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Quality Performance Appraisal for Library Staff

Quality Performance Appraisal for Library Staff. Teresa To Run Run Shaw Library City University of Hong Kong 11 April 2007. Definition. “T he process of evaluating the performance and assessing the development and training needs of an employee” J udgmental

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Quality Performance Appraisal for Library Staff

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  1. Quality Performance Appraisalfor Library Staff Teresa To Run Run Shaw Library City University of Hong Kong 11 April 2007

  2. Definition “The process of evaluating the performance and assessing the development and training needs of an employee” • Judgmental • Staff’s performance is evaluated by measuring against certain pre-set standards • Developmental • To identify staff’s training needs • To find out what can be done for the staff to improve

  3. Purposes • Furnishes recognition for the meritorious aspects of the staff member’s performance • Alerts the staff member to the degrees of improvement needed in any weaker aspect of his/her performance • Prioritizes the aspects of performance in which improvement is needed

  4. Benefits • Helps identify systematically the roles, tasks, targets and training plans for individuals • Reinforce staff learning and development • Encourage two-way communication • Improve mutual understanding

  5. Benefits From an organizational point of view • Goal setting and future plans are involved • Convey and support departmental and institutional goals • Appraisal can be a tool to identify individual staff needs and how they can be linked to the organizational management and future planning for training and development • Specific actions and plans can be suggested as to how individuals could improve

  6. Benefits From the individual’s point of view • Learning needs can be identified • Appraisal can also be an opportunity to reflect on their accomplishments and achievements. • Hearing encouragement instead of judgment • The motivation to improve can be enhanced and job satisfaction can be increased

  7. Common Problems • What was said what was written • Avoid argument • Keep good relationship • Embarrassing • to evaluate colleagues • to be evaluated • Appraisal form • Lack of integration with actual job duties • One-for-all, too general • Rating scale • Nothing happen whatever is recorded in the appraisal

  8. Rating Errors • Leniency • give appraisees higher ratings than they deserve • Severity • give appraisees lower ratings than what they should get • Central tendency • choose the middle point in any range of rating scale to play safe • Halo effect • judge the appraisee’s performance by only one particular aspect • Similarity or contrast error • give people who are more similar to the appraiser a higher ranking or vice versa • Stereotyping • pre-judge a person’s performance on the basis of general beliefs about characteristics such as gender, age and race

  9. Example Performance Planning, Appraisal & Development (PPAD) of the City University of Hong Kong

  10. Objective Assessment

  11. Planning and Implementation • Objectivesset together long before the interview and reviewed when necessary • Interview session arranged in advance • Allow substantial length of time for interview • Full concentration required • Convey institutional goals and how they are related to the staff’s job duties • Communicate expectations • In-depth discussion on the tasks performed • Encourage participation, interaction, sharing

  12. Impact • Important reference for reinforcement and disciplinary activities • An on-going and continuous exercise • Action recommended should be followed up • Should be compared with the previous year

  13. Developmental Staff Performance Appraisal INSTITUTIONAL SUPPORT Communicate Expectations Recommend Training & Development Follow up Training and Development Needs Evaluate Progress Identify Objectives For the Next Exercise STAFF PARTICIPATION INTERACTION FEEDBACK Revise and Adjust Training and Development Plan

  14. Staff Development • Not just focus on learning practical knowledge and skills • Stimulate staff to strive for better performance • Encourage a change in working attitude • Understand limitations and barriers • Identify motivation and facilitators • Find out how staff can learn more effectively

  15. Effective Staff Appraisal • From evaluative approach human relations approach • Strengthen communication and interaction between appraiser and appraisee • Focus on training and development • Assessment for learning NOT assessment of learning

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