A STUDY ON

PERFORMANCE APPRAISAL IN THE SPRINGS

INTERNATIONAL SCHOOL, TANA, MAMPAD

In partial fulfillment of the requirements for the award of Honors Degree of

FIVE YEAR INTEGRATED BBA LLB (2017-2022 Admission)

Undertaken by
SAMAH ABDUL MAJID
(Reg. No: LKARLBA061)

Under the guidance of

Mr. SUBITH SURENDRAN
(Management Faculty In charge)

GOVERNMENT LAW COLLEGE

KOZHIKODE - 12
2021-2022
 GOVERNMENT LAW COLLEGE KOZHIKODE
CERTIFICATE

This is to certify that SAMAH ABDUL MAJID (REG NO:LKARLBA061), is an 8th semester
BBA, LLB. (Hons.) student of Govt. Law College Kozhikode (2017-2022 Admission) and this
project report entitled ‘’A Study on Performance appraisal system in The Springs
International School, Tana, Mampad” has been prepared by her in accordance with the
syllabus and regulations by the University of Calicut in partial fulfillment for the award of
Graduation in 5 YEAR INTEGRATED BBA LLB (HONS.).

SUBITH SURENDRAN
Management Faculty in Charge

Place:
Date:
 CERTIFICATE

This is to certify that the project report entitled “A Study on PERFORMANCE APPRAISAL
prepared by SAMAH ABDUL MAJID (LKARLBA061) is a bonafide record of the Management
Research Project in partial fulfilment of the requirement for the degree of BBA LLB (HON) of
the university of Calicut.

Principal

Place:
Date:
 DECLARATION

I, SAMAH ABDUL MAJID do hereby declare that this project work entitled “A Study on
PERFORMANCE APPRAISAL SYSTEM in The Springs International School, Tana, Mampad”,
is a record work carried out by me under the guidance of Mr. SUBITH SURENDRAN in partial
fulfillment of the requirement for the award of degree of 5 YEAR INTEGRATED BBA LLB.
(HONS.) of CALICUT UNIVERSITY. I also declare that this report has not been submitted in
full or part thereof to any Institution or University for the award of any degree or diploma of any
other Universities.

SAMAH ABDUL MAJID

8th semester BBA LLB (HONS.)
Govt. Law College Calicut

Place:
Date:
 ACKNOWLEDGEMENT

My endeavor stands incomplete without dedicating my gratitude to a few people who have
contributed towards the successful completion of my project. Hence let me place on record all
those who supported and assisted me in the completion of this project.

First of all I bow my head before God, for insisting me the love for the subject and for giving me
the grace to complete the same. I wish to place on record my gratitude to Dr. V R JAYADEVAN,
our respected Principal.

I am also grateful to Mr.SUBITH, my guide for his constant support in bringing out this project.
Besides all, I would like to thank all the Management and staff of Common Wealth Trust, for
their cooperation to complete this project successfully.

SAMAH ABDUL MAJID

 TABLE OF CONTENTS

CHAPTERS CONTENTS PAGE NO.

1 INTRODUCTION

● Introduction to the study

● Statement of the problem

● Importance of the study

● Objectives of the study

● Scope of the study

● Limitations of the study

2 INDUSTRY PROFILE

3 COMPANY PROFILE

4 REVIEW OF LITERATURE

5 RESEARCH METHODOLOGY

6 DATA ANALYSIS AND INTERPRETATION

7 FINDINGS, SUGGESTIONS AND CONCLUSION

Findings

Suggestions

Conclusion

8 BIBLIOGRAPHY

9 ANNEXURE
LIST OF TABLES

SL. NO. TITLE PAGE NO.

Table 6.1 Age of respondents

Table 6.2 Gender of respondents

Table 6.3 Educational qualification

Table 6.4 Years of experience within the organization

Table 6.5 Work experience in other institutuions

Table 6.6 Performance appraisal model in the institution

Table 6.7 Rational and fair performance appraisal

Table 6.8 Assessment of employees contribution to institution

Table 6.9 Frequency of employees appraisal matching their

expectation

Table 6.10 Training and development needs of employees

Table 6.11 Advice and suggestions welcome during appraisal

process

Table 6.12 Frequency of conducting performance appraisal

Table 6.13 Feedback communicated after assessment of

performance

Tabe 6.14 Standards established before performance appraisal

Table 6.15 Attention to grievances related to appraisal

Table 6.16 Employee motivation by performance appraisal

Table 6.17 Satisfaction level to performance appraisal system

Table 6.18 Areas to be improved

Table 6.19 Importance of appraisal to employees performance

Table 6.20 Effectiveness of one on one sessions

Table 6.21 Transperancy rating of appraisal system

Table 6.22 Comfort in discussing difference of opinion with
appraiser

Table 6.23 Rating of performance appraisal model.

LIST OF CHARTS

SL. NO. TITLE PAGE NO.

Chart 6.1 Age of respondents

Chart 6.2 Gender of respondents

Chart 6.3 Educational qualification

Chart 6.4 Years of experience within the organization

Chart 6.5 Work experience in other institutuions

Chart 6.6 Performance appraisal model in the institution

Chart 6.7 Rational and fair performance appraisal

Chart 6.8 Assessment of employees contribution to institution

Chart 6.9 Frequency of employees appraisal matching their

expectation

Chart 6.10 Training and development needs of employees

Chart 6.11 Advice and suggestions welcome during appraisal

process

Chart 6.12 Frequency of conducting performance appraisal

Chart 6.13 Feedback communicated after assessment of

performance

Chart 6.14 Standards established before performance appraisal

Chart 6.15 Attention to grievances related to appraisal

Chart 6.16 Employee motivation by performance appraisal

Chart 6.17 Satisfaction level to performance appraisal system

Chart 6.18 Areas to be improved

Chart 6.19 Importance of appraisal to employees performance

Chart 6.20 Effectiveness of one on one sessions

Chart 6.21 Transperancy rating of appraisal system

Chart 6.22 Comfort in discussing difference of opinion with

appraiser

Chart 6.23 Rating of performance appraisal model.

 CHAPTER-1
INTRODUCTION
INTRODUCTION TO STUDY

Present project study is on Performance Appraisal in The Springs International School, Tana,
Mampad. Performance Appraisal is an integral part of HRM and is a widely used technique to
evaluate people. It is one of the oldest and most universal practices of management. Appraisal is
both inevitable and universal. Teachers evaluate their students, parents evaluate their children
and management evaluates their employees. Once the employee has been selected, trained and
motivated, he is then appraised for his performance. Performance appraisal is the step where the
management finds out how effective it has been hiring and placing employees. If any problems
are identified, steps are taken to communicate with the employee and remedy them.
“Performance appraisal is a process of evaluating an employee’s performance in terms of its
requirements.”

Performance appraisal can also be defined as “the process of evaluating the performance and
qualifications of the employees in terms of the requirements of the job for which he is employed,
for purposes of administration including placement, selection for promotions, providing financial
rewards and other actions which require differential treatment among the members of a group as
distinguished from actions affecting all members equally.”

The history of performance appraisal is quite brief. Its roots in the early 20th century can be
traced to Taylor’s pioneering Time and motion studies. Formal appraisal of an individual’s
performance had begun in China in 221-265 AD. Later on, in 1883, the New York City in USA
introduced a formal appraisal programme before World War-I. As a distinct and formal
management procedure used in the evaluation of work performance, appraisal really dates from
the time of the Second World War.

To evaluate the people a structured appraisal system is required. Without this, if others are
judged then it will create serious motivational, ethical and legal problems in the workplace. The
process of appraisal was firmly connected to material outcomes. If an employee’s performance
was found to be less than ideal, a cut in pay would follow. On the other hand, if their
performance was better than what the supervisor expected, a pay rise was in order. Pay rates
were, of course, important. But it was not the only element that had an impact on employee
performance. It was found that other issues such as morale and self-esteem, could also have a
major influence on the performance of the people. In the 1950’s in the United States, the
potential usefulness of appraisal as tool for motivation and development was gradually
recognized. The general model of performance appraisal, as it is known today, began from that
time. The early appraisal system was called ‘merit rating.’ The process of managing performance
is essentially of holding people accountable for their performance.
STATEMENT OF THE PROBLEM

The research problem selected for the analysis is “A study on the PERFORMANCE
APPRAISAL MODEL in The Springs International School, Tana, Mampad”. Much of the
literature dealing with Human Resource Management and its issues recognize the importance of
the performance appraisal system which occurs in the organization. All organizations face the
problem of giving proper directions to the employees for how to achieve business goals and
objectives. In doing so, organizations need to devise a means to influence and channel the
behavior of their employees so as to optimize their contributions. Performance appraisals
contribute to one of the major management tools employed in this process.

The continuous evolution of organization towards changes, creates a great impact in the life of
the business. The business leaders are relying on the capacity of the people and their
performance towards their job and roles in the organization. Whether it is a profitable or non
profitable organization, employees are the essential resource of the organization. Various
strategies had been effectively used for the employees according to their different needs and
areas that need to sustain. However, there is very little attention given in enhancing the employee
performance appraisal system. The present study was undertaken to clarify certain questions
related to the performance appraisal process through regular assessment of progress towards the
goals which will help to focus the attention and efforts of an employee.

IMPORTANCE OF THE STUDY

➢ This study helps in building progress towards organizational goals.

➢ To help the superior to have a proper understanding about their employees.

➢ To ensure organizational effectiveness through correcting the employee for standard and
improved performance and suggesting the changes in employee behavior.

➢ It provides information about the performance ranks.

➢ This helps to facilitate fair and equitable compensation based on performance.

OBJECTIVES OF THE STUDY

PRIMARY OBJECTIVE

To analyze the performance appraisal process in The Springs International School, Tana,
Mampad.

SECONDARY OBJECTIVE

➢ To create and maintain satisfactory level of performance.

➢ To identify the awareness level of performance appraisal technique among the employees.

➢ To identify the strength and weakness of employees to place right men on the right job.

➢ To maintain and assess the potential present in a person for further growth and development.

➢ To provide feedback to employees regarding their performance and related status.

➢ To review and retain the promotional and other training programs

SCOPE OF THE STUDY

➢ The main aim of the study is to find out the effectiveness of performance appraisal and
development program conducted at THE SPRINGS INTERNATIONAL SCHOOL.

➢ The study was conducted by taking a random sample of 50 employees.

➢ This study provides appraisal feedback to employees and thereby serves as vehicles for
personal and career development and thus allows the management to take effective decisionS
against drawbacks for the well-being of employee’s development.

➢ To improve work performance of employee by helping them to realize and use their full
potential in carrying out their company’s mission.

➢ This study also helps to know the level of importance of appraisal system.

➢ It helps to consider both the job performance as well as the personal qualities of an employee.
➢ This study helps in providing superior support, assistance and counseling in matters of payroll
and compensation decision, training and development needs, promotion, demotion, transfer etc.

➢ This is an opportunity for the employees to give their feedback which aids the management to
do some alteration in their facilities.

LIMITATIONS OF THE STUDY

➢ This study is only limited to THE SPRINGS INTERNATIONAL SCHOOL.

➢ Some of the respondents might be afraid to give true information in some cases.

➢ There may be bias on the part of employees while answering to the questions.

➢ The sample size is limited to 50.

 CHAPTER 2
INDUSTRY PROFILE
INTRODUCTION

The Education Industry comprises establishments whose primary objective is to provide

education. These establishments can be public, non-profit, or for-profit institutions. They include
elementary schools, secondary schools, community colleges, universities, and ministries or
departments of education.

Other constituents of a modern education system include charter schools, online academies,
vocational centers, and corporate educational support services. Elementary school teachers work
with children at the kindergarten level through to sixth-grade level. Secondary teachers instruct
students at both junior and senior high school levels. At the college and university level, lecturers
and professors instruct undergraduate, graduate, and postgraduate students.

In vocational centers, Instructors teach students technical skills that have direct application in the
job market. The education industry plays a major role in the economic development of both
developed and developing countries. Among the many resources that play a part in the growth of
a country's economy, human capital is perhaps the most important.

Educational institutions contribute, in a major way, the development of this resource. They are
tasked with providing the talent pool for other industries, and this is critical when competing in a
global economy.

The Education Industry also generates large scale revenues and employment. For instance, the
revenue generated from higher education alone in the US is over $400 billion. In addition, about
$5.6 trillion a year is spent on education and training globally if you take into account the money
governments, private sector, families, and individuals put into education. On matters of
employment, education employs about 5% of the global labor force. Undeniably, education plays
a crucial role in reducing poverty and inequality and laying the foundation for sustained
economic growth.

Governments are expected to develop and implement strategies that promote education and
enrolment of students in higher education. High-enrollment in higher education can translate into
more skilled labor, which can provide a positive impact on a country's GDP. Moreover, a bigger
number of enrolled students results in greater job opportunities for educators.

However, this is not the case in many developing countries around the world as governments fall
short of these expectations. Educational institutions there struggle to deliver required skills for its
workforce. This may be attributed to limited resources, few schools, poor infrastructure, poor
management, etc.

All in all, the future of the education industry is promising. Stakeholders have started to realize
that the 'one size fits all' approach is no longer feasible; those students excel at different things
and can be grouped by intelligence and potential rather than age. The education system of the
future will focus on mastery learning where students can learn at their own time and pace.
Success will be measured by mastery of key concepts rather than passing standardized tests.

Technology is also being integrated into every sector of the education industry. Educators can
now use other modes of delivery to teach and communicate with students apart from the
classroom. With digital technologies such as live streaming and video conferencing, students can
now earn certificates through online academies. Universities are also offering online courses that
are delivered and completed over the internet. Other players in the education industry should
now embrace digital technologies as this is what will shape the future of education.

WHAT ARE THE KEY SEGMENTS OF EDUCATION INDUSTRY?

● The consumers: Students can be thought of as the consumers of the education industry.
They need the support of dedicated educators to achieve their educational goals and
obtain the knowledge and skills they need. With each passing year, students are rallying
for technology-based learning models, better education outcomes, and an appropriate
ROI. All other industries can be considered as consumers of the education industry for
they depend on its skilled labor.
● The institutions: They include the various public and private schools, colleges, and
universities. Vocational education centers also provide job-oriented education through
apprenticeships. Other institutions include ancillary education services such as charter
schools, special schools, and educational content suppliers. These institutions should
 utilize such information as financial and student data to plan, evaluate, and implement
strategies that can improve student's learning outcomes.
● The workers: Workers in the education industry include administrators, teachers,
librarians, lecturers, professors, sports coaches, counselors, etc. Textbook publishers and
assessment providers also play important roles in the education industry. All workers in
this industry are tasked with helping students achieve all their educational goals.
Teaching and instructing can be a challenging task but successful teachers/instructors
believe in and use the power of education to transform their students' lives. They should
always strive to make efficient use of available resources to improve enrolment numbers,
student learning outcomes, and operational efficiency.

What are the Key Trends in Education Industry?

The education industry is undergoing more changes with time. Start-ups are now filling in gaps
and faults in the industry by leveraging new technologies. They are bringing forward innovative
ideas which when implemented can help re-shape the education.

● The rise of online academies: Online academies are becoming popular because of the
real-time and interactive atmosphere which they provide. While leveraging available
interactive multimedia technologies like live-streaming and video conferencing, students
can now complete their courses entirely online. Students and teachers/lecturers interact
and hold discussions in a classroom-like environment over the internet. Universities
aren't being left behind and more and more online programs and distance learning models
are being established. They are even offering online courses to foreign students, right in
their home countries. Lecturers are offering customized courses and students can learn
and take exams entirely online. In this digital world, global competition amongst
universities and now online academies will continue to increase.
● The use of Augmented Reality and Virtual Reality: Augmented Reality technology is
now being utilized to enhance learning by displaying virtual 3D models on 2D spaces.
Educators, especially those in science and engineering, can now make interactive
presentations and models without the tedious work of creating physical models. By use of
Virtual Reality, simulations which would have been run only on computers can now be
 run in a Virtual Reality space. This allows users to experience the exact conditions as
they would in a real-world setting, which is a big stride in educational research and
training.
● The rise of textbook rentals and open-source textbooks: The billion-dollar textbook
industry is now being challenged by the emergence of alternatives like cheap rentals and
open-access textbooks. Start-ups like Chegg and Campus Book Rentals have developed
businesses from renting out textbooks to students at affordable rates. Their selling points
are instant access to online books, savings, and other unique features. Renting college
textbooks is now cheaper than buying and then reselling the used books. This has seen
the amount the average student spends on course materials go down. Educators are also
developing and making customized educational materials and offering them as free
digital textbooks. Students can then access and read these e-textbooks on their
smartphones and tablets.

These are some of the key trends in the education industry today, but this list is far from
comprehensive. There are several other trends not mentioned here that are going to influence this
industry in the near future.

What are the Key Competitive Advantages in the Education industry?

For educational institutions to experience continued survival and development they have to
leverage several competitive advantages in the education industry. These are factors that if
implemented strategically can change how teaching, learning, and related support structures are
designed.

Information technology: The effective use of information technology in its various forms is
well placed to assist educational institutions to gain a competitive advantage in the education
industry. As mentioned above, technology is being used to deliver educational materials and
courses. Instructors are now able to lecture, give assignments, and conduct tests through the
internet. Technology is also providing the means and infrastructure for administering and
delivering education services on an international level. Sustainability in the education industry
will be determined by how well consumers, workers, and institutions embrace and leverage
information technology.
Location: The location of educational institutions provides a sustainable competitive advantage
that might influence revenues and future prospect of growth. Location determines the ability of
an institution to attract more students and prominent staff. For instance, the proximity of an
institution to a city center can influence a students' university choice decision. It is presumed that
city centers are served by well-established public transit routes and offer more employment
opportunities. Additionally, if an institution is close to a housing estate, that will act as a
competitive advantage for them.

Governmental and non-governmental funding: Students receive extensive governmental and

non-governmental funding through loans, grants, and scholarships. Education institutions, on the
other hand, obtain financing for projects and curriculum development from the government.
Corporates too provide funds to universities in exchange for a skilled workforce and research
projects performed by the universities. There is a growing need for accountability on how these
funds are put into use. Using the funds to implement educational projects that help produce
graduates with employable skills can provide a competitive advantage for educational
institutions.

Other competitive advantages include the reputation of an institution, Curriculum and

educational standards, cost of education, and the opportunity cost of education, etc.

Education Industry in India

The education sector in India is growing swiftly with large private individuals collaborating with
the government to develop this sector. The government is also considering many steps to
enhance the quality of education in India. Primary education is increasing and many international
schools are making their presence felt in India. Parents are now willingly enrolling their children
into international schools for good quality education straight from the primary level.

In India, the government expenditure in the education sector is expressed in the following two
ways:

● Total government expenditure percentage: The total government expenditure in

education shows the significance of education in the plan of things before the
 government. From the year 1952 to 2014, the total government education investment
grew from 7.92 to 15.7.
● Gross domestic product (GDP) percentage: The education expenditure of GDP states
the total amount of income being invested in the development of education in the country.
From the year 1952 to 2014, the total GDP percentage increased from 0.64 to 4.13.

The major share of the total education expenditure goes to the elementary education, rather than
the tertiary or higher education, i.e., the least. Though the state invests a limited amount on
higher education, its investment per student is higher than that of elementary.

With the aim of promoting education, the government of India has also initiated imposing two
percent of ‘education cess’ on all the union taxes. This education cess tax is spent on enhancing
elementary education in the country. The government of India has also initiated various new loan
schemes for students who want to pursue higher education.
 CHAPTER 3

COMPANY PROFILE
COMPANY PROFILE

The Springs International School is an English medium school located in Tana, a village on the
Calicut-Nilambur-Gudalur state highway in Kerala, India. It was established in 2012. The school,
as the name suggests is an international school providing state of the art quality education. The
Springs International School is run by PKM Educational Trust and is affiliated to the Central
Board of Secondary Education.

The Springs school is a place where children get a chance to grow not just in size, not even in
knowledge, but in curiosity, courage, confidence, resourcefulness and competence. The
Chairman of the school is a pediatrician by profession who strongly believe that the formative
years of a child’s life is very crucial in shaping his/her future and then as an adult it is the
school’s responsibility to prepare a conducive atmosphere for a child to grow at the fullest. The
school ensures the maximum development of the child’s brain by stimulating the different
sensory organs through different activities . And the vision of the school is to educate a child’s
head and heart, along with coordination of his own eyes and hand.

PKM EDUCATIONAL AND CHARITABLE TRUST

The Springs International schools, Tana, Mampad is owned and run by PKM Educational and
Charitable Trust. The main objective of the trust is to provide a cutting edge type of education in
and out of the class-rooms, affordable for the public at minimum level. The PKM Trust
comprises a group of passionate social servants and professionals like doctors, professors and
educationalists. The founder chairman of the trust , Late Dr. P. Abdu Razak was a veteran
physician as well as a humanist and educationist. He was the person who founded the PKM
Hospital , Pandikkad, Kerala. The present Chairman of the trust is Dr Siyad, a well-known
pediatrician and a passionate educationist. The PKM Education Trust is bound to the principle of
creating a well educated community who strives for excellence in all their endeavors without
compromising on their values and ethics. We lay the strong foundation of learning to retain its
best for the rest of life. We give them courage to face the challenges of life with confidence and
of course, our world-class campus plays a very crucial role to nurture our students as global
citizens .

LOCATION OF THE SCHOOL

The Springs International School is a vast 25 acres of eco-friendly campus. The Springs campus

is located at Tana, near Mampad that is 5 km away from Nilambur in Kerala on the Calicut-Ooty

state highway. Learning in the earth friendly, spacious garden classrooms is a novel experience

for the students. The serene atmosphere, light ambience, breezy gazebos, manicured lawns

together make learning a celebration with nature.

● The Springs has the only garden classrooms in the state.

● It is just 100 km away from Ooty, the queen of hills.

● 8 km away from Teak Museum.

● 3 km away from the world’s oldest teak plantation.

● 5 km away from Nilambur railway station.

● 40 km away from Calicut International Airport.

FACILITIES

● 25 acre eco friendly campus

● Smart Garden classrooms

● Composite Science lab & Math Lab

● Spacious Library

● Computer lab

● 25-meter Swimming pool

● Music, Art & Dance room

 ● Mini pool for kids

● Soccer court

● Kids soccer court

● Basketball Court

● Volleyball court

● Badminton court

● Indoor game hall

● Dining hall

● Open stage

● Kids play area

● Prayer hall

● Soccer turf (Newly built soccer turf for children of all ages)

● Springs Gavel Club - is an opportunity for children to enhance their public speaking and

presentation skills along with building leadership qualities.

● Springs Toastmasters’ club - is a platform for parents, teachers and well-wishers of

Springs family to hone their skills in public speaking and presentation skills and building

leadership qualities.

ACADEMICS

The school curriculum remains dynamic, comprehensive and most relevant. Along with the

CBSE curriculum the school includes a holistic educational system based on child development

patterns. It follows a well structured working method with proven International methodologies..

● The school follows an activity and fun oriented method in primary classes that facilitate

learning by doing where they do and they remember. They have a potpourri of activities

to kindle their imagination and thinking.

● The secondary classes follow the activity method. The weekly public speaking sessions,

Table topic sessions help them to think on their feet and speak in view of improving their

communication skills and presentation skills.

● The Springs has its own special module for Islamic and Moral studies designated in

accordance with the level of each student.

● Class wise Morning assembly gives the students a chance to perform in front of the

whole school that unleashes their hidden potentials. It encourages teamwork that helps

them give and receive appreciation. They take up the responsibility and it raises their

self-esteem.

● Personality development classes, Public Speaking courses, debate and table talks mold

their personality.
 CHAPTER-4

REVIEW OF LITERATURE
ALFORD AND BEATTY say, “It is the evaluation or appraisal of the relative worth to the
company of a man’s service on the job.”

FLIPPER says, “Performance appraisal is a systematic, periodic and so far as humanly possible
an impartial rating of an employee's excellence of matters pertaining to his potential for a better
job.”

Performance appraisal has been defined in many ways. The simplest way to understand the
meaning of performance appraisal is as follows:

“A regular and continuous evolution of the quality, quantity and style of the performance along
with the assessment of the factors influencing the performance and behavior of an individual’s
called performance appraisal.”

Cleveland, Murphy, and Williams (1989) argued that there is a relationship between
organizational characteristics and the uses of a performance appraisal system. Stonich (1984)
also argued that performance measurement in an organization should be in tune with its structure
and culture. Since the nature of the enterprises in which each industry is engaged varies, its
organizational type, business policy, internal and external environment are also usually
different.The purpose of this study is to conduct a direct comparative analysis of performance
appraisal system in the service and manufacturing industries. Apart from organizational control,
Ilgen, Barnes- Farrell, and Mckellin (1993) concluded, from their extensive review of the
literature since 1980’s about performance appraisal, that there are four aspects that need to be
considered. In practice, performance appraisal systems cover a wide range of these aspects, and
seldom have exactly the same nature and functions. In order to integrate findings in the area, Chu
(2002) proposed a comprehensive framework including six categories, namely, appraisal
purposes, appraisal personnel, appraisal criteria, appraisal methods, appraisal timings and
appraisal feedback. This study will adopt this framework to compare performance appraisal
systems in the service and manufacturing industries.

OVERVIEW OF PERFORMANCE APPRAISAL SYSTEM

Performance appraisal is the process of making an assessment of the performance and progress
of the employees of an organization. Once an employee has been inducted into the organization
and given the necessary training, the next step is to assess his performance periodically. Such
assessment would indicate whether he is efficient or not. Performance appraisal is also known as
“merit rating” or “efficiency rating”. The following are the factors given weight age in evaluating
the performance and progress of anemployee:

• Knowledge of the work.

• Extent of cooperation with the colleagues and superiors.
• Initiative.
• Quality of work.
• Target attainment.
• Aptitude.
• Degree of skill.
• Discipline.
• Punctuality.
• Honesty.
• Crisis management etc.

PERFORMANCE APPRAISAL TO PERFORMANCE DEVELOPMENT

In fact, performance appraisal, in recent times, emerged as performance analysis and

development. Performance appraisal and development is a departure from the traditional and
controlling approach. It views the development aspect of the employee. Therefore, the main
purpose of performance analysis and development is to analyze the present performance of the
employee from multiple viewpoints, observe the gap developmental needs and develop the
employee. The performance interview and the process of the performance analysis help the
subordinate to interact closely with the superior. The interaction helps particularly subordinates
to learn from his superior the job related and behavior related aspects. This process becomes a
training/development/educational process. Thus, performance appraisal helps in employee
development.

PURPOSE OF PERFORMANCE APPRAISAL

• Employment decision

• Diagnosis of organizational problems

• Employee feedback

• Objectives for training programs

• Criteria in test validation

METHODS OF PERFORMANCE APPRAISAL

With the evolution and development of the appraisal system, a number of methods or techniques
of performance appraisal have been developed. They are shown below.

TRADITIONAL METHODS MODERN METHODS

a) Graphing Rating Scales a) Behaviorally Anchored Rating Scales

b) Ranking method b) Assessment center

c) Paired comparison method c) Human Resources Accounting

d) Forced distribution method d) Management by objectives

e) Checklist method e) Behavior Observation Scales

i. Simple checklist f) Psychological Appraisal

ii. Weighted checklist g) Results method

iii. Critical incident method h) Productivity Measures

f) Essay or free form appraisal i) Balance score card

g) Group appraisal

h) Confidential reports

SEVERAL WAYS TO PERFORMANCE APPRAISAL

Performance appraisals are useful for organizations in several ways including:

• Professional development (identifying strengths and weaknesses in performance, implementing

strategies for improvement)

• Determining organizational training and development needs.

• Making and validating administrative decisions (eg: Pay, promotion, placement and
termination)
• Identifying systemic factors that are barriers to or facilitators of effective performance.

• Some workers can find performance appraisal to be threatening or intimidating. However with
good design and planning, performance appraisals will be rewarding and constructive for
workers and managers/supervisors.

• When performance appraisals are clearly linked with recognition and rewards, there are also
likely to be benefits for worker’s motivation, productivity and retention.

Five steps of approach to conducting a performance appraisal

The following are the five steps in approach to conducting a systematic performance appraisal.

1. Identify key performance criteria.

2. Develop appraisal measures.

3. Collect performance information from different sources.

4. Conduct an appraisal interview.

5. Evaluate the appraisal process.

Using performance appraisal to address workforce development challenges

Regular performance appraisals provide a useful opportunity to conduct a check-up on various

workforce development issues that may impact on workers effectiveness and wellbeing.

Performance appraisals can be used to :

• Recognize, reward, and support effective performance.

• Develop and reward effective performance.

• Identify and manage issues likely to impact on retention.

• Monitor and support worker’s wellbeing

 CHAPTER 5

RESEARCH METHODOLOGY

RESEARCH METHODOLOGY
Research methodology is the way to solve the research problem. Research always starts with a
question related to a specific problem. The purpose of a research is to find answers to questions
through the applications of specific methods. This includes the specifications of:

• Data source
• Research plan
• Sampling plan

DATA SOURCE:

1. Primary data

The primary data are those which are collected fresh and first time. The method used to collect
primary data are questionnaire method, observation and direct personal interview.

2. Secondary data

The secondary data refers to those data, which are gathered for other purpose which are already
available in the records. Secondary data are collected from books, journals, official documents,
websites etc.

RESEARCH INSTRUMENT:

A structured questionnaire containing questions suitable to get data related to employee

satisfaction was distributed among the respondents. The questions were in the nature of close end
ones.

SAMPLING PLAN:

A company cannot possibly interview the whole population to get their opinions and views. This
simply would be costly and unfeasible. The researcher made use of the possibility sampling
method in this study. It refers to the method in which each and every time of population has an
equal and independent chance of being included in the sample.

SAMPLE SIZE:

The sample of the present study includes 50 employees who were selected from the population
of more than 100 employees of The Springs International School.
TOOLS USED:
Percentage methods are used in making comparison between two and more series of data.
Column diagram is used for representation and explanations clearly.

PERIOD OF STUDY:

The study was conducted during the period of 21 days.

PRESENTATION OF FINDINGS:

In this report each inference obtained from analysis is presented as written documents and
diagrammatically in the form of Tables and pie charts.
 CHAPTER 6

DATA ANALYSIS AND INTERPRETATION

TABLE 6.1 : AGE OF RESPONDENTS

Age Group No. of Respondents % of Respondents

20-30 23 46%

31-40 18 36%

41-50 6 12%

51 and above 3 6%
(Source - primary data)

From the above chart it can be interpreted that 6% of the respondents are aged 51
years and above, 12% are aged between 41-50 years, 36% are aged between 31-40
years and 46% of the respondents are aged between 20-30 years.
Therefore we can conclude that most of the respondents are aged between 20-30
years of age.
TABLE 6.2 : GENDER

Gender No. of Respondents % of Respondents

Male 21 42%

Female 28 56%

Other 1 2%
(Source - primary data)

The Chart shows that 42% of the respondents are males and 56% are females whereas 2% belong
to other genders. Thus most of the respondents are females.
TABLE 6.3 : EDUCATIONAL QUALIFICATION

Educational Qualification No. of Respondents % of Respondents

BSC 5 10%

MSC 8 16%

B.Ed 18 36%

SET 8 16%

TET 8 16%

Other 14 28%
(Source-primary data)

The table depicts 10% of the respondent’s qualification as BSC degree, 16% each qualified
MSC, SET and TET, whereas 36% respondents have qualified B.Ed and 14% of the respondents
have other qualifications.
Thus most of the respondents are B.Ed qualified staff.
TABLE 6.4 : YEARS OF EXPERIENCE WITHIN THE ORGANIZATION

Years of experience No. of Respondents % of Respondents

Less than one year 8 16%

1-2 years 9 18%

2-3 years 13 26%

3-4 years 8 16%

4+ years 12 24%
(source - primary data)

The chart shows that 16% each of the total number of respondents have been working in the
institution for less than one year and for over 3-4 years respectively, 18% for 1-2 years, 24% for
more than 4 years and 26% for 2-3 years.
Thus, the majority of the employees have been working in the institution for around 2-3 years.
TABLE 6.5 : WHETHER THE EMPLOYEE HAS HAD WORK
EXPERIENCE IN OTHER INSTITUTIONS

Work Experience in any other No. of Respondents % of Respondents

Institution

Yes 33 66%

No 17 34%
(source - primary data)

As per analysis of the chart above, 34% of the respondents do not have prior work experience
and 66% of the respondents have prior work experience.
Thus the majority of the respondents have worked in other institutions prior to joining The
Springs International School.
TABLE 6.6: WEATHER THE EMPLOYEE WAS INFORMED AS TO THE
PERFORMANCE APPRAISAL MODEL USED IN THE INSTITUTION
DURING INDUCTION

Opinion No. of Respondents % of Respondents

Yes 32 64%

No 18 36%
(source - primary data)

As per the data, 36% of the respondents were not informed as to the performance appraisal
model used in the institution at the time of induction, whereas 64% of the respondents were
informed.
TABLE 6.7 : PERFORMANCE APPRAISAL MODEL IN THE
INSTITUTION

Opinion No. of Respondents % of Respondents

Simple 13 26%

Complicated 12 24%

Objective 13 26%

Subjective 9 18%

Efficient 25 50%

Inefficient 3 6%
(source - primary data)

As per the data collected and tabulated above 6% of the respondents find the performance
appraisal model in the institution to be inefficient, 18% of the respondents believe it is
subjective, 24% thinks of it as complicated, 26% finds it to be simple, whereas 50% believe the
appraisal model to be effective. Thus most of the respondents are of the opinion that the
performance appraisal model used in the institution is effective.
TABLE 6.8 : PERFORMANCE APPRAISAL MODEL FOLLOWED IN
THE INSTITUTION IS RATIONAL AND FAIR

Opinion No. of Respondents % of Respondents

Strongly Agree 8 16%

Agree 22 44%

Neutral 20 40%

Disagree 0 0%

Strongly Disagree 0 0%
(source - primary data)

As per the chart above 16% of the respondents strongly agree, 40% are neutral and 44% of the
respondents agree that the performance appraisal system followed in the institution is rational
and fair.
Thus, the majority of the respondents agree to the fairness of the appraisal system in the
institution.
TABLE 6.9 : PERFORMANCE APPRAISAL SYSTEM GIVES A PROPER
ASSESSMENT OF AN EMPLOYEE'S CONTRIBUTION TO THE
INSTITUTION

Opinion No. of Respondents % of Respondents

Yes 41 82%

No 9 18%
(source - primary data)

The data compiled suggests that 18% of the respondents believe that the performance appraisal
system does not give a proper assessment of their contributions to the institution and 82% are
positive that their contributions reflect in the performance appraisal system.
TABLE 6.10 : FREQUENCY OF HOW OFTEN AN EMPLOYEE'S
PERFORMANCE APPRAISAL MATCHES THEIR EXPECTATIONS

Frequency No. of Respondents % of Respondents

Never 1 2%

Rarely 7 14%

Sometimes 18 36%

Often 1 42%

Everytime 3 6%
(source - primary data)

As per the chart, 2% of the respondents opine that their performance assessment never match
their expectations, for 6% their performance appraisal matches their expectations every time, for
14% their performance appraisal rarely matches their expectations, for 36% their appraisal
matches expectations sometimes and for 42% their expectations as to their performance appraisal
are met often.
TABLE 6.11 : PERFORMANCE APPRAISAL SYSTEM HELPS THE
TRAINING AND DEVELOPMENT NEEDS OF AN EMPLOYEE

Opinion No. of Respondents % of respondents

Strongly Agree 14 28%

Agree 23 46%

Neutral 8 16%

Disagree 5 10%

Strongly Disagree 0 0%
(source - primary data)

From the above data 10% of the respondents disagree that the performance appraisal system
helps training and development of employees, 16% are neutral, 28% strongly agree and 46%
agree.
TABLE 6.12 : ADVICES AND SUGGESTIONS ARE WELCOME DURING
THE APPRAISAL PROCESS

Opinion No. of Respondents % of Respondents

Never 0 0%

Rarely 10 20%

Sometimes 18 36%

Often 13 26%

Everytime 9 18%
(source - primary data)

As per the data compiled 18% of the Respondents think that their opinions and suggestions are
welcome during the appraisal everytime, 20% believe it's rarely welcome, 26% believe it's often
welcome and 38% believe their opinions are welcome sometimes.
TABLE 6.13 : EMPLOYEES OPINION AS TO HOW OFTEN
PERFORMANCE REVIEW SHOULD TAKE PLACE

Opinion No. of Respondents % of Respondents

Once a week 4 8%

Once a month 14 28%

Every 3 months 16 32%

Every 6 months 9 18%

Once a year 7 14%

(source - primary data)

As per the chart and the table given above 8% of the respondents believe that performance
review should take place once in a week, 14% believe it should take place once in a year, 18%
respondents want performance reviews every 6 months, 28% wants one every month and 32% of
the respondents need periodic reviews every 3 months. Thus, the majority of the respondents
require performance reviews to be conducted every 3 months.
TABLE 6.14 : WHETHER FEEDBACK IS COMMUNICATED AFTER
ASSESSMENT OF PERFORMANCE

Opinion No. of Respondents % of Respondents

Yes 44 88%

No 6 12%
(source - primary data)

From the above chart and table, it can be seen that 12% of the respondents are of the opinion that
feedback of performance is not communicated to them after assessment of performance, whereas
88% of respondents affirm that feedback is indeed communicated. Thus, most of the employees
receive proper communication of feedback as to their performance review.
TABLE 6.15 : STANDARDS ARE ESTABLISHED BEFORE
PERFORMANCE APPRAISAL

Opinion No. of Respondents % of Respondents

Always 7 14%

Mostly 19 38%

Sometimes 20 40%

Rarely 2 4%

Never 2 4%
(source - primary data)

The chart and table gives a clear interpretation that 4% of the total number of respondents
believe that standards are never established before performance appraisal and another 4% believe
that standards are rarely established. 14% of the respondents believe that standards are always
established, 38% believe that standards are mostly established and 40% believe that standards are
sometimes established before performance appraisal.
TABLE 6.16 : ATTENTION IS GIVEN TO GRIEVANCES RELATED TO
PERFORMANCE APPRAISAL

Opinion No. of Respondents % of Respondents

Always 13 26%

Mostly 20 40%

Sometimes 15 30%

Rarely 2 4%

Never 0 0%
(source - primary data)

From the data given above, it can be seen that 4% of the employees believe that attention is
rarely given to grievances related to performance appraisal, 26% of the respondents believe that
attention is always given, 30% believe that attention is given sometimes whereas 40% of the
respondents believe that attention is mostly given to grievances related to performance appraisal.
Thus it can be interpreted that the institution mostly attends to grievances of the respondents
related to performance appraisal.
TABLE 6.17 : EMPLOYEES ARE MOTIVATED BY PERFORMANCE
APPRAISAL

Opinion No. of Respondents % of Respondents

Yes 47 94%

No 3 6%
(source - primary data)

The data above indicates that 94% of the respondents are motivated by performance appraisal
whereas 6% of the employees are not motivated by the performance appraisal
TABLE 6.18 : SATISFACTION LEVEL TO CURRENT PERFORMANCE
APPRAISAL SYSTEM

Opinion No. of Respondents % of Respondents

Highly satisfied 15 30%

Satisfied 23 46%

Neutral 10 20%

Dissatisfied 1 2%

Highly Dissatisfied 1 2%
(source - primary data)

The data above indicates that 2% of respondents are highly dissatisfied with the appraisal
system, another 2% are dissatisfied with the appraisal system, 20% are neutral to the appraisal
system, 30% are highly satisfied and 46% are satisfied with the appraisal system. This shows that
the majority of the employees are satisfied with the performance appraisal system followed in the
institution.
TABLE 6.19 : AREAS THAT SHOULD BE IMPROVED

Opinion No. of Respondents % of Respondents

Standards 9 18%

Monetary incentives 27 54%

Frequency of appraisal 12 24%

Appraiser 2 4%
(source - primary data)

As per the data collected, 54% of the respondents believe that the area that should be improved
upon is monetary incentives, whereas 24% of the respondents believe that the frequency of
appraisal should be improved upon, 18% are in favor of improving the standards of appraisal
whereas 4% of the respondents believe the appraiser should be improved or replaced.
TABLE 6.20 : IMPORTANCE OF PERFORMANCE APPRAISAL TO
EMPLOYEES PERFORMANCE

Opinion No. of Respondents % of Respondents

Not Important 5 10%

Less Important 8 16%

Important 29 58%

Very Important 8 16%

(source - primary data)

As per the data tabulated above, 10% of the respondents believe that performance appraisal is not
important to their performance, 16% believe that it is less important, another 16% of the
respondents believe that it is very important, whereas 58% of the respondents believe it is
important to their performance. Thus, the majority of the respondents opine that performance
appraisal is important to their performance.
TABE 6.21 : WHETHER ONE ON ONE SESSIONS ARE EFFECTIVE IN
IRONING OUT PROBLEMS IN THE WORK ENVIRONMENT

Opinion No. of Respondents % of Respondents

Yes 45 90%

No 5 10%
(source - primary data)

The data compiled suggests that 90% of the respondents find one on one sessions effective in
ironing problems in the work environment, whereas 10% of the respondents believe otherwise.
TABLE 6.22 : TRANSPARENCY RATING OF PERFORMANCE
APPRAISAL SYSTEM

Opinion No. of Respondents % of Respondents

Highly transparent 9 18%

Transparent 27 54%

Neutral 10 20%

Less transparent 4 8%

Not transparent 0 0%
(source - primary data)

The data above shows that 54% of the respondents believe that the performance appraisal system
is transparent and 18% believe it is highly transparent. Whereas, 8% of the respondents believe
it's less transparent and 20% believe it's neutral, neither transparent or untransparent. Thus the
majority of the respondents believe that the performance appraisal system followed in the
institution is transparent.
TABLE 6.23 : WHETHER EMPLOYEE IS COMFORTABLE IN
DISCUSSING DIFFERENCE OF OPINION ABOUT PERFORMANCE
RATING WITH APPRAISER

Opinion No. of Respondents % of Respondents

Yes 42 84%

No 8 16%
(source - primary data)

84% of the respondents are comfortable with discussing differences of opinion about their
performance rating with their appraiser whereas 16% of the respondents are not comfortable with
the same.
TABLE 6.24 : PERFORMANCE APPRAISAL MODEL RATING

Rating (1<5) No. of Respondents % of Respondents

1 0 0%

2 2 4%

3 16 32%

4 20 40%

5 12 24%
(source - primary data)

On a scale from 1-5, one being the lowest and 5 being the highest, 40% of the respondents have
given a rating of 4 out of 5, 32% have given a rating of 3 out of 5, 24% have given a rating of 5
out of 5 and 4% of the respondents have given a rating of 2 out of 5 to the performance appraisal
model followed in the institution. Thus, it can be interpreted that the performance appraisal
model of the institution has a rating of 4 out of 5.
 CHAPTER-7

FINDINGS, SUGGESTIONS AND CONCLUSION

FINDINGS

● Most of the respondents are of the opinion that the performance appraisal model used in
the institution is effective.
● Majority of the employees agrees that performance appraisal system followed in the
organization is rational and fair.
● Majority of the employees believe that the performance appraisal system does gives a
proper assessment of their contributions to the institution.
● For majority of the employees, their performance appraisal results often meet their
expectations.
● Most of the respondents agree that the performance appraisal process followed in the
organisation helps to assess the training and development needs of employees.
● Most of the respondents believe that their advice and suggestions are sometimes welcome
during the appraisal process.
● Majority of the respondents believe that performance reviews should take place every 3
months.
● Most of the employees receive proper communication of feedback after their
performance review.
● Most of the respondents believe that attention is mostly given to grievances related to
their performance appraisal.
● Majority of the employees are motivated by their performance appraisal.
● Majority of the employees are satisfied with the performance appraisal system followed
in the institution.
● Most of the employees believe that the area that should be improved upon is monetary
incentives with respect to their performance.
● Majority of the respondents opine that performance appraisal is important to their
performance.
● Most of the respondents find one on one sessions effective in ironing problems in the
work environment.
● Majority of the respondents believe that the performance appraisal system followed in the
institution is transparent.
● Most of the respondents are comfortable with discussing differences of opinion about
their performance rating with their appraiser.
● Most of the employees have given a rating of 4/5 to the performance appraisal model of
the institution.
SUGGESTIONS

One of the main functions of performance appraisal is to help employees to develop so that they
can contribute more effectively. Most of the employees are satisfied with the performance
appraisal system of the organization. The following are the recommendations that are helpful to
the management to improve the awareness as well as to improve satisfaction level of employees.

• Improve the employer employee relationship within the organization.

• While decision making consider employee participation.

• Increase awareness level in employees during performance appraisal period.

• It will be better if management provides a satisfactory increment to the employees after

performance appraisal, so it will boost their work and productivity.

• During performance appraisal period, provide a good communication between top management
and business goals to employees so that the desired target of the organization can be achieved
through performance appraisal.

• Employee comments and suggestions should be considered during performance appraisal.

CONCLUSION

Human resources are the vital source of every organization. Every employee in an organization
increases the productivity and goodwill of every company. An employee being an individual is
treated as assets in the organization. So the organization should mainly emphasize performance
appraisal process and its development program. Both the appraiser and employees should realize
the principle and use the tool of appraisal system in a constructive way for the prosperity of the
organization.

The performance appraisal technique prevailing in the organization is fair. Employees are
satisfied with the present performance appraisal system.
 CHAPTER-8

BIBLIOGRAPHY
BIBLIOGRAPHY

1.C.B Mamoria,”HUMAN RESOURCE MANAGEMENT” Himalaya publishing house Twelfth

Edition.

2. C.R Kothary, “RESEARCH METHODOLOGY” New Age International Pvt Ltd publication
Eleventh Edition.

3.Edwin Flippo B, “PRINCIPLES OF PERSONNEL MANAGEMENT” McGraw-Hill company

publishing fourth edition

4. Prof.Tripathy “Personal management and industrial relations” Sultan Chand and Sons
publishing Twenty first edition.

WEBLIOGRAPHY

1. https://files.eric.ed.gov/fulltext/EJ1076425.pdf
2. https://www.docsity.com/en/performance-appraisal-hr-management-project-report/82362/
3. https://www.managementstudyguide.com/performance-appraisal.htm
CHAPTER -9

ANNEXURE
 QUESTIONNAIRE

1. Age of Respondents
20-30
31-40
41-50
51 and above

2. Gender
Male
Female
Other

3. Educational Qualification
BSC
MSC
B.Ed
SET
TET
Other

4. Years of experience within the organization

Less than a year
One year
Two years
Three years
Four + years

5. Have you worked in any other Institution prior to joining this Institution
Yes
No

6. Were you informed about the performance appraisal model, used in the Institution during
your induction?
Yes
No
7. How do you find the performance appraisal model in this Institution? (Mark all relevant
options)
Simple
Complicated
Objective
Subjective
Efficient
Inefficient

8. Performance appraisal system followed in the institution is rational and fair

Strongly agree
Agree
Neutral
Disagree
Strongly disagree

9. In your opinion, does the performance appraisal system give a proper assessment of your
contribution to the institution ?
Yes
No

10. How often does your performance assessment match your expectations ?
Never
Rarely
Sometimes
Often
Every time

11. Performance appraisal system helps the training and development needs of Employees
Strongly agree
Agree
Neutral
Disagree
Strongly disagree

12. Advices and suggestions are welcomed during the appraisal process
Never
Rarely
 Sometimes
Often
Every time

13. According to you, how often should the performance review take place ?
Once in a week
Once a month
Every 3 months
Every 6 months
Once a year

14. Feedback of performance is communicated after assessment of the performance

Yes
No

15. Standards are established before performance appraisal

Always
Mostly
Sometimes
Rarely
Never

16. Attention is given to the grievances related to performance appraisal

Always
Mostly
Sometimes
Rarely
Never

17. Employees are motivated by performance appraisal

Yes
No

18. Satisfaction level to current performance appraisal system

Highly satisfied
Satisfied
Neutral
Dissatisfied
 Highly dissatisfied

19. Which are the areas that should be improved upon?

Standards
Monetary incentives
Frequency of appraisal
Appraiser

20. How important do you think is performance appraisal to your performance ?

Not important
Less important
Important
Very important
Most important

21. Do you think the one on one sessions are effective in ironing out problems in the work
environment ?
Yes
No

22. Transparency rating of the performance appraisal system

Highly transparent
Transparent
Neutral
Less transparent
Not transparent

23. Do you feel comfortable discussing any difference of opinion about your performance
rating with your appraiser ?
Yes
No

24. Performance appraisal model rating (1<5)

1
2
3
4
5