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Dessler Solutions Manual
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Chapter 7 – Performance Management 7-1
CHAPTER 7 PERFORMANCE
MANAGEMENT
LEARNING OUTCOMES
EXPLAIN the five steps in the performance management process.

DESCRIBE five performance appraisal methods and the pros and cons of each.
DISCUSS the major problems inhibiting effective performance appraisals.
DISCUSS 360-degree appraisal from multiple sources.
DESCRIBE the three types of appraisal interviews.
DISCUSS the future of performance management.
CHAPTER SUMMARY
Performance management is the process encompassing all activities related to improving employee
performance, productivity, and effectiveness. In contrast, performance appraisal is a formal, relatively
infrequent process in which an employee’s performance is evaluated along a predetermined set of criteria
that is quantified via a formal performance score.5 Performance appraisals are used for a variety of
decisions such as training recommendations, merit based pay increases, promotion, or termination
decisions.
The five steps in the performance management process are: defining performance expectations;
providing on-going feedback and coaching; conducting performance appraisal and evaluation
discussions; determining performance rewards or consequences; and conducting development and
career opportunities discussions. Performance appraisal methods include: graphic rating scales,
alternation ranking, paired comparison, narrative forms, forced distribution, critical incidents,
behaviourally anchored rating scales (BARS), and management by objectives (MBO). Appraisal
problems include validity and reliability issues, unclear standards, halo and recency effects, distribution
errors (central tendency, strictness, or leniency), and appraisal and similar-to-me biases. Who should
be involved in the appraising? The options include the supervisor, the employee being appraised, peers,
committees and/or subordinates. The use of 360-degree feedback which gathers and consolidates
ratings from different sources (supervisor, self, peers, subordinates, and customers) has grown
rapidly. Formal appraisal discussions take one of three forms: satisfactory-promotable, satisfactory-
not promotable, or unsatisfactory-correctable. Action plans are developed accordingly. Appraisals can be
difficult task for managers; training can help to improve the quality of the performance appraisal
dialogue between manager and employee and increase satisfaction.
Copyright © 2019 Pearson Canada Inc.

LECTURE OUTLINE
I. THE STRATEGIC IMPORTANCE OF PERFORMANCE MANAGEMENT
Performance management is the process encompassing all activities related to improving employee
performance, productivity, and effectiveness (goal setting, pay for performance, training and
development, career management, and disciplinary action). Effective performance management can
fulfill three main purposes: align employee actions with the organization’s strategic goals, help to
change organizational culture, and provide input in to other HR systems, such as career development and
remuneration (compensation). In contrast, performance appraisal is a formal, relatively infrequent
process in which an employee’s performance is evaluated along a predetermined set of criteria that is
quantified via a formal performance score.5 Performance appraisals are used for a variety of decisions
such as training recommendations, merit based pay increases, promotion, or termination decisions.
II. THE PERFORMANCE MANAGEMENT PROCESS
The five steps in the process are: (Fig. 7.1 p. 153)

 defining performance expectations
and goals
 providing on-going feedback and coaching
 conducting performance appraisal and evaluation discussions
 determining performance rewards/consequences
 conducting development and career opportunities discussions.
III. STEP 1: DEFINING PERFORMANCE EXPECTATIONS
Defining performance expectations and goals is a critical step in employees’ understanding how their
work makes a contribution to achieving business results. Job performance consists of two dimensions;
task performance reflects direct contributions to job-related processes, whereas contextual
performance reflects indirect contributions by improving a range of supportive behaviours that go
beyond those specified for the job (e.g. helping, displaying positive attitude).
Performance expectations need to be legally defensible, clear and measurable, communicated to

employees and supported by the organization. Expectations cannot discriminate directly or indirectly
against anyone on protected grounds (gender, age, disability, and so on). In global companies
performance appraisal criteria may need to be modified to be consistent with cultural norms and values.
Teaching Tip: Use the Global HRM Discussion Box (p. 155) to provide a specific example of cultural
differences.
Teaching Tip: Ask students to draw on their past experience to come up with a quick list of other
contextual performance behaviours– behaviours that make the work go smoothly and make
working there more enjoyable.
IV. STEP 2: PROVIDING ONGOING COACHING AND FEEDBACK
Traditionally, performance appraisals were conducted annually, in formalized processes, but some
businesses environments are more dynamic and need to engage in more frequent or timely assessments
of employee performance. There is an ongoing evolution in performance management in Canadian
companies, with over 50 percent of organizations making changes to their performance management
systems in the last three years. There is an increased focus on coaching (A process for improving work
performance, in a frequent contact, hands-on process aimed at helping employees improve performance
and capabilities. It requires the manager to give guidance, encouragement, and support to an employee,
and the employee to assume the role of a learner. A focus on developing people requires more frequent
and informative conversations and coaching by managers, rather than annual reviews. Effective
managerial coaching requires thinking, informing, empowering, assessing, advising, being professional,
caring, developing others, and challenging employees for continuous improvement.
V. STEP 3: PERFORMANCE APPRAISAL AND EVALUATION DISCUSSION
The performance appraisal itself is generally conducted with the aid of a predetermined and formal
method to increase validity and reliability and to reduce error and bias.
1. Formal Appraisal Methods
a.Graphic rating scale – rating on traits or duties,

b. Alternation ranking method – best vs. worst trait rating,
c. Paired comparison method – between employees trait rating (see Fig. 7.2 p. 158)
d. Forced distribution method – set % of ratings must fall into each rating category
e. Critical incident method – desirable & undesirable behaviours
f. Narrative forms – written description of issue, goals, solutions)
g. Behaviourally anchored rating scales (BARS) – more descriptive rating scale focused on
behaviours not traits (see Fig. 7.3, p. 160)
h. Management by Objectives (MBO) – assessment of progress against specific,
measurable goals
All of these methods have advantages and disadvantages (see Table 7.2 p. 167).
Teaching Tip: Consider assigning one of the experiential exercises (p. 1 7 6 ) as class preparation
followed by small group, in-class discussion and debrief. Alternatively, or in addition, have students
comment on the method(s) of performance appraisal used in organizations where they work/have
worked. For added interest, and if time allows, hold a short discussion on whether the
performance of volunteers in non-profit organizations should be evaluated.
2. Mixing the Methods
Most firms combine several appraisal techniques in order to offset disadvantages of single
methods Ultimately no one single solution is best for all performance management systems.
Determining factors include resource constraints (time, money, and people) and organizational
factors (budget, turnover, strategy).
VI. STEP 4: DETERMINE PERFORMANCE REWARDS/CONSEQUENCES

2. Some time after the performance review has taken place, the manager should use the salary planning
guidelines to determine the appropriate rewards or consequences, comparing actual performance against
the defined levels. Performance rewards are given through merit pay or extra payment such as a cash
bonus. The two most important aspects used to determine the appropriate reward/consequence are
achievement of goals and how the employee meets the
3. defined standards. Further detail on compensation and rewards is provided in
Chapter 8.
4.
I. STEP 5: CAREER DEVELOPMENT DISCUSSION
5. Follow these steps to ensure the performance appraisals have the desired effect and are legally defensible.
Let the employee know that his or her performance is unacceptable, and
6. explain your minimum expectations. Ensure that your expectations are reasonable. Let employees know
that warnings play a significant role in the process of establishing just cause; employees must be warned
and told that discharge will result if they continue to fail to meet minimum standards. Ensure that you
take prompt corrective measures when required; failure to do so could lead to a finding that you condoned
your employee’s conduct. Avoid sending mixed messages, such as a warning letter together with a
“satisfactory” performance review. Provide the employee with a reasonable amount of time to improve
performance. Be prepared to provide your employees with the necessary support to facilitate
improvement.
7. Formal Appraisal Discussions
The essence of a performance appraisal is the feedback provided in a one-on-one conversation

called the formal appraisal discussion. However, discussions are often avoided by supervisors
and managers who have not been trained to provide constructive feedback and deal with
defensive employees.
Teaching Tip: Ask students to work in pairs or groups to share their experiences with performance
appraisal – non-existent, just given a rating, or actually received constructive and useful feedback.
8.
Types of Performance Appraisal Results

3. Types of Interviews—There are three basic types of formal appraisal discussions, each with its own
objectives.
a. Satisfactory – promotable: Easy, discuss career plans and develop specific action plan for
educational and professional development
b. Satisfactory – not promotable: not as easy, goal is to maintain satisfactory performance often
through valued incentives (e.g. time off, small bonus, verbal recognition, additional decision-
making authority)
c. Unsatisfactory – correctable: can be difficult, goal is to lay out action plan to resolve
unsatisfactory performance
Teaching Tip: Ask whether there should be a fourth category of unsatisfactory –

uncorrectable
4. Preparing for the Formal Appraisal Discussion
There are three things to do in preparation for a formal appraisal discussion/interview:
 Assemble the performance data, compare to performance standards, review past appraisals
 Prepare the employee – give at least a week to review own performance, analyze
problems, read over job description, formulate questions and comments
 Find a mutually agreeable time and private place and allow plenty of time (non- supervisory < 1
hr, supervisory 2 -3 hours)

Teaching Tip: Collect data from students on how long their appraisal interview was and where it took
place. Graph the data and present at the start of the next class or post on the learning management
system.
5. Performance Appraisal Problems and Solutions
Because of the high stakes (raises, careers and peace of mind) performance appraisal tends to
be an emotional and difficult experience for both managers and employees. The result is often
dishonest appraisals, avoidance of appraisals, and serious concerns about the fairness of the
process. According to several studies, the majority of organizations view their performance
management systems as ineffective. Many problems are associated and can be fixed with the
design of the appraisal system.
a. Validity and reliability – relevant to the job, cover all aspects of the job, be specific,
produce consistent ratings (see also Ch. 5)
b. Rating scale problems – 7 main problems

 Unclear performance standards (see Table 7.1, p. 165)
 Halo effect – other ratings influenced by rating on one trait
 Central tendency – only using centre of scale
 Strictness/leniency – only using top or bottom of scale
 Appraisal bias – allowing individual differences to influence ratings (e.g. gender, age,
disability, race, and so on)
 Recency effect – using only recent performance as basis for ratings
 Similar-to-me bias – giving higher rating based on rater-ratee similarity
Teaching Tip: Uncover students’ understanding of these problems by having them make the
connection to grading. Students often believe that there is a forced distribution system in play and
complain about strict or central tendency grading (no one can get an “A”). Link back to the workplace
by discussing the impact on employees when they question the quality of the rating process and the
raters.
6. How to Avoid Appraisal Problems
There are at least four ways in which managers can minimize the impact of appraisal
problems:
 Make appraisers aware of appraisal problems

 Provide training in accurate rating and effective appraisal discussions
 Choose the right appraisal tool (see Table 7.2, p.167)
 Use multiple raters to hopefully offset biases or idiosyncrasies, responsibility for rating is
diffused so easier to give poor rating
7. The Use of Technology in Performance Appraisals
Over the past few years, web-based performance management has become a mainstream
practice, even in medium and small organizations. Basic benefits include ability to keep
computerized notes on each employee and combine notes with trait ratings to generate

written text for each part of the appraisal. Other benefits include higher completion rates,
clearer direction to and support from employees, better information for managers and
executives through advanced reporting capabilities, and succession planning tools.
Technology has also enabled electronic performance monitoring (EPM) where supervisors track
and capture performance data electronically through computer networks, wireless audio or video
links, GPS devices, and monitoring of customer service phone calls.
Teaching Tip: Have students list as many ways as possible that their supervisor can find out what they
are doing, how much they are doing, and where they are using electronic monitoring. For instance,
security cameras can also capture retail clerk activity. Discuss the pros and cons of electronic
monitoring.
8. Who Should Do the Appraising
Although supervisors are the traditional source of performance appraisals, there are several other
options.
a. Supervisors – easy, makes sense, is in position to observe, is responsible for performance
b. Self – opportunity valued by employees, sometimes inflated, more accurate if asked to rate
oneself vs. others, may accentuate differences between rater and rate
c. Peers – often more opportunity to observe at more revealing times, “logrolling” problem
where collusion results in high ratings, can improve perceptions of open communication,
motivation, group cohesion and satisfaction, especially in self-managed teams
d. Committees – group of supervisors, more reliable, fair and valid
e. Subordinates – observers of managerial performance, employee-identified or anonymous

“upward feedback” helps identify and solve problems, especially valuable for developmental
purposes, simply knowing you will be appraised can raise performance
f. 360-Degreee Appraisal – feedback collected from multiple different sources (see Fig.
7.4, p. 171), evidence of effectiveness is mixed
360-degree feedback was originally used only for training and development but is now used
for performance management and pay as well. This is important support for coaching,
leadership development, succession planning, rewards and recognition.
Reasons for rapid growth in 360-degree approach

 Flatter organizations employ more open communication climate
 Fits goals of continuous learning
 Meaningful in today’s reality of complex jobs and matrix and team structures
 Enhances perceptions of fairness “jury” versus a “judge”
Several common features of 360-degree systems are:

 Confidential and anonymous
 Completed by appropriate parties (those with knowledge of performance)
 Use custom-designed questionnaires linked to strategy, vision, and values
 Information compiled into individualized reports
Advice for using 360-degree feedback

 Have performance criteria developed by a representative group familiar with job
 Be clear about who will have access to reports
 Provide training for all supervisors, raters, and rates
 Assure all raters that their comments will be kept anonymous
 Plan to evaluate the 360-degree feedback system for fine-tuning.
Teaching Tip: As preparation for class, ask students to use their social network (family and friends)
to find someone who has gone through a 360 degree appraisal process either as an appraiser or as
the person being appraised, and ask them if they would share their thoughts on the process.
I. LEGAL AND ETHICAL ISSUES IN PERFORMANCE MANAGEMENT
Ethics should be the bedrock of performance management; “tell people where they stand and be
straight with them”. Factors that promote a legally defensible process include:
 Using job analysis to create job performance standards

 Using this information to develop/purchase behavioural rating instruments
 Providing definitive performance standards to all employees
 Using clearly defined individual dimensions of job performance
 Avoiding abstract trait names if using graphic rating scale

 Employing subjective supervisory ratings as only one component of appraisal
 Training supervisors to use rating instruments properly and minimize bias
 Allow regular contact between appraisers and employees being evaluated
 Having more than one appraiser conduct independent appraisals
 Using formal appeal mechanisms and review of ratings by upper-level managers
 Documenting all evaluations and reasons for any termination decision
Providing corrective guidance to assist poor performers in improving their performance
II. THE FUTURE OF PERFORMANCE MANAGEMENT
Recent research indicates that effective performance management involves:
 Linking business goals and strategy

 Showing leadership and accountability at all organizational levels
 Closely tying appraisal results to reward and recognition outcomes
 Investing in employee development planning
 Having an administratively efficient system with sufficient communication support
The key success factor for effective appraisals is the quality of the dialogue between manager and
employee.
DISCUSSION BOXES
Global HRM: Performance Appraisal Criteria in China (p. 155)
The use of performance appraisal has increased in China since 1978, but performance appraisal criteria
differ from those in the west. Reflecting the Confucian view achievement is a function of effort rather
than ability; as such, the attitudes and moral character of a person have been regarded as highly
relevant to performance. However, researchers discovered that, when given a list of appraisal criteria
from both eastern and western style appraisals, Chinese workers picked three factors that were very
acceptable, including work dedication, efficiency and teamwork. Thus, the researchers demonstrated
that carefully selected criteria can be applicable across cultures.
STRATEGIC HR: Jaguar Land Rover Formal Appraisal Discussion Training. (p. 164)
When Indian conglomerate Tata took over carmaker Jaguar Land Rover in 2008 the performance
management process was redesigned, with one component being new performance appraisal training
for its 1500 managers. Managers were coached on specific techniques for managing the formal
appraisal discussion including: “say what you see”, empathy, “broken record”, active listening,
questioning, reassurance, nonverbal communication, and calm, even tone and pace.
ETHICAL DILEMMAS
Is it fair to factor in employee self-ratings in 360-degree performance appraisal when we know that
these appraisals tend to be inflated? (p. 172)
While it is true that employees value the opportunity to participate in performance appraisal
factoring in self-ratings makes a great deal of sense. Employees are more likely to accept and act upon
the results if they have had the opportunity to provide input. Furthermore, since other raters may have
a strictness bias, which may “balance out” the final evaluation results, resulting in composite ratings
that are more reliable, fair, and valid. The difference between employee self-ratings and others
ratings can be a useful point of discussion, as some employees are not aware of how they are perceived
by others.
KEY TERMS
360-degree appraisal A performance appraisal technique that uses multiple raters including peers,
subordinates, supervisors, and customers. (p. 171)
alternation ranking method Ranking employees from best to worst on a particular trait. (p. 158)
appraisal bias The tendency to allow individual differences such as age, race, and sex to affect the
appraisal ratings that these employees receive. (p. 166)
behaviourally anchored rating scale (BARS) An appraisal method that aims to combine the benefits of
narratives, critical incidents, and quantified ratings by anchoring a quantified scale with specific
narrative examples of good and poor performance. (p. 159)
central tendency A tendency to rate all employees in the middle of the scale. (p. 165)
contextual performance An individual’s indirect contribution to the organization by improving the

organizational, social, and psychological behaviours that contribute to organizational effectiveness
beyond those specified for the job (p. 154)

critical incident method Keeping a record of uncommonly good or undesirable examples of an
employee's work-related behaviour and reviewing it with the employee at predetermined times. (p. 159)
electronic performance monitoring (EPM) Having supervisors electronically monitor the amount of
computerized data an employee is processing per day and thereby his or her performance.
(p. 168)
forced distribution method Predetermined percentages of ratees are placed in various performance
categories. (p. 158)
formal appraisal discussion An interview in which the supervisor and employee review the appraisal
and make plans to remedy deficiencies and reinforce strengths. (p. 162)
graphic rating scale A scale that lists a number of traits and a range of performance for each. The
employee is then rated by identifying the score that best describes his or her level of
performance for each trait. (p. 156)
halo effect In a performance appraisal, the problem that occurs when a supervisor's rating of an
employee on one trait biases the rating of that person on other traits. (p. 165)
management by objectives (MBO) Involves setting specific measurable goals with each employee
and then periodically reviewing the progress made. (p. 161)
paired comparison method Ranking employees by making a chart of all possible pairs of the
employees for each trait and indicating the better employee of the pair. (p. 158)
performance appraisal A formal, relatively infrequent process in which an employee’s performance is

evaluated along a predetermined set of criteria that is quantified via a formal performance score (p. 153)
performance management The process encompassing all activities related to improving employee
performance, productivity, and effectiveness. (p. 153)
recency effect The rating error that occurs when ratings are based on the employee’s most recent
performance rather than performance throughout the appraisal period. (p. 166
similar-to-me bias The tendency to give higher performance ratings to employees who are
perceived to be similar to the rater in some way. (p. 166)
strictness/leniency The problem that occurs when a supervisor has a tendency to rate all
employees either high or low. (p.166)
task performance An individual’s direct contribution to their job –related processes. (p. 154)
unclear performance standards An appraisal scale that is too open to interpretation of traits and
standards. (p.165)
REVIEW AND DISCUSSION QUESTIONS (p. 175)
1. Describe the five steps in the performance appraisal process. (p. 153-162) The
five steps are:

 Defining performance expectations
 Providing ongoing feedback and coaching
 Conducting performance appraisal and evaluation
discussions
 Determining performance rewards/ consequences
 Conducting development and career opportunities discussions
2. Explain how to ensure that the performance appraisal process is carried out ethically and without
violating human rights laws. (p. 172-173)
In order to ensure that the performance appraisal process is carried out ethically and without violating
human rights laws:
 keep well documented performance records and performance appraisal feedback
 let employees know where they stand and be straight with them
 conduct a job analysis to ascertain characteristics required for successful job performance
 incorporate these characteristics into a rating instrument tied to specific job behaviours
 ensure definitive performance standards are provided to all
 use clearly defined individual dimensions of job performance
 use different kinds of ratings
 train supervisors
 ensure appraisers have regular contact with appraisees
 use multiple appraisers
 use formal appeal mechanisms and reviews
 document all decisions
 provide corrective guidance
3. Discuss the pros and cons of using different potential raters to appraise a person's
performance. (p. 169-172)
Immediate Supervisor
Pros: The supervisor has easy access to the employee and knows the employee’s work. Cons:
Supervisors are prone to rater errors.
Peers
Pros: Effective in predicting future management success, high correlation between peer and
supervisor ratings, more opportunity to observe ratees, and to observe them at more revealing times
than supervisors.
Cons: Logrolling; all the peers simply get together to rate each other high.
Rating Committees
Pros: Using multiple raters can be advantageous. While there may be a discrepancy in the ratings
made by individual supervisors, the composite ratings tend to be more reliable, fair, and valid. When
there are variations in raters' ratings, they usually stem from the fact that raters often observe
different facets of an employee's performance; the appraisal ought to reflect these differences.
Cons: This method is very time-consuming.
Self
Pros: Employees value the opportunity to participate in performance appraisal more for the
opportunity to be heard than for the opportunity to influence the end result.
Cons: Employees usually rate themselves higher than they are rated by supervisors or peers.
Appraisal by Employees (Subordinates)

Pros: When conducted throughout the firm, the process helps top managers diagnose management
styles, identify potential "people" problems, and take corrective action with
individual managers as required. Such employee ratings are especially valuable when used for
developmental rather than evaluative purposes. Managers who receive feedback from employees
who identify themselves view the upward appraisal process more positively than do managers who
receive anonymous feedback.
Cons: Employees (not surprisingly) are more comfortable giving anonymous responses, and those
who have to identify themselves tend to provide inflated ratings.
360-Degree Appraisal
Pros: The 360-degree approach supports the activities of performance feedback, coaching,
leadership development, succession planning, and rewards and recognition. This method is also
more meaningful in today's reality of complex jobs, with matrix and team reporting relationships.
A 360-degree appraisal can be perceived as a jury of peers, rather than the supervisor as a single
judge, which enhances perceptions of fairness.
Cons: significant investment of time required for it to function successfully. There are few data on the
effectiveness of 360-degree feedback, and some organizations have abandoned it for appraisal
purposes because of negative attitudes from employees and inflated ratings.
4. Describe two examples of important techniques managers may use during a formal appraisal discussion
(p. 163).
Follow these steps: assemble the data, prepare the employee and find a mutually agreeable time and place
and allow plenty of time.
5. Explain how to handle a defensive employee in a formal appraisal discussion. (p. 191- 192)
Important points to remember when faced with a defensive employee in a performance appraisal
interview are: recognize defensive behaviour as normal; never attack a person’s defences;
postpone action; and recognize human limitations.
CRITICAL THINKING QUESTIONS (p. 175-176
1. Assume you are presenting to an upper-year group of business students and one student
asks the question, “Which performance appraisal system is the best?” How would you respond
to that question?
Most firms combine several appraisal techniques in order to offset disadvantages of single
methods (see Table 7.2 p. 1 6 7 ). Ultimately no one single solution is best for all performance
management systems. Determining factors include resource constraints (time , money, and people) and
organizational factors (budget, turnover, strategy).
2. How can the problem of inconsistency between managers who are rating workers be solved, or at
least diminished? Make two or more suggestions.
To eliminate or minimize rater inconsistency, there are many strategies that can be used. Rater training
is one. Making raters aware of rating scale problems is essential, since understanding the problems
can help to prevent them. Improving appraisal accuracy also requires reducing outside factors, such
as union pressure and time constraints.
Other recommendations to improve accuracy of ratings include:

 Conducting a job analysis to ascertain characteristics required for successful job
performance and using this information to create job performance standards.
 Incorporating these characteristics into a rating instrument, preferably BARS.
 Providing definitive performance standards to all raters and ratees.
 Using clearly defined individual dimensions of job performance, rather than undefined global
measures.
 Avoiding abstract trait names (for example, “loyalty” or “honesty”) when using a graphic rating
scale, unless they can be defined in terms of observable behaviours.
 Employing subjective supervisory ratings (essays, for instance) as only one component of the
overall appraisal process.
 Training supervisors to use the rating instrument properly, providing instructions on how to apply
performance appraisal standards, and ensuring that subjective standards are not
subject to bias.
 Ensuring that appraisers have regular contact with the employee being evaluated.
 Having more than one appraiser conduct the appraisal, and conduct all such appraisals
independently, whenever possible. This process can help to cancel out individual errors and biases.
 Utilizing formal appeal mechanisms and a review of ratings by upper-level managers.
 Documenting evaluations and reasons for any termination decision.
 Providing corrective guidance to assist poor performers in improving their performance, where
appropriate.
3. What are the challenges of the coaching method, where feedback is given more frequently and
informally? Identify possible solutions to these challenges.
Communication needs to be frequent, ongoing and the supervisor needs to recognize the performance
rather than rate it. The manager is called on to give guidance, encouragement and support and the
employee needs to be an active learner – new roles for both. Coaching requires thinking, informing,
empowering, assessing, advising, being professional, caring, developing employees and challenging
4. Some HR professionals avoid using BARS given that it is so time-consuming to develop. How
could the development steps be streamlined?
Note: specific development steps appear are not in the fourth edition of the text. Instead, other ideas
for making the development of BARS more efficient are to use slightly more generic BARS
available from consultants and other assessment providers and modify to suit the organization
and its specific jobs. HR professionals could also use their social networks to see if any of their contacts
have BARS for benchmark jobs. Using pre-determined BARS for most jobs (with customization) and just
creating original BARS for unique jobs could help to streamline the process.
5. Do you agree with the use of annual performance reviews? Why or why not?
Students can discuss coaching versus annual appraisals. There are pros and cons to each. Have the
students identify jobs that are better suited to annual appraisals and jobs that are suited for coaching.
6. How might a supervisor handle a situation in which negative appraisals in the past have caused
an employee to undervalue his or her performance?
From one appraisal to the next, the supervisor has a key function to provide the employee with a
reasonable amount of time to improve performance. Perhaps more important, he or she should
provide active support to facilitate improvement. In this connection, the supervisor could provide
frequent constructive feedback and schedule periodic (monthly or quarterly, for example)
conversations to review performance and agree on targets for the next period.
Once the employee’s work has improved, the supervisor should clearly communicate this to the
employee in order to clarify the employee’s perceptions of the value of his/her performance. It may
be that the negative appraisals were related to political issues or personality differences with a
former boss, which may have caused the employee to undervalue his/her work effort. A new
supervisor may evaluate the employee’s work more positively and may need to provide extra
positive reinforcement through ongoing verbal recognition of the employee’s good work in order for
the employee to enhance his/her perceptions about the value of his/her work.
7. Discuss how employees might respond to the proposed implementation of electronic

performance management systems, such as call monitoring, and so on. How might an organization
deal with employees’ reactions?
Employees might refuse to work under such conditions and quit or initiate a grievance. Good change
management practices such as explaining the benefits to both the organization and employees,
educating employees on how the system functions and uses to which the resulting data will be put are
primary responses to employees concerns and should be put in place before the technology is
implemented
8. How might a supervisor deal with an extremely defensive yet productive member of his or her team
in the event of having to deliver the “improvement portion” of the employee’s performance appraisal?
What techniques would the supervisor need to use to maximize the efficacy of the appraisal and
reduce the defensibility of the employee?
In order to deal with this situation, the supervisor should;

 Recognize that defensive behaviour is normal
 Never attack a person’s defences
 Possibly postpone action
 Recognize human limitations
What this translates to is giving the person time to digest the information, sending them off with a
written evaluation, and possibly setting up a follow-up meeting. In between meetings the person
may have a better opportunity to reflect on their own performance (if this step was not included in
the preparation for the initial meeting and consult with valued others. Hopefully they will come back
with a more balanced perspective and some questions, which should be encouraged. For these
types of people there often needs to be repeated stressing of their positive contributions, as they
pay more attention to negative information.
EXPERIENTIAL EXERCISES (page 176)
1. Working individually or in groups, develop a graphic rating scale for a retail sales associate
and a fast-food restaurant manager. Reflect on the types of biases that your scale introduces
inadvertently, and discuss the challenges you faced when developing the scale.
To answer this question, students must first identify the main duties and responsibilities of each of the
jobs, and then establish an appropriate traits and behaviours related to different levels of each trait.
Table 7.1 (p. 165) can help students to avoid the common pitfall of lack of clarity in performance
standards in graphic rating scales.
Appraisal criteria might include reliability, quality of work, amount of initiative, problem-solving skills,
and significance of contribution to the firm, among numerous other things. Further criteria used for
rating a fast food restaurant manager could include speed and accuracy of budget and accounting,
management of employees, as well as customer-relations skills.
Biases could include all – validity issues, reliability issues, unclear performance standards, halo effect,
central tendency, strictness/leniency, appraisal bias, recency effect and similar-to-me bias.
Challenges may include not knowing the tasks and associated behaviours to accomplish the tasks of the
2 jobs. A starting point may be to have the students visit the National Occupational Classification (NOC)
to see some job descriptions. Another challenge may be in not knowing how to recognize when the
biases are creeping in and affecting the ratings. Having multiple raters may help minimize this issue.
2. Working individually or in groups develop over a week, develop a set of critical incidents
covering the classroom performance of one of your instructors. Categorize the critical incidents to
identify themes within activities that are viewed positively and negatively. Expand on this
identification by assessing how the one-week period may be affecting the results and what
differences you would have expected had you selected a different week within the year to conduct
the assessment.
The critical incident method is described on p. 159 (see also Table 7.2, p. 167). Students should make
sure they keep a log of both desirable and undesirable examples, and be as specific as possible in
describing the behaviour of their instructor. There are some limitations to this exercise. Critical incidents
recorded over a one-week period may reflect recent performance that is not representative (the
recency effect). To be effective, examples of performance must be recorded over the entire appraisal
period (typically one year).
However, the exercise will provide students with an opportunity to observe and record examples of
particularly effective and/or ineffective performance and to see how such information can provide
concrete data on which to base an appraisal, specific examples to explain why performance is not
meeting standards, and ways in which it can be improved.
3. Working in groups, using the NOC job description for cafeteria staff at a local university or college,
develop a b e h a v i o u r a l l y a n c h o r e d r a t i n g s c a l e w i t h f i v e t o e i g h t i t e m s for the job of
a chef within the cafeteria. Identify why your prioritized the items that you did.
4. Once you have drafted your form, exchange forms with another student or group. Critique and suggest
possible improvements to the forms. Then with your revised form in hand, develop statements of
behavioural incidents for two of your rating scale items to address the following circumstances:
• the employee has achieved outstanding results

• the employee meets acceptable standards
• the employee has performed very poorly in this aspect of the job
Be prepared to share and critique statements developed by other students. Debrief

the exercise as directed.
The purpose of this exercise is to give the students practice in developing factual and specific
performance feedback. It usually takes 55-60 minutes to complete including a large class debrief
of some of the feedback statements.
Debrief: Ask students to volunteer some of their feedback statements for large class critique. Make
sure to get examples covering all three circumstances. If necessary, ask students how they would feel
if they were a professor receiving the feedback as presented.
Many times, the students err by making personal judgements about character and personality rather
than focusing on behaviour. Teaching Tip: To help students understand behaviours, have them search
online for Competency Dictionaries. Many universities and government departments have competency
dictionaries online. Typically, each skill is defined and effective behaviours that demonstrate that skill
are listed.

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BOILED LOIN OF VEAL.
If dressed with care and served with good sauces, this, when the
meat is small and white is an excellent dish, and often more
acceptable to persons of delicate habit than roast veal. Take from
eight to ten pounds of the best end of the loin, leave the kidney in
with all its fat, skewer or bind down the flap, lay the meat into cold
water, and boil it as gently as possible from two hours and a quarter
to two and a half, clearing off the scum perfectly, as in dressing the
fillet. Send it to table with well-made oyster sauce, or béchamel, or
with white sauce well flavoured with lemon-juice, and with parsley,
boiled, pressed dry, and finely chopped.
2-1/4 to 2-1/2 hours.
STEWED LOIN OF VEAL.
Take part of a loin of veal, the chump end will do; put into a large,
thick, well-tinned iron saucepan, or into a stewpan, about a couple of
ounces of butter, and shake it over a moderate fire until it begins to
brown; flour the veal well all over, lay it into the saucepan, and when
it is of a fine, equal, light brown, pour gradually in veal broth, gravy,
or boiling water to nearly half its depth; add a little sauce, one or two
sliced carrots, a small onion, or more when the flavour is much liked,
and a bunch of parsley; stew the veal very softly for an hour or rather
more; then turn it, and let it stew for nearly or quite another hour, or
longer should it not be perfectly tender. As none of our receipts have
been tried with large, coarse veal, the cooking must be regulated by
that circumstance, and longer time allowed should the meat be of
more than moderate size. Dish the joint, skim all the fat from the
gravy, and strain it over the meat; or keep the joint hot while it is
rapidly reduced to a richer consistency. This is merely a plain family
stew.
BOILED BREAST OF VEAL.
Let both the veal and the sweetbread be washed with exceeding
nicety, cover them with cold water, clear off the scum as it rises,
throw in a little salt, add a bunch of parsley, a large blade of mace,
and twenty white peppercorns; simmer the meat from an hour to an
hour and a quarter, and serve it covered with rich onion sauce. Send
it to table very hot. The sweetbread may be taken up when half
done, and curried, or made into cutlets, or stewed in brown gravy.
When onions are objected to, substitute white sauce and a cheek of
bacon for them, or parsley and butter, if preferred to it.
1 to 1-1/4 hour.
TO ROAST A BREAST OF VEAL.
Let the caul remain skewered over the joint till with within half an
hour of its being ready for table: place it at a moderate distance from
a brisk fire, baste it constantly, and in about an hour and a half
remove the caul, flour the joint, and let it brown. Dish and pour
melted butter over it, and serve it with a cut lemon, and any other of
the usual accompaniments to veal. It may be garnished with fried
balls of the forcemeat (No. 1, Chapter VIII.) about the size of a
walnut.
2 to 2-1/2 hours.
TO BONE A SHOULDER OF VEAL, MUTTON, OR LAMB.
Spread a clean cloth upon a table or

dresser, and lay the joint flat upon it, with
the skin downwards; with a sharp knife cut
off the flesh from the inner side nearly down
to the blade bone, of which detach the
edges first, then work the knife under it,
keeping it always close to the bone, and
Shoulder of Veal
using all possible precaution not to pierce
boned.
the outer skin; when it is in every part
separated from the flesh, loosen it from the
socket with the point of the knife, and remove it; or, without dividing
the two bones, cut round the joint until it is freed entirely from the
meat, and proceed to detach the second bone. That of the knuckle is
frequently left in, but for some dishes it is necessary to take it out; in
doing this, be careful not to tear the skin. A most excellent grill may
be made by leaving sufficient meat for it upon the bones of a
shoulder of mutton, when they are removed from the joint: it will be
found very superior to the broiled blade-bone of a roast shoulder,
which is so much liked by many people.
STEWED SHOULDER OF VEAL.
(English Receipt.)
Bone a shoulder of veal, and strew the inside thickly with savoury
herbs minced small; season it well with salt, cayenne, and pounded
mace; and place on these a layer of ham cut in thin slices and freed
from rind and rust. Roll up the veal, and bind it tightly with a fillet;
roast it for an hour and a half, then simmer it gently in good brown
gravy for five hours; add forcemeat balls before it is dished; skim the
fat from the gravy, and serve it with the meat. This receipt, for which
we are indebted to a correspondent on whom we can depend, and
which we have not therefore considered it necessary to test
ourselves, is for a joint which weighs ten pounds before it is boned.
ROAST NECK OF VEAL.
The best end of the neck will make an excellent roast. A forcemeat
may be inserted between the skin and the flesh, by first separating
them with a sharp knife; or the dish may be garnished with the
forcemeat in balls. From an hour and a half to two hours will roast it.
Pour melted butter over it when it is dished, and serve it like other
joints. Let it be floured when first laid to the fire, kept constantly
basted, and always at a sufficient distance to prevent its being
scorched.
1-1/2 to 2 hours.
For the forcemeat, see No. 1, Chapter VIII. From 8 to 10 minutes
will fry the balls.
NECK OF VEAL À LA CRÊME.
(Or Au Béchamel.)
Take the best end of a neck of white and well-fed veal, detach the
flesh from the ends of the bones, cut them sufficiently short to give
the joint a good square form, fold and skewer the skin over them,
wrap a buttered paper round the meat, lay it at a moderate distance
from a clear fire, and keep it well basted with butter for an hour and a
quarter; then remove the paper and continue the basting with a pint,
or more, of béchamel or of rich white sauce, until the veal is
sufficiently roasted, and well encrusted with it. Serve some béchamel
under it in the dish, and send it very hot to table. For variety, give the
béchamel in making it a high flavour of mushrooms, and add some
small buttons stewed very white and tender, to the portion reserved
for saucing the joint.
2 to 2-1/4 hours.
VEAL GOOSE.
(City of London receipt.)

“This is made with the upper part of the flank of a loin of veal (or
sometimes that of the fillet) covered with a stuffing of sage and
onions, then rolled, and roasted or broiled. It is served with brown
gravy and apple sauce, is extremely savoury, and has many
admirers.” We transcribe the exact receipt for this dish, which was
procured for us from a house in the city, which is famed for it. We
had it tested with the skin of the best end of a fine neck of veal, from
which it was pared with something more than an inch depth of the
flesh adhering to it. It was roasted one hour, and answered
extremely well. It is a convenient mode of dressing the flank of the
veal for eaters who do not object to the somewhat coarse savour of
the preparation. When the tendrons or gristles of a breast, or part of
a breast of veal, are required for a separate dish, the remaining
portion of the joint may be dressed in this way after the bones have
been taken out; or, without removing them, the stuffing may be
inserted under the skin.
KNUCKLE OF VEAL EN RAGOUT.
Cut in small thick slices the flesh of a knuckle of veal, season it

with a little fine salt and white pepper, flour it lightly, and fry it in
butter to a pale brown, lay it into a very clean stewpan or saucepan,
and just cover it with boiling water; skim it clean, and add to it a
faggot of thyme and parsley, the white part of a head of celery, a
small quantity of cayenne, and a blade or two of mace. Stew it very
softly from an hour and three quarters to two hours and a half.
Thicken and enrich the gravy if needful with rice-flour and mushroom
catsup or Harvey’s sauce, or with a large teaspoonful of flour, mixed
with a slice of butter, a little good store-sauce and a glass of sherry
or Madeira. Fried forcemeat balls of No. 1, Chapter VIII. may be
added at pleasure. With an additional quantity of water, or of broth
(made with the bones of the joint), a pint and a half of young green
peas stewed with the veal for an hour will give an agreeable variety
of this dish.
BOILED KNUCKLE OF VEAL.
After the joint has been trimmed and well washed, put it into a
vessel well adapted to it in size, for if it be very large, so much water
will be required that the veal will be deprived of its flavour; it should
be well covered with it, and very gently boiled until it is perfectly
tender in every part, but not so much done as to separate from the
bone. Clear off the scum with scrupulous care when the simmering
first commences, and throw in a small portion of salt; as this, if
sparingly used, will not redden the meat, and will otherwise much
improve it. Parsley and butter is usually both poured over, and sent
to table with a knuckle of veal, and boiled bacon also should
accompany it. From the sinewy nature of this joint, it requires more
than the usual time of cooking, a quarter of an hour to the pound not
being sufficient for it.
Veal 6 to 7 lbs.: 2 hours or more.
KNUCKLE OF VEAL WITH RICE.
Pour over a small knuckle of veal rather more than sufficient water
to cover it; bring it slowly to a boil; take off all the scum with great
care, throw in a teaspoonful of salt, and when the joint has simmered
for about half an hour, throw in from eight to twelve ounces of well
washed rice, and stew the veal gently for an hour and a half longer,
or until both the meat and rice are perfectly tender. A seasoning of
cayenne and mace in fine powder with more salt, should it be
required, must be added twenty or thirty minutes before they are
served. For a superior stew good veal broth may be substituted for
the water.
Veal, 6 lbs.; water, 3 to 4 pints; salt, 1 teaspoonful: 30 to 40
minutes. Rice, 8 to 12 oz.: 1-1/2 hour.
Obs.—A quart or even more of full grown green peas added to the
veal as soon as the scum has been cleared off will make a most
excellent stew. It should be well seasoned with white pepper, and the
mace should be omitted. Two or three cucumbers, pared and freed
from the seeds, may be sliced into it when it boils, or four or five
young lettuces shred small may be added instead. Green onions
also, when they are liked, may be used to give it flavour.
SMALL PAIN DE VEAU, OR, VEAL CAKE.
Chop separately and very fine, a pound and a quarter of veal quite
free from fat and skin, and six ounces of beef kidney-suet; add a
teaspoonful of salt, a full third as much of white pepper and of mace
or nutmeg, with the grated rind of half a lemon, and turn the whole
well together with the chopping-knife until it is thoroughly mixed; then
press it smoothly into a small round baking dish, and send it to a
moderate oven for an hour and a quarter. Lift it into a clean hot dish,
and serve it plain, or with a little brown gravy in a tureen. Three
ounces of the lean of a boiled ham minced small, will very much
improve this cake, of which the size can be increased at will, and
proportionate time allowed for dressing it. If baked in a hot oven, the
meat will shrink to half its proper size, and be very dry. When done, it
should be of a fine light brown, and like a cake in appearance.
Veal, 1-1/4 lb.; beef-suet, 6 oz.; salt, 1 teaspoonful; pepper and
mace, or nutmeg, 3/4 teaspoonful each; rind of 1/2 lemon; ham
(when added) 3 oz.; baked 1-1/4 hour.
BORDYKE VEAL CAKE.
(Good.)
Take a pound and a half of veal perfectly clear of fat and skin, and
eight ounces of the nicest striped bacon; chop them separately, then
mix them well together with the grated rind of a small lemon, half a
teaspoonful of salt, a fourth as much of cayenne, the third part of a
nutmeg grated, and a half-teaspoonful of freshly pounded mace
When it is pressed into the dish, let it be somewhat higher in the
centre than at the edge; and whether to be served hot or cold, lift it
out as soon as it comes from the oven, and place it on a strainer that
the fat may drain from it; it will keep many days if the under side be
dry. The bacon should be weighed after the rind, and any rust it may
exhibit, have been trimmed from it. This cake is excellent cold, better
indeed than the preceding one; but slices of either, if preferred hot,
may be warmed through in a Dutch oven, or on the gridiron, or in a
few spoonsful of gravy. The same ingredients made into small cakes,
well floured, and slowly fried from twelve to fifteen minutes, then
served with gravy made in the pan as for cutlets, will be found
extremely good.
Veal, 1-1/2 lb.; striped bacon, 8 oz.; salt and mace, 1 teaspoonful
each; rind of lemon, 1; third of 1 nutmeg; cayenne, 4 grains; baked
1-1/4 to 1-1/2 hour.
FRICANDEAU OF VEAL. (ENTRÉE).
French cooks always prefer for this dish, which is a common one
in their own country, that part of the fillet to which the fat or udder is
attached;[76] but the flesh of the finer part of the neck or loin, raised
clear from the bones, may be made to answer the purpose nearly or
quite as well, and often much more conveniently, as the meat with us
is not divided for sale as in France; and to purchase the entire fillet
for the sake of the fricandeau would render it exceedingly expensive.
Lay the veal flat upon a table or dresser, with the skin uppermost,
and endeavour, with one stroke of an exceedingly sharp knife, to
clear this off, and to leave the surface of the meat extremely smooth;
next lard it thickly with small lardoons, as directed for a pheasant
(page 181), and make one or two incisions in the underside with the
point of a knife, that it may the better imbibe the flavour of the
seasonings. Take a stewpan, of sufficient size to hold the fricandeau,
and the proper quantity of vegetables compactly arranged, without
much room being left round the meat. Put into it a couple of large
carrots, cut in thick slices, two onions of moderate size, two or three
roots of parsley, three bay leaves, two small blades of mace, a
branch or two of lemon thyme, and a little cayenne, or a saltspoonful
of white peppercorns. Raise these high in the centre of the stewpan,
so as to support the meat, and prevent its touching the gravy. Cover
them with slices of very fat bacon, and place the fricandeau gently
on them; then pour in as much good veal broth, or stock, as will
nearly cover the vegetables without reaching to the veal. A calf’s
foot, split in two, may with advantage be laid under them in the first
instance. Stew the fricandeau very gently for upwards of three hours,
or until it is found to be extremely tender when probed with a fine
skewer or a larding-pin. Plenty of live embers must then be put on
the lid of the stewpan for ten minutes or a quarter of an hour, to
render the lardoons firm. Lift out the fricandeau and keep it hot;
strain and reduce the gravy very quickly, after having skimmed off
every particle of fat; glaze the veal, and serve it on a ragout of sorrel,
cucumbers, or spinach. This, though rather an elaborate receipt, is
the best we can offer to the reader for a dish, which is now almost as
fashionable with us as it is common on the Continent. Some English
cooks have a very summary method of preparing it; they merely lard
and boil the veal until they can “cut it with a spoon.” then glaze and
serve it with “brown gravy in the dish.” This may be very tolerable
eating, but it will bear small resemblance to the French fricandeau.
76. Called by them the noix.
3-1/2 to 4 hours.
SPRING-STEW OF VEAL.
Cut two pound of veal, free from fat, into small half-inch thick
cutlets; flour them well, and fry them in butter with two small
cucumbers sliced, sprinkled with pepper, and floured, one moderate
sized lettuce, and twenty-four green gooseberries cut open
lengthwise and seeded. When the whole is nicely browned, lift it into
a thick saucepan, and pour gradually into the pan half a pint, or
rather more, of boiling water, broth, or gravy. Add as much salt and
pepper as it requires. Give it a minute’s simmer, and pour it over the
meat, shaking it well round the pan as this is done. Let the veal stew
gently from three quarters of an hour to an hour. A bunch of green
onions cut small may be added to the other vegetables if liked; and
the veal will eat better, if slightly seasoned with salt and pepper
before it is floured; a portion of fat can be left on it if preferred.
Veal 2 lbs.; cucumbers, 2; lettuce, 1; green gooseberries, 24;
water or broth, 1/2 pint or more: 3/4 to 1 hour.
NORMAN HARRICO.
Brown in a stewpan or fry lightly, after having sprinkled them with

pepper, salt, and flour, from two to three pounds of veal cutlets. If
taken from the neck or loin, chop the bones very short, and trim
away the greater portion of the fat. Arrange them as flat as they can
be in a saucepan; give a pint of water a boil in the pan in which they
have been browned, and pour it on them; add a small faggot of
parsley, and, should the flavour be liked, one of green onions also.
Let the meat simmer softly for half an hour; then cover it with small
new potatoes which have had a single boil in water, give the
saucepan a shake, and let the harrico stew very gently for another
half hour, or until the potatoes are quite done, and the veal is tender.
When the cutlets are thick and the potatoes approaching their full
size, more time will be required for the meat, and the vegetables
may be at once divided: if extremely young they will need the
previous boil. Before the harrico is served, skim the fat from it, and
add salt and pepper should it not be sufficiently seasoned. A few bits
of lean ham, or shoulder of bacon browned with the veal, will much
improve this dish, and for some tastes, a little acid will render it more
agreeable. Very delicate pork chops may be dressed in the same
way. A cutlet taken from the fillet and freed from fat and skin,
answers best for this dish. Additional vegetables, cooked apart, can
be added to it after it is dished. Peas boiled very green and well
drained, or young carrots sliced and stewed tender in butter, are both
well suited to it.
Veal, 2 to 3 lbs.; water (or gravy), 1 pint; new potatoes 1-1/2 to 2
lbs.; faggot, parsley, and green onions: 1 hour or more.
PLAIN VEAL CUTLETS.
Take them if possible free from bone, and after having trimmed
them into proper shape, beat them with a cutlet-bat or paste-roller
until the fibre of the meat is thoroughly broken; flour them well to
prevent the escape of the gravy, and fry them from twelve to fifteen
minutes over a fire which is not sufficiently fierce to burn them before
they are quite cooked through: they should be of a fine amber brown,
and perfectly done. Lift them into a hot dish, pour the fat from the
pan, throw in a slice of fresh butter, and when it is melted, stir or
dredge in a dessertspoonful of flour; keep these shaken until they
are well-coloured, then pour gradually to them a cup of gravy or of
boiling water; add pepper, salt, a little lemon-pickle or juice, give the
whole a boil, and pour it over the cutlets: a few forcemeat balls fried
and served with them, is usually a very acceptable addition to this
dish, even when it is garnished or accompanied with rashers of ham
or bacon. A morsel of glaze, or of the jelly of roast meat, should
when at hand be added to the sauce, which a little mushroom
powder would further improve: mushroom sauce, indeed, is
considered by many epicures, as indispensable with veal cutlets. We
have recommended in this one instance that the meat should be
thoroughly beaten, because we find that the veal is wonderfully
improved by the process, which, however, we still deprecate for
other meat.
12 to 15 minutes.
VEAL CUTLETS A L’INDIENNE, OR INDIAN FASHION. (ENTRÉE.)
Mix well together four ounces of very fine stale bread-crumbs, a

teaspoonful of salt, and a tablespoonful of the best currie powder.
Cut down into small well-shaped cutlets or collops, two pounds of
veal free from fat, skin, or bone; beat the slices flat, and dip them
first into some beaten egg-yolks, and then into the seasoned
crumbs; moisten them again with egg, and pass them a second time
through bread-crumbs. When all are ready, fry them in three or four
ounces of butter over a moderate fire, from twelve to fourteen
minutes. For sauce, mix smoothly with a knife, a teaspoonful of flour
and an equal quantity of currie-powder, with a small slice of butter;
shake these in the pan for about five minutes, pour to them a cup of
gravy or boiling water, add salt and cayenne if required and the
strained juice of half a lemon; simmer the whole till well flavoured,
and pour it round the cutlets. A better plan is, to have some good
currie sauce ready prepared to send to table with this dish; which
may likewise be served with only well-made common cutlet gravy,
from the pan, when much of the pungent flavour of the currie-powder
is not desired.
Bread-crumbs, 4 oz.; salt, 1 teaspoonful; currie powder, 1
tablespoonful; veal, 2 lbs.: 12 to 14 minutes.
Obs.—These cutlets may be broiled; they should then be well
beaten first, and dipped into clarified butter instead of egg before
they are passed through the curried seasoning.

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Management of Human Resources The

Essentials Canadian 5th Edition

EXPLAIN the five steps in the performance management process.

Copyright © 2019 Pearson Canada Inc.

I. THE STRATEGIC IMPORTANCE OF PERFORMANCE MANAGEMENT

II. THE PERFORMANCE MANAGEMENT PROCESS

The five steps in the process are: (Fig. 7.1 p. 153)

III. STEP 1: DEFINING PERFORMANCE EXPECTATIONS

Performance expectations need to be legally defensible, clear and measurable, communicated to

IV. STEP 2: PROVIDING ONGOING COACHING AND FEEDBACK

V. STEP 3: PERFORMANCE APPRAISAL AND EVALUATION DISCUSSION

1. Formal Appraisal Methods

a.Graphic rating scale – rating on traits or duties,

2. Mixing the Methods

VI. STEP 4: DETERMINE PERFORMANCE REWARDS/CONSEQUENCES

The essence of a performance appraisal is the feedback provided in a one-on-one conversation

Types of Performance Appraisal Results

Teaching Tip: Ask whether there should be a fourth category of unsatisfactory –

4. Preparing for the Formal Appraisal Discussion

There are three things to do in preparation for a formal appraisal discussion/interview:

Copyright © 2019 Pearson Canada Inc.

5. Performance Appraisal Problems and Solutions

b. Rating scale problems – 7 main problems

6. How to Avoid Appraisal Problems

 Make appraisers aware of appraisal problems

7. The Use of Technology in Performance Appraisals

Copyright © 2019 Pearson Canada Inc.

8. Who Should Do the Appraising

a. Supervisors – easy, makes sense, is in position to observe, is responsible for performance

d. Committees – group of supervisors, more reliable, fair and valid

e. Subordinates – observers of managerial performance, employee-identified or anonymous

Reasons for rapid growth in 360-degree approach

Several common features of 360-degree systems are:

Advice for using 360-degree feedback

I. LEGAL AND ETHICAL ISSUES IN PERFORMANCE MANAGEMENT

 Using job analysis to create job performance standards

 Avoiding abstract trait names if using graphic rating scale

II. THE FUTURE OF PERFORMANCE MANAGEMENT

Recent research indicates that effective performance management involves:

 Linking business goals and strategy

Global HRM: Performance Appraisal Criteria in China (p. 155)

contextual performance An individual’s indirect contribution to the organization by improving the

Copyright © 2019 Pearson Canada Inc.

performance appraisal A formal, relatively infrequent process in which an employee’s performance is

REVIEW AND DISCUSSION QUESTIONS (p. 175)

five steps are:

Appraisal by Employees (Subordinates)

CRITICAL THINKING QUESTIONS (p. 175-176

Other recommendations to improve accuracy of ratings include:

7. Discuss how employees might respond to the proposed implementation of electronic

In order to deal with this situation, the supervisor should;

EXPERIENTIAL EXERCISES (page 176)

• the employee has achieved outstanding results

Be prepared to share and critique statements developed by other students. Debrief

Copyright © 2019 Pearson Canada Inc.

Spread a clean cloth upon a table or

(City of London receipt.)

Cut in small thick slices the flesh of a knuckle of veal, season it

Brown in a stewpan or fry lightly, after having sprinkled them with

Mix well together four ounces of very fine stale bread-crumbs, a

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