Aguinis pm3 PPT 06

Chapter 6
Gathering
Performance
Information
Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall
6-1
6-1
Overview
Appraisal Forms
Characteristics of Appraisal Forms
Determining Overall Rating
Appraisal Period and Number of

Meetings
6-2
6-2
Overview (Continued)
Who Should Provide Performance

Information?
A Model of Rater Motivation
Preventing Rating Distortion through
Rater Training Programs
6-3
6-3
Appraisal Forms:
Nine Major Components
1.
Basic Employee Information
2.
Signatures
6-4
6-4
Appraisal Forms:
Nine Major Components (Continued)
3.
Accountabilities, Objectives, and

Standards
4.
Competencies and Indicators
5.
Major Achievements and Contributions
6.
Stakeholder Input
7.
Employee Comments
6-5
6-5
Appraisal Forms:
Nine Major Components (Continued)
8.
Developmental Achievements
9.
Developmental
Needs
Plans
Goals
6-6
6-6
Appraisal Forms:
Eight Desirable Features
1.
Simplicity
2.
Relevancy
3.
Descriptiveness
4.
Adaptability
6-7
6-7
Appraisal Forms:
Eight Desirable Features (Continued)
5.
Comprehensiveness
6.
Definitional Clarity
7.
Communication
8.
Time Orientation
6-8
6-8
Judgmental strategy
Consider every aspect of performance
Arrive at defensible summary
Mechanical strategy
Consider scores assigned to each section
Add weighted scores to obtain overall scores
6-9
6-9
Open-Ended (Comments) Sections

Challenges
Difficult to systematically categorize and analyze
Quality, length, and content vary
Tools to overcome challenges
Computer-aided text analysis (CATA) software
Establish goals of information provided
Training in systematic and standardized rating

skills
6-10
6-10
Appraisal Period
Number of Meetings
Annual
May not provide sufficient opportunity for
supervisor/employee discussion
Semi-annual
Quarterly
6-11
6-11
When Review Is Completed

Anniversary date
Supervisor doesnt have to fill out forms for all

employees at the same time
Cant tie rewards to fiscal year
Fiscal year
Rewards tied to fiscal year
Goals tied to corporate goals
May be burden to supervisor, depending on

implementation
6-12
6-12
Six Types of Formal Meetings

(Can Be Combined)
1.
System Inauguration
2.
Self-Appraisal
3.
Classical Performance Review
4.
Merit/Salary Review
5.
Development Plan
6.
Objective Setting
6-13
6-13

Information?
Employees should be involved in selecting
Which sources evaluate
Which performance dimensions
When employees are actively involved
Higher acceptance of results
Perception that system is fair

6-14
6-14

Information?
Direct knowledge of employee
performance
Supervisors
Peers
Subordinates
Self
Customers
6-15
6-15
Supervisors
Advantages
Can evaluate performance vs. strategic goals
Make decisions about rewards
Able to differentiate among performance dimensions
Viewed as exclusive source in some cultural contexts
Disadvantages
Supervisor may not be able to directly observe performance
Evaluations may be biased
6-16
6-16
Peers
Advantages
Assess teamwork
Disadvantages
Possible friendship bias
May be less discriminating
Context effects
6-17
6-17
Subordinates
Advantages
Accurate when used for developmental purposes
Good position to assess some competencies
Disadvantages
Inflated when used for administrative purposes
May fear retaliation (confidentiality is key)
6-18
6-18
Self
Advantages
Increased acceptance of decisions
Decreased defensiveness during appraisal interview
Good position to track activities during review

period
Disadvantages
May be more lenient and biased
6-19
6-19
Self (Continued)
Suggestions to improve quality of selfappraisals
Use comparative instead of absolute

measurement systems
Allow employees to practice their selfappraisals
Ensure confidentiality
Emphasize the future

6-20
6-20
Customers (External and Internal)

Advantages
Employees become more focused on

meeting customer expectations.
Disadvantages
Time
Money
6-21
6-21
Disagreement Across Sources
Expect disagreements
Ensure employee receives feedback by
source
Assign differential weights to scores by
source, depending on importance
Ensure employees take active role in
selecting which sources will rate which
dimensions
6-22
6-22
Types of Rating Errors
Intentional errors
Rating inflation
Rating deflation
Unintentional errors
Due to complexity of task
6-23
6-23

Expected Positive and Negative
Consequences of Rating
Accuracy
Motivation to Provide Accurate
Ratings
Probability of Experiencing
Positive and Negative
Consequences
Rating Behavior
Expected Positive and Negative
Consequences of Rating
Distortion
Motivation to Distort Ratings
Probability of Experiencing
Positive and Negative
Consequences
6-24
6-24
Motivations for Rating Inflation
Maximize merit raise/rewards
Encourage employees
Avoid creating written record
Avoid confrontation with employees
Promote undesired employees out of unit
Make manager look good to his/her supervisor

6-25
6-25
Motivations for Rating Deflation
Shock employees
Teach a lesson
Send a message to employee
Build a written record of poor

performance
6-26
6-26
Reducing Intentional Rating

Distortion
Recommendations:
Have raters justify their ratings

Have raters justify their ratings in a faceto-face meeting
6-27
6-27
Preventing Rating Distortion

Through
6-28
6-28

Should Cover:
Information
Motivation
Identifying, observing, recording and

evaluating performance
How to interact with employees when
they receive performance information
6-29
6-29
InformationHow the System Works
Reasons for implementing the

performance management system
Information on the appraisal form and
system mechanics
6-30
6-30
MotivationWhats in It for Me?
Benefits of providing accurate ratings
Tools for providing accurate ratings
6-31
6-31
Identifying, Observing, Recording, and

Evaluating Performance
How to identify and rank job activities

How to observe, record, and measure
performance
How to minimize rating errors
6-32
6-32
How to Interact with Employees

When They Receive Performance
Information
How to conduct an appraisal interview
How to train, counsel, and coach
6-33
6-33
Quick Review
Appraisal Forms
Characteristics of Appraisal Forms
Appraisal Period and Number of Meetings
Who Should Provide Performance Information?
Preventing Rating Distortion Through Rater

Training Programs
6-34
6-34
All rights reserved. No part of this publication may be

reproduced, stored in a retrieval system, or transmitted, in
any form or by any means, electronic, mechanical,
photocopying, recording, or otherwise, without the prior
written permission of the publisher. Printed in the United
States of America.
Copyright 2013 Pearson Education, Inc.

publishing as Prentice Hall
6-35
6-35

Aguinis pm3 PPT 06

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Aguinis pm3 PPT 06

Uploaded by

Copyright:

Available Formats

Chapter 6

Characteristics of Appraisal Forms

Determining Overall Rating

Appraisal Period and Number of

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

Who Should Provide Performance

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

Basic Employee Information

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

Accountabilities, Objectives, and

Competencies and Indicators

Major Achievements and Contributions

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

Determining Overall Rating

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

Open-Ended (Comments) Sections

Difficult to systematically categorize and analyze

Quality, length, and content vary

Tools to overcome challenges

Computer-aided text analysis (CATA) software

Establish goals of information provided

Training in systematic and standardized rating

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

When Review Is Completed

Supervisor doesnt have to fill out forms for all

Rewards tied to fiscal year

Goals tied to corporate goals

May be burden to supervisor, depending on

Six Types of Formal Meetings

Classical Performance Review

Who Should Provide Performance

Which sources evaluate

Which performance dimensions

When employees are actively involved

Higher acceptance of results

Perception that system is fair

Who Should Provide Performance

Can evaluate performance vs. strategic goals

Make decisions about rewards

Able to differentiate among performance dimensions

Viewed as exclusive source in some cultural contexts

Supervisor may not be able to directly observe performance

Evaluations may be biased

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

Possible friendship bias

May be less discriminating

Accurate when used for developmental purposes

Good position to assess some competencies

Inflated when used for administrative purposes

May fear retaliation (confidentiality is key)

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

Increased acceptance of decisions

Decreased defensiveness during appraisal interview

Good position to track activities during review

May be more lenient and biased

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

Use comparative instead of absolute

Emphasize the future

Customers (External and Internal)

Employees become more focused on

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall