Professional Documents
Culture Documents
Performance
Performance
C H A P T E R
Performance Management
and Appraisal
N i n e
Lecture Outline
Strategic Overview
Basic Concepts in Performance Appraisal and
Performance Management
Comparing Performance Appraisal and
Performance Management
Why Performance Management?
Defining the Employee's Goals and Work
Efforts
An Introduction to Appraising Performance
Why Appraise Performance?
Realistic Appraisals
The Supervisor's Role
Steps in Appraising Performance
Graphic Rating Scale Method
Alternation Ranking Method
Paired Comparison Method
Critical Incident Method
Narrative Forms
Behaviorally Anchored Rating Scales
Management by Objectives (MBO)
Computerized and Web-Based Performance
Appraisal
Mixing the Methods
Appraising Performance: Problems and Solutions
Potential Rating Scale Appraisal Problems
How to Avoid Appraisal Problems
Who Should do the Appraising?
The Appraisal Interview
Types of Interviews
How to Conduct the Appraisal Interview
Appraisals in Practice
Creating the Total Performance Management
Process
ANNOTATED OUTLINE
I.
Basic Concepts
Management
in
Performance
Appraisal
and
Performance
II.
NOTES
J.
III.
NOTES
IV.
NOTES
1.
2.
3.
4.
V.
NOTES
NOTES
DISCUSSION QUESTIONS
1.
2. Discuss the pros and cons of at least four performance appraisal tools. The text lists
eight different performance appraisal tools. Students might discuss the pros and cons of any
four of these eight. An example of some of the pros and cons is: Graphic Rating Scale
method is easy to use, simple, and does not take much time to administer. However, different
supervisors may interpret a numerical rating differently and the traits rated may or may not
relate to performance.
3. Explain how you would use the alternation ranking method, the paired comparison
method, and the forced distribution method. The alternation method would be used by
listing all employees to be rated, deciding who is the best in a trait to be rated, and which is
the worst. Then decide who is the second best, and the second worst ... the third best and
the third worst ... and so on until all the employees have been ranked for that trait. Then do
the same with the next trait to be rated. With the paired comparison, for each trait to be
rated, the supervisor would have a sheet with employee names in pairs ... every employee
name is paired with every other name. For each pair, the supervisor would circle the one of
the two that is better in that trait. Forced Distribution gives the supervisor a set rating scale
(such as 1 through 5). The supervisor is limited to giving a pre-determined percentage of his
or her employees' rating. For example: 15% can get a 1; 20% can get a 2; 30 % can get a
3 ... and so forth.
4. Explain in your own words how you would go about developing a behaviorally
anchored rating scale. Each student should express the five steps in his or her own words.
Those five steps are: 1) generate critical incidents; 2) develop performance dimensions; 3)
reallocate incidents; 4) scale the incidents; and 5) develop final instrument.
5. Explain the problems to be avoided in appraising performance. The five main rating
scale problems listed in the text are: 1) unclear standards; 2) halo effect; 3) central tendency;
4) leniency or strictness; and 5) bias.
6. Discuss the pros and cons of using different potential raters to appraise a person's
performance. The advantage of using several raters (either a rating committee, or a
combination of peer, supervisor, and subordinate ratings) is that the ratings tend to be more
valid than those of one individual rater. The negatives might include the time and cost
involved as well as problems with the amount of daily contact that some raters may not have
with the employee being rated.
1. Working individually or in groups, develop a graphic rating scale for the following
jobs: secretary, engineer, directory assistance operator. Job characteristics may
include, but not be limited to: Secretary--quantity of work, frequency of errors, attendance,
and initiative; Engineer--initiative, significance of contribution to the organization, problem
solving skills, frequency of errors, and communication skills; Directory Assistance Operator-speed, attendance, accuracy, and friendliness. In each case, the students should come up
with a defining statement that clarifies what the job characteristic means.
2. Working individually or in groups, describe the advantages and disadvantages of using
the forced distribution appraisal method for college professors. Students should review
the section on the forced distribution method and describe the use of this method would
impact the rating of their college professors.
3. Working individually or in groups, develop, over the period of a week, a set of critical
incidents covering the classroom performance of one of your instructors. If you had
the class conduct a job analysis and create a job description for an instructor in Chapter 3, it
would be helpful to refer to that to help identify what kinds of behavior and tasks the instructor
should be doing. This will give a good basis for students to observe and watch for critical
incidents. If they find critical incidents that are not based in these other documents, it will be
a good opportunity to go back and review how all this ties together and that we haven't
communicated to the instructor in the job description these behaviors or tasks that they are
now
wanting
to
rate
them
on.
4. The HRCI "Test Specifications" appendix at the end of this book lists the knowledge
someone studying for the HRCI certification exam needs to know in each area of
human resource management (such as in Strategic Management, Workforce Planning,
and Human Resource Development). In groups of 4-5 students, do four things: (1)
review that appendix now; (2) identify the material in this chapter that relates to the
required knowledge the appendix lists; (3) write four multiple choice exam questions
on this material that you believe would be suitable for inclusion in the HRCI exam; and
(4) if time permits, have someone from your team post your team's questions in front
of the class, so the students in other teams can take each other's exam questions.
Material covered in this text that is included in HRCI certification exam would include
development, implementation and evaluation of performance management programs and
procedures; knowledge of performance appraisal and performance management methods.
Examples of multiple choice questions:
1. Graphic Rating Scale, Paired Comparison Method, and Forced Distribution Method
are all examples of:
a.
b.
c.
d.
Answer: b
2. The problem that occurs when a supervisors rating of a subordinate on one trait
biases the rating on that person on other traits is called:
a.
b.
c.
d.
Answer: a
3. An appraisal method that aims at combining the benefits of narrative and quantified
ratings by anchoring a quantified scale with specific narrative examples of good and
poor performance is called:
a. management by objectives
b. behavioral anchored rating scale
c. critical incident method
d. alternation ranking method
Answer: b
4. The process that consolidates goal setting, performance appraisal, and development
into a single, common system is called:
a.
b.
c.
d.
Performance Appraisal
The HR Scorecard
Performance Management
Management by Objectives
Answer: c
Every week, like clockwork, during 2004, Donald Trump told another "apprentice",
"you're fired". Review recent (or archived) episodes of Donald Trump's The Apprentice
show, and answer this: What performance appraisal system did Mr. Trump use, and do
you think it resulted in valid appraisals? What techniques discussed in this chapter
did he seem to apply? How would you suggest he change his appraisal system to
make it more effective? Most critics agree that Trump's method of providing performance
feedback could be vastly improved. Lead a discussion by first asking students identify the
methods Trump used, a critique on how well he used any methods discussed in this chapter,
and then suggest which methods outlined in this chapter would be more effective, and
specifically how it would be applied in the scenario/episode they selected.
KEY TERMS
performance appraisal
performance management
alternation ranking
method
paired comparison
method
forced distribution
method
behaviorally anchored
rating scale (BARS)
management by
objectives (MBO)
electronic performance
monitoring (EPM)
unclear standards
halo effect
central tendency
strictness / leniency
bias
appraisal interviews