Explain the purposes of performance appraisals and the reasons they can sometimes fail. Identify the characteristics of

1. © 2010 South-Western, a part of Cengage LearningAll rights reserved.

2. Chapter ObjectivesAfter studying this chapter, you should be able to • Explain the purposes of performance appraisals and the reasons they can sometimes fail. • Identify the characteristics of an effective appraisal program. • Describe the different sources of appraisal information. • Explain the various methods used for performance evaluation. • Outline the characteristics of an effective performance appraisal interview. © 2010 South-Western, a part of Cengage Learning. All rights reserved.

3. Performance appraisal judges effectiveness of recruitment efforts Recruitment Quality of applicants determines feasible performance standards Selection Selection should produce workers best able to meet job requirements Performance appraisal validates selection function Performance appraisal determines training needs Training and Development Training and development aids achievement of performance standards Performance appraisal is a factor in determining pay Compensation Management Compensation can affect appraisal of performance Performance appraisal justifies personnel actions Labor Relations Appraisal standards and methods may be subject to negotiation Performance Appraisal and Other HRM Functions © 2010 South-Western, a part of Cengage Learning. All rights reserved.

4. Performance Appraisal Programs • Performance Appraisal • A process, typically performed annually by a supervisor for a subordinate, designed to help employees understand their roles, objectives, expectations, and performance success. • Performance Management • The process of creating a work environment in which people can perform to the best of their abilities. © 2010 South-Western, a part of Cengage Learning. All rights reserved.

5. Appraisal Programs Performance Appraisal Administrative Developmental Compensation Ind. Evaluation Job Evaluation Training Career Planning EEO/AA Support © 2010 South-Western, a part of Cengage Learning. All rights reserved.

6. Purposes for Performance Appraisal FIGURE8.1 © 2010 South-Western, a part of Cengage Learning. All rights reserved.

7. Lack of top-management information and support Unclear performance standards Rater bias Too many forms to complete Use of the appraisal program for conflicting (political) purposes. Reasons Appraisal Programs Sometimes Fail © 2010 South-Western, a part of Cengage Learning. All rights reserved.

8. Let Me Count the Ways… FIGURE8.2 There are many reasons why performance appraisal systems might not be effective. Some of the most common problems include the following: • Inadequate preparation on the part of the manager. • Employee is not given clear objectives at the beginning of performance period. • Manager may not be able to observe performance or have all the information. • Performance standards may not be clear. • Inconsistency in ratings among supervisors or other raters. • Manager rating personality rather than performance. • The halo effect, contrast effect, or some other perceptual bias. • Inappropriate time span (either too short or too long). • Overemphasis on uncharacteristic performance. © 2010 South-Western, a part of Cengage Learning. All rights reserved.

9. Let Me Count the Ways…(cont’d) FIGURE8.2 There are many reasons why performance appraisal systems might not be effective. Some of the most common problems include the following: • Inflated ratings because managers do not want to deal with “bad news.” • Subjective or vague language in written appraisals. • Organizational politics or personal relationships cloud judgments. • No thorough discussion of causes of performance problems. • Manager may not be trained at evaluation or giving feedback. • No follow-up and coaching after the evaluation. © 2010 South-Western, a part of Cengage Learning. All rights reserved.

10. Managerial Issues Concerning Appraisals • There is little face-to-face discussion between the manager and the employee being appraised. • The relationship between the employee’s job description and the criteria on the appraisal form isn’t clear. • Managers feel that little or no benefit will be derived from the time and energy spent in the process, or they are concerned only with bad performances. • Managers dislike the face-to-face confrontation of appraisal interviews. © 2010 South-Western, a part of Cengage Learning. All rights reserved.

11. Managerial Issues Concerning Appraisals (cont’d) • Managers are not sufficiently adept at rating employees or providing them with appraisal feedback. • The judgmental role of appraisal conflicts with the helping role of developing employees. • The appraisal is just a once-a-year event, and there is little follow-up afterward. © 2010 South-Western, a part of Cengage Learning. All rights reserved.

12. Developing an Effective Appraisal Program • Performance Standards • Must be based on job-related requirements derived from job analysis and reflected in job description and job specifications. • Help translate an organization’s goals and objectives into job requirements that define acceptable and unacceptable performance levels. • Calibration • A process whereby managers meet to discuss the performance of individual employees to ensure their employee appraisals are in line with one another © 2010 South-Western, a part of Cengage Learning. All rights reserved.

13. Establishing Performance Standards FIGURE8.3 © 2010 South-Western, a part of Cengage Learning. All rights reserved.

14. Performance Standards Characteristics Strategic Relevance Individual standards directly relate to strategic goals. Criterion Deficiency Standards capture all of an individual’s contributions. Criterion Contamination Performance capability is not reduced by external factors. Reliability (Consistency) Standards are quantifiable, measurable, and stable. © 2010 South-Western, a part of Cengage Learning. All rights reserved.

15. Are You Complying with the Law? • Brito v Zia • The Supreme Court ruled that performance appraisals were subject to the same validity criteria as selection procedures. • Albemarle Paper Company v Moody • The U.S. Supreme Court found that employees had been ranked against a vague standard, open to each supervisor’s own interpretation. © 2010 South-Western, a part of Cengage Learning. All rights reserved.

16. Legal Guidelines for Appraisals • Performance ratings must be job-related. • Employees must be given a written copy of their job standards in advance of appraisals. • Managers who conduct the appraisal must be able to observe the behavior they are rating. • Supervisors must be trained to use the appraisal form correctly. • Appraisals should be discussed openly with employees and counseling or corrective guidance offered. • An appeals procedure should be established to enable employees to express disagreement with the appraisal. © 2010 South-Western, a part of Cengage Learning. All rights reserved.

17. Alternative Sources of Appraisal FIGURE8.4 © 2010 South-Western, a part of Cengage Learning. All rights reserved.

18. Sources of Performance Appraisal • Manager and/or Supervisor • Appraisal done by an employee’s manager and reviewed by a manager one level higher. • Self-Appraisal • Appraisal done by the employee being evaluated, generally on an appraisal form completed by the employee prior to the performance interview. • Subordinate Appraisal • Appraisal of a superior by an employee, which is more appropriate for developmental than for administrative purposes. © 2010 South-Western, a part of Cengage Learning. All rights reserved.

19. Sources of Performance Appraisal • Peer Appraisal • Appraisal by fellow employees, compiled into a single profile for use in an interview conducted by the employee’s manager. • Why peer appraisals are not used more often: • Peer ratings are simply a popularity contest. • Managers are reluctant to give up control over the appraisal process. • Those receiving low ratings might retaliate against their peers. • Peers rely on stereotypes in ratings. © 2010 South-Western, a part of Cengage Learning. All rights reserved.

20. Sources of Performance Appraisal • Team Appraisal • Based on TQM concepts; recognizes team accomplishment rather than individual performance • Customer Appraisal • A performance appraisal that, like team appraisal, is based on TQM concepts and seeks evaluation from both external and internal customers © 2010 South-Western, a part of Cengage Learning. All rights reserved.

21. Pros and Cons of 360-Degree Appraisal FIGURE8.5 PROS • The system is more comprehensive in that responses are gathered from multiple perspectives. • Quality of information is better. (Quality of respondents is more important than quantity.) • It complements TQM initiatives by emphasizing internal/external customers and teams. • It may lessen bias/prejudice since feedback comes from more people, not one individual. • Feedback from peers and others may increase employee self-development. CONS • The system is complex in combining all the responses. • Feedback can be intimidating and cause resentment if employee feels the respondents have “ganged up.” • There may be conflicting opinions, though they may all be accurate from the respective standpoints. • The system requires training to work effectively. • Employees may collude or “game” the system by giving invalid evaluations to one another. • Appraisers may not be accountable if their evaluations are anonymous. © 2010 South-Western, a part of Cengage Learning. All rights reserved.

22. 360-Degree Performance Appraisal System Integrity Safeguards • Assure anonymity • Make respondents accountable • Prevent “gaming” of the system • Use statistical procedures • Identify and quantify biases © 2010 South-Western, a part of Cengage Learning. All rights reserved.

23. Training Appraisers • Establishing an Appraisal Plan • Provide an explanation of the performance appraisal system’s objectives so that raters will understand the compensation and development purposes for which the appraisal is to be used. • Explain the mechanics of the rating system • How frequently the appraisals are to be conducted • Who will conduct them • What are the standards of performance. • Alert raters to the weaknesses and problems of appraisal systems so that they can be avoided. © 2010 South-Western, a part of Cengage Learning. All rights reserved.

24. Training Performance Appraisers Common rater-related errors Error of central tendency Leniency or strictness errors Similar-to-me errors Recency errors Contrast and halo errors © 2010 South-Western, a part of Cengage Learning. All rights reserved.

25. Rater Errors • Error of Central Tendency • A rating error in which all employees are rated about average. • Leniency or Strictness Error • A rating error in which the appraiser tends to give all employees either unusually high or unusually low ratings. • Recency Error • A rating error in which appraisal is based largely on an employee’s most recent behavior rather than on behavior throughout the appraisal period. © 2010 South-Western, a part of Cengage Learning. All rights reserved.

26. Rater Errors • Contrast Error • A rating error in which an employee’s evaluation is biased either upward or downward because of comparison with another employee just previously evaluated. • Similar-to-Me Error • An error in which an appraiser inflates the evaluation of an employee because of a mutual personal connection. © 2010 South-Western, a part of Cengage Learning. All rights reserved.

27. Rater Errors: Training and Feedback • Rating Error Training • Observe other managers making errors • Actively participate in discovering their own errors • Practice job-related tasks to reduce the errors they tend to make • Feedback Skills Training • Communicating effectively • Diagnosing the root causes of performance problems • Setting goals and objectives © 2010 South-Western, a part of Cengage Learning. All rights reserved.

28. 1 Supervisor’s Checklist for the Performance Appraisal Scheduling 1. Schedule the review and notify the employee ten days to two weeks in advance. 2. Ask the employee to prepare for the session by reviewing his or her performance, job objectives, and development goals. 3. Clearly state that this will be the formal annual performance appraisal. Preparing for the Review 1. Review the performance documentation collected throughout the year. Concentrate on work patterns that have developed. 2. Be prepared to give specific examples of above- or below-average performance. 3. When performance falls short of expectations, determine what changes need to be made. If performance meets or exceeds expectations, discuss this and plan how to reinforce it. 4. After the appraisal is written, set it aside for a few days and then review it again. 5. Follow whatever steps are required by your organization’s performance appraisal system. © 2010 South-Western, a part of Cengage Learning. All rights reserved.

29. 1 Supervisor’s Checklist…(cont’d) Conducting the Review 1. Select a location that is comfortable and free of distractions. The location should encourage a frank and candid conversation. 2. Discuss each topic in the appraisal one at a time, considering both strengths and shortcomings. 3. Be specific and descriptive, not general and judgmental. Report occurrences rather than evaluating them. 4. Discuss your differences and resolve them. Solicit agreement with the evaluation. 5. Jointly discuss and design plans for taking corrective action for growth and development. 6. Maintain a professional and supportive approach to the appraisal discussion. © 2010 South-Western, a part of Cengage Learning. All rights reserved.

30. Graphic Rating Scale Mixed Standard Scale Forced-Choice Essay Performance Appraisal Methods Trait Methods © 2010 South-Western, a part of Cengage Learning. All rights reserved.

31. Trait Methods • Graphic Rating-Scale Method • A trait approach to performance appraisal whereby each employee is rated according to a scale of individual characteristics. • Mixed-Standard Scale Method • An approach to performance appraisal similar to other scale methods but based on comparison with (better than, equal to, or worse than) a standard. © 2010 South-Western, a part of Cengage Learning. All rights reserved.

32. 2 Graphic Rating Scale with Provision for Comments © 2010 South-Western, a part of Cengage Learning. All rights reserved.

33. 3 Example of a Mixed-Standard Scale © 2010 South-Western, a part of Cengage Learning. All rights reserved.

34. Trait Methods • Forced-Choice Method • Requires the rater to choose from statements designed to distinguish between successful and unsuccessful performance. • 1. ______ a) Works hard _____ b) Works quickly • 2. ______ a) Shows initiative _____ b) Is responsive to customers • 3. ______ a) Produces poor quality _____ b) Lacks good work habits • Essay Method • Requires the rater to compose a statement describing employee behavior. © 2010 South-Western, a part of Cengage Learning. All rights reserved.

35. Critical Incident Behavioral Checklist Behaviorally Anchored Rating Scale (BARS) Behavior Observation Scale (BOS) Behavioral Methods Behavioral Methods © 2010 South-Western, a part of Cengage Learning. All rights reserved.

36. Behavioral Methods • Critical Incident Method • Critical incident • An unusual event that denotes superior or inferior employee performance in some part of the job • The manager keeps a log or diary for each employee throughout the appraisal period and notes specific critical incidents related to how well they perform. • Behavioral Checklist Method • The rater checks statements on a list that the rater believes are characteristic of the employee’s performance or behavior. © 2010 South-Western, a part of Cengage Learning. All rights reserved.

37. Behavioral Methods • Behaviorally Anchored Rating Scale (BARS) • Consists of a series of vertical scales, one for each dimension of job performance; typically developed by a committee that includes both subordinates and managers. • Behavior Observation Scale (BOS) • A performance appraisal that measures the frequency of observed behavior (critical incidents). • Preferred over BARS for maintaining objectivity, distinguishing good performers from poor performers, providing feedback, and identifying training needs. © 2010 South-Western, a part of Cengage Learning. All rights reserved.

38. 4 BARS Example © 2010 South-Western, a part of Cengage Learning. All rights reserved.

39. 4 BOS Example © 2010 South-Western, a part of Cengage Learning. All rights reserved.

40. Results Methods • Productivity Measures • Appraisals based on quantitative measures (e.g., sales volume) that directly link what employees accomplish to results beneficial to the organization. • Criterion contamination • Focus on short-term results • Management by Objectives (MBO) • A philosophy of management that rates performance on the basis of employee achievement of goals set by mutual agreement of employee and manager. © 2010 South-Western, a part of Cengage Learning. All rights reserved.

41. Performance Appraisal under an MBO Program FIGURE8.6 © 2010 South-Western, a part of Cengage Learning. All rights reserved.

42. Creating an Effective MBO Program • Managers and employees must be willing to establish goals and objectives together. • Objectives should be quantifiable and measurable for the long and short terms. • Expected results must be under the employee’s control and free from criterion contamination. • Goals and objectives must be consistent for each employee level (top executive, manager, and employee). • Managers and employees must establish specific times when the goals are to be reviewed and evaluated. © 2010 South-Western, a part of Cengage Learning. All rights reserved.

43. The Balanced Scorecard • The appraisal focuses on four related categories • Financial, customer, processes, and learning • Ensuring the method’s success: • Translate strategy into a scorecard of clear objectives. • Attach measures to each objective. • Cascade scorecards to the front line. • Provide performance feedback based on measures. • Empower employees to make performance improvements. • Reassess strategy. © 2010 South-Western, a part of Cengage Learning. All rights reserved.

44. 5 Personal Scorecard © 2010 South-Western, a part of Cengage Learning. All rights reserved.

45. Summary of Appraisal Methods • Trait Methods • Advantages • Are inexpensive to develop • Use meaningful dimensions • Are easy to use • Disadvantages • Have high potential for rating errors • Are not useful for employee counseling • Are not useful for allocating rewards • Are not useful for promotion decisions © 2010 South-Western, a part of Cengage Learning. All rights reserved.

46. Summary of Appraisal Methods (cont’d) • Behavioral Methods • Advantages • Use specific performance dimensions • Are acceptable to employees and superiors • Are useful for providing feedback • Are fair for reward and promotion decisions • Disadvantages • Can be time-consuming to develop/use • Can be costly to develop • Have some potential for rating error © 2010 South-Western, a part of Cengage Learning. All rights reserved.

47. Summary of Appraisal Methods (cont’d) • Results Methods • Advantages • Have less subjectivity bias • Are acceptable to employees and superiors • Link individual to organizational performance • Encourage mutual goal setting • Are good for reward and promotion decisions • Disadvantages • Are time-consuming to develop/use • May encourage short-term perspective • May use contaminated criteria • May use deficient criteria © 2010 South-Western, a part of Cengage Learning. All rights reserved.

48. Summary of Various Appraisal Methods FIGURE8.7 © 2010 South-Western, a part of Cengage Learning. All rights reserved.

49. Appraisal Interviews Types of Appraisal Interviews Tell and Sell - persuasion Tell and Listen - nondirective Problem Solving - focusing the interview on problem resolution and employee development © 2010 South-Western, a part of Cengage Learning. All rights reserved.

50. Appraisal Interview Guidelines Invite Participation Ask for a Self-Assessment Change Behavior Problem Solving Focus Minimize Criticism Express Appreciation Establish Goals Be Supportive Follow Up Day by Day © 2010 South-Western, a part of Cengage Learning. All rights reserved.