2. Motivation.
3. Identifying, observing, recording and evaluating performance

RATER TRAINING PROGRAM SHOULD COVER

1. Information - how the system works? Reasons for implementing the performance management system Information
on the appraisal form and system mechanics
2. Motivation – What’s in it for me? Motivation rater gives about how accurately an employee rating will provide them
benefits.
3. Identifying, observing, recording, and evaluating performance:
o How to identify and rank job activities
o How to observe, record, measure performance
o How to minimize rating errors
o How to interact with employees when they receive performance information
o How to conduct an appraisal interview How to train, counsel, and coach