Performance Management 3rd Edition

Aguinis Solutions Manual

Go to download the full and correct content document:
https://testbankfan.com/product/performance-management-3rd-edition-aguinis-solutio
ns-manual/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...

Performance Management 3rd Edition Aguinis Test Bank

https://testbankfan.com/product/performance-management-3rd-
edition-aguinis-test-bank/

Cost Management Measuring Monitoring and Motivating

Performance Canadian 2nd Edition Eldenburg Solutions
Manual

https://testbankfan.com/product/cost-management-measuring-
monitoring-and-motivating-performance-canadian-2nd-edition-
eldenburg-solutions-manual/

Management Accounting Strategic Decision Making

Performance and Risk 2nd Edition Hunt Solutions Manual

https://testbankfan.com/product/management-accounting-strategic-
decision-making-performance-and-risk-2nd-edition-hunt-solutions-
manual/

Organizational Behavior Improving Performance and

Commitment in the Workplace 3rd Edition Colquitt
Solutions Manual

https://testbankfan.com/product/organizational-behavior-
improving-performance-and-commitment-in-the-workplace-3rd-
edition-colquitt-solutions-manual/
Management 3rd Edition Hitt Solutions Manual

https://testbankfan.com/product/management-3rd-edition-hitt-
solutions-manual/

Quality and Performance Excellence 8th Edition Evans

Solutions Manual

https://testbankfan.com/product/quality-and-performance-
excellence-8th-edition-evans-solutions-manual/

Quality and Performance Excellence 7th Edition Evans

Solutions Manual

https://testbankfan.com/product/quality-and-performance-
excellence-7th-edition-evans-solutions-manual/

Information Technology for Management Digital

Strategies for Insight Action and Sustainable
Performance 10th Edition Turban Solutions Manual

https://testbankfan.com/product/information-technology-for-
management-digital-strategies-for-insight-action-and-sustainable-
performance-10th-edition-turban-solutions-manual/

Strategic Management 3rd Edition Rothaermel Solutions

Manual

https://testbankfan.com/product/strategic-management-3rd-edition-
rothaermel-solutions-manual/
 Chapter 6—Gathering Performance Information

Learning Objectives

6.1 Understand why each of several basic components is included in the appraisal form.

6.2 Design effective appraisal forms.

6.3 Compute an overall employee performance score based on information found on the
appraisal form.

6.4 Select an appropriate time period to document performance as part of a performance

review.

6.5 Determine how many formal meetings are needed between the subordinate and the
supervisor to discuss performance issues.

6.6 Understand advantages and disadvantages of using supervisors, peers, subordinates, self,
and customers as sources of performance information.

6.7 Know how to deal with potential disagreements involved with different sources
evaluating the performance of the same employee.

6.8 Understand the psychological mechanisms leading to the inflation and deflation of
performance ratings.

6.9 Understand that the implementation of training programs can address intentional and
unintentional rating distortion.
Chapter Outline

Gathering Performance Information

Overview
1. Appraisal Forms
2. Characteristics of Appraisal Forms
3. Determining Overall Rating
4. Appraisal Period and Number of Meetings
5. Who Should Provide Performance Information
6. A Model of Rater Motivation
7. Preventing Rating Distortion Through Rater Training Programs
1. Appraisal Forms
• Major Components of Appraisal Forms (1)
o Basic employee information
o Accountabilities, objectives, and standards
o Competencies and indicators
o Major achievements and contributions
o Stakeholder input
o Employee comments
o Signatures

• Major Components of Appraisal Forms (2)

(These could be included in a separate form)
o Developmental achievements
o Developmental
• Needs
• Plans
• Goals

 Why do some companies such as Sun Microsystems separate these components into two
separate forms?
 Consider the forms in Figures 6.1 and 6.2. How complete are they? What components
might be missing?

2. Characteristics of Appraisal Forms

• Desirable Features of All Appraisal Forms
o Simplicity
o Relevancy
 o Descriptiveness
o Adaptability
o Comprehensiveness
o Definitional clarity
o Communication
o Time orientation

 Consider the forms in Figures 6.1 and 6.2. How do they measure up?

3. Determining Overall Rating

• Judgmental strategy
o Consider every aspect of performance
o Arrive at defensible summary
• Mechanical strategy
o Consider scores assigned to each section
o Add weighted scores to obtain overall score

 Consider the form in Figure 6.3. Which kind of rating strategy would an employee prefer?
Why? Which would the supervisor prefer? Why?

• Comments section
o Challenges
• Difficult to systematically categorize and analyze
• Quality, length, and content vary
o Tools to overcome challenges
• Computer-aided text analysis (CATA) software
• Establish goals of the information provided
• Training in systematic and standardized rating skills

4. Appraisal Period and Number of Meetings

• Appraisal period
o Meetings
▪ Annual
• May not provide sufficient opportunity for supervisor/employee discussion
▪ Semi-annual

 What is the benefit to Hamilton Standard Commercial Aircraft in performing semi-annual

reviews?

▪ Quarterly

 Why does Synygy, Inc. perform quarterly reviews?

• Review to be completed
o Anniversary date
 ▪ The supervisor does not have to fill out forms at the same time
▪ Cannot tie rewards to fiscal year
o Fiscal year
▪ Rewards tied to fiscal year
▪ Goals tied to corporate goals
▪ May be a burden to the supervisor, depending on the implementation

• Six Types of Formal Meetings (can be combined)

o System inauguration
o Self-appraisal
o Classical performance review
o Merit/salary review
o Development plan
o Objective setting

 How does Johnsonville Foods handle these meetings?

 How might a Web-based system such as the one at Central Florida Healthcare Federal
Credit Union be used to enhance the usefulness of these meetings?

5. Who Should Provide Performance Information?

Employees should be involved in selecting

• Which sources evaluate

• Which performance dimensions
When employees are actively involved

• Higher acceptance of results

• Perception that the system is fair

Firsthand knowledge of employee performance

• Supervisors
• Peers
• Subordinates
• Self
• Customers

o Supervisors
• Advantages
▪ Best position to evaluate performance vs. strategic goals
▪ Make decisions about rewards
▪ Able to differentiate among performance dimensions
▪ Viewed as the exclusive source in some cultural contexts
 • Disadvantages
▪ Supervisor may not be able to directly observe performance
▪ Evaluations may be biased

o Peers
• Advantages
▪ Assess teamwork
• Disadvantages
▪ Possible friendship bias
▪ May be less discriminating
▪ Context effects

o Subordinates
• Advantages
▪ Accurate when used for developmental purposes
▪ Good position to assess some competencies
• Disadvantages
▪ Inflated when used for administrative purposes
▪ May fear retaliation (confidentiality is key)

 How is “Tell Dell” used to improve the computer giant?

o Self
• Advantages
▪ Increased acceptance of decisions
▪ Decreased defensiveness during an appraisal interview
▪ Good position to track activities during review period
• Disadvantages

▪ May be more lenient and biased

•Suggestions to improve the quality of self-appraisals

▪ Use comparative as opposed to absolute measurement systems
▪ Allow employees to practice their self-rating skills
▪ Assure confidentiality
o Emphasize the futureCustomers (external and internal)
• Advantages
▪ Employees become more focused on meeting customer expectations
• Disadvantages
▪ Time
▪ Money

 What advantages could override the disadvantages of using customer evaluations?

Disagreement Across Sources
• Expect disagreements
• Ensure employee receives feedback by the sources
• Assign differential weights to scores by source, depending on importance
• Ensure that employees take active roles in selecting which sources will rate which
dimensions

6. A Model of Rater Motivation (see the textbook for model)

• Types of Rating Errors
o Intentional errors
• Rating inflation
• Rating deflation
o Unintentional errors
• Due to complexity of tasks

• Motivations for Rating Inflation

o Maximize merit raise/rewards
o Encourage employees
o Avoid creating written records
o Avoid confrontation with employees
o Promote undesired employees out of the unit
o Make the manager look good to his/her supervisor

• Motivations for Rating Deflation

o Shock employees
o Teach a rebellious employee a lesson
o Send a message to employee that he/she should consider leaving
o Build a strongly documented and written record of poor performance

• Recommendations for reducing intentional rating distortion

o Have raters justify their ratings
o Have raters justify their ratings in a face-to-face meeting
7. Preventing Rating Distortion Through Rater Training Programs

Rater training programs should cover:

• Information—how the system works

o Reasons for implementing the performance management system
o Information on the appraisal form and system mechanics

• Motivation—what’s in it for me?

o Benefits of providing accurate ratings
o Tools for providing accurate ratings
 • Identifying, observing, recording, and evaluating performance
o How to identify and rank job activities
o How to observe, record, and measure performance
o How to minimize rating errors

• How to interact with employees when they receive performance information

o How to conduct an appraisal interview
o How to train, counsel, and coach

 What aspects of a good rater training program are covered in the City of Aurora, CO training
program? How could the program be improved?

Gathering Performance Information: Summary

• Appraisal Forms
• Characteristics of Appraisal Forms
• Determining Overall Rating
• Appraisal Period and Number of Meetings
• Who Should Provide Performance Information?
• A Model of Rater Motivation
• Preventing Rating Distortion Through Rater Training Programs

Review Learning Objectives

Worked Solutions for End-of-Chapter Cases

Case Study 6.1: Evaluating an Appraisal Form Used in Higher Education

Major Components of Appraisal

Forms
Basic Employee Information
X sufficient amount of information is included.
Accountabilities, Objectives,
and Standards
Competencies and Indicators
X are uniform across employees.
Comments
No changes are needed because more than a
These need to be linked to the department and
organizational mission. If they do not do this, the
employees may not realize how their contribution
fits into the organization as a whole. To
accomplish this linkage, the form should at least
provide a brief outline of the goals of the
organization or department.
No changes are needed. There are ten essential
core competencies (each includes specific
descriptions) and room for additional essential
competencies are provided for rating. Further, set
indicators are provided along with clear guidelines
that guide the evaluator in making evaluations that
 Major Components of Appraisal
Forms
Major Achievements and
Contributions
Developmental Achievements
Developmental Needs, Plans,
X and Goals
Stakeholder Input
X for other stakeholders (e.g., peers, customers).
Employee Comments
X perceive that the evaluation system is not fair,
X Approvals
Comments
Employees like to be recognized for their hard
work, so having a section that reminds the
manager to focus on the positives would be
helpful. This is included in the evaluation form to
the extent that the employee is evaluated on
whether or not last period’s goals were met. It
would be beneficial to also include an area where
the evaluator could include other major
achievements or contributions other than met
goals.
This section is not present. In the absence of this
section, the negative consequence is that the rated
employees may feel that their efforts to improve
their skills are going unnoticed. This may lead to
reduced motivation.
Presen`
A section for supervisor’s comments is attached.
However, nothing comparable exists in the form
There is no are available for the employee.
Without this the employee does not have the
opportunity to participate in the evaluation
process, which may cause the employee to
Present and no changes are needed.
(Suggested points: 5, [6.1])

Case Study 6.2: Judgmental and Mechanical Methods of Assigning Overall Performance
Score at The Daily Planet

There are several ways to compute the overall score using the judgmental method based on the
relative importance that raters give to each of the performance dimensions rated. But, assuming a
rater gives the same weight to each of the dimensions, the overall score would be: (2 + 4 + 5 +
2)/4 = 4.25.

Using the assigned weights, the overall performance score is 2(.25) + 4(.40) + 5(.15) + 2(.20) =
3.25. Therefore, using a mechanical method resulted in a score that is 1 point higher than using a
judgmental method. This is a very large difference considering that scores can range from 0 to 5.

As shown by the difference in scores, there is a large difference in the two ratings. This could
have implications for how bonuses are allocated, promotions are rewarded, and goals are set.
Using the judgmental method, the overall score was much lower; this means that the
organization possibly had to pay less bonuses. However, the impact on the individual could be
detrimental to his/her career if that person is being passed over for promotions or is setting goals
that are too easy to achieve. This could affect the supervisor who might begin to set
inappropriate goals for the employee.
(Suggested points: 5, [6.3])

Case Study 6.3: Minimizing Intentional and Unintentional Rating Errors

Note: “IE” and “UE” stand for intentional errors and unintentional errors, respectively.

IE UE Content Area Comments

Reasons for implementing the
performance management
system. This includes an
overview of the entire system,
its purpose, and benefits for all
employees.
X unintentional errors.
How to identify and rank job
activities. This includes
information on how to conduct
a job analysis and understand
the most important
accountabilities and
X competencies.
How to observe, record, and
measure performance. This
may include observational
skills such as how to observe
the behaviors that really matter
and not be distracted by
behaviors unrelated to the
performance dimensions being
measured. It also includes
skills needed to fill out the
X appraisal form.
Information on the appraisal
form and system mechanics.
This includes a detailed
description of the content of
the appraisal form and what
each section is intended to
measure. It also includes
X X information on a number of
This type of information will help raters realize
that their ratings are taken seriously so that they
should take them seriously. This includes
explaining what the ratings can be used for and
the importance of the accuracy of the ratings.
Thus, it should enhance raters’ motivation to
provide accurate ratings. However, this type of
information would not necessarily diminish
This mainly helps prevent unintentional errors.
Raters gain a better understanding of the
important job activities and are therefore more
likely to evaluate behaviors and results
correctly.
This will help avoid unintentional errors
because it teaches one to record performance—
a habit that can decrease many of the cognitive
processing errors often present.
This type of information is likely to decrease
both types of errors. First, intentional errors are
likely to be decreased because the manager will
become more comfortable with the process.
Second, it can also help decrease unintentional
errors because managers will gain a better
understanding of the different levels of
performance.
 IE UE Content Area Comments
meetings and the expectations
regarding each participant.

How to minimize rating errors.
This includes steps that can be
taken to minimize
unintentional errors due to the
cognitive demands associated
with the observation and
X evaluation of performance.
How to conduct an appraisal
interview. This includes
listening skills, communication
skills, and how to provide
feedback during the appraisal
interview. It also includes
skills on how to help the
employee create a
X X developmental plan.
How to train, counsel, and
coach. This includes skills that
the supervisor needs to help
employees improve their
performance on an ongoing
X basis.
This targets unintentional errors and should
help minimize them.
This addresses both types of errors. First, it
addresses intentional errors because the
manager has good skills regarding how to
manage the process. Second, it helps managers
verbalize the reasons for the rating they
provided, thereby helping ratings be more
accurate, because it is difficult to justify
inaccurate ratings.
This mainly addresses intentional errors
because it gives managers skills on how to
manage the process well and can decrease the
motivation to introduce politics into the
process.
(Suggested points: 5, [6.1])

Case Study 6.4: Minimizing Biases in Performance Evaluation at Expert Engineering, Inc.

1. It is possible that Demetri may intentionally inflate the ratings he gives to his fellow alumni
because he doesn’t want to confront them about areas where performance improvement is
necessary. He may worry that giving an accurate rating could jeopardize his relationship with
the “gang” whom he likes and wishes to continue to be part of. At the same time, he may
unintentionally distort the ratings that he gives to various employees, because he, as a
principal, is responsible for supervision of many engineers. It is very difficult to remember
all of the behavior and results of one’s own performance, let alone such information about
many different people. Observing information about performance, storing this information in
memory, and then recalling it when it’s time to fill out the appraisal form is a complex
cognitive task that could lead to unintentional distortions of ratings.
(Suggested points: 5, [6.8])
2. Different kinds of training could assist Demetri in providing more objective appraisals,
although none of the programs can guarantee perfect results. Appraisals are inherently
subjective. The training program should provide basic information on the appraisal form and
how the system works. In addition, the benefits of accurate appraisals (“what’s in it for me?”)
and tools for providing such ratings should be provided. Demetri will need training in the
following areas:
o How to identify and rank job activities
o How to observe, record, and measure performance
o How to minimize rating errors
Finally, he will need assistance in how to interact with the engineers he supervises,
particularly when they receive performance information. Demetri needs to learn how to
conduct an appraisal interview and how to train, counsel, and coach. Training should help him
provide the supervision and performance appraisal that all of his employees need, including
the members of his alma mater.
(Suggested points: 5, [6.9])

Additional Cases and Worked Solutions

Case Study: CRB, Inc.

The following performance appraisal form was adopted by CRB, Inc., a small car restoration
business. It was filled out by Al Brown, the owner of CRB, Inc., because he has been told he
should give all of his employees an appraisal of their performance. This particular form was
given to the foreman, Robert (Bob) Jared, to complete the employee comments; Al then filled in
the supervisor comments sections.

As you review the performance appraisal form, please respond to the following questions:
1. Provide a detailed evaluation of the form. What components are necessary? What is
missing and what should be added? Is anything optional? Provide a brief explanation of
your responses.
(Suggested points: 10, .7[6.1], .3[6.2])

2. Assess the advantages and disadvantages of having the supervisor and the subordinate
complete this form.
(Suggested points: 5, [6.6])

3. Based on the information provided, what is an appropriate overall success rating for this
employee? Why?
(Suggested points: 5, [6.3])

4. How often should this form be completed and why?

(Suggested points: 3, [6.4])
Performance Appraisal Form1
Employee Name: Position/Title: Department: Date:

Robert Jared Foreman Paint and Auto body 6/30/12

Supervisor Score Employee Score

Performance Attribute
Comments Comments
Knowledge/Know-how:
Demonstrated knowledge or Strong knowledge and I’ve got 25 years
technical skills required by technical skill. experience in paint
position. These may include Instinctive knowledge 3 and body shop work. 4
command of professional body of of how the company can I held this company
knowledge; knowledge of move forward in the together over the past
organizational structure, mission, industry. year.
or goals.
Communication Skills: Good verbal skills most
Demonstrated written, listening, of the time. Occasional
and interpersonal skills. These difficulty in controlling Good enough for this
may include diplomacy, conflict anger has exacerbated 1 job. Frustrations 2
resolution, or presentation skills. existing problems. aren’t my fault. I do
Doesn’t always do my best.
paperwork needed in
job.
Work Results:
Work is thorough, accurate, 4 4
completed on time and as Excellent Of course.
planned, and is considered a
quality job.
Work Style: I’m always here
Demonstrated good work habits. before my boss and
These may include being open to whatever he
dependable, consistent, suggests. I work
independent and self-starting, and 4 weekends and do 4
exhibiting flexible work behavior. Excellent work for free. This
entire place is a lot
cleaner and more
organized since I got
here.
Service Orientation: In general, Bob does a
Demonstrated courteous, good job managing 1.5 I do the best I can in 3
difficult
responsive, respectful behavior relationships with
circumstances.
toward customers, staff, and customers and staff. As

1
Adapted from an appraisal form developed by Boston College, found at
http://www.bc.edu/bc_org/hvp/c/apprais.html Accessed May 4, 2005.
Employee Name: Position/Title: Department: Date:

Robert Jared Foreman Paint and Auto body 6/30/12

Supervisor Score Employee Score

Performance Attribute
Comments Comments
others. noted above, he needs
help managing anger
issues.
Additional Performance I’ve trained Dave and
Contribution to overall
Attributes:
motivation and 3 brought the mechanic 4
Supervision and engine repair
performance of staff is
shop into being on
very good.
my own time.
Overall Success Rating 2.5 5
Very good Top notch

This performance appraisal is meant to summarize and evaluate an individual’s overall

performance for the year. Five generic performance attributes and definitions are provided for all
employees. These attributes address an individual’s knowledge, competence, and skills as
applied to one’s work. Performance attributes may be added as needed in order to customize the
form to the individual’s position. Both the supervisor and the employee should provide an
overall performance success rating using the scale below.

4—Performance far exceeds position requirements and indicates job mastery

3—Performance consistently exceeds position requirements
2—Performance meets position requirements
1—Performance does not meet position requirements

Did the employee have a work plan? Yes No

Did this employee show progress on a work plan? Yes No
Did the employee have a developmental plan? Yes No
Did this employee show progress on a developmental plan? Yes No

Supervisor Comments: (Describe the employee’s total performance for the year and substantiate
the overall success rating.)

Bob has really helped the shop get into a competitive stance. Both his own performance and his supervision have
helped us get cars out on schedule and keep good employees. He works hard while he’s here and he encourages
the rest of the staff to put in a good day’s work for a good day’s pay. He volunteers his own time and ideas to
enhance the shop. He suggested working with a radio station to refinish a car that they could give away in
exchange for providing advertising for the shop. His enthusiasm led the employees to volunteer their time on the
project. Everything is more organized since he got here. On the other hand, he really does need to learn how
to manage his anger. It doesn’t happen very often (maybe four times all year), but it’s frightening to watch
him lose his temper. So far there has been no violence (which would be a firing offense), but I can understand
why one customer brought in a police officer when he came back to pay his bill after Bob got angry when the
customer called him a liar. Bob’s loud angry verbal response was totally inappropriate for a business setting.
Paperwork is another area of weakness: Bob does as little as he can get away with, which leads to poor
documentation in the customer files and problems with employee pay sheets. He complained to one owner about how
the other owner didn’t purchase parts on time. That owner asked in writing for a list of parts needed to monitor
their purchase and the list still has not appeared.
Supervisor’s Signature: Alfred E. Brown Date:June 28, 2012

Employee Comments: (Describe your total performance and the two-way communication with
your supervisor throughout the year.)

I never had a work plan and don’t know what a developmental plan is. Al hired me to get this
shop back on its feet and I’ve done that. For the first time, he’s taking money home and he
has me to thank for that. Sure, I get frustrated—who wouldn’t with customers who want us to
work for free and whine that the former owner promised them this and that. Of course, he
never did anything and now we’re stuck with his broken promises and no paperwork. I do my
best with the paperwork but I get busy on the jobs. You’ve got to decide whether you want paper
or cars to go out. Al and I talk every day—I give him notes about the parts I need. Then Mary
says she wants a list … tell her to ask Al! I don’t have time to please a boss who’s never in the
shop. I’ve got too much going on with doing free and redo work and helping our employees be
great employees. It’s nice to work here most of the time. I’ve always liked working on old cars
and we do great work. The money is starting to be ok and we’re getting better equipment. We
ought to get this place really turned around this next year.

Employee’s Signature: Bob Jared Date: June 28, 2012

Answers:

1. Most forms include a combination of the following: (a) basic employee information, (b)
accountabilities, objectives, and standards, (c) competencies and indicators, (d) major
achievements and contributions, (e) developmental achievements, (f) developmental
needs, plans, and goals, (g) stakeholder input, (h) employee comments, and (i) signatures.
Note, however, that one size does not fit all, and different components are appropriate
based on the purposes of the appraisal.

This appraisal is described in the case study as perhaps the first formal appraisal that Al
Brown has done with his employees. It may be a fiscal year end appraisal or a six month
 appraisal. Although the employee’s name, position, and department are provided, there is
no further basic employee information. Some performance attributes appear to relate to
competencies (knowledge, communication skills); some appear to be performance
standards (results, style, service orientation). The supervisor and employee comments
highlight several major achievements and contributions. The supervisor notes some
developmental needs (anger management; more consistent paperwork completion) but
there is no plan or goal to deal with these needs. There is no stakeholder input. There are
employee comments and signatures.

2. The supervisor is usually in the best position to evaluate performance in light of the
organizational goals. As the owner, Al is certainly responsible for making decisions about
any rewards associated with performance evaluation. A disadvantage is that evaluations
can be biased; some supervisors may not be able to directly observe performance.

When the employee completes the form, advantages can include increased acceptance of
decisions and decreased defensiveness during the appraisal interview. The employee is in
a very good position to track his own activities during the review period. Disadvantages
may include rating distortions such as leniency with regard to his own behaviors as well
as other intentional and unintentional biases.

3. Al and Bob agree that Bob provides strong value to the company, although Al is aware
that Bob has, on occasion, jeopardized the company with his inability to control his
anger. Bob believes that he consistently exceeds the position requirements and some of
the descriptions of his performance indicate that he has been a very valuable asset to the
company. Al notes some weaknesses that indicate “consistency” is missing; in fact,
occasional performance does not meet minimum requirements. Al’s overall rating of 2.5
may be the most objective rating.

4. At a minimum, a formal appraisal should be conducted annually. However, it would be

better to conduct formal appraisals at least semi-annually, and quarterly would be the
best. This is a busy shop, and both Al and Bob are working as supervisors with many
other duties besides supervision. They cannot count on providing equally complete and
balanced feedback to each employee on an ongoing basis. Therefore, regular formal
meetings conducted with advance thought and preparation have a much better chance of
helping each employee do his best to help the company meet its goals.

Case Study: Our Civil Service

At the State Employment Service, a number of employment counselors were hired together
during a special recruiting effort 12 years ago in 2000. They formed a cohort, went through
training together, and received graduate hours in vocational counseling together.

About a year ago, Jane Midland, the first member of the cohort to get promoted, tested into a
supervisory position at one of the Job Service Centers. Two of the eleven employees who report
to her are members of the 2000 cohort. Barb Rick and George Malloy deeply respect her abilities
and have a strong affection for her. In fact, Barb Rick has spent time at Jane’s home watching
their children play together and helping with the remodel of Jane’s house. George, Jane, and
Barb get together for lunch regularly. Recently, they have considered attending evening classes
together to get a master’s degree in Human Resource Management.

Yesterday, Jane received a memo from management reminding her that it is time to complete the
annual appraisal forms for her staff.

1. Discuss the factors that may cause Jane to intentionally and unintentionally distort her
ratings of Barb and George.
(Suggested points: 5, [6.8])

2. Evaluate the kinds of training programs that could help minimize the factors you have
described. What do you recommend and why?
(Suggested points: 5, [6.9]

Answers:

1. Jane may intentionally inflate the ratings that she gives to Barb and George because they are
her friends, and she wants them to look good. Furthermore, she knows that the ratings that
she provides will influence the raises and rewards that her employees receive. She may also
feel uncomfortable talking to Barb and George about areas of weaknesses that need
improvement, leading her to only focus on their positive traits and behaviors. She also may
worry that giving an accurate rating could jeopardize her relationship with one or both of
them. On the other hand, Jane may unintentionally distort the ratings that she gives to them,
because she is responsible for supervising many people. Also, she may not be able to
remember or distinguish the details of each individual employee’s behaviors. Unintentional
errors occur because of the cognitive demands associated with the observation and evaluation
of performance.

2. Although it will be difficult for Jane to be perfectly objective, she could benefit from training
programs that provide basic information about the appraisal form and how the system works.
Training should also cover the importance and benefits of accurate appraisals and provide
tools that will help her give accurate ratings. Jane will need training on identifying,
observing, recording, and evaluating performance as well as on how to minimize rating
errors. Finally, she will need training in how to interact with employees when they receive
performance information, including how to conduct an appraisal interview and how to train,
counsel, and coach. Increased experience added to the training should help her to provide
accurate and effective performance appraisals.
Another random document with
no related content on Scribd:
The Project Gutenberg eBook of H. van
Brakel, Ing. B.O.W
This ebook is for the use of anyone anywhere in the United
States and most other parts of the world at no cost and with
almost no restrictions whatsoever. You may copy it, give it away
or re-use it under the terms of the Project Gutenberg License
included with this ebook or online at www.gutenberg.org. If you
are not located in the United States, you will have to check the
laws of the country where you are located before using this
eBook.

Title: H. van Brakel, Ing. B.O.W

Oorspronkelijke roman

Author: P. A. Daum

Release date: September 7, 2023 [eBook #71591]

Language: Dutch

Original publication: Leiden: A.W. Sijthoff, 1875

Credits: Jeroen Hellingman and the Online Distributed

Proofreading Team at https://www.pgdp.net/ for Project
Gutenberg (This book was produced from scanned
images of public domain material from the Google
Books project.)

*** START OF THE PROJECT GUTENBERG EBOOK H. VAN

BRAKEL, ING. B.O.W ***
H. VAN BRAKEL,
Ing. B. O. W.
 H. VAN BRAKEL,
Ing. B. O. W.

OORSPRONKELIJKE ROMAN

DOOR
MAURITS.

LEIDEN.—A. W. SIJTHOFF.
[1]
H. VAN BRAKEL,
Ingenieur B. O. W.
De lampen brandden in de achtergalerij, boven de nog gedekte tafel.
Vlug namen de bedienden de gerechten weg; ze hadden ditmaal
haast; ’t was immers de laatste arbeid des daags!

Het hoofd van Lucie zonk voorover op haar borst; haar oogen waren
dichtgevallen; zij kon zoo’n onoverwinnelijken slaap krijgen, ’s
avonds na het eten! Dan was het zoo rustig, zoo stil: de kinderen
sliepen; de huiselijke bedrijvigheid was ten einde.

Van Brakel had zijn lorgnet opgezet en las de courant. ’t Beviel hem
niet. Er stond weer iets in van den „strijkstok,” waaraan bij den
Waterstaat zooveel hangen bleef. Het doelde niet op hem,—volstrekt
niet; maar dan toch op z i j n ondergeschikten. Hm! ’t was beter, dat
die kerels, dacht hij, wat amusanter couranten maakten, dan zich
altijd te bemoeien met eens andermans zaken.

Toen hij ’t blad neerlei en zijn stoel achteruitschoof, schrikte Lucie

wakker.

„Ga je uit?” vroeg ze, zich de oogen wrijvende.

„Ja, nog ’n uurtje naar de soos.” [2]

„Ik ga naar bed.”

„Welzeker. Je bent moe.”

Hij zette zijn dienstpet op, nam een wandelstok uit een hoek en floot
zijn hond, die hem blaffend naar buiten volgde.
Toen Lucie haar buffet en haar dispenskast had gesloten, draaide zij
de lamp neer en ging naar haar kamer.

Het was er benauwd, en het rook er onfrisch.

Op een grooten divan stonden twee k o d j o n g s , en daaronder

sliepen als rozen de tweelingen, waarmede zij den gelukkigen
waterstaatsingenieur op St.-Nicolaas aangenaam had verrast.

Drie jaren waren zij getrouwd, en ze had nu vier kinderen.

Hun aantal „beren” echter was legio.

Vooreerst kon Van Brakel als vrijgezel de eindjes reeds niet

samenknoopen, en wat Lucie betreft,—op de koffie-onderneming
haars vaders had men steeds het huishouden „gedaan” uit het
werkkapitaal; dat „s t i m m t e ”, altijd volgens H e r r Drütlich.

Zij was een brave, ijverige huisvrouw; van dat de zon aan den hemel
kwam tot ’s avonds klokke acht, was ze in de weer; haar tweelingen
zoogde ze zelve, en ze zou, als een krachtige telg van
Germaanschen stam, in staat zijn geweest zeslingen te voeden
en.… over te houden. Zij had verstand van keuken en goedang-
zaken, als de beste uit Europa geïmporteerde huisvrouw. Zij zorgde
goed voor haar man en haar kleintjes. Als die maar „dik” waren, dan
leefde ze, en haar stelsel van vetmesten gelukte volkomen, ook wat
haarzelve betrof; de gansche familie zat terdege in het vleesch, en
Van Brakel, schoon hem de tweelingen aanvankelijk [3]zwaar op ’t
hart hadden gelegen, was geëindigd met er trotsch op te zijn.

Wanneer bezoekers deze welgeslaagde proeven van multiplicatie-

vermogen bewonderden, en de „engelen van kinderen” ’t vel van de
wangetjes kusten, dan kon Van Brakel er bij staan met een gezicht,
stralend van zelfvoldoening; een gezicht, waarop als het ware een
aanvraag stond te lezen om een gezegeld en geregistreerd
certificaat.

Sommige menschen, die wel wisten waar in dergelijke

omstandigheden de beroemde Abraham zijn geurigen mosterd
haalde, glimlachten spottend; maar de domme menigte kende den
ingenieur groote verdiensten toe.

Doch welk een goed vrouwtje Lucie ook was,—twee eigenschappen

miste zij: ze was niet erg zindelijk op haar huis, en zuinig was ze
evenmin; stof zag ze niet gauw, maar ze schreef verbazend snel een
bonnetje.

Dit eerste, en de eigenaardige geuren van de zuigelingen en van de

baboe, die vóór den divan op den grond lag te slapen, waren
oorzaak van de onfrissche lucht, die in het slaapvertrek heerschte.
Zij merkte het niet; ze was aan die soort van zaken gewoon; thuis,
toen haar moeder stierf, bleef ze met haar broertjes en zusjes
achter, en nu die groot waren, zat ze in een wip in haar eigen
kindertjes.

Zulke fijne reukorganen kwamen op haars vaders onderneming ook

niet te pas, en als Van Brakel thuis kwam, en een sterken
gemengden geur van tabak en brandy buiten en binnen de
k l a m b o e verspreidde, dan had ze daar zoo geen last van. Papa
Drütlich begroette steeds het opgaan der zon met zijn
F r ü h s c h o p p e n , rookte er groote pijpen zware [4]tabak bij, en
salueerde Morpheus met b r a n d y k r i n g en havana’s. Zoo’n
„heerenluchtje” hinderde haar niet; ze was het van kindsbeen af
gewoon.

En Van Brakel was een goed man. Hij hield veel van Lucie; net
zooveel als toen ze nog geëngageerd waren. Voor geen geld zou hij
haar ontrouw zijn geworden; zij wist, dat ze voor hem d e vrouw
was, en hij kwam daar altijd rond voor uit. Doch huiselijk van aard
was hij niet, en hij werd dat met elke maand minder. De sociëteit had
iets wonderlijk aantrekkelijks voor hem.

Sedert lang mopperde hij niet meer tegen den dienst. Men hoorde
hem niet meer afgeven op ongediplomeerde hoofdingenieurs en op
projecten, die toch nooit werden uitgevoerd. Hij ontplooide een
grooten ijver in het begrinten van wegen, het verven van
gouvernements-gebouwen, het witten en teeren van postloodsen. ’s
Morgens vroeg kon men hem reeds zien uitrijden in zijn bendy, hoe
verder, hoe liever. Het mocht dan waar wezen, dat hij geregeld elke
maand te kort kwam, en hij zijn „beren” even voordeelig zag groeien
en dik worden als zijn kroost,—het eenige wat nog strekken kon om
er niet al te diep onder te raken was een fatsoenlijk bedrag aan
declaraties elke maand.

Fluitend en pratend tegen zijn hond, die al blaffende om hem heen

sprong, liep hij voort in den helderen maneschijn; zijn blonde haren
krulden om zijn pet en de schaduw van zijn gezette figuur
dandineerde op het witte zand van den weg.

Het was een gewone avond in de sociëteit, want er werd geen

muziek gemaakt. [5]

De groote lokalen waren leeg. Uit de biljartzaal kwam het eentonig

getik der tegen elkaar loopende ballen. De kastelein, die de
verlichting uit zijn verdiensten moest betalen, was zoo vrij geweest
de lampen op „halve kracht” te stellen.

Er viel toch niets te verdienen op zoo’n avond!

Van Brakel ging door de lange voor- en binnengalerijen op het geluid

der biljartballen af. Daar ten minste was nog wat leven.
Hij trad binnen en knikte even met het hoofd een „goeden avond” in
het rond.

„Zoo,” zei de assistent-resident van politie, een vroolijk celibatair.

„Wat kom jij hier doen?”

„Ik kom eens zien of jullie je niet misdraagt,” lachte Van Brakel.

„Nou,” zei een ander ingenieur, die met den redacteur van een
dagblad aan het biljarten was, „we zijn altijd blij als we je rechtop
naar huis zien loopen.”

Men schertste, en critiseerde het spel, waarvan de spelers

uitmuntend geoefend waren, en men dronk er de eeuwige brandy-
soda bij. Het was een „vast clubje.” Van Brakel was het eenige
getrouwde lid. Zijn collega, de journalist en de assistent-resident
hielden trouw den gehuwden staat een „kleine vrouw” voor, waarop
Hymen telkens verschrikt en beschaamd de vlucht nam.

„Willen we?” vroeg, toen de partij uit was, een van de club, terwijl hij
met duim en vinger een beweging maakte, als wilde hij iets laten
tellen.

Zij glimlachten allen en keken elkaar aan; zij glimlachten, [6]zooals

verstandige, goed ontwikkelde en beschaafde menschen doen,
wanneer ze willen overgaan tot iets, wat ze weten dat verkeerd is,
dat strijdt tegen hun beschaving, ontwikkeling en verstand; zij
glimlachten als menschen, die heel goed weten, welke in het leven
de verboden vruchten zijn, maar er zich niettemin in koelen bloede
aan te goed gaan doen.

„Nog één keer, en dan nooit weer,” zei de assistent-resident.

Ze lachten nu luid, en al schertsend en lachend gingen ze naar een

hoek van de binnengalerij, waar het uitverkoren plekje was voor hun
zonde.

De bedienden brachten hun glazen; de mandoor haalde het

draaibord; elk zette een „lapje” van tien gulden bij; men draaide.

Er werd weinig bij gesproken. Zij waren echte spelers; zij speelden
niet om het genoegen van het spel, maar alleen om te winnen. Een
half uur waren ze aan den gang, maar het hielp niet. De kans was
zeer grillig; ieder won op zijn beurt; er ging „niets om.”

„We konden best vijf en twintig zetten,” meende er een.

Men keek elkaar even aan en knikte goedkeurend.—Het scheen te

helpen, de kans richtte zich naar v e i n e en d é v e i n e ; er werd
gewonnen en verloren; de hartstocht werd opgewekt en met de
grootste aandacht werd de beweging van den draaienden wijzer
gevolgd.

Uit de leeskamer der sociëteit, die met een deur in de binnengalerij

uitkwam, schreed langzaam een heer en ging voorbij het tafeltje der
spelers; hij groette zeer beleefd. [7]

Van Brakel mompelde iets met saamgeknepen lippen, terwijl hij hem
woedend nakeek. „Het is nu de tweede maal, dat die ploert me dit
levert.”

„Misschien heeft hij er geen bedoeling bij,” zei zijn collega.

„Nu ja! I k zeg je, hij doet het met opzet. M i j kan ’t niet schelen.”

„Mij ook niet.”

„Waar zeur je dan over? Kom, zet op!” viel de assistent-resident in,
en gaf met zijn dikke vingers een krachtigen zet aan het draaitoestel.
Van Brakel eindigde dien avond met een paar honderd gulden
verlies, maar het scheen hem niet te hinderen. Ook sprak men daar
niet over. Iemand, die over zijn verlies zou hebben gesproken of
getoond zou hebben, dat hij daar niet tegen kon, ware, althans in
hun clubje, een onteerd man. Of liever het was ondenkbaar, want
dan kon hij tot dat clubje niet behooren.

Men ging gezamenlijk biljarten om geld: een rijksdaalder per

carambole; dat was een billijk tarief.

Van Brakel won er een kleinigheid mee, maar het werd den spelers
te warm.

Nog één keer dobbelden ze, wat hem zijn biljartwinst weer afhandig
maakte, en met het slaan van tweeën gingen de vrienden naar huis.

Het was nog altijd een heerlijke nacht. Van Brakel’s hond was
vroolijk en blafte als een razende tegen de maan; maar de baas
werd door onaangename gedachten geplaagd.

Den volgenden dag was het traktementsdag. Verwenschte dag! Dat

was nu, naar zijn gevoelen, de ellendigste der [8]geheele maand,
terwijl het eigenlijk de aangenaamste wezen moest.

Het was dan toch ook schandelijk van het Gouvernement om iemand
van zijn positie en zijn dienstjaren zóó slecht te betalen. Zelfs m e t
de declaratie-gelden kon men van zoo’n inkomen niet leven! Had hij
een paar honderd gulden meer in de maand, dan was er doorkomen
aan. Nu gaf het slechts een agglomeratie van beren, waaraan geen
einde kwam. Men kon er waarlijk het einde niet van zien.

Zóó wandelde hij naar huis in droevige stemming, het lot

verwenschend, dat hem als ingenieur B. O. W. in de klauwen had
doen vallen van het Indisch Gouvernement.
Hij had dan een geweldigen afkeer van rekeningen ten zijnen laste,
en, welk een goed en gemoedelijk man hij ook overigens was, zoo
kon hij buiten zichzelven geraken van woede, bij het zien van een
mandoer, die met een portefeuille of een trommel vol quitanties het
erf op kwam. Deze bruine broeders, wetende welke onwelkome
verschijningen ze waren bij den toean ingenieur, bogen als
knipmessen nog vóór ze iemand zagen; maar zóó vriendelijk konden
ze niet wezen of Van Brakel zei, met een paar groote oogen, tegen
zijn Lucie:

„Daar heb je weer zoo’n smeerlap!”

Zij moest er om lachen. Haar gemoedelijke aard verloochende zich

nooit. Het was immers niets! „Als men niet kan betalen”, zei ze altijd
heel leuk, „dan zegt men maar l a i n b o e l a n ”. De tokohouders
verdienden, vond zij, toch genoeg.

Maar Van Brakel kon er niet tegen, en daarom zorgde hij steeds met
den maandelijkschen Grooten Verzoendag op reis [9]te zijn om te
zien naar de dijkjes, de postloodsen en wat zich verder koesterde
onder de vleugelen zijner technische bekwaamheid.

Alles sliep toen hij thuis kwam; zelfs toen hij in bed stapte en zijn
gewicht de ijzeren staven van het ledikant deed knarsen, werd Lucie
niet wakker, maar bleef rustig voortslapen, haar dikke, blanke armen
boven het hoofd gekruist. Nog een oogenblik zat Van Brakel
overeind, bedenkend of hij haar wakker zou maken of niet.

Hij deed het niet, want „k a s i a n ,” dacht hij, „ze is zoo moe”.

Wèl was het reeds drie uren, vóór hij rustig insliep, maar dat belette
hem niet met het vallen van het ochtendschot weer op te staan. Zijn
ijzersterk gestel veroorloofde hem alles; wat een ander in de
gematigde luchtstreek doodziek zou hebben gemaakt, dat kon hij
zich in de tropen ongestraft veroorloven. Een uur later was hij reeds
op weg naar „het werk”, dat zes, acht palen van de hoofdplaats werd
uitgevoerd.

Maar in dat uur, welk een drukte en bedrijvigheid! Als Lucie sliep,
dan was ze moeilijk wakker te krijgen, doch eenmaal goed uitgerust
ontwaakt, scheen zij een voor den ganschen dag opgewonden
uurwerk, dat met een krachtige vaart afliep en ’s avonds stilstond.

Nog was de duisternis niet geheel geweken, toen reeds alles in rep
en roer was; de koffie werd gezet, de tafel voor het ontbijt gedekt, de
zuigelingen schreeuwden van den honger, de baboes liepen heen en
weer met vochtig en geïllustreerd beddegoed, de katten miauwden,
Lucie gaf met luide [10]stem vier, vijf bevelen te gelijk aan de
bedienden, Van Brakel zocht vloekend een gesp voor zijn schoone
pantalon,—het was of met den nieuwen dag Satan was losgebroken,
alsof het een huishouden was van Jan Steen; kleine Wilhelm, het
oudste zoontje, gilde als een bezetene, omdat hij niet wilde baden,
en de driejarige Lucie beet haar baboe in de wang.

Zoo was na vier jaren van ongestoord huwelijksgeluk het „kleine

Paradijs”, waarover Lucie haar oude vriendin Louise Van der Linden
met zooveel enthusiasme had geschreven, toen ze nog pas kort
waren getrouwd.

Toen eindelijk Van Brakel vertrokken was, en de kinderen gevoed en

gereinigd met de baboes aan ’t wandelen waren, begon het
eenigszins rustiger te worden. Dan weldra snorden de naaimachines
van Lucie en haar m e n d j a h i t , welk eentonig en toch zenuwachtig
geratel alleen werd afgebroken door de meer of min onaangename
besprekingen met weldra van alle zijden opdagende Chineezen en
rekeningloopers.
Het was een nare geschiedenis toch tegenwoordig. Vroeger kreeg zij
elke maand geld gezonden van haar vader, en dat was zoo heerlijk;
Van Brakel wist er wel zoo iets van, maar hij vroeg er niet naar, en zij
kon met dat geld soms zoo ongemerkt de leemten in de ménage
aanvullen. Doch daarvan was in den laatsten tijd geen sprake meer.
Het was, schreef H e r r Drütlich, nu „d i e v e r d a m m t e
K a f f e e l a u s ” zijn boomen vernielde, niet meer mogelijk om haar
etwas te zenden, en daar bleef het bij, terwijl toch de uitgaven elken
dag toenamen.

Na zijn tochtje, dat tot twaalf uren ’s middags duurde, reed Van
Brakel beslijkt en bestoven het erf op van de sociëteit. [11]De Club-
leden zaten er reeds. Zijn collega, iemand altijd even net en
bedaard, zoo in zijn uiterlijk als wat zijn manieren betreft, zag hem
opmerkzaam aan, toen hij uit zijn voertuig stapte.

„Vindt je niet dat Braak erg achteruitgaat?” vroeg hij den assistent-
resident.

„Och, het gaat nogal. ’n Beetje vet, anders niet.”

„Je hebt hem vroeger niet gekend. Te Delft was hij een van de netste
kerels. En nu heeft hij hier in Indië iets verschrikkelijk ordinairs
gekregen.”

„Kom, dat is zoo erg niet!—Dag Braak, ’n paitje?”

„Dat was nog zoo ’n kwaad idee niet,” meende Van Brakel.

Zij bleven zitten tot tegen twee uren. Sommigen hadden zich tot
weinig consumtie beperkt: het waren de ambtenaren, die nog naar
hun kantoren moesten; maar Van Brakel en de assistent-resident,
die t o c h m a a r naar huis gingen, hadden een „slordig bittertje”
gedronken.
Thuis vond hij Lucie met een van de tweelingen aan de borst, en
bezig een glaasje Spaanschen wijn te drinken, wat zoo goed was en
zoo versterkend; hij vond het erg gezellig en accompagneerde haar
met nog een weinig volksdrank, waarna zij aan tafel zwart Engelsch
bier dronk om zich te versterken en hij bruin Duitsch bier omdat hij
het lekker vond.

„Ik heb een brief gekregen van pa,” zei ze onder het eten.

„Zoo, hoe maakt hij het?”

„O heel goed.”

„En hoe gaat het met de K a f f e e l a u s ?”

„Akelig! Geen driehonderd pikols van ’t jaar.” [12]

„’t Is beroerd.”

„’t Is verschrikkelijk. Zoo’n mooi land!”

„En wat denkt hij nu te doen?”

„Ja, wat zal hij doen?”

Dat wist Van Brakel ook niet, en daarom zweeg hij maar liever.

Lang zouden ze geslapen hebben dien middag, zoo niet tegen

halfvijf een politie-oppasser was gekomen met een briefje van den
assistent-resident, die in vliegende haast meldde, dat hij per
telegram was overgeplaatst en in weinige dagen naar zijn nieuwe
standplaats moest vertrekken, omdat de overneming van den dienst
daar geen uitstel kon leiden.

„Kom, ik ga gauw baden,” zei Van Brakel tegen Lucie. „Je begrijpt,
dat wij hem in elk geval een heerendinertje moeten aanbieden.”