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Name: Class: Date:
Chapter 10—Performance Management and Appraisal

Subjective Short Answer
1. Discuss supervisory rating of subordinates.

ANSWER: The most widely used means of rating employees is based on the assumption that the immediate supervisor is
the person most qualified to evaluate an employee’s performance realistically and fairly. To help provide
accurate evaluations, some supervisors keep records of employees' performance so that they can reference
these notes when rating performance. For instance, a sales manager might periodically observe a salesperson’s
interactions with clients and make notes so that constructive performance feedback can be provided at a later
date.
2. Describe the features required in an effective performance management system.

ANSWER: To be effective, a performance management system, including the performance appraisal processes, should be:
• beneficial as a development tool;
• useful as an administrative tool;
• legal and job related;
• viewed as generally fair by employees;
• effective in documenting employee performance; and
• clear about who are high, average, and low performers.
3. Define performance management. What should a performance management system do?

ANSWER: Performance management is a series of activities designed to ensure that the organization gets the performance
it needs from its employees. At a minimum a performance management system should do the following:
• Make clear what the organization expects.
• Document performance for personnel records.
• Identify areas of success and needed development.
• Provide performance information to employees.
4. What is multisource rating?

ANSWER: Multisource rating, or 360-degree feedback, has grown in popularity in organizations. Multisource feedback
recognizes that for many jobs, employee performance is multidimensional and crosses departmental,
organizational, and even national boundaries. Therefore, information needs to be collected from many sources
to adequately and fairly evaluate an incumbent’s performance in one of these jobs.
5. What are the common employee performance measures?

ANSWER: Performance criteria vary from job to job, but common employee performance measures include the
following:
• Quantity of output
• Quality of output
• Timeliness of output
• Presence/attendance on the job
• Efficiency of work completed
• Effectiveness of work completed
6. Discuss the administrative and developmental uses of performance appraisals.

ANSWER: Organizations generally use performance appraisals in two potentially conflicting ways. One use is to provide
a measure of performance for consideration in making pay or other administrative decisions about employees.
This administrative role often creates stress for managers doing the appraisals and the employees being
evaluated, because the rater is placed in the role of judge. The other use focuses on the development of
Copyright Cengage Learning. Powered by Cognero. Page 1
Name: Class: Date:

individuals. In this role, the manager acts more as a counselor and coach than as a judge. The developmental
performance appraisal emphasizes current training and development needs, as well as planning employees’
future opportunities and career directions.
7. Describe the entitlement approach and the performance-driven approach.

ANSWER: Some corporate cultures are based on an entitlement approach, meaning that adequate performance and
stability dominate the organization. Employee rewards vary little from person to person and are not much
based on individual performance differences. As a result, performance appraisal activities are seen as having
few ties to performance and being primarily a “bureaucratic exercise.”
At the other end of the spectrum is a performance-driven organizational culture focused on results and
contributions. In this context, performance evaluations link results to employee compensation and
development.
8. Describe subjective and objective measures of performance appraisals.

ANSWER: Performance measures can be viewed as objective or subjective. The objective measures can be observed. For
example, the number of dinner specials sold or the number of tables serviced can be counted, which make
them objective performance metrics. Subjective measures require judgment on the part of the evaluator and
are more difficult to determine.
9. Define performance standards.

ANSWER: Performance standards define the expected levels of employee performance. Sometimes they are labeled
benchmarks, goals, or targets—depending on the approach taken. Realistic, measurable, clearly understood
performance standards benefit both organizations and employees.
10. Define behaviorally anchored rating scales.

ANSWER: Behaviorally anchored rating scales describe specific examples of job behavior which are then measured
against a performance scale.
True / False
11. One concern of multisource rating is that those peers who rate poor-performing coworkers tend to inflate the ratings so
that the peers themselves can get higher overall evaluation results in return.
a. True
b. False
ANSWER: True
12. With the ranking method, the ratings of employees’ performance are distributed along a bell-shaped curve.
a. True
b. False
ANSWER: False
13. Employee attitude is classified as trait-based information.

a. True
b. False
ANSWER: True
14. Menu up-selling by a waiter is classified as behavior-based information.

Name: Class: Date:

a. True
b. False
ANSWER: True
15. The leniency error occurs when ratings of all employees fall at the high end of the scale.
a. True
b. False
ANSWER: True
16. The performance management process starts by identifying the strategic goals an organization needs to accomplish to
remain competitive and profitable.
a. True
b. False
ANSWER: True
17. A major concern for managers in performance management is how to emphasize the positive aspects of the
employee’s performance while still discussing ways to make needed improvements.
a. True
b. False
ANSWER: True
18. In the critical incident method, the manager keeps a written record of both highly favorable and unfavorable actions
performed by an employee during the entire rating period.
a. True
b. False
ANSWER: True
19. The developmental function of performance appraisals can identify areas in which the employee might wish to grow.
a. True
b. False
ANSWER: True
20. Development of performance standards is typically the first stage of management by objectives.
a. True
b. False
ANSWER: False
21. The entitlement approach of organizational culture links performance evaluations to employee compensation and
development.
a. True
b. False
ANSWER: False
22. A disadvantage of the outsider rating approach is that outsiders may not know the important demands within the work
group or organization.

Name: Class: Date:

a. True
b. False
ANSWER: True
23. Both numerical and nonnumerical performance standards can be established.

a. True
b. False
ANSWER: True
24. The contrast error occurs when a rater scores an employee high on all job criteria because of performance in one area.
a. True
b. False
ANSWER: False
25. The category scaling method allows the rater to mark an employee’s performance on a continuum indicating low to
high levels of a particular characteristic.
a. True
b. False
ANSWER: False
26. Companies must only use multisource feedback primarily as an administrative tool.
a. True
b. False
ANSWER: False
27. The recency effect occurs when a rater gives greater weight to information received first when appraising an
individual’s performance.
a. True
b. False
ANSWER: False
28. The administrative role of performance appraisals often creates stress for managers doing the appraisals and the
employees being evaluated, because the rater is placed in the role of judge.
a. True
b. False
ANSWER: True
29. A supervisor’s rating of an employee’s attitude is classified as an objective measure of performance.

a. True
b. False
ANSWER: False
30. An informal appraisal is used when a system is in place to report managerial impressions and observations on
employee performance and feature a regular time interval.
a. True
Name: Class: Date:

b. False
ANSWER: False
31. Performance appraisal is the entire series of activities designed to ensure that the organization gets the performance it
needs from its employees.
a. True
b. False
ANSWER: False
32. Peer and team ratings are especially useful only when supervisors have the opportunity to observe each employee’s
performance.
a. True
b. False
ANSWER: False
33. Firms with maintenance-orientation cultures have more positive performance than those with performance-focused
cultures.
a. True
b. False
ANSWER: False
34. The halo effect is the tendency to rate people relative to one another rather than against performance standards.
a. True
b. False
ANSWER: False
35. When creating a BARS system, identifying important job dimensions, which are the most important performance
factors in a job description, is done first.
a. True
b. False
ANSWER: True
36. The major purpose of 360-degree feedback is to increase uniformity by soliciting like-minded views.
a. True
b. False
ANSWER: False
37. The forced distribution method lists the individuals being rated from highest to lowest based on their performance
levels and relative contributions.
a. True
b. False
ANSWER: False
38. When a key part of performance management, the performance appraisal, is used to punish employees, performance
management is less effective.

Name: Class: Date:

a. True
b. False
ANSWER: True
39. The number of cars sold by a car salesman is classified as a subjective measure of performance.
a. True
b. False
ANSWER: False
40. In the performance-driven organizational culture, employee rewards vary little from person to person and are not
much based on individual performance differences.
a. True
b. False
ANSWER: False
Multiple Choice
41. When a key part of performance management, the performance appraisal, is used to punish employees, _____.
a. performance appraisal is less effective
b. performance management is more effective
c. performance management is less effective
d. performance appraisal is more effective
ANSWER: c
42. Which of the following is typically the first stage in implementing a guided self-appraisal system using MBO?
a. Job review and agreement
b. Continuing performance discussions
c. Setting of objectives
d. Development of performance standards
ANSWER: a
43. Which of the following statements is true of objective and subjective measures of performance appraisals?
a. Objective measures can be observed and subjective measures require judgment on the part of the evaluator.
b. Subjective measures can be observed and objective measures require judgment on the part of the evaluator.
c. Both subjective and objective measures require judgment on the part of the evaluator and cannot be observed.
d. Both subjective and objective measures can be observed and do not require judgment on the part of an
evaluator.
ANSWER: a
44. Which of the following is a narrative method of performance appraisals?

a. Forced distribution
b. Critical incident
c. Behavioral rating scales
d. Ranking

Name: Class: Date:

ANSWER: b
45. _____ can help make a manager more responsive toward employees.
a. Peer rating
b. Rating of supervisors by subordinates
c. Rating of subordinates by supervisors
d. Self-rating
ANSWER: b
46. Which of the following is true of performance standards?

a. Only nonnumerical performance standards can be established.
b. Performance standards should be established before the work is performed.
c. Performance standards should be established while the work is being performed.
d. Only numerical performance standards can be established.
ANSWER: b
47. The _____ occurs when ratings of all employees fall at the high end of the scale.
a. primacy effect
b. recency effect
c. leniency error
d. central tendency
ANSWER: c
48. Zara, an HR manager at Fluxin LLC, is responsible for implementing a guided self-appraisal system using
management by objectives in her organization. She has developed specific standards for performance. Which of the
following is typically the next step for Zara?
a. Job review and agreement
d. Implementation of the performance standards
ANSWER: c
49. _____ is a technique for distributing ratings that are generated with any of the other appraisal methods and comparing
the ratings of people in a work group.
a. Forced distribution
b. Critical incident
c. Behavioral rating scales
d. Essay method
ANSWER: a
50. Josh, an HR manager at RoxCom LLC, is responsible for implementing a guided self-appraisal system using
management by objectives in his organization. He has reviewed the job description and the key activities that constitute
the employee’s job. Which of the following is typically the next step for Josh?
a. Implementation of the standards
Name: Class: Date:

ANSWER: d
51. Which of the following belongs to the behavioral dimensions in graphic rating scales?
a. Dependability
b. Attendance
c. Quantity of work
d. Communication effectiveness
ANSWER: d
52. The _____ occurs when a low rating on one characteristic leads to an overall low rating.
a. halo effect
b. horns effect
c. similar-to-me error
d. contrast error
ANSWER: b
53. The _____ is the tendency to rate people relative to one another rather than against performance standards.
a. horns effect
b. contrast error
c. similar-to-me error
d. halo effect
ANSWER: b
54. _____ is the most widely used means of rating employees.

a. Supervisory rating of subordinates
b. Peer rating
c. Outsider rating of employees
d. Self-rating
ANSWER: a
55. Luke, an HR manager at Rexi LLC, is responsible for implementing a guided self-appraisal system using management
by objectives in his organization. He has established objectives that are realistically attainable. Which of the following is
typically the next step for Luke?
a. Determining a satisfactory level of performance
b. Job review and agreement
c. Continuing performance discussions
ANSWER: c
56. If employers do not require a(n) _____, performance appraisal ratings often do not match the normal distribution of a
bell-shaped curve.
a. critical incident

Name: Class: Date:

b. forced distribution
c. essay method
d. ranking method
ANSWER: b
57. The _____ method requires a manager to write a short write-up describing each employee’s performance during the
rating period.
a. forced distribution
b. ranking
c. essay
d. critical incident
ANSWER: c
58. The _____ occurs when a rater scores an employee high on all job criteria because of performance in one area.
a. halo effect
b. horns effect
c. contrast error
d. similar-to-me error
ANSWER: a
59. Which of the following is an objective measure of performance?

a. A supervisor’s rating of an employee’s integrity
b. An organization’s perceptions of an employee’s values
c. An employee’s attitude toward the customer
d. The total number of washing machines sold by an employee
ANSWER: d
60. The _____ occurs when a manager uses only the lower part of the scale to rate employees.
a. strictness error
b. primacy effect
c. leniency error
d. recency effect
ANSWER: a
61. If the rater has seen only a small specimen of the person’s work, an appraisal may be subject to _____.
a. contrast error
b. horns effect
c. halo effect
d. sampling error
ANSWER: d
62. Employees working in isolation or possessing unique skills may be particularly suited to _____.
a. multisource rating
b. self-rating
Name: Class: Date:

c. peer rating
d. outsider rating
ANSWER: b
63. Which of the following is true of organizations that practice a performance-driven approach?
a. Employee rewards vary little from person to person and are not based on individual performance.
b. Performance appraisal activities are seen as being primarily a “bureaucratic exercise.”
c. Employee rewards vary significantly from person to person and are not based on individual performance.
d. Performance evaluations link results to employee compensation and development.
ANSWER: d
64. The use of _____ can cause rater error because the form might not accurately reflect the relative importance of certain
job characteristics, and some factors might need to be added to the ratings for one employee, while others might need to
be dropped.
a. graphic rating scales
b. comparative methods
c. narrative methods
d. category scaling methods
ANSWER: a
65. Which of the following is a comparative method of performance appraisals?

a. Critical incident
b. Behavioral rating scales
c. Essay
d. Forced distribution
ANSWER: d
66. _____ is a series of activities designed to ensure that the organization gets the performance it needs from its
employees.
a. Performance appraisal
b. Performance improvement
c. Performance planning
d. Performance management
ANSWER: d
67. The _____ occurs when a rater gives all employees an average rating.
a. central tendency
b. leniency error
c. primacy effect
d. recency effect
ANSWER: a
68. Which of the following is results-based information?

a. Sales volume

Name: Class: Date:

b. Customer satisfaction
c. Initiative
d. Teamwork
ANSWER: a
69. Which of the following is behavior-based information?

a. Cost reduction
b. Effective communication
c. Improved quality
d. Timeliness of response
ANSWER: d
70. Which of the following is typically the last stage in implementing a guided self-appraisal system using MBO?
a. Continuing performance discussions
b. Setting of objectives
c. Development of performance standards
d. Job review and agreement
ANSWER: a
71. Which of the following statements is true of developing a performance-focused culture throughout the organization?
a. Firms with performance-focused cultures have more positive performance than those with a maintenance-
orientation culture.
b. In firms with a performance-focused culture, performance appraisal activities are seen as having few ties to
performance and are primarily regarded as a “bureaucratic exercise.”
c. Firms with performance-focused cultures do not usually provide training to managers and employees.
d. In firms with a performance-focused culture, adequate performance and stability dominate the firm.
ANSWER: a
72. Which of the following is a subjective measure of performance?

a. A supervisor’s rating of an employee’s integrity
b. The revenue an employee has bought into the organization
c. The number of hours that an employee has worked
d. The total number of cars sold by an employee
ANSWER: a
73. The simplest methods for appraising performance are _____, which require a manager to mark an employee’s level of
performance on a specific form divided into categories of performance.
a. narrative methods
b. category scaling methods
c. graphic rating scales
d. comparative methods
ANSWER: b
74. Which of the following is trait-based information?

Name: Class: Date:

a. Dispositions
b. Verbal persuasion
c. Units produced
d. Customer satisfaction
ANSWER: a
75. A panel of division managers evaluating a supervisor’s potential for advancement in the organization is known as
_____.
a. peer rating
b. multisource rating
c. outsider rating
d. self-rating
ANSWER: c
76. In the _____ method, the manager keeps a written record of both highly favorable and unfavorable actions performed
by an employee during the entire rating period.
a. ranking
b. forced distribution
c. essay
d. critical incident
ANSWER: d
77. The _____ occurs when a rater gives greater weight to the latest events when appraising an individual’s performance.
a. primacy effect
b. leniency error
c. recency effect
d. central tendency
ANSWER: c
78. _____ is especially useful when supervisors do not have the opportunity to observe each employee’s performance but
other work group members do.
a. Self-rating
b. Employees rating managers
c. Peer rating
d. Outsider rating
ANSWER: c
79. Which of the following belongs to the descriptive category in graphic rating scales?
a. Employee development
b. Decision making
c. Communication effectiveness
d. Quantity of work
ANSWER: d

Name: Class: Date:

80. _____ recognizes that for many jobs, employee performance is multidimensional and crosses departmental,
organizational, and even national boundaries.
a. Outsider rating
b. Peer rating
c. Self-rating
d. 360-degree rating
ANSWER: d
81. Which of the following is typically a responsibility of the HR department in performance appraisals?
a. Tracking timely receipt of appraisals
b. Preparing formal appraisal documents
c. Reviewing appraisals with employees
d. Identifying development areas
ANSWER: a
82. Which of the following is typically a responsibility of managers in performance appraisals?

a. Reviewing completed appraisals for consistency
b. Identifying development areas
c. Tracking timely receipt of appraisals
d. Designing and maintain appraisal systems
ANSWER: b
83. The _____ method lists the individuals being rated from highest to lowest based on their performance levels and
relative contributions.
a. ranking
b. critical incident
c. essay
d. forced distribution
ANSWER: a
84. The _____ allows the rater to mark an employee’s performance on a continuum indicating low to high levels of a
particular characteristic.
a. graphic rating scale
b. comparative method
c. narrative method
d. category scaling method
ANSWER: a
85. Which of the following is true of appraisal interviews?

a. Managers must not communicate praise or constructive criticism.
b. Managers must communicate only praise and not constructive criticism.
c. Managers must communicate both praise and constructive criticism.
d. Managers must communicate only constructive criticism and not praise.
ANSWER: c
Name: Class: Date:
86. Which of the following statements is true of organizations that practice the entitlement approach?
a. Employee rewards vary significantly from person to person and are based on individual performance
differences.
b. Employee rewards vary little from person to person and are not much based on individual performance
differences.
c. Employee rewards vary significantly from person to person and are not much based on individual performance
differences.
d. Employee rewards vary little from person to person and are based on individual performance differences.
ANSWER: b
87. Which of the following is true of the administrative and developmental roles of performance appraisals?
a. The rater plays the role of a judge in both—the administrative role and the developmental role of performance
appraisals.
b. The rater plays the role of a coach in both—the administrative role and the developmental role of performance
appraisals.
c. The rater plays the role of a coach in an administrative role and plays the role of a judge in a developmental
role.
d. The rater plays the role of a judge in an administrative role and plays the role of a coach in a developmental
role.
ANSWER: d
88. The _____ occurs when a rater gives greater weight to information received first when appraising an individual’s
performance.
a. central tendency
b. recency effect
c. leniency error
d. primacy effect
ANSWER: d
89. _____ require that managers directly evaluate the performance levels of their employees against one another, and
these evaluations can provide useful information for performance management.
a. Comparative methods
b. Category scaling methods
c. Narrative methods
d. Graphic rating scales
ANSWER: a
90. Which of the following is true of performance appraisal?

a. Performance management is a part of performance appraisal.
b. Performance appraisal is the process of determining how well employees do their jobs relative to a standard
and communicating that information to them.
c. Performance appraisal is the same as performance management.
d. Performance appraisal refers to the entire series of activities designed to ensure that the organization gets the
performance it needs from its employees.

Name: Class: Date:

ANSWER: b
Essay
91. Describe the different types of performance information.

ANSWER: Managers can use three different types of information about employee performance.
Trait-based information identifies a character trait of the employee, such as attitude, initiative, or creativity,
and may or may not be job related. For example, conscientiousness is often found to be a trait that is an
important determinant of job performance. Allophilia is an important leadership trait that involves the degree
to which employees are positive toward another group when they are not members of that group. Other traits
that are associated with star performers include modesty, commitment to self-development, a willingness to
express ideas, a fixation on customers, and the use of clear language (instead of jargon). Yet, many of these
traits tend to be ambiguous, and biases of raters can affect how traits are viewed, so court decisions generally
have held that trait-based performance appraisals are too vague to use when making HR decisions such as
promotions or terminations. Also, focusing too much on trait characteristics such as “potential” can lead
managers to ignore important behaviors and outcomes.
Behavior-based information focuses on specific behaviors that lead to job success. For a bartender, the
behavior “drink up-selling” can be observed and used as performance information because a customer is
encouraged to purchase a higher-quality beverage. In addition, an Operations Director who visits all the key
work areas in a manufacturing plant during a morning walk-through behaves in a manner that increases
visibility and communication with employees. Behavioral information can specify the behaviors management
expects employees to exhibit. A potential problem arises when any of several behaviors can lead to successful
performance, and employees rely on different behaviors to complete work. For example, one salesperson
might successfully use one selling strategy with customers, while another might successfully use a different
approach because there is likely not one approach will make all salespersons effective at their jobs.
Results-based information considers employee accomplishments. For jobs in which measurement is easy and
obvious, a results-based approach works well. For instance, a professor might receive extra compensation for
securing grants or publishing papers in certain academic journals, or a salesperson in a retail outlet might
receive extra commission pay based on how many products are sold. However, employers should recognize
that the results that are measured are the ones that employees tend to emphasize, sometimes neglecting other
important job activities. For example, a selling professional who works for an auto dealership and gets paid
only for sales may be uninterested and/or unwilling to do paperwork and other activities not directly related to
selling cars. Further, ethical or legal issues may arise when results are always emphasized rather than how
results are achieved, so care should be taken to balance the different types of information.
Performance measures can be viewed as objective or subjective. The objective measures can be observed. For
example, the number of dinner specials sold or the number of tables serviced can be counted, which make
them objective performance metrics. Subjective measures require judgment on the part of the evaluator and
are more difficult to determine. One example of a subjective measure is a supervisor’s ratings of an
employee’s “attitude,” which can be difficult to evaluate based on varying ideas and preferences.
Consequently, subjective measures should be used carefully and only when adequate support and/or
documentation can be presented to support such evaluations.
92. Describe supervisory rating of subordinates, employee rating of managers, team/peer rating, self-rating, and outsider
rating.
ANSWER: Supervisory Rating of Subordinates
The most widely used means of rating employees is based on the assumption that the immediate supervisor is
the person most qualified to evaluate an employee’s performance realistically and fairly. To help provide
Name: Class: Date:

accurate evaluations, some supervisors keep records of employees’ performance so that they can reference
these notes when rating performance. For instance, a sales manager might periodically observe a salesperson’s
interactions with clients and make notes so that constructive performance feedback can be provided at a later
date.
Employee Rating of Managers
A number of organizations ask employees to rate the performance of their immediate managers. A variation of
this type of rating takes place in colleges and universities, where students evaluate the teaching effectiveness
of professors in the classroom. Another example is an Indian firm, which requires employees to rate their
bosses as part of a multisource review process. All evaluations are then posted on the company’s intranet.
These performance appraisal ratings are generally used for management development purposes.
Team/Peer Rating
Having employees and team members rate each other is another type of appraisal. Peer and team ratings are
especially useful when supervisors don’t have the opportunity to observe each employee working, but work
group members do. For instance, many training programs in the U.S. military use peer ratings to provide
candidates extensive feedback about their leadership qualities and accomplishments.
Self-Rating
Self-appraisals can be effective in certain situations. As a self-development tool, it requires employees to think
about their strengths and weaknesses and set goals for improvement. Employees working in isolation or
possessing unique skills may be particularly suited for self-ratings because they are the only ones qualified to
rate themselves.
Outsider Rating
People outside the immediate work group may be asked to participate in performance reviews. This “field
review” approach can include someone from the HR department as a reviewer, or completely independent
reviewers from outside the organization. Examples include a review team evaluating a college president or a
panel of division managers evaluating a supervisor’s potential for advancement in the company. A
disadvantage of this approach is that outsiders may not know the important demands within the work group or
organization.
93. Describe the administrative uses of performance appraisals.

ANSWER: Three administrative uses of appraisal impact managers and employees the most: (1) determining pay
adjustments; (2) making job placement decisions on promotions, transfers, and demotions; and (3) choosing
employee disciplinary actions up to and including termination of employment.
A performance appraisal system is often the link between employee job performance and the additional pay
and rewards that they can receive. Performance-based compensation affirms the idea that pay raises are given
for performance accomplishments rather than for length of service (seniority), or granted automatically to all
employees at the same percentage levels. In pay-for-performance compensation systems, managers have
evaluated the performance of individuals and have made compensation recommendations. If any part of the
appraisal process fails, better-performing employees may not receive larger pay increases, and the result is
perceived inequity in compensation.
94. Describe Multisource/360-degree rating.

ANSWER: Multisource rating, or 360-degree feedback, has grown in popularity. Multi-source feedback recognizes that
for many jobs, employee performance is multidimensional and crosses departmental, organizational, and even
national boundaries. Therefore, information needs to be collected from many sources to adequately and fairly
evaluate an incumbent’s performance in one of these jobs.
The major purpose of 360-degree feedback is not to increase uniformity by soliciting like-minded views.
Instead, it is designed to capture evaluations of the employee’s different roles to provide richer feedback
during an evaluation.
Name: Class: Date:

Significant administrative time and paperwork are required to request, obtain, and summarize feedback from
multiple raters. Using electronic systems for the information can greatly reduce the administrative demands of
multisource ratings and increase the effectiveness (i.e., privacy and expediency) of the process.
95. Describe the different types of rater errors.

ANSWER: There are many possible sources of error in the performance appraisal process. One of the major sources is the
rater. Although completely eliminating errors is impossible, making raters aware of potential errors and biases
helps.
Recency and Primacy Effects
The recency effect occurs when a rater gives greater weight to recent events when appraising an individual’s
performance. Examples include giving a student a course grade on the basis of only the student’s performance
in the last week of class or giving a drill press operator a high rating even though the operator made the
assigned quota only in the last two weeks of the rating period. Another time related issue is the primacy effect,
which occurs when a rater gives greater weight to information received first when appraising an individual’s
performance.
Central Tendency, Leniency, and Strictness Errors
Ask students and they will tell you about the professors who tend to grade easier or harder. A manager may
develop a similar rating pattern. Appraisers who rate all employees within a narrow range in the middle of the
scale (i.e., rate everyone as “average”) commit a central tendency error, giving even outstanding and poor
performers an “average” rating.
Rating patterns also may exhibit leniency or strictness. The leniency error occurs when ratings of all
employees fall at the high end of the scale. To avoid conflict, managers often rate employees higher than they
should. This “ratings boost” is especially likely when no manager or HR representative reviews the completed
appraisals. The strictness error occurs when a manager uses only the lower part of the scale to rate employees.
Rater Bias
When a rater’s values or prejudices distort the rating, rater bias occurs. Such bias may be unconscious or quite
intentional. For example, a manager’s dislike of certain ethnic groups may cause distortion in appraisal
information for some people. Use of age, religion, seniority, sex, appearance, or other “classifications” may
also skew appraisal ratings if the appraisal process is not properly designed. A review of appraisal ratings by
higher-level managers may help correct this problem.
Halo and Horns Effects
The halo effect occurs when a rater scores an employee high on all job criteria because of performance in one
area of the assigned work responsibilities. For example, if a worker has few absences, the supervisor might
give the worker a high rating in all other areas of work, including quantity and quality of output, without really
thinking about the employee’s other characteristics separately. The opposite is the horns effect, which occurs
when a low rating on one characteristic leads to an overall low rating.
Contrast Error
Rating should be done using established standards. One problem is the contrast error, which is the tendency to
rate people relative to one another rather than against performance standards. For example, if everyone else
performs at a mediocre level, then a person performing only slightly better may be rated as “excellent”
because of the contrast effect. But in a group where many employees are performing well, the same person
might receive a lower rating. Although it may be appropriate to compare people at times, the performance
rating usually should reflect comparison against performance standards, not against other people.
Similar-to-Me/Different-from-Me Errors
Sometimes, raters are influenced by whether people demonstrate characteristics that are the same as or
different from their own qualities. For example, a manager with an MBA degree might give subordinates with
MBAs higher appraisals than those who have only earned bachelor’s degrees. The error comes in measuring
Name: Class: Date:

an individual against another person rather than measuring how well the individual fulfills the expectations of
the job.
Sampling Error
If the rater has seen only a small sample of the person’s work, an appraisal may be subject to sampling error.
For example, assume that 95% of the reports prepared by an employee have been satisfactory, but a manager
has seen only the 5% that had errors. If the supervisor rates the person’s performance as “poor,” then a
sampling error has occurred. Ideally, the work being rated should be a broad and representative sample of all
the work completed by the employee.
96. Describe the developmental uses of performance appraisals.

ANSWER: For employees, appraisals can be a primary source of information and feedback that can help them improve
their performance. By identifying employees’ strengths, weaknesses, needs, and potential, supervisors can
provide employees feedback about their progress at work, discuss areas in which additional training may be
beneficial, and outline future developmental plans. Performance appraisal feedback is therefore well-
positioned to be a developmental tool.
Employees don’t always know where and how to perform better, and managers can’t expect significant
improvements if they do not provide enough developmental feedback. The purpose of performance feedback
is to reinforce satisfactory contributions and to address work deficiencies. The developmental function of
performance appraisal can also identify areas in which the employee might wish to grow. For example, in a
performance appraisal interview targeted exclusively to development, an employee found out that the only
factor keeping her from being considered for a management job in her firm was the lack of a working
knowledge of cost accounting. Her supervisor suggested that she consider taking some night courses at the
local college to help her develop these skills.
The use of teams provides a different set of circumstances for developmental appraisals. The manager may not
see all of an employee’s work, but the employee’s team members do, therefore enabling them to provide
important feedback. However, whether teams can handle administrative appraisals is still subject to debate,
and clearly some cannot manage the additional responsibility. When teams are allowed to design appraisal
systems, they tend to avoid making judgments and shy away from differential rewards. Thus, group appraisals
may be best suited for developmental purposes rather than administrative functions.
97. Describe performance-focused organizational cultures.

ANSWER: Organizational cultures can vary on many dimensions, one of which involves the degree to which performance
is emphasized. Some cultures are based on an entitlement approach, meaning that adequate performance and
stability dominate the organization. Employee rewards vary little from person to person and have little to do
with differences in individual performance. As a result, performance appraisal activities have few ties to
performance and are primarily a “bureaucratic exercise.”
At the other end of the spectrum is a performance-driven organizational culture, which focuses on the results
and contributions made by employees. In this context, performance evaluations link results to employee
compensation and development. There are benefits to developing a performance-focused culture throughout
the organization. This approach can be particularly useful when assessing top leaders because they are
required to improve the financial and operational performance of their organizations. By focusing on
performance improvements through development activities, it can also help a company avoid interventions by
activist investors who want to take over strategic planning and management through their ownership of shares.
However, a pay-for-performance approach can present several challenges to organizations. For example, pay-
for-performance plans used in organizations that usually have an entitlement philosophy are sometimes
perceived to create inequity, particularly if some employees get bonuses and others receive no extra
compensation. Tying bonuses to criteria such as employee performance may also been met with harsh
criticism because some claim that the process prevents teamwork in the workplace.
Despite these issues, it appears that a performance-based-pay culture is desirable. It is sometimes argued that
Name: Class: Date:

companies are not doing enough about poor performers, and that failure to deal with poor performance is
unfair to those who work hard. Employees who are not taking care of their work responsibilities can become
combative over their poor performance. Managers need to address performance issues with a communication
trail that documents problems and holds individuals accountable.
98. Describe graphic rating scale.

ANSWER: The graphic rating scale allows the rater to mark an employee’s performance on a continuum indicating low to
high levels of a particular characteristic. Because of the straightforwardness of the process, graphic rating
scales are common in performance evaluations. Three aspects of performance can be appraised using graphic
rating scales: descriptive categories (such as quantity of work, attendance, and dependability), job duties
(taken from the job description), and behavioral dimensions (such as decision making, employee development,
and communication effectiveness).
Each of these types can be used for different jobs. How well employees meet established standards is often
expressed either numerically (e.g., 5, 4, 3, 2, 1) or verbally (e.g., “outstanding,” “meets standards,” “below
standards”). If two or more people are involved in the rating, they may find it difficult to agree on the exact
level of performance achieved relative to the standard in evaluating employee performance. Notice that each
level specifies performance standards or expectations to reduce variation in interpretations of the standards by
different supervisors and employees.
99. Discuss management by objectives.

ANSWER: Management by objectives (MBO) is a specific performance appraisal method that highlights the performance
goals that an individual and manager identify together. Each manager sets objectives derived from the overall
goals and objectives of the organization; however, MBO should not be a disguised means for a superior to
dictate the objectives of individual managers or employees. Other names for MBO include appraisal by
results, target coaching, work planning and review, performance objective setting, and mutual goal setting.
The goal setting that occurs as part of this process can be helpful in a variety of managerial functions.
MBO Process
Implementing a guided self-appraisal system using MBO is a four-stage process. The stages are as follows:
1. Job review and agreement: The employee and the superior review the job description and the key
activities that constitute the employee’s job. The idea is to agree on the exact makeup of the job.
2. Development of performance standards: Together, the employee and his or her superior develop
specific standards of performance and determine a satisfactory level of performance that is
specific and measurable. For example, a quota of selling five cars a month may be an appropriate
performance standard for a salesperson.
3. Setting of objectives: Together, the employee and the superior establish objectives that are
realistically attainable.
4. Continuing performance discussions: The employee and the superior use the objectives as a basis
for continuing discussions about the employee’s performance. Although a formal review session
may be scheduled, the employee and the supervisor do not necessarily wait until the appointed
time to discuss performance. Objectives can be mutually modified as warranted.
The MBO process seems to be most useful with managerial personnel and employees who have a fairly wide
range of flexibility and control over their jobs. When imposed on a rigid and autocratic management system,
MBO will often fail. Emphasizing penalties for not meeting objectives defeats the development and
participative nature of MBO. Based on the results of one study, a strong MBO system can also help
organizations generate a positive climate for goal setting.

Name: Class: Date:

100. Describe the appraisal interview.
ANSWER: The appraisal interview presents both an opportunity and a challenge. It can be an emotional experience for
the manager and the employee because the manager must communicate both praise and constructive criticism.
A major concern for managers is how to emphasize the positive aspects of the employee’s performance while
still discussing ways to make needed improvements. If the interview is handled poorly, the employee may feel
resentment, which could lead to future performance problems. Consequently, a manager should clearly
communicate how an employee’s positive contributions have helped the organization perform well. When
poor performance must be discussed, managers could use a series of questions and discussion points that
enable employees to identify their own performance deficiencies and come up with useful plans for
performance improvement.
Employees often approach an appraisal interview with some concern. They may feel that discussions about
performance are both personal and important to their continued job success. At the same time, they want to
know how their managers view their performance.

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Abb. 125. E r l ö s e u n s v o n d e m Ü b e l . Aus dem Vaterunser.
1856. (Zu Seite 71.)
Abb. 126. M ä r c h e n v o m M a r i e n k i n d . (Zu
Seite 72.)
Abb. 127. O z a r t e S e h n s u c h t , s ü ß e s
Hoffen, der ersten Liebe gold’ne Zeit.
Aus Schillers Glocke. 1857. Verlag von Alphons Dürr in
Leipzig. (Zu Seite 73.)
In dem oberhalb Dresden reizend gelegenen Loschwitz brachte

Richter mit den Seinen seit 1852 jeden Sommer bis zum Jahre 1883
zu. Hier starb, wie schon vorher erwähnt, 1854 seine geliebte Frau.
Mitten in heiterster Stimmung, umgeben von den Ihrigen und von
Freundinnen, sank sie plötzlich im Garten nieder und hauchte nach
wenig Stunden in der Nacht vom 3. zum 4. August ihre Seele aus.
Seinem Freunde Thäter schreibt der Meister (Nachträge zur
Biographie von H. Richter): „Am 3. August waren wir nachmittags mit
Oehmes und einigen jungen Leuten fröhlich beisammen, Gaber und
Heinrich waren zufällig auch da. Meine Frau war besonders heiter
und recht innerlich fröhlich; da sank sie plötzlich mit gebrochenen
Augen vor mir zusammen in das Gras, und das Bewußtsein verlor
sich. Sie sprach nichts, winkte, drückte mir die Hand, und wir trugen
sie bestürzt in das Stübchen der Wirtin. Der Arzt kam schnell herbei.
Er fand einen Schlaganfall. Sie kam nicht wieder zum Bewußtsein,
kurz nach Mitternacht hörte das treue Herz auf zu schlagen. —
Binnen drei Stunden gesund und tot! Ich war wie betäubt, doch
ruhig. Er, der Herr, weiß, warum er es geschehen ließ; sein Wille ist
ja immer gut und heilig. — Aber mir ist es noch, als wäre mir das
halbe Herz herausgerissen. — Ach, wie lieb hatte ich sie, und sie
verdiente es — doch still! —“ Sie ruht auf dem Loschwitzer Friedhof
unten an den blumigen Ufern der Elbe. Im Oktober 1854 schrieb er
in sein Tagebuch: „Wir sitzen immer noch auf unserem Berge
(Loschwitz), werden aber wohl in nächster Woche das Stadtquartier
beziehen. So schön es hier noch ist, so sehne ich mich doch nun, in
Ordnung zu kommen. Ich kehre nun ohne die liebe Mutter heim, das
liegt mir immer in Gedanken. Wo weilt sie jetzt? Diese Frage drängt
sich mir oft herbei. Aber da schweigt alles Wissen und wird
schweigen, solange irdisches Leben dauert, und doch ist’s auch da
nicht ganz Nacht geblieben; die Aussprüche unseres Herrn stehen
da wie helle, liebliche Sterne; sie sind fest und herrlich glänzend auf
diesem nächtlichen Grunde, aber sie sprechen mehr zum Herzen,
als daß ich sie begreifen und fassen könnte. Des Heilandes eigene
Auferstehung steht wie ein Morgenrot am Himmel, und ‚wo ich bin,
da soll mein Diener auch sein‘, und ‚in meines Vaters Hause sind
viele Wohnungen, und ich gehe hin, euch eine Stätte zu bereiten‘,
das sind Morgensterne. Aber mehr als dieses Ahnen gibt mir die
Lehre meiner Kirche auf Grund der Schrift, die Lehre von der Kirche
selbst, welche ist die Gemeinde der Erlösten im Himmel und auf
Erden, miteinander verbunden durch die Liebe, Gebet und
gegenseitige Fürbitte.“ — „Und daß wir einen solchen Himmel voll
Sterne der Verheißung haben, Lichter einer höheren Welt, die so
fröhlich herunterleuchten, dafür sollten wir recht dankbar sein und in
unserem Falle unseren Glauben daran üben und stärken.“ — Seine
Tochter Helene führte ihm nun das Haus mit freundlichem Wesen
und großer Umsicht, bis sie 1856 mit dem Kaufmann und
Fabrikbesitzer Theodor Kretzschmar in Dresden den Bund fürs
Leben schloß und das väterliche Heim verließ. Jetzt übernahm des
Meisters jüngste Tochter, Elisabeth, die Führung des Hausstandes;
sie hat bis an des Vaters Lebensende, achtundzwanzig Jahre, seiner
gewartet und ihn gepflegt mit aller und seltener Hingebung und
Aufopferung, wie es ein weibliches Wesen nur vermag. Sie hat ihm
die Augen geschlossen, als der Herr den Wandermüden zu sich rief,
lebte dann lange in Bad Boll, das sie mit ihrem Vater bei dessen
Lebzeiten so gern aufsuchte, und lebt jetzt ganz zurückgezogen in
der Nähe von Dresden. — Es wuchs eine Schar blühender Enkel
(vier Mädchen und zwei Knaben) in des Schwiegersohnes
Kretzschmar Hause heran; hier weilte der Meister so gern, und
diesem glücklichen Familienleben hat er so manches Motiv
entnommen; wir erinnern nur an das eine Blatt aus „Fürs Haus“:
„Großvaters Leiden und Freuden in der Kinderstube.“ Ein Enkelchen
kämmt den geduldigen Großvater, ein anderes bringt ihm Puppen
und Bilderbücher, und das Bübele zeigt ihm seine neue Trompete.
Die Zeichnung, die vor dem erwähnten Holzschnitt entstand, auf der
die Enkel porträtähnlich sind, auch der Großvater des Meisters Züge
trägt, stiftete er für die Kinderstube des Kretzschmarschen Hauses.
Die Enkel sind längst verheiratet und die vierte Generation bereits
erblüht, der liebe Vater Kretzschmar hat das Zeitliche 1900, kurz
nach vollendetem 83. Lebensjahre, gesegnet.
Abb. 128. Z u m B e g r ä b n i s . Ach, die Gattin ist’s, die teure. Aus Schillers
Glocke. 1857.
(Zu Seite 73.)
Abb. 129. A n n a S u s a n n e , g e h d u n a S c h o l . Aus Klaus Groth,
Voer de Goern. 1858.
Verlag von Georg Wigand in Leipzig. (Zu Seite 73.)
Abb. 130. K l e i n e M a u s , g r o ß e M a u s .
Aus Klaus Groth, Voer de Goern. 1858. (Zu Seite 73.)
In Loschwitz hat Richter viel nach der Natur gezeichnet, viele

seiner Holzschnittbilder und Aquarellen geschaffen. Wie oft sah ich
ihn „in seinem stillen Taborplätzchen“, wie er sein schlichtes
Hüttchen oben am Berge gern nannte, an seinem Arbeitstisch!
Durch die von Weinreben umrankten Fenster schaute man über
Obstbäume und Gärten und blühende Büsche, über Hügel und
Täler, über Felder und Wälder und über den wie Silber glänzenden
Elbstrom in die weiten, blauen Fernen des Erzgebirges oder nach
der im Sonnenduft schwimmenden Stadt und nach den Weinbergen
der Lößnitz, nach der alten Markgrafenstadt Meißen zu. In den an
der Rückseite des Hauses sich anschließenden Waldungen, fern
vom Geräusch der Stadt, erging er sich gern, in Betrachtungen
versunken, und dachte am Spätabend seines Lebens viel über seine
arbeitsreiche Künstlerlaufbahn und über die Wege, die ihn der Herr
geführt, nach. Fast jeden Morgen suchte er den alten Freund,
Münzgraveur Krüger, auf, den originellen Junggesellen, der im
einsamen Häuschen oben am Waldesrande hauste (siehe Abb.
171), — oder er wandelte in schattigen Waldwegen, oft von
Freunden oder den Seinen begleitet, in anregendem Gespräch und
Gedankenaustausch. Der Dichter Dr. Moritz Heydrich, Verfasser des
Lustspiels „Prinz Lieschen“, der sich mit dramaturgischen und
literarhistorischen Studien beschäftigte, eine gutherzige frische
Natur, empfänglich für alles Gute und Schöne, bewohnte in stiller
Zurückgezogenheit ein kleines Häuschen in Loschwitz, an halber
Höhe des Berges gelegen, über dessen Eingangstür er die Worte
„Immer heiter, Gott hilft weiter“ hatte anbringen lassen. Er hatte sich
auf allerhand Umwegen zu einer christlichen Glaubensüberzeugung
durchgerungen und schloß sich in aufrichtiger Liebe und Verehrung
an Richter an. Er holte unseren Altmeister des öfteren zu
Spaziergängen in den Wald ab. Auf solchen Spaziergängen wurde
viel über die höchsten Dinge gesprochen. Thomas Carlyles und
Charles Kingsleys treffliche Schriften und Anschauungen, mit denen
sich Heydrich viel beschäftigte, bildeten gar oft den Stoff ihrer
Unterhaltungen. Heydrich erwähnt in der von ihm bei Gelegenheit
der Enthüllung des Richterdenkmals in Loschwitz am 28. September
1884 gehaltenen Rede diese Gespräche und läßt den Meister u. a.
sagen: „Wie ist es hier so schön! Wie ist hier beim Blick vom Berge
aus die weite Gegend so himmlisch schön! Ich danke Gott recht von
Herzen, wenn ich die schöne Morgenluft hier im Walde einatme, die
wie Balsam sich ans Herz legt, ans Herz, das in Gottes Stille ruht
und in dieser Burg sich sicher fühlt, wie im Vorhofe des Himmels.
Dies stille beglückende Wohlgefühl in der schönen, freien, ländlichen
Natur ist ja doch nicht so wohl im Selbstvergessen, als im Vergessen
des Leides, des Schmutzes, der allem Erdendasein anklebt. Psyche,
die so oft eingekerkert ist, wird auf Momente hier frei, dehnt die
Flügel und fühlt sich in ihrem Elemente, weil alles in Harmonie steht
und ein seliger Frieden des ganzen Daseins sich bemächtigt.“
Heydrich machte unseren Meister mit Otto Ludwig, dem Verfasser
von „Zwischen Himmel und Erde“ und der trefflichen
„Shakspearestudien“ bekannt. Richter und Ludwig verstanden sich
gut, begegneten sie sich doch in einem Punkte: beide strebten nach
Einfalt, Schlichtheit und Wahrhaftigkeit.
Abb. 131. D ä m m e r s t ü n d c h e n . Sonst
und Jetzt. Aus „Fürs Haus“. 1859. Verlag
von Alphons Dürr in Leipzig. (Zu Seite 74.)
In Loschwitz haben Richters Schüler viel Studien gesammelt und

sich so manches Motiv zu Bildern geholt. Die alten behaglichen
Hütten, die Waldwege und Stege, die lieblichen Wiesengründe, die
Bäche und Mühlen, die bunten Gärtchen, Obsthänge und
Weingelände, — wie wußte er den Schülern die Schönheit und
Poesie dieser idyllischen Natur zu erschließen! Die strohbedeckten
Häuser unter blühenden Linden- oder Obstbäumen, mit einem Blick
in die blaue Ferne, waren ihm wie Bilder von Van Eyck.
Bei Gelegenheit eines Ausfluges von Ostende, wo er zur
Stärkung seiner angegriffenen Nerven weilte, nach Brügge, schreibt
er unter dem Eindruck der herrlichen Bilder Eycks und Memmlings
am 19. August 1849 in sein Tagebuch: „Ich möchte jetzt nur meine
sächsischen Gegenden und Hütten malen und dazu die Menschen,
wie sie jetzt sind, nicht einmal mittelalterliches Kostüm. Ein
Frühlingstag mit grünen Korn- und gelben Rübsenfeldern,
jungbelaubte Linden- und Obstbäume, der Bauer, der da ackert im
Schweiße seines Angesichts und auf Hoffnung von Gottes Segen,
und die kleinen talkigen, unschuldigen Bauernkinder, die dem Vater
einen Trunk bringen oder heiter spielen und Sträuße binden, da sie
noch im Paradieszustände der Kindheit leben, während der Alte
arbeiten muß; dazu Schwalben in der Luft, Gänse auf der Wiese und
Goldammer im Gebüsch, der Hausspitz oder die Kühe auch bei der
Hand; das alles, so recht treu, streng, innig und lieblich
wiedergegeben in Memmlings Sinn und frommer, einfältiger und
liebevoller Weise, das hätte gewiß Interesse und Bedeutung genug.
Wir können nicht immer und nicht alle Heiligenbilder machen.“
Abb. 132. W e i n e n i c h t , H e l m c h e n . Aus „Fürs
Haus“. 1858.
(Zu Seite 74.)
Man nennt Ludwig Richter den Maler und Jean Paul Richter den
Dichter der deutschen Gemütswelt. Unser Meister schreibt darüber,
wie er Jean Paul mit innigster Freude betrachtet und in wie
wundervoller Poesie dieser die Schönheit kleinster Verhältnisse und
Dinge schildert: „Ist es nicht verdienstlich, auch in malerischer Form
die Schönheit des Lebens und seiner Erscheinung, selbst in den
kleinsten und gewöhnlichsten Gegenständen, aufzudecken? Die
Liebe macht ja alles bedeutend und wirft einen Himmelsschimmer
auf alles, was sie betrachtet. Was sie anrührt, wird Gold.“
Abb. 133. H a u s m u s i k . Aus „Fürs Haus“. 1858. (Zu Seite 74.)
Richter verstand es wie wenige Künstler, dem kleinen und engen

Erdendasein Schönheit abzugewinnen und es in künstlerisch-
schöner Form wiederzugeben; ihm war ein Hüttchen am blumigen
Hang unter Obstbäumen mit dem stillen Getriebe seiner Bewohner
der Darstellung wert; er verstand es, uns solch ein einfaches Motiv
sympathisch ans Herz zu legen, solche einfache Vorwürfe in der ihm
eigenen Art in Form und Farbe und immer mit entsprechender
reizvoller und liebenswürdiger Staffage belebt, künstlerisch beseelt
zu verklären. — Seinen Schülern gegenüber war unser Meister sehr
teilnehmend und ermunternd. Seine Schule trägt ein ganz
bestimmtes Gepräge; die Zeichnungen seiner Schüler haben einen
ganz bestimmten Typus. Leicht mit der Feder gezeichnet oder leicht
mit Farben angehaucht, angetönt, haben sie etwas von der Innigkeit
des Meisters in der treuen Wiedergabe der Natur, je nach der
individuellen Veranlagung, wie das ja selbstverständlich ist; auch in
der Art der Staffage ist ein gewisser Schnitt unverkennbar. Es geht
ein liebenswürdiger Zug durch alle Arbeiten aus seiner Schule.
Abb. 134. A u f d e r W i e s e . Aus „Fürs Haus“.

1859. (Zu Seite 74.)
Abb. 135. W a n d e r s c h a f t . Aus „Fürs
Haus“. 1859. (Zu Seite 75.)
Abb. 136. H ä n s e l u n d G r e t e l . Aus „Fürs Haus“.
1860. (Zu Seite 75.)
Abb. 137. A m R h e i n , a m R h e i n , d a w a c h s e n
u n s r e R e b e n . Aus „Fürs Haus“. 1861. (Zu Seite 75.)
Zu Anfang ließ er die jungen Schüler die ihm von früher Jugend
an so lieb gewordenen landschaftlichen Radierungen J. C. Erhards
oder die des geistreichen Franzosen Eugen Bleury oder solche von
A. van Everdingen, A. Waterloo, H. van Svanefelt, J. de Boissieu
oder Zeichnungen nach der Natur von ihm, seinem Jugendfreund
Oehme oder von seinen früheren Schülern in Blei, Feder oder
Aquarell kopieren. Die köstlichen Federzeichnungen von Franz
Dreber bevorzugte er besonders und wußte auf das eingehendste
die Schönheiten solcher Zeichnungen, das Besondere oder
Eigenartige in der Auffassung des Gegenstandes, dem Studierenden
klar zu machen, das Verständnis zu fördern und ihn für die Arbeit zu
begeistern. Daß es ihm oft schwer wurde, mit dem weniger
veranlagten Schüler etwas „anzufangen“, besagt eine Stelle aus
einem Briefe: „Das Atelier macht mir jetzt wenig Freude, obwohl alle
(Schüler) recht liebe Leute sind, nur zu viel Prosa und damit
verstehe ich nichts zu machen.“ Wer lehrt oder gelehrt hat, gleichviel
in welchem Fache, weiß, wie schwer es ist, dem weniger
Veranlagten als Lehrer wirklich „etwas zu sein“. Obwohl es ihm ganz
fern lag, bestimmenden Einfluß auf die Schüler auszuüben, wirkte
doch die Macht der Persönlichkeit des edlen Meisters auf die
Nachstrebenden. Er wußte, wie wenige Lehrer, das heilige Feuer der
Begeisterung in seinen jungen Schülern anzuzünden und ihnen die
Augen zu öffnen für das Verständnis der altdeutschen Meister, vor
allem der Brüder van Eyck, Memmlings und Dürers, der großen
Niederländer Rubens und Rembrandt, für Holbein und den großen
Venezianer Tizian, ganz besonders aber für die Romantiker,
Schwind obenan. Wie verstand er, die Schüler für seine Kunstideale
zu erwärmen und sie auf die eigentlichen Aufgaben wahrer Kunst
hinzuweisen! Gern zog er hierbei das Gebiet der Literatur, in dem er
wohl bewandert war, mit heran und versuchte, Kunst und Literatur
mit- und durcheinander vergleichend, seine Anschauungen zu
begründen. Durch derartige Belehrungen, an welche sich oft die
eifrigsten Disputationen anschlossen, wurde so manches
Samenkorn in die jungen Künstler versenkt. — Solcher höchst
anregender Gespräche erinnere ich mich gern; sie fielen meist in die
Zeit der beginnenden Abenddämmerung, in welcher der würdige
Meister des öfteren zwanglos zum Atelier kam, das neben seiner
Wohnung lag, im üblichen grauen Hauspelz, mit der langen
holländischen Tonpfeife. — Das Studium der Natur war ihm das
Wichtigste, und wenn der Frühling eingezogen war, litt er keinen der
Schüler mehr im Atelier, dann mußten sie hinaus und sammeln und
arbeiten für den Winter. Es gehörte gewissermaßen zu den
feierlichen Momenten, wenn im Spätherbst das ganze Ergebnis der
Arbeiten des Sommers dem Meister vorgelegt und etwaige Pläne zur
Verwertung der Studien besprochen wurden, sofern nicht schon
Entwürfe für Bilder nach den Studien vorhanden waren. Mit wenigen
Worten wußte er die Phantasie anzuregen und Fingerzeige zu
geben, in welcher Art dies oder jenes Motiv, sei es durch
Beleuchtung oder Staffage, künstlerisch zu gestalten und zu
verwerten sei. Oft griff er dabei ein und rückte, mit sicherster Hand
ordnend, die Pläne zusammen, und man konnte sicher sein, daß es
dann das Rechte war. Nach den alten Meistern in der
Gemäldegalerie mußten die Schüler skizzieren und kopieren. Das
Studium der menschlichen Figur hielt er für unerläßlich nötig und
äußerst wichtig für den Landschaftsmaler; er betonte, wenn er zu
diesem Studium dringend ermahnte, wie die Figurenmaler aller
Zeiten doch eigentlich das weitaus Hervorragendste in der
„Landschaft“ geleistet, und wies dabei immer besonders auf Tizian
hin. Die historische Landschaft war ihm die höchste Aufgabe (nur
wollte er von dem „Poussinschen Rezept“ nichts wissen), er freute
sich herzlich, wenn er unter vorgelegten Entwürfen solche sah, die
aufs „Historische“ hinzielten. Der Hoffsche Katalog zählt fast die
ganze Reihe seiner Schüler aus der Dresdener Zeit auf. Schon an
früherer Stelle wurde einer seiner ersten Schüler in Dresden, Dreber,
als der talentvollste, und Hasse genannt. Mehrere sehr veranlagte
Schüler, Heinrich Müller, W. von Döring, L. Nitzschke und H.
Lungwitz, gingen Ende der 40er Jahre, ihrem Freiheitsdrange
folgend, nach Amerika. Von den Schülern aus den sechziger Jahren
seien nur Adolf Thomas, C. W. Müller und Albert Venus, aus dem
Anfang der siebziger Jahre Rudolph Schuster genannt. Letzterer hat
auch eine Reihe tüchtiger Ölbilder in Düsseldorf, Stuttgart, Berlin
usw. gemalt, wurde aber durch Krankheit vielfach an freierer
Entfaltung seines Talentes verhindert. Das betrifft die
Landschaftsschule. Eine eigentliche Schule für das Illustrationsfach
hat Richter nicht gemacht. Wie und was sollte er hier auch lehren?
Sein Schaffen darin hatte etwas „Unbewußtes“, „wie der
Blütenbaum, der von seiner Pracht nichts weiß“. Aber anregend und
befruchtend hat er auf das ganze Illustrationsgebiet und auf die
Entwickelung des Holzschnittes gewirkt. Ein Richterscher Holzschnitt
mit seinem kräftigen gesunden Strich wirkt heute nicht veraltet, er
hält sich neben der sonst so anders gewordenen Art und dem später
herrschenden Streben, die diesem Kunstfache gezogenen Grenzen
zu verschieben, die einfache schlichte Art der Formengebung durch

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Chapter 10—Performance Management and Appraisal

1. Discuss supervisory rating of subordinates.

2. Describe the features required in an effective performance management system.

3. Define performance management. What should a performance management system do?

4. What is multisource rating?

5. What are the common employee performance measures?

6. Discuss the administrative and developmental uses of performance appraisals.

Chapter 10—Performance Management and Appraisal

7. Describe the entitlement approach and the performance-driven approach.

8. Describe subjective and objective measures of performance appraisals.

9. Define performance standards.

10. Define behaviorally anchored rating scales.

13. Employee attitude is classified as trait-based information.

14. Menu up-selling by a waiter is classified as behavior-based information.

Chapter 10—Performance Management and Appraisal

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Chapter 10—Performance Management and Appraisal

23. Both numerical and nonnumerical performance standards can be established.

29. A supervisor’s rating of an employee’s attitude is classified as an objective measure of performance.

Chapter 10—Performance Management and Appraisal

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Chapter 10—Performance Management and Appraisal

44. Which of the following is a narrative method of performance appraisals?

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Chapter 10—Performance Management and Appraisal

46. Which of the following is true of performance standards?

Chapter 10—Performance Management and Appraisal

54. _____ is the most widely used means of rating employees.

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Chapter 10—Performance Management and Appraisal

59. Which of the following is an objective measure of performance?

Chapter 10—Performance Management and Appraisal

65. Which of the following is a comparative method of performance appraisals?

68. Which of the following is results-based information?

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Chapter 10—Performance Management and Appraisal

69. Which of the following is behavior-based information?

72. Which of the following is a subjective measure of performance?

74. Which of the following is trait-based information?

Chapter 10—Performance Management and Appraisal

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Chapter 10—Performance Management and Appraisal

82. Which of the following is typically a responsibility of managers in performance appraisals?

85. Which of the following is true of appraisal interviews?

Chapter 10—Performance Management and Appraisal

90. Which of the following is true of performance appraisal?

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Chapter 10—Performance Management and Appraisal

91. Describe the different types of performance information.