Performance Appraisal

Techniques

Dr. Suzy Iskandar

1
Introduction to Performance
Appraisal

2
What the Experts Say
About Performance
Appraisal ?

3
Experts Says, Performance
Appraisal is:

“One of those special human encounters

where the manager gets no sleep the night
before, and the employee gets no sleep the
night after”.
Thomas B. Wilson

4
What is Performance Appraisal?

Performance appraisal is:

the identification, measurement,
and management of human
performance in organizations.

5
Performance Appraisal

Identification
Identification Measurement
Measurement

Performance
Performance
Appraisal
Appraisal

Management
Management

6
 Identification
Identification

• Identification is determining what

areas of work should be examined
when measuring performance.
• Rational and legally defensible
identification requires a system
based on job analysis.
7
 Measurement
Measurement

• Measurement is the centerpiece of

the appraisal system.
• It entails making judgments of how
“good” or “bad” performance is.
• Measurement must be consistent and
managers must maintain comparable
rating standards. 8
 Management
Management

• Management is the overriding goal of

any appraisal system.
• Management should take a future-
oriented view of what workers can
do to achieve their potential in the
organization.
9
 Why Appraisals Are Important ?
 Recognize accomplishments
 Guide progress
 Improve performance
 Review performance
 Set goals
 Identify problems
 Discuss career
advancement
10
 Elements of Traditional
Appraisal Techniques
• Goal Setting: Supervisors set performance objectives
or standards for individual employees.
• Measures: Tasks or levels of performance are used to
gauge whether person has achieved his/her goals.
• Feedback: Comparison of performance to goals is
usually provided at end of performance period.
• Performance Rating: Supervisor judges overall
performance and gives numeric rating.
• Merit Pay: Pay increase based on performance rating
and market price for position. 11
 Alternative Performance
Appraisal Techniques

• Goal Setting - performance is typically

evaluated in terms of formal objectives set at an
earlier date
• Written essays - managers describe the
performance of employees in narrative form,
sometimes in response to predetermined
questions.
• Critical incidents - specific instances of
inferior and superior performance are
documented by the supervisor when they occur.
12
• Graphic rating scales – various traits or behavior
is rated on incremental scales
• Behaviorally Anchored Rating Scales
(BARS) performance appraisal scales with notations
about observable behavior
• Weighted checklists - evaluators check
appropriate adjectives or behavioral descriptions that
have predetermined weights
• Rankings/comparisons - co-workers in the
subunit are ranked or compared in head-to-head fashion
according to specified accomplishments or job behavior
• Multirater appraisals - general label for a diverse
array of nontraditional appraisal techniques involving
more than one rater for the focal persons performance
13
Role of Leaders to Obtain
Better Performance

14
 What Do Leaders Do?

• Continually ask employees what they need

in order to do their work better
• Communicate regularly about their career
goals
• Give people responsibility
• Recognize achievement and make rewards
count

15
 Setting the Stage for
Future Performance
• Review the job description with the employee.

• Are tasks and responsibilities still relevant?

• Ask employee for their perception of their job.

• Revise and update job description as necessary.

• The job description becomes a working document that

creates/develops mutual understanding of the position.

16
 Setting Goals & Objectives
• Set specific goals and objectives for the coming
year with the employee

• Set agreed upon time lines to break down goals into

smaller chunks

• Document changes in the goals and objectives as the

year progresses and discuss these changes in ongoing
performance conversations

17
 Connecting Goals

 Connect goals with the organization’s larger goals.

 People want to feel what they do adds value and

understand their contribution to the team.

 Encourage and reward behaviors that are aligned with

organizational mission and goals.

 Follow through on your commitments.

18
 Clarifying Expectations

 Aligns performance goals and objectives with department’s and

organization’s larger goals.

 Talking to your employees regularly about ways to increase

alignment between what they do and where the company is
headed creates motivation and understanding.

 Eliminate tasks and activities that are unessential to your primary

mission and keep looking for ways to add value.

 Sets goals & objectives that are mutually agreed upon by the
employee and the supervisor.

19
 Performance Conversations
 Develop a communication vehicle for ongoing dialogue and
feedback.

 Regular performance conversations identify employee strengths

and areas for future development.

 Provide honest feedback during the year

 No surprises for the employee

 Keep discussion focused on actual behavior

 Meet and discuss at least quarterly

to develop performance

20
Goals and Objectives of
Performance Appraisal

21
Goals of Performance Appraisal
• To encourage high levels of worker motivation
and performance by letting workers know:
– The extent to which they are contributing the
appropriate level of inputs to their jobs and to the
organization.
– The extent to which they are focusing their inputs in
the right direction on the right set of tasks.
• To provide accurate information to be used in
managerial decision making. Examples:
– Distributing outcomes like pay and promotions.
– Assigning tasks to individuals.
– Redesigning jobs.
22
 Objectives of Performance
Appraisal System (PAS)
• To improve the quality of work performance through better
planning, on-going performance discussions, and fair appraisals.
• To clarify expectations through communication.
• To give staff a role in planning work assignments and assessing
performance.
• To ensure a greater degree of objectivity in the evaluation process
by focusing on assignments and expected accomplishments.
• To motivate staff through involvement and constructive and
concrete feedback.
• To provide management with information as to how well a staff
member is carrying out responsibilities and to facilitate
accountability.
• To enable supervisors and their staff to take measures to improve
performance.
• To help identifying staff with capacity for other responsibilities.
• To facilitate a number of administrative processes and decisions
affecting staff, such as contractual status, promotions and
reassignments, training opportunities, within-grade increments,
etc. 23
 Use The SMART Criteria For
Setting Goals & Objectives:
Specific: so the employee knows
exactly what is expected
Measurable: so the employee knows
when the goal is achieved
Achievable: accomplished with effort
and/or skill
Results Oriented: focus on end-result
Time Oriented: identify deadlines

24
25
 Appraisal Benefits For:

The
Compan
y

The
Employe
e

26
Documentation Appraisals
Offer The
Employee Development
Company
Feedback

Legal Protection

Motivation System

27
Direction Appraisals
Offer The

Feedback
Employe
e
Input

Motivation

28
Uses of Performance Appraisal

Organizations usually conduct appraisal for

administrative and/or developmental
purposes:

Administrative : a basis for decision about

working conditions and rewards

Developmental : geared toward improving

performance and strengthening skills.

29
The Use of Performance Appraisal
as a Management Tool

The performance appraisal is an

important management tool for the:

1- Company
2- Supervisor
3- Employee

30
An Important Management Tool
For The Company

 Communicates organization & department goals

 Builds stronger working relationships

 Improves productivity
 Supports HR decisions: promotions, raises, etc.
 Assures HR decisions are based on objective criteria
 Identifies poor/marginal performers

31
An Important Management Tool
For The Supervisor

 Demonstrates your management skill

 Improves rapport and builds morale
 Identifies the employee’s general training
needs
 Improves the employee’s productivity

32
An Important Management Tool
For The Employee

 Recognizes the employee’s accomplishments

 Helps the employee to set goals and improve
performance
 Employees have a chance to communicate
their career goals & ask about opportunities for
career development
 Employees become aware of needed
improvement
 Assures them that appraisals are fair
33
Performance Management
Versus
Performance Appraisal

34
 What is Performance
Management ?
The process of managing performance all
year long to support high performing
employees.

35
 Performance Appraisal
(the ‘Old’ Way)

 Annual - One time event

 Retrospective Appraisal
 Short Term
 Vague Conclusions
 Focus on Person
 Correct Past Performance
 Largely about Deficiencies
 Filling out Form
 One-way communication 36
Performance Management
(the ‘New’ Way)
 Ongoing
 Continual Feedback
 Develop Future Performance
 Complete Process
 Long Term
 Clear Objectives
 Focus on Behavior
 Incremental Progress
 Planning & Setting Goals
37
 Two-way communication
Who Appraises Performance ?
• In most organizational settings, supervisors are
responsible for performance appraisal because
– They are the most familiar with their subordinates’
behavior.
– They are responsible for motivating subordinates to
perform at acceptable levels.
• Other possible sources for performance
appraisal:
– Self-appraisal
– Peer appraisal
– Subordinate appraisal
– Customer/client appraisal
– 360-degree appraisal 38
 What Should Be Done Prior to
Appraisal ?
FOR APPRAISER
• Talk to associate and explain the format of the appraisal
• Talk to your manager and your peers to ascertain their views on the
associate
• Agree on a time and date (plan 1 week ahead)
• Book meeting place
• Prepare a draft assessment of the associate, using a copy of the
performance review form, considering achievement against
objectives.

FOR ASSOCIATE
• Prepare a self-assessment, using a copy of the performance review
form, considering both achievement against objectives.
• Consider your career development aspirations, both within and
outside the current division.
• Provide evidence of progress versus objectives.
• Is my performance better this year than in previous years? 39
Performance Appraisal System

40
Performance Appraisal as a System

Insert Figure 8.1 here

41
Insert Figure 8.2 here

42
Choosing the Mix of Appraisals

• Organizations should rely on

both formal and informal
performance appraisals.
• The formal appraisal ensures
that performance gets assessed
periodically along the
dimensions important to an
organization.
• Informal appraisals help ensure
that formal appraisals do not
yield any “surprises.”
43
Choosing What Factors to Evaluate:
Traits
• When traits are used to assess performance,
personal characteristics that are deemed
relevant to job performance are evaluated.
• Disadvantages to this approach:
– Traits alone are often poor predictors of
performance.
– Trait-based appraisal systems may be considered
discriminatory.
– The use of traits does little to motivate workers
because it focuses on characteristics that cannot be
changed in the short term, if at all.
44
Choosing What Factors to Evaluate:
Behaviors
• When behaviors are used to assess
performance, the focus is on the actual
behaviors or actions a worker displays
on the job.
• The main disadvantage of this approach
is that sometimes the same level of
performance can be achieved through
different behaviors.
45
Choosing What Factors to Evaluate:
Results
• When results are used to assess
performance, the focus is not on what
workers do on the job but on the effects
of their behaviors or their actual output.
• The main disadvantages of this approach:
– Sometimes results are not under a worker’s
control.
– Workers may become so results oriented that
they engage in unethical behaviors or fail to
engage in OCBs.
46
 Choosing the
Method of Appraisal
• Objective measures are
based on facts and are used
primarily when results are
the focus of performance
appraisal.
• Subjective measures are
based on individuals’
perceptions and can be used
for appraisals based on
traits, behaviors, and results.

47
 Types of Subjective Measures
• Graphic rating scales assess the performance of a
worker along one or more continua with clearly specified
intervals.
– Disadvantage: Different raters may disagree about the
meaning of the scale points.
• Behaviorally anchored rating scales (BARS) attempt
to overcome the disadvantages of graphic scales by
providing careful definitions of what each scale point
means.
– Disadvantage: Sometimes workers exhibit behaviors
corresponding to more than one point on the scale.
• Behavioral observation scales overcome the problem
with BARS by describing specific behaviors and asking
raters to indicate the frequency with which a worker
performs the behaviors.
– Disadvantage: Even more time-consuming than BARS to
complete. 48
Measuring Performance and
Rating

49
Classification of the Appraisal
Formats
Appraisal formats can be classified in two
ways:

1) The type of judgment required

(relative or absolute)

1) The focus of the measure (trait,

behavior, or outcome).
50
 Types of Judgments as a
Measuring Criteria

Relative judgment An appraisal format that

asks a supervisor to compare an employee’s
performance to other performance of other
employees doing the same job.

Absolute judgment An appraisal format that

asks a supervisor to make judgments about an
employee’s performance based solely on
performance standards.
51
 Measurement Systems
• Measurement systems
need to be:
– Specific
– Fair
– Consistent
– Clear
– Useful

52
 Measurement Systems
• Systems can be:
– Numerical
– Textual
– Management by
Objective (MBO)
– Behavior oriented

53
 Challenges to Effective
Measurement
Rater Errors
The influence of liking
Organizational politics
Whether to focus on the individual or the
group
Legal issues

54
Performance Rating

55
 Rating Scale
• Outstanding = 5

• Excellent = 4

• Good = 3

• Satisfactory = 2

• Unsatisfactory = 1
56
 Outstanding
(Exceeds Expectations)
• These employees are clearly considered to be exceptional
performers.

• Consistently exceed the communicated expectations of the

job function, responsibility or goal.

• Demonstrate unique understanding of work beyond assigned

area of responsibility.

• Contribute to the organization’s success by adding significant

value well beyond job requirements.

• Identify needs and provide unique, innovative and workable

solutions to problems.

• Achievements and abilities are obvious to subordinates,

peers, managers and customers.
57
 Excellent
(Fully Meets Expectations)
• These employees are “on track” and fully achieve expectations.

• Independently and competently perform all aspects of the job

function, responsibility, or goal.

• Performance consistently meets the requirements, standards, or

objectives of the job.

• Occasionally exceeds requirements.

• Results can be expected which are timely and accurate.

• Recognizes, participates in, and adjusts to changing situations

and work assignments.

58
 Good
(Usually Meets Expectations)
• These employees are considered to be “satisfactory” performers.

• Generally, meet expectations required for the position.

• Competently perform most aspects of the job function, responsibility or

goal.

• May require improvement in one or two areas of consistent weakness.

• Employee requires coaching in a weak area or may need additional

resources or training to meet expectations.

• Improvement in weaker areas should be acknowledged and documented.

59
 Satisfactory
(Barely Meets Expectations)

• Has satisfied most Key objectives but has

required Manager assistance.

• Needs to grow and demonstrate a higher level

of Independence, initiative and consistency for
the particular job.

60
 Unsatisfactory
(Fails to Meet Expectations)

• Employees with this rating fail to satisfactorily perform most

aspects of the position.

• Performance levels are below established requirements for the job.

• Employee requires close guidance and direction in order to perform

routine job duties.

• Performance may impede the work of others and the unit.

• Performance deficiencies should be discussed between the

employee and supervisor.
– Cont’d.
61
 Unsatisfactory
(Fails to Meet Expectations)
• This overall rating requires written supportive
information by the supervisor in the ‘Comments’
section of the review form.

• This overall rating requires the development of a

performance improvement plan.

• Contact the Office of Human Resources for

guidance and assistance.

62
Appraisal
Appraisal
Documentation
Documentation
and
and Forms
Forms

63
 Appraisal Documentation
For An Employee Must Be:
 Consistent: use same standards for people in the
same job

 Personalized: use each employee’s progress

toward individual goals

 Measurable: use numbers to document

accomplishments wherever possible

64
 Appraisal Documentation
Must Be:
 Results Track results, such as
oriented: number of jobs
completed

 Effort Track dependability,

oriented: attendance, or ability to
follow instructions

65
 Appraisal Documentation
Must Be:

 Accurate: Be specific & correct

about incidents, dates,
etc.

 Timely: Focus on events

during appraisal period

66
 Document Performance
– Make sure documentation is objective

– Document performance of all employees

– Provide complete and accurate information

– Document performance on a regular basis

67
 Appraisal Forms
– Define performance expectations

– Describe measurement tools

– Use a rating system

– Cover specific examples

– Set measurable goals

68
 PERFORMANCE EVALUATION REPORT

Part I
Basic Information

Name: Title of the Post:

Task No/Dept. No.: Duty Station/Site:

Period Covered by Report : From _________________________ to _______________________ ____

Part II
Work Planning – Setting Objectives and Key Assignments

2.1 At the beginning of the reporting period,
and after discussion with the Staff Member,
the Supervisor lists, in descending order of
priority, the key assignments and planned
objectives for the period
2.2 At mid-term review and at the end of the reporting
period, the Staff Member and the Supervisor evaluate
the achievements by indicating if the objectives were
fully met, partially met or not met and add brief
comments as necessary

2.2.1 Assessment and 2.2.2 Evaluation and

comments by Staff comments by Supervisor
Member
1.
2.
3.
4.
5.
6.
7.
8.
9.
Date Staff Member Initials Supervisor Initials
69
 Part III
Performance Discussion – Workplan Review

3.1 Mid-Term Performance related discussion is mandatory between the supervisor and the staff
member to assess performance and to monitor progress of the workplan (for technical staff). The
supervisor determines the necessity of other performance discussions during the reporting period and
before the end of the final annual discussion.

Mid-Term Discussion : Date: Initials:

Second Discussion : Date: Initials:

3.2 Major Assignments Added or Deleted During the Reporting Period

3.2.1 Indicate what major assignments 3.2.2 Assessment and 3.2.3 Evaluation and
were added or deleted during the reported comments by Staff comments by Supervisor
period Member

70
Date Staff Member Initials Supervisor Initials
 Part IV
Performance Rating by Supervisor

Please use the following rating scale to assess how the staff member applied each of the performance factors listed
below in performing his/her key assignments and overall duties and responsibilities
Rating Scale:
The following ratings should be used to describe a level of performance by the Staff Member which, on balance,
throughout the entire reporting period:

5 = Outstanding - In every instance, continuously and substantially, exceeded expectations

4 = Excellent - Frequently exceeded expectations
3 = Good - Fully met and occasionally exceeded expectations
2 = Barely Satisfactory - Frequently did not meet expectations
1 = Unsatisfactory - Continuously did not meet expectations

Site Offices:
1- The Site Office Manager is to evaluate items 4.4 and 4.5 for staff under his supervision, then send the PER to
the Technical Supervisor to evaluate items from 4.1 to 4.3.
2-The DCOP (Management) will fill in items from 4.4 to 4.6 for Site Office Manager then pass the PER to the
DCOP (for Service Delivery) to evaluate the rest of the performance factors (4.1 to 4.3).
Head Office:
Supervisors are to evaluate all the performance factors listed below.
Performance Factor Rating Comments
Use only whole All performance ratings particularly ratings
number from 1 to 5 of 1 and 5, must be substantiated by
comments
4.1 Professional Competence:
(Understanding and creativity in applying technical and professional
knowledge, skills and expertise required for the job. Degree to which
the staff member stays abreast of latest developments).
4.2 Quality of Work:
(Productivity in terms of accuracy, attention to detail, efficiency,
effectiveness).
4.3 Quantity of Work:
(Productivity in terms of the amount of work completed, speed of
work and ability to meet deadlines).
4.4 Work Relationships:
(Effectiveness in working harmoniously with other staff members, or
with other persons outside the organization in official contacts).
4.5 Communication Skills:
(Effectiveness in communicating an idea or concept clearly and
concisely; comprehending or giving instructions; negotiating).
The following section applies only to staff who supervise and complete the PERs of other staff
4.6 Supervisory Skills:
(Ability to plan, organize and delegate work; to lead, motivate, guide
and develop staff; communicate, build a team, and maintain a 71
harmonious working environment. Indicate the number and levels of
staff supervised.
 Part V
Staff Member’s Review of Ratings/ Assessment by Supervisor

5.1 Agreement with ratings – Staff Member: (a) ( ) Entirely (b) ( ) Mostly
Do you agree with the ratings and comments given
by your Supervisor in Part III above? Check one box. (c) ( ) To some extent (d) ( ) Not at all
If you do not agree with your Supervisor’s
assessment, please identify the ratings/comments
with which you disagree and briefly explain why.
5.2 General Comments – Staff Member:
Comment, for example, on your overall performance
and on any strengthens, skills or qualities which you
possess (eg. Initiative, creativity, leadership) which
you feel are particularly noteworthy. Also indicate
any attributes, skills, etc. which if strengthened,
would enhance your performance.
Staff Member Initials Date

Part VI
Review and Comments by the DCOP, Supervisor and Administrator

6.1 General Comments:

Comment on your familiarity with the Staff
Member’s work; the consistency and reasonableness
of the ratings and comments given by the Supervisor;
and any significant statement(s) made by the Staff
Member.
6.2 General Assessment of Performance:
Keeping in your mind the rating/assessment of the Outstanding Excellent
supervisor and review of the staff of this Good Barely Satisfactory
rating/assessment, please check one of the following
statements describing the staff member’s Unsatisfactory
performance
Initials Date

Part VII
Final Review and Signature by Chief of Party

7.1 Chief of Party’s Comments: Signature:

_______________________________

Date:

_______________________________
72
 Filling out Review Forms
• Have the employee complete the evaluation form
first.

• Ask them to list what they have accomplished to

support the rating, as well as goals for the future.

• As supervisor, complete the evaluation form

listing strengths, accomplishments, and future
goals.

• All ratings that are a 1 or a 5 should have

documentation that supports the rating.

73
 Filling out Review Forms

• Try to connect the categories on the form with

the responsibilities of the employee

• Explain to the employees how they can achieve

a higher rating in each category

• Give examples of expected performance

• Use optional categories consistently across like

positions

74
After completing the Appraisal
Form Make Sure Of:
When you complete the employee’s appraisal form,
 Make sure that you follow the format
 Be detailed and use specific examples
 Be sure the appraisal is:
 Job-related and objective
 Goal-related and based on performance/behavior
 Free of personal likes/dislikes and stereotypes
 Not overly strict or lenient
 Not overly weighted by a single or recent incident

75
Performance Appraisal
Meetings

76
 Planning Checklist for the
Appraisal Meeting
 Notify employee of date, time and place for the
self-appraisal
 Give the employee a blank appraisal form
 Notify employee of date, time and place for the
formal appraisal meeting
 Assemble and review employee’s:
• Job description
• Past appraisals
• Performance goals
• Your critical incident logs
77
 Set Goals
– Based on job
requirements

– Realistic

– Measurable

– Observable

– Challenging

– Prioritized
78
 Employee Input (Role)
– Employees take an
active role:
• Setting goals
• Designing action
plans
• Identifying strengths
and weaknesses
– Employees
participate in the
performance
appraisal meeting
79
Preparation

Employees

• Review performance

• Think about new

goals

80
 Preparation

Supervisors

• Review performance

• Complete written appraisal

• Think about new goals

• Schedule time and place

81
 Creating the environment
• Select a suitable location free of distracting sights
and sounds.

• Schedule a time that does not compete with major organizational

events and minimizes interruptions.

• Provide advance notice. Allow the employee time to prepare for the
review.

• Create an informal atmosphere that promotes two-way communication.

• Position yourself to minimize barriers between you and the employee

(i.e. sit side by side instead of across a desk from each other)

• Silence your cell phone; forward calls.

82
 Start the Meeting
– Lay out agenda

– Talk about money

– Encourage input

– Give good news first

83
 Presentation Tips
– Focus on the
professional

– Give objective
examples

– Invite response

– Listen actively

– Create “we” mentality

84
 During the Meeting
1- Review performance:

– Based on previous goals

– Noting strengths and accomplishments

– Identifying areas for improvement

85
 During the Meeting (cont.)

2- Set goals:

– Based on company
goals

– Building on areas
that need
improvement

86
 End the Meeting
– Encourage good
performance

– Lay out action plan

– Communicate
outcome of goals not
met

– Confirm
understanding
87
 Legal considerations
• Make specific and constructive judgments

• Look at all aspects of the employees performance

• Talk about specific performance issues / behaviors, not the

person

• Keep communication clear

• Improper or lax record keeping

• Inaccurate or exaggerated performance ratings

• Lack of follow-up

88
Common Mistakes
When Appraising

89
 Biases in Performance Appraisal
A type of schema built around some
Stereotypes distinguishing, often highly visible
characteristic such as race, gender,
or age.
Primacy The initial pieces of information
that people have about a person
Effects
have an inordinately large effect on
how that person is perceived.
Contrast People’s perceptions of a person are
influenced by their perception of
Effect
others in an organization.
A 35-year-old supervisor gives a 60-year-old
engineer a negative performance appraisal that
indicates that the engineer is slow and unwilling
to learn new techniques although this is not
true.
A subordinate who made a good first impression
on his supervisor receives a better performance
appraisal than he deserves.
A subordinate’s average level of performance is
appraised more harshly than it should be by her
supervisor because all the subordinate’s
coworkers are top performers.
90
 Biases in Performance Appraisal
Halo People’s general impressions of a
person influence their perceptions
Effect on specific dimensions.
Similar-to- People perceive others who are
similar to themselves more
me Effect positively than they perceive those
who are dissimilar.
Harshness, When rating their subordinates’
performance, some supervisors
Leniency, and
tend to be overly harsh, some overly
Average lenient. Others tend to rate everyone
Tendency as about average.
Knowledge Perceptions of a person are
influenced by knowing the person’s
of Predictor standing on a predictor of
Bias performance.
A subordinate who has made a good overall
impression on a supervisor is appraised as
performing high-quality work and always
meeting deadlines although this is not true.
A supervisor gives a subordinate who is similar
to her a more positive performance appraisal
than the subordinate deserves.
An exceptionally high-performing secretary
receives a mediocre performance appraisal
because his supervisor is overly harsh in rating
everyone.
A programmer who scored highly on cognitive
and numerical ability tests receives a more
positive performance appraisal than she
deserves.
91
 Beware of These Comments
• Young, solid performer

• I hope we can keep the employee forever

• Has done okay despite being overworked and underpaid

• Has great attitude

• Couldn’t run the department without her

• Not bad for an old timer

• Careless on the job

• Undependable

• Is attractive and has potential

92
Motivation
and
Feed Back

93
 Positive Motivation and
Feedback
• Performance Appraisal process is an excellent
coaching opportunity
• Emphasize the positive, when possible, before
noting areas for improvement
• Coaching discussions should be:
* Frequent
* Immediate to the behavior
* Specific about accomplishments &
desired improvements
* Invite employee discussion 94
Motivation & Feedback Through
Coaching-Example #1
• General Coaching

“Thanks for keeping track of my mail while I was

away. It made returning from vacation easier.
It’s important to me to know that I can always
depend on you to do what you say you will do
and do it right.”

95
Motivation & Feedback Through
Coaching-Example #2
• Average Performer

“You do an excellent job greeting students who

come to our department. Your ability to engage
them in conversation using open ended questions
helps you understand what they need so you can
direct them to the right person on the first try. This
shows respect for students’ time and helps us to
better meet their needs. Do you have any thoughts
about how we could encourage even more people
in the department to interact with students as
effectively as you do?”
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Motivation & Feedback Through
Coaching-Example #3

• Marginal Performer

“The error in reporting year-to-date applications

occurred again this morning, as you know. I
thought we reviewed the data entry process
and sorting criteria carefully before you ran
the report. What did we miss? What do you
think we should do to prevent another error?”

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Motivation & Feedback Through
Coaching-Example #4

• Needs Improvement

“You consistently meet deadlines in producing all

requested documents. However, the quality of
your work does not consistently meet the
department’s standard. For example, your last 3
quarterly reports had basic formatting errors
and several typos. Do you have any thoughts
about why that’s happening and how we can
bring you to the level we need to meet our
department standards?”
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Examples of Merit Pay Plans as
a Motivation Tool
• Piece-rate plan
• Commission pay plan
– Full commission plan
– Partial commission plan
• Gain-sharing plan
– Scanlon plan
– Profit sharing plan

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 Motivation Through
Career Opportunities
• Career: The sum of work-related experiences
throughout one’s lifetime.
– The number and types of jobs a person has had
– The different organizations a person has worked for
• Careers are sources of extrinsic motivation
because they provide income for people to
support themselves and their families and to
pursue hobbies and leisure activities.
• Careers are sources of intrinsic motivation
because they offer personal fulfillment and give
people a sense of meaning and purpose.

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Advice to Managers When Motivating

• To have high levels of motivation, pay should

be based on performance whenever possible.
• When individual performance can be appraised
accurately and cooperation across workers is
adequate, pay should be based on individual
levels of performance to maximize motivation.
• When individual performance cannot be
appraised or when a higher level of
cooperation across workers is necessary, pay
should be based on group or organizational
performance.
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Feedback

102
Responding to Reactions – The
Angry Employee
 Let him/her blow off steam but don’t respond in kind

 Listen & ask open-ended questions to find true

nature of resistance

 State your point-of-view calmly

 Don’t try to reach agreement if employee stays

angry. Set a 2nd meeting.

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Responding to Reactions – The
Employee Who Wants Too Much

 Explain that promotions reward

performance over time, perhaps years

 Make no promises to the employee

 Don’t let the employee infer any

commitments

 Provide realistic picture of future prospects

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Situational Factors to Consider
in Determining the Causes of
Performance Problems

105
How to Determine and Remedy
Performance Shortfalls

106
Suggestions for Giving
Difficult Feedback
• Don’t buildup employee before breaking bad
news

• Allow the employee to ask for tools to help

correct the issue (i.e. equipment, training,
etc.)

• Don’t take feedback personally and remain

objective during the conversation

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108
Thank
You

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