Que.1. Explain the aims and purpose of Performance management?

The performance management process evolved in several phases:

Ans.1

Stage 1: The origin of performance management can be traced in the early 1960s when the performance appraisal systems were in practice.
During this period, Annual Confidential Reports (ACRs) which was also known as Employee service Records were maintained for controlling the
behaviors of the employees and these reports provided substantial information on the performance of the employees. Any negative comment or a
remark in the ESR or ACR used to adversely affect the prospects of career growth of an employee. The employees used to remain in absolute
darkness due to absence of a transparent mechanism of feedback and communication. This system had suffered from many drawbacks.

Stage 2: This continued from late 1960s till early 1970s, and the key hallmark of this was that whatever adverse remarks were incorporated in
the performance reports were communicated to employees so that they could take corrective actions for overcoming such deficiencies. In this
process of appraising the performance, the reviewing officer used to enjoy a discretionary power of overruling the ratings given by the reporting
officer. The employees usually used to get a formal written communication on their identified areas of improvements.

Third Phase: In this the term ACR was replaced by performance appraisal. One of the key changes that were introduced was that the
employees were permitted to describe their accomplishments in the confidential performance reports. However, the confidentiality element was
still being maintained and the entire process continued to be control oriented instead of being development oriented.

Fourth Phase: This phase started in mid 1970s and its origin was in India. In this phase, the appraisal process was more development driven,
target based, participative and open instead of being treated as a confidential process. The system focused on performance planning, review and
development of an employee by following a methodical approach. In the entire process, the appraisee and the reporting officer mutually decided
upon the key result areas in the beginning of a year and reviewed it.

Fifth Phase: This was characterized by maturity in approach of handling peoples issues. It was more performance driven and emphasis was on
development, planning and improvement. Utmost importance was given to culture building, team appraisals and quality circles were established
for assessing the improvement in the overall employee productivity.

The major objectives of performance management are discussed below:

To enable the employees towards achievement of superior standards of work performance.

To help the employees in identifying the knowledge and skills required for performing the job efficiently as this would drive their focus
towards performing the right task in the right way.
Boosting the performance of the employees by encouraging employee empowerment, motivation and implementation of an effective
reward mechanism.
Promoting a two way system of communication between the supervisors and the employees for clarifying expectations about the roles
and accountabilities, communicating the functional and organizational goals, providing a regular and a transparent feedback for
improving employee performance and continuous coaching.
Identifying the barriers to effective performance and resolving those barriers through constant monitoring, coaching and development
interventions.
Creating a basis for several administrative decisions strategic planning, succession planning, promotions and performance based
payment.
Promoting personal growth and advancement in the career of the employees by helping them in acquiring the desired knowledge and
skills.
Some of the key concerns of a performance management system in an organization are:

Concerned with the output (the results achieved), outcomes, processes required for reaching the results and also the inputs (knowledge, skills
and attitudes).

Concerned with measurement of results and review of progress in the achievement of set targets.
Concerned with defining business plans in advance for shaping a successful future.
Striving for continuous improvement and continuous development by creating a learning culture and an open system.
Concerned with establishing a culture of trust and mutual understanding that fosters free flow of communication at all levels in matters

such as clarification of expectations and sharing of information on the core values of an organization which binds the team together.
Concerned with the provision of procedural fairness and transparency in the process of decision making.

The performance management approach has become an indispensable tool in the hands of the corporates as it ensures that the people uphold
the corporate values and tread in the path of accomplishment of the ultimate corporate vision and mission. It is a forward looking process as it
involves both the supervisor and also the employee in a process of joint planning and goal setting in the beginning of the year.
Performance management is an ongoing, continuous process of communicating and clarifying job responsibilities, priorities and performance
expectations in order to ensure mutual understanding between supervisor and employee. It is a philosophy which values and encourages
employee development through a style of management which provides frequent feedback and fosters teamwork. It emphasizes communication
and focuses on adding value to the organization by promoting improved job performance and encouraging skill development. Performance
Management involves clarifying the job duties, defining performance standards, and documenting, evaluating and discussing performance with
each employee.
One of the important objectives of performance management is identifying the strengths and weaknesses of employees and finding ways to
overcome their shortcomings. This is done by evaluating employee output and the companys overall ability to meet the goals by having quarterly
or annual audits. Often, after an evaluation, there will be widespread company meetings where managers and employees discuss concerns and
solutions to problems.
Another objective is to discover where employees and the company are falling short. This is done by going through details such as profits earned,
new clients acquired and the contribution of employees to make these things happen. Employees whose contribution are minimal or not up to the
mark are counselled on how to improve performance.
The evaluation of an employees performance is based on their work output and the amount of time spent by them on the project. Although time
spent in an office is not an accurate way of measuring performance, most companies still have the notion that better employees put in longer
hours of work. A better way of measuring employee productivity would be to measure the output of work and the accuracy of work completed.
Overall evaluation of a company and its ability to set and reach goals is another important objective of performance management. Increasing
revenue is the overall goal of any company. Other goals may be to acquire more or specific clients, develop new products or hire new talent. It is
very easy to determine which of these goals have been met, because these are things that can be seen or calculated.
The inability of a company to meet the goals is mainly due to poor leadership, poor planning, poor implementation or poor employee performance.
Economic factors also play a major role, but it is better for companies to concentrate on factors that are within their control. The best way of
improving a companys overall output is motivating the employees and improving their performance.
To identify and remedy situations that hinder company performance is another important objective of performance management. This includes
replacing underperforming employees, gaining new clients, developing new strategies for reaching the goals and discussing strategies that have
worked in the past.
In order to meet the objectives of performance management and improve the overall performance of a company, every employee must work with
the team members to develop new techniques and implement changes.
The aims of performance management can be summarised into the following points.
The aims of performance management are:
To assist in the achievement of enhanced standards of work performance of an employee or class of employees.
To assist employees to identify the knowledge and skills to perform their jobs efficiently.
To ensure that the employees work towards the defined goals.
To ensure that the employees receive regular feedback on performance.
To assist the employees to achieve personal growth through acquiring relevant knowledge and skills and attitudes.
To evaluate the company and its ability to set and reach goals.
To identify and remedy situations that are hindering company performance.

Que.2 Define performance appraisal. What are the dimensions of performance appraisal? Describe the characteristics of performance
appraisal.
Ans.2
Performance appraisal is also known as performance evaluation (PE) or performance review, although in strict terms we may be able to
differentiate them. Performance evaluation is about deciding the performance of a subordinate and may have little to with the joint action of
agreeing upon the targets and the results. Performance appraisal, on the other hand, usually refers to evaluating the same in a collaborative
manner and deciding what has been achieved and what hasnt been achieved, and the strategy for covering the gap. The term review is also
about seeing if the targets have been achieved. However, for the purpose of this course we will use these terms interchangeably and attach the
meaning of PA to it no matter what term we use.
Performance appraisal is the systematic evaluation of individuals with regard to their performance on the job and their potential for
development. (Dale S. Beach, 1980).
Performance appraisal is a method of evaluating the behaviour of employees in the work place, including both the quantitative and qualitative
aspects of job performance. (Carrell and Kuzmits, 1982).
Performance appraisal is the process of evaluating the performance and qualifications of the employee in terms of requirements of the job lot
which he is employed, for the purposes of administration including placement, selection for promotion, providing financial rewards and other
actions which require differential treatment among the members of a group as distinguished from actions affecting all members equally.
In the meeting between a manager and employee, the manager should first explain the purpose and the process of the performance appraisal.
Generally, a performance appraisal is conducted to clarify job expectations, set goals for improvement of weaknesses and reward for
accomplishments and overall performance. The managers job is to explain the steps involved during and after the performance appraisal.

Appraisal system to be effective should possess the following characteristics:

1. Clear Objectives:
The objectives of performance appraisal should be clear, specific, timely and open. The appraisal system should be fair and beneficial to both the
individual employee and the organization should be linked with other subsystems of personnel management. The objectives of appraisal should
be clear and specific. An effective performance system will always have specific appraisal attributes to match the employees job description.
2. Reliable and Valid:
Appraisal system should provide consistent, reliable and valid information and date. Appraisals should measure what they are supposed to
measure. For example, if the objective of appraisal is to show potential of an employee for promotion, it should supply the date relating to
potentialities of the employee. An effective performance appraisal system provides data that is consistent, reliable and valid. It supplies data
according the objective that serves the purpose of performance appraisal and succession planning.
3. Standardisation:
The appraisal form, procedures and rules should be standardised. There should be well-defined performance criteria and standards. Employees
should be made fully aware of these standards as appraisal decisions affect all employees of the group. Effective performance appraisal has
standard appraisal forms, rules and appraisal procedures. It will have well defined performance criteria and standards.
4. Training:
Evaluators should be given training in procedures and principles of appraisal. They should be provided with knowledge and skills in designing
appraisals, conducting post appraisal interviews and correcting rating errors.
5. Fob Relatedness:
The appraisal system should focus attention on job-related behaviour and performance. It should provide information on job related activities and
areas.
6. Mutual Trust:
Before introducing the appraisal system, a climate of mutual trust, cooperation and confidence should be created in the organisation. Under the
system, the employees should be treated in a supportive manner.
7. Feedback and Participation:
The ratings should be communicated to both the employees and the raters. The appraisal r system should be open and participative. The
employees should get information on their performance. The system should involve employees in the goal setting process.
8. Help Focus:
Appraisal should not judegemental. It should not be purely control- oriented. The evaluator should also play the role of coach and counsellor. He
should- help people reach their full potential. The overall purpose of appraisals should be developmental.
9. Recognition of Differences:
Organisation differs in terms of work, size, resources, needs and environment. Hence, the appraisal system must be designed to meet the needs
of particular organisation. It should be specific and tailor - made for the particular company.
10. Post Appraisal Interview:
An appraisal system is only as effective as the manager is iii communications. Hence, an interview with the employee should be arranged after
appraising his performance. It will help to know the difficulties of work and training needs of employees. In interview, problem solving approach
should be adopted and counseling should be provided for improving performance.

Que.3 Explain 5 traditional and 5 modern methods of performance appraisal

Ans.3
Traditional Methods:

Ranking Method:
It is the oldest and simplest formal systematic method of performance appraisal in which employee is compared with all others for the purpose of
placing order of worth. The employees are ranked from the highest to the lowest or from the best to the worst.

In doing this the employee who is the highest on the characteristic being measured and also the one who is L lowest, are indicated. Then, the
next highest and the next lowest between next highest and lowest until all the employees to be rated have been ranked. Thus, if there are ten
employees to be appraised, there will be ten ranks from 1 to 10.

However, the greatest limitations of this appraisal method are that:

(i)

It does not tell that how much better or worse one is than another,

(ii)

The task of ranking individuals is difficult when a large number of employees are rated, and

(iii)

It is very difficult to compare one individual with others having varying behavioural traits. To remedy these
defects, the paired comparison method of performance appraisal has been evolved.

Paired Comparison:

In this method, each employee is compared with other employees on one- on one basis, usually based on one trait only. The rater is provided with
a bunch of slips each coining pair of names, the rater puts a tick mark against the employee whom he insiders the better of the two. The number
of times this employee is compared as better with others determines his or her final ranking.

The number of possible pairs for a given number of employees is ascertained by the following formula:
N (N-1)/2
Where N = the total number of employees to be evaluated. Let this be exemplified with an imaginary example.
If the following five teachers have to be evaluated by the Vice Chanceller of a University:
(K), Mohapatra (M Raul (R), Venkat (V), and Barman (B), the above formula gives 5 (5 -1) / 2 or 10 pairs.
These are:
Thus, the pairs so ascertained give the maximum possible permutations and combinations. The number of times a worker is considered better
makes his/her score. Such scores are determined for each worker and he/she is ranked according to his/her score. One obvious disadvantage of
this method is that the method can become unwieldy when large numbers of employees are being compared.
Grading Method:
In this method, certain categories of worth are established in advance and carefully defined. There can be three categories established for
employees: outstanding, satisfactory and unsatisfactory. There can be more than three grades. Employee performance is compared with grade
definitions. The employee is, then, allocated to the grade that best describes his or her performance.
Such type of grading is done is Semester pattern of examinations and in the selection of a candidate in the public service sector. One of the major
drawbacks of this method is that the rater may rate most of the employees on the higher side of their performance.
Forced Distribution Method:
This method was evolved by Tiffen to eliminate the central tendency of rating most of the employees at a higher end of the scale. The method
assumes that employees performance level confirms to a normal statistical distribution i.e., 10,20,40,20 and 10 per cent. This is useful for rating a
large number of employees job performance and promo ability. It tends to eliminate or reduce bias.
It is also highly simple to understand and easy to apply in appraising the performance of employees in organisations. It suffer from the drawback
that improve similarly, no single grade would rise in a ratings.
Forced-Choice Method:
The forced-choice method is developed by J. P. Guilford. It contains a series of groups of statements, and rater rates how effectively a statement
describes each individual being evaluated. Common method of forced-choice method contains two statements, both positive and negative.
Examples of positive statements are:
1. Gives good and clear instructions to the subordinates.
2. Can be depended upon to complete any job assigned.
A pair of negative statements may be as follows:
1. Makes promises beyond his limit to keep these.
2. Inclines to favour some employees.
Each statement carries a score or weight, which is not made known to the rater. The human resource section does rating for all sets of statements
both positive and negative. The final rating is done on the basis of all sets of statements. Thus, employee rating in this manner makes the
method more objective. The only problem associated with this method is that the actual constructing of several evaluative statements also called
forced-choice scales, takes a lot of time and effort.
Check-List Method:
The basic purpose of utilizing check-list method is to ease the evaluation burden upon the rater. In this method, a series of statements, i.e.,
questions with their answers in yes or no are prepared by the HR department (see Figure 28-2). The check-list is, then, presented to the rater to
tick appropriate answers relevant to the appraisee. Each question carries a weight-age in relationship to their importance.
When the check-list is completed, it is sent to the HR department to prepare the final scores for all appraises based on all questions. While
preparing questions an attempt is made to determine the degree of consistency of the rater by asking the same question twice but in a different
manner (see, numbers 3 and 6 in Figure 28-2).
However, one of the disadvantages of the check-list method is that it is difficult to assemble, analyse and weigh a number of statements about
employee characteristics and contributions From a cost stand point also, this method may be inefficient particularly if there are a number of job
categories in the organisation, because a check-list of questions must be prepared for each category of job. It will involve a lot of money, time and
efforts.
Critical Incidents Method:
In this method, the rater focuses his or her attention on those key or critical behaviours that make the difference between performing a job in a
noteworthy manner (effectively or ineffectively). There are three steps involved in appraising employees using this method.
First, a list of noteworthy (good or bad) on-the-job behaviour of specific incidents is prepared. Second, a group of experts then assigns weightage
or score to these incidents, depending upon their degree of desirability to perform a job. Third, finally a check-list indicating incidents that describe
workers as good or bad is constructed. Then, the check-list is given to the rater for evaluating the workers.
The basic idea behind this rating is to apprise the workers who can perform their jobs effectively in critical situations. This is so because most
people work alike in normal situation. The strength of critical incident method is that it focuses on behaviours and, thus, judges performance
rather than personalities.
Its drawbacks are to regularly write down the critical incidents which become time-consuming and burdensome for evaluators, i.e., managers.
Generally, negative incidents are positive ones. It is raters inference that determines which incidents are critical to job performance. Hence, the
method is subject to all the limitations relating to subjective judgments.
Graphic Rating Scale Method:
The graphic rating scale is one of the most popular and simplest techniques for appraising performance. It is also known as linear rating scale. In
this method, the printed appraisal form is used to appraise each employee.
The form lists traits (such as quality and reliability) and a range of job performance characteristics (from unsatisfactory to outstanding) for each
trait. The rating is done on the basis of points on the continuum. The common practice is to follow five points scale.
The rater rates each appraisee by checking the score that best describes his or her performance for each trait all assigned values for the traits are
then totaled. Figure 28-3 shows a typical graphic rating scale.

This method is good for measuring various job behaviours of an employee. However, it is also subjected to raters bias while rating employees
behaviour at job. Occurrence of ambiguity in design- mg the graphic scale results in bias in appraising employees performance.
Essay Method:
Essay method is the simplest one among various appraisal methods available. In this method, the rater writes a narrative description on an
employees strengths, weaknesses, past performance, potential and suggestions for improvement. Its positive point is that it is simple in use. It
does not require complex formats and extensive/specific training to complete it.
However, essay method, like other methods, is not free from drawbacks. In the absence of any prescribed structure, the essays are likely to vary
widely in terms of length and content. And, of course, the quality of appraisal depends more upon raters writing skill than the appraisers actual
level of performance.
Moreover, because the essays are descriptive, the method provides only qualitative information about the employee. In the absence of
quantitative data, the evaluation suffers from subjectivity problem. Nonetheless, the essay method is a good start and is beneficial also if used in
conjunction with other appraisal methods.
Field Review Method:
When there is a reason to suspect raters biasedness or his or her rating appears to be quite higher than others, these are neutralised with the
help of a review process. The review process is usually conducted by the personnel officer in the HR department.
The review process involves the following activities:
(a) Identify areas of inter-rater disagreement.
(b) Help the group arrive at a consensus.
(c) Ensure that each rater conceives of the standard similarity.
However, the process is a time-consuming one. The supervisors generally resent what they consider the staff interference. Hence, the method is
not widely used.
Confidential Report:
It is the traditional way of appraising employees mainly in the Government Departments. Evaluation is made by the immediate boss or supervisor
for giving effect to promotion and transfer. Usually a structured format is devised to collect information on employees strength weakness,
intelligence, attitude, character, attendance, discipline, etc. report.
Modern Methods:
Management by Objectives (MBO):
Most of the traditional methods of performance appraisal are subject to the antagonistic judgments of the raters. It was to overcome this problem;
Peter F. Drucker propounded a new concept, namely, management by objectives (MBO) way back in 1954 in his book.
The Practice of management. The concept of MBO as was conceived by Drucker, can be described as a process whereby the superior and
subordinate managers of an organization jointly identify its common goals, define each individuals major areas of responsibility in terms of results
expected of him and use these measures as guides for operating the unit and assessing the contribution of each its members.
In other words, stripped to its essentials, MBO requires the manager to goals with each employee and then periodically discuss his or her
progress toward these goals.
In fact, MBO is not only a method of performance evaluation. It is viewed by the Practicing managers and pedagogues as a philosophy of
managerial practice because .t .s a method by wh.ch managers and subordinates plan, organise, communicate, control and debate.
An MBO programme consists of four main steps: goal setting, performance standard, comparison, and periodic review. In goal-setting, goals are
set which each individual, s to attain. The superior and subordinate jointly establish these goals. The goals refer to the desired outcome to be
achieved by each individual employee.
In performance standards, the standards are set for the employees as per the previously arranged time period. When the employees start
performing their jobs, they come to know what is to be done, what has been done, and what remains to be done.
In the third step the actual level of goals attained are compared with the goals agreed upon. This enables the evaluator to find out the reasons
variation between the actual and standard performance of the employees. Such a comparison helps devise training needs for increasing
employees performance it can also explore the conditions having their bearings on employees performance but over which the employees have
no control.
Finally, in the periodic review step, corrective measure is initiated when actual performance deviates from the slandered established in the first
step-goal-setting stage. Consistent with the MBO philosophy periodic progress reviews are conducted in a constructive rather than punitive
manner.
The purpose of conducting reviews is not to degrade the performer but to aid in his/her future performance. From a motivational point of view, this
would be representative of McGregors theories.
Assessment Centres:
The introduction of the concept of assessment centres as a method of performance method is traced back in 1930s in the Germany used to
appraise its army officers. The concept gradually spread to the US and the UK in 1940s and to the Britain in 1960s.
The concept, then, traversed from the army to business arena during 1960s. The concept of assessment centre is, of course, of a recent origin in
India. In India, Crompton Greaves, Eicher, Hindustan Lever and Modi Xerox have adopted this technique of performance evaluation.
In business field, assessment centres are mainly used for evaluating executive or supervisory potential. By definition, an assessment centre is a
central location where managers come together to participate in well-designed simulated exercises. They are assessed by senior managers
supplemented by the psychologists and the HR specialists for 2-3 days.
Assessee is asked to participate in in-basket exercises, work groups, simulations, and role playing which are essential for successful performance
of actual job. Having recorded the assessees behaviour the raters meet to discuss their pooled information and observations and, based on it,
they give their assessment about the assesee. At the end of the process, feedback in terms of strengths and weaknesses is also provided to the
assesees.
The distinct advantages the assessment centres provide include more accurate evaluation, minimum biasedness, right selection and promotion of
executives, and so on. Nonetheless, the technique of assessment centres is also plagued by certain limitations and problems. The technique is
relatively costly and time consuming, causes suffocation to the solid performers, discourages to the poor performers (rejected), breeds unhealthy
competition among the assessees, and bears adverse effects on those not selected for assessment.
360 Degree Appraisal:
Yet another method used to appraise the employees performance is 360 degree appraisal. This method was first developed and formally used
by General Electric Company of USA in 1992. Then, it travelled to other countries including India. In India, companies like Reliance Industries,
Wipro Corporation, Infosys Technologies, Thermax, Thomas Cook etc., have been using this method for appraising the performance of their
employees. This feedback based method is generally used for ascertaining training and development requirements, rather than for pay increases.
Under 360 degree appraisal, performance information such as employees skills, abilities and behaviours, is collected all around an employee,
i.e., from his/her supervisors, subordinates, peers and even customers and clients.
In other worlds, in 360-degree feedback appraisal system, an employee is appraised by his supervisor, subordinates, peers, and customers with
whom he interacts in the course of his job performance. All these appraisers provide information or feedback on an employee by completing
survey questionnaires designed for this purpose.
All information so gathered is then compiled through the computerized system to prepare individualized reports. These reports are presented to
me employees being rated. They then meet me appraiserbe it ones superior, subordinates or peersand share the information they feel as
pertinent and useful for developing a self-improvement plan.

In 360 degree feedback, performance appraisal being based on feedback all around, an employee is likely to be more correct and realistic.
Nonetheless, like other traditional methods, this method is also subject to suffer from the subjectivity on the part of the appraiser. For example,
while supervisor may penalise the employee by providing negative feedback, a peer, being influenced by give and take feeling may give a rave
review on his/her colleague.
Cost Accounting Method:
This method evaluates an employees performance from the monetary benefits the employee yields to his/her organisation. This is ascertained by
establishing a relationship between the costs involved in retaining the employee, and the benefits an organisation derives from Him/her.
While evaluating an employees performance under this method, the following factors are also taken into consideration:
1. Unit wise average value of production or service.
2. Quality of product produced or service rendered.
3. Overhead cost incurred.
4. Accidents, damages, errors, spoilage, wastage caused through unusual wear and tear.
5. Human relationship with others.
6. Cost of the time supervisor spent in appraising the employee.
Que.4 What is performance feedback? List any 3 important principles of feedback? Explain some of the pitfalls of performance
feedback?

Ans. 4 A performance appraisal (PA), also referred to as a performance review, performance evaluation,[1] (career) development discussion,
or employee appraisal[3] is a method by which the job performance of an employee is documented and evaluated. Performance appraisals are a
part of career development and consist of regular reviews of employee performance within organizations.
[2]

A performance appraisal is a systematic and periodic process that assesses an individual employee's job performance and productivity in relation
to certain pre-established criteria and organizational objectives. [4][5] Other aspects of individual employees are considered as well, such
as organizational citizenship behaviour, accomplishments, potential for future improvement, strengths and weaknesses, etc. [4][6][7]

To collect PA data, there are three main methods: objective production, personnel, and judgmental evaluation. Judgmental evaluations are the
most commonly used with a large variety of evaluation methods. [1] Historically, PA has been conducted annually (long-cycle appraisals); however,
many companies are moving towards shorter cycles (every six months, every quarter), and some have been moving into short-cycle (weekly, biweekly) PA.[8][9] The interview could function as "providing feedback to employees, counselling and developing employees, and conveying and
discussing compensation, job status, or disciplinary decisions". [8] PA is often included in performance management systems. PA helps the
subordinate answer two key questions: first, "What are your expectations of me?" second, "How am I doing to meet your expectations?" [10]

Performance management systems are employed "to manage and align" all of an organization's resources in order to achieve highest possible
performance.[1] "How performance is managed in an organization determines to a large extent the success or failure of the organization.
Therefore, improving PA for everyone should be among the highest priorities of contemporary organizations". [11]

Some applications of PA are compensation, performance improvement, promotions, termination, test validation, and more. [12] While there are
many potential benefits of PA, there are also some potential drawbacks. For example, PA can help facilitate management-employee
communication; however, PA may result in legal issues if not executed appropriately, as many employees tend to be unsatisfied with the PA
process.[1][13][14] PAs created in and determined as useful in the United States are not necessarily able to be transferable cross-culturally
I have identified seven principles for effective feedback in legal education. While these techniques are most frequently present in legal writing and
professional skills courses, they apply equally to all law school subjects.
1.
2.
3.

4.

5.

6.

7.

Effective feedback should be clearly understood by the student. Furthermore, the feedback must be seen as something useful.
Students clearly cannot reflect on information they do not understand. Instructors should provide information that builds on what the
student knows. This provides students the cognitive tools needed to use the information effectively.
Effective feedback should be timely. It must closely follow the students' work to better help them reflect on what they did and why
they did it. Reinforcement, too, must closely follow student behavior to be effective. Exams reviewed months later have far less effect
than those returned the next day.
Effective feedback should be immediately usable by the student. If students put the feedback into practice immediately, they can
build upon the information needed for the next assignment. Since students improve in small successive steps, feedback should come
to the students in sequence. If it comes out of sequence, students often end up confused. The result can be frustration and negative
reinforcement.
Effective feedback should be consistent. The feedback must build on the same themes and correct the same mistakes each time.
Students compare the information they receive with their classmates to try to synthesize the information. Students also use each
incidence of feedback to build toward the next project. Effective feedback is consistent from both student to student and project to
project.
Effective feedback should be comprehensive. The feedback must cover each of the criteria set out for grading. An instructor must
give value to each skill he or she wishes to improve. Grading only for analysis negatively reinforces writing skills. Students will not
invest time or effort in activities that are not valued - and hence reinforced - by the instructor. The more explicit the criteria, the more
they are reinforced. Further, explicit criteria help students know what to study.
Effective feedback should be supportive. It should encourage the student to attempt to improve. Negative reinforcement may help
discourage particular behaviors, but it can also reduce motivation and disrupt the learning process. This does not mean ignoring
mistakes. Instead, the instructor should identify both the weak and strong performance, and stress what the student can do to
continue to improve.
Effective feedback should be valued. Students must recognize the value in the feedback and treat it as meaningful. When students
discount feedback for any reason, its importance diminishes and so does the effect it will have. Student dislike of the subject matter,
confusion about the assignment, or delays in feedback will all result in lowering the lesson's effectiveness. Students who are
motivated to value feedback will engage in the learning process more intensively and utilize the information with greater effectiveness.

I recently implemented my seven principles of effective feedback while teaching Professional Skills. The students' success in the skills course led
me to use this approach in my subject matter courses as well.

pitfalls of performance feedback

where performance appraisal fails to work as well as it should lack of support from the top levels of management is often cited as a major
contributing reason. Opposition may be based on political motives, or more simply on ignorance or disbelief in the effectiveness of the appraisal
process.

It is crucial that top management believe in the value of appraisal and express their visible commitment to it. Top managers are powerful role
models for other managers and employees.

Those attempting to introduce performance appraisal or even to reform an existing system, must be acutely aware of the importance of political
issues and symbolism in the success of such projects.

Fear of Failure

There is a stubborn suspicion among many appraisers that a poor appraisal result tends to reflect badly upon them also, since they are usually
the employees supervisor. Many appraisers have a vested interest in making their subordinated look good on paper.

When this problem exists (and can be found in many organisations), it may point to a problem in the organisation culture. The cause may be a
culture that is intolerant of failure. In other words, appraisers may fear the possibility of repercussions-both for themselves and the appraise no
matter what safeguards are in place, when you turn managers loose in the real world, they consciously fudge the numbers.

Indeed, surveys have shown that not only do many managers admit to a little fudging, they actually defend it as a tactic necessary for effective
management. The fudging motives of appraisers have, at times, a certain plausibility. For instance, a supervisor who has given an overly
generous appraisal to a marginal performer might claim that their legitimate motive was the hope of encouraging a better performance.

On the other hand, fudging motives can be a lot less admirable and sometimes devious: the appraiser who fudges to avoid the possibility of an
unpleasant confrontation, the appraiser who fudges to hide employee difficulties from senior managers, the appraiser who fudges in order to
punish or reward employees.

Judgement Aversion

Many people have a natural reluctance to play judge and create a permanent record which may affect an employees future career. This is the
case especially where there may be a need to make negative appraisal remarks. Training in the technique of constructive evaluation (such as
self-auditing) may help. Appraisers need to recognize that problems left unchecked could ultimately cause more harm to an employees career
than early detection and correction. Organisation might consider the confidential archiving of appraisal records more then, say, three years old.

Feedback-Seeking

Many supervisors will recognize the game at once and may have been its victims.

The game is called feedback-seeking. It occurs where a poor performing employee regularly seeks informal praise form his or her supervisor at
inappropriate moments. Often the feedback-seeker will get the praise they want, since they choose the time and place to ask for it. In effect, they
ambush the supervisor by seeking feedback at moments when the supervisor is unable or unprepared to give them a full and proper answer, or
in settings that are inappropriate for a frank assessment.

The supervisor may feel put on the spot, but will often provide a few encouraging words of support. The game seems innocent enough until
appraisal time comes around. Then the supervisor will find that the employee recalls, with perfect clarity, every casual word of praise ever spoken.

This places the supervisor in a difficult bind. Either the supervisor lied when giving the praise, or least, misled the employee into thinking that their,
performance was acceptable.

The aim of the game is that the feedback-seeker wants to deflect responsibility for their own poor performance. They also seek to bloste their
appraisal rating by bringing in all the evidence of causal praise. Very often the feedback seeker will succeed in making the supervisor feel at
least partly responsible. As a result, their appraisal result may be upgraded. Was the supervisor partly responsible? Not really. The truth of the
matter is that they have been blackmailed by a subtle social game. But like most social games, the play depends on the unconscious
participation of both sides. Making supervisors awate of the game is usually sufficient to stop it. They must learn to say, when asked for casual
praise, "I can't talk about it now... but see me in my office later. Was the supervisor partly responsible? Not really. The truth of the matter is that
they have been blackmailed by a subtle social game. But like most social games, the play depends on the unconscious participation of both
sides. Making supervisors aware of the game is usually sufficient to stop it. They must learn to say, when asked for casual praise, but see me in
my office later. This puts the supervisor back in control of the appraisal process.

Appraiser Preparation

The bane of any performance appraisal system is the appraiser who wants to play it by ear. Such attitudes should be actively discouraged by
stressing the importance and technical challenge of good performance appraisal. Perhaps drawing their attention to the contents of their attention
to the contents of this web site, for example, may help them to see the critical issues that must be considered.

Employee Participation

Employees should participate with their supervisors in the creation of their own perfornace goals and development plans. Mutual agreement is a
key to success. A plan wherein the employee feels some degree of ownership is more likely to be accepted than one that is imposed. This does
not mean that employees do not desire guidance from their supervisor; indeed they very much do.

Performance Management
one of the most common mistakes in the practice of performance appraisal is to perceive appraisal as an
isolated event rather than an ongoing process.
Employees generally require more feedback, and more frequently, than can be provided in an annual
appraisal. While it may not be necessary to conduct full appraisal sessions more than once or twice a year,
performance management should be viewed as an ongoing process. Frequent mini-appraisals and feedback
sessions will help ensure that employees receive the ongoing guidance, support and encouragement they
need. Of course many supervisors complain they dont have the time to provide this sort of ongoing
feedback. This is hardly likely. What supervisors really mean when they say this is that the supervision and
development of subordinated is not as high a priority as certain other tasks. In this case, the organisation
may need to review the priroties and values that it has instilled in tis supervisory ranks. After all, supervisors
who havent got time to monitor and facilitate the performance of their subordinated are like chefs who
havent got time to cook, or dentists who are too busy to look at teeth. It just doesnt make sense.
If appraisal is viewed as an isolated event, it is only natural that supervisors will come to view their
reponsibilites in the same way. Hust as worrying, employees may come to see their own effort and
commitment levels as something that needs a bit of a polish up in the month or two preceding appraisals.
Que.5 What is meant by 360 Degree feedback? Explain its purpose. What are the advantages and
disadvantages of 360 degree feedback?

Ans.5.

Concept of 360-degree feedback system

In 360-degree appraisal, the feedback about an employees performance comes from all the sources. The number (360) indicates all-round
appraisal. While 180-degree refers to top-down and bottom-up feedback, numbers more than this indicate feedback from various other groups
apart from the top-down and bottom-up across the organization.

Hence, it is the organized collection of appraised data of an individual or group, obtained from several stakeholders

In human resources or industrial psychology, 360-degree feedback, also known as multi-rater feedback, multi source feedback, or multi source
assessment, is feedback that comes from members of an employee's immediate work circle. Most often, 360-degree feedback will include direct
feedback from an employee's subordinates, peers (colleagues), and supervisor(s), as well as a self-evaluation. It can also include, in some cases,
feedback from external sources, such as customers and suppliers or other interested stakeholders. It may be contrasted with "upward feedback,"
where managers are given feedback only by their direct reports, or a "traditional performance appraisal," where the employees are most often
reviewed only by their managers.

The results from a 360-degree evaluation are often used by the person receiving the feedback to plan and map specific paths in their
development. Results are also used by some organizations in making administrative decisions related to pay and promotions. When this is the
case, the 360 assessment is for evaluation purposes, and is sometimes called a "360-degree review." However, there is a great deal of debate as
to whether 360-degree feedback should be used exclusively for development purposes, [1] or should be used for appraisal purposes as wel

Purpose of 360-degree Appraisal Method

360-degree feedback allows you to use multiple raters such as supervisors, peers, direct reports, subordinates and external raters to leave
feedback on an employee. It is often used as a benchmark within the employees development plan. In a team-focused atmosphere, it can be
very effective. It lets the employee know how his/her team members view effectiveness of their performance.

It is important that the feedback remain anonymous to the person who was rated. If employees are allowed to see the comments and ratings,
feelings of resentment can arise along with tension among employee and rates.

If you plan to implement the 360-degree feedback process, make sure that you have strong PMS in place before doing so. 360-degree feedback
is often used in conjunction with one another to form a powerful one-two punch for employee development.

Components of 360-dgree Appraisal Method

Self appraisal: It gives chance to the employee to compare his/her abilities, limitations, success with others and judge ones own
performance. It is an essential part of 360-degree appraisals and therefore contribution is large and also has a powerful effect on
attitude and performance.

Superior appraisal: This involves the evaluation of individuals by supervisors on pre-determined parameters in an employees
performance record, as well as evaluation by senior managers. The superiors have the authority to change and modify an employee
on the basis of the assessment of the individual and the team.

Subordinate appraisal: It is used in the evaluation of record sheets, but measures should be taken to make sure that subordinates
are appraising parameters of which they have knowledge. The subordinates feedback is effective, mainly in evaluating
the supervisors interpersonal skills. However, it may not be proper for measuring task-oriented skills.

Peer appraisal: Peer ratings are considered when the individuals capability is known. There are both considerable assistance
and serious consequences that must be cautiously considered before including this type of feedback in an all-round appraisal
program.

Advantages and Disadvantages of 360-Degree Feedback

Advantages

Individuals get a broader perspective as to how they are perceived by others

The feedback provides a more rounded view of their performance

Enhanced awareness and relevance of competencies

Awareness for senior management too, as they will get to know their need for development

Feedback is perceived more valid and objective as its collected from varied sources.

Disadvantages

Frank and honest opinion may not be received

Stress might be put on individuals for giving feedback

Lack of action following feedback

Over reliance on technology

Too much bureaucracy (Official Procedure might slow the process)

Que.6 Write a brief note on Ethics in performance management.

Ans.6

The word ethics comes from the Greek word ethikos. It refers to ones moral character and the way in which society expects people to
behave in accordance with accepted principles. Most philosophers conclude that ethical failure occurs because of lack of character or, in
other words, virtuous people will live ethically. It can be used to describe a particular persons own, idiosyncratic principles or habits. It is a
set of concepts and principles that guide us in determining what behavior helps or harms sentient creatures.

Key contents of a Performance Agreement

Performance agreement defines the following aspects of performance expectations:

Role requirements: Every job is intended to fulfill a role. These are defined as key-result areas (KRAs) of the role. A role holder, i.e. the
employee, in the organization is expected to accomplish the KRAs. Achieving those KRAs require some competencies. Therefore, the role profile
should define not only the achievements but also the competencies required to achieve the KRAs. The agreement will define the role, KRAs of
the role, the competencies required, behavior expected and training required, if any, for the same.

Objectives and standards of performance: While KRAs give the areas where performance has to be focused, objective express what has to
be accomplished. Objectives define what organizations, functions, departments and individuals are expected to achieve over a period of time,
often called PM cycle. It can be either quantitative or qualitative. It can be work related, referring to the achievement of role requirements. They
can also be personal, taking the form of developmental, which are concerned with what individuals should do to enhance their knowledge skills
and potential, and to improve their performance or change their behavior in specialized area. It may not change drastically from one review period
to the next if the KRA remains unaffected, although they may be changed if new circumstances arise.

Knowledge, skills and capabilities: These are definitions of skills and competencies that each role holder has to know to be able to perform
well and to know how they are expected to behave in particular aspects of their role.

Performance measures and indicators: It contains the description of measures jointly agreed upon by the manager and the employees to
assess the extent to which objectives and standards of performance have been achieved. Performance is usually measured using a rating scale.
The rating-scale format can either be behavioral with examples of good, average and inadequate performance, which simply presents a number
of scale points along a range.

Corporate core values or requirements: It may also refer to the core values of the organization for quality, customer service, team work,
employee development and so on, that employees are expected to maintain while carrying out their work. Some general operational requirements
in areas such as health and safety, budgetary control, cost reduction and security may also be specified.

Key Factors to Ensure Ethics in Performance Management

Define and describe the ethical standards: Along with ethical standards to handle the external agencies, it is necessary to define the ethical
standards for internal actions, particularly PM. The PM document should have a chapter containing what is considered ethical and what is not in
the PM context and the consequences of following these or disobeying them.

Plan the PM well in advance: It is unethical to include goals in retrospect, i.e., you should give the goals at least a month prior to its being
effective so that the employee has a headstart.

Take collective decision: The decisions made as a group usually produce better quality decisions as this will be inclusive of the diverse
interests and perspectives. Such decisions taken generally increase creditability of process and in turn benefit the outcome because of the
reduced suspicion of unfair bias.

Record critical incidents frequently and let the employee know it: Decisions of performance are often taken on the basis of critical incidents.
While it is desirable to record it as and when it occurs, one must record it at least once in a month. Permit an employee to have access to the
critical incidents on a continual basis. This would act as an automatic feedback system in some ways.

Ethics during feedback: Give objective and focused feedback. It raises several ethical issues:

Denial of a frank feedback and opportunity to improve may come in the way of future promotions and increments

1.

Giving a frank feedback to one person while denying it to another, whatever be the premise, militates against justice

2.

Not giving frank feedback and consequent denial of achieving organizational objectives is not from an organizational perspective.