Presentation Transcript

1. Human Resource Management Performance Appraisal

2. VALUE OF PERFORMANCE APPRAISALS • Help employees and supervisors do their jobs better • Improve communications and trust • Provide people with clear direction • Identify performance problems early • Reinforce good performance • Make process fairer; people are more likely to accept

3. PERFORMANCE RATING ERRORS • Halo errors • Leniency • Harshness • Central Tendency • Contrast • Recency • Primacy

4. Halo • Support 1 2 3 4 5 • Quality 1 2 3 4 5 • Quantity 1 2 3 4 5 • Punctuality 1 2 3 4 5 • Attendance 1 2 3 4 5 • Support 1 2 3 4 5 • Quality 1 2 3 4 5 • Quantity 1 2 3 4 5 • Punctuality 1 2 3 4 5 • Attendance 1 2 3 4 5

5. Leniency • NAMERATING • John Excellent • Paul Well Above Average • George Excellent • Ringo Excellent • Allison Excellent • Bill Well Above Average • Sarah Excellent

6. Harshness • NAMERATING • John Needs Improvement • Paul Needs Improvement • George Poor • Ringo Poor • Allison Poor • Bill Well Below Average • Sarah Poor

7. Central Tendency • NAMERATING • John Average • Paul Slightly Above Average • George Average • Ringo Average • Allison Slightly Below Average • Bill Below Average • Sarah Average

8. MethodsTraits Behaviors Outcomes • Ranking • Paired Comparisons • Forced Distributions • Essay • MBO • BARS, BES, BOS, Critical Incidents • Graphic Rating Scales

9. Self vs. Supervisory Ratings:Why Supervisors and Subordinates Disagree • Causes of performance – attribution errors • Important parts of the job • Feedback discrepancies

10. GIVING FEEDBACK • Effective feedback describes behavior rather than evaluates it. • Effective feedback gives specific examples of behavior rather than general ones. • Effective feedback concerns behavior the individual can do something about. • Feedback is most effective when it is given as soon as possible after the occurrence.

11. GIVING FEEDBACK (cont.) • If criticism is needed, don't criticize the person. It's the behavior you object to, not the person! • Encourage subordinate participation. • Focus on problem solving. • Focus on goal setting.

12. TELL-AND-SELL INTERVIEW • Tell subordinate how you have evaluated him. • Sell subordinate on the ways you have chosen to improve his performance. • Use when • You need to be very clear about your expectations. • Young employee finds it difficult to evaluate himself. • Employee wants no say in his job.

13. TELL-AND-LISTEN INTERVIEW • Tell subordinate how you have evaluated him. • Listen for his reactions without displaying any agreement or disagreement. • Use when • Employees want to be involved and participate in their jobs. • You want to hear subordinate’s viewpoints. • Subordinate is close in status to supervisor.

14. PROBLEM-SOLVING INTERVIEW • Evaluating subordinate is not the goal. • The goal is to help the employee develop a plan for improving his performance. • Supervisor must avoid judgments and evaluation. • After employee identifies weak areas supervisor helps develops a plan for improvement. • Use when • Goal is developing the employee. • Need to let employee decide his weak areas.

15. PROBLEM-SOLVING/TELL-AND-SELL INTERVIEW • Start with problem-solving. • End with tell-and-sell. • Use when • Goal is both evaluation and developmental coaching.

16. Legally Defensible Appraisals • Expectations of satisfactory performance communicated to employee • Should be based on sound job analysis • Should be behaviorally based • Written instructions should be provided to raters • Appraisal interview should be conducted

17. Improving Performance Appraisal