Training to Appraiser

8/12/2019 Training to Appraiser

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Appraisal Process


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Performance appraisal is a systematic evaluation of individual with respect to

his/her performance on the job and his/her potential for development.

Meaning & Definition


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Common Appraisal Errors

What is the purpose of performance appraisal?

Performance appraisal serves different organizational purposes:

Providing feedback to employees about their performance

Determining who gets promoted

Encouraging performance improvement

Motivating superior performance

Setting and measuring goals

Counseling poor performers

Determining compensation changes

Encouraging coaching and mentoring

Supporting manpower planning or succession planning

Determining individual training and development needs

Determining organizational training and development needsConfirming that good hiring decisions are being made

Improving overall organizational performance


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Keep good records-Both praise and criticism are most meaningful when

supported by factual examples.

Review previous goals-Use previous goals to evaluate progress.

Get input from others-Seek feedback from others who work with the appraisee

in areas they will have objective knowledge of and get examples where available.

Prepare carefully - Prepare in advance so that you can deliver the message that

you intend to.

Refer Checklist

Appraisers Home-Work


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Explain the meeting agenda - Outline what is about to happen for the session.

Encourage communicationlisten encourage two-way communication ask for ideas

on how they can improve their performance ask for how they feel you can help the mask

for feedback on the appraisal section

Stay focused -Keep the session focused on past and future performance, summaries

discussion issues often to ensure agreement.

Communicating shortcomings The employee expects and should know what he/she

needs to improve.

Be open Be versatile and open-minded if you hear things that cause you to change your

opinion.

During the Appraisal


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Evaluation process- 1.Begin with the positive things that were well done.

2.Follow this with areas that need improvement and a plan on how

to address them.

3.Conclude with a reinforcement of your desire to help the person

grow and improve.

Making promises-Dont make promises you do not have control over (e.g. salary

increments, promotions, transfers etc)

Review goals - Concentrate on a few areas- things that make a difference. Try to

encourage continuation and growth in the areas of strength.

During the Appraisal Contd


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Avoid using subjective, vague or overly broad descriptions such as poor attitude

or no initiative. Give specific, objective comments or examples.

Examples of Subjective Comments Example of Objective Comments

1. Lacks proactiveness Never asks for domain knowledge

2.. Chronically absent Absent six days in last

month

3. Does not care about quality Has an error rate of 10%

4. Lacks interest in the work Missed the due date for assignment

Be consistent. If an issue (weakness of performance) was mentioned on the

previous performance appraisal, it should be mentioned again if it is still an issue.An omission may assume the problem has been resolved. Conversely, if there has

been improvement since the last appraisal, acknowledge it.

During the Appraisal Contd


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Becoming silent. An employee who is feeling hostility or resentment towards you may

react by silence. Talk to the employee about whatever you need to, but do not push the

issue by attempting to make small talk. Ask open-ended questions such as What

would your approach to the problem be? Why do you think you were successful in

completing that project? If the employee continues to refuse to talk, you may have to

address the employee directly and request that he/she talk to you so that you can putthe problem behind you.

Quick to Agree. The employee may want to get out of the appraisal meeting as soon as

possible. If this situation occurs, ask the employee to summarize major points. Use

questions such as, What is your understanding of the problem? Make sure there is a

mutual understanding of overall performance, goals and objectives before the meeting

ends.

Addressing some situations .


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1. Be honest and frank regarding performance deficiencies. Address areas that the

employee has control over and can change.

2. Use tact and sensitivity without getting personal when discussing the employees work

performance.

3. Have documentation available. Mark entries in your employee notes or journal withpaperclips so that you can quickly show examples of problems the employee has had with

performance and/or behavior during the past year.

4. Make sure you have also documented the times you have spoken to the employee about

his or her performance. This chronological history will assist you when you discuss

specific dates of performance deficiencies.

5.Show the employee examples of how his/her work does not meet performance

objectives. Tie individual tasks, goals, and directions to group and organizational goals.

Dealing with the Low Performers


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6. Set improvement goals. Set short-term goals that are specific and achievable

for the employee. Explicitly state the level of performance you expect for the

persons work to be considered acceptable. Make a contract with the employee

to improve performance within a certain amount of time. Set measurable

standards for improvement and work together to determine how the performance

objectives can be accomplished. Be positive about the employees ability toimprove.

7. Establish an action plan. If appropriate, arrange for extra training by yourself

or a senior co-worker, or closer supervision by yourself.

8. Schedule a follow-up on progress meeting in one or two months to assess theprogress that has been made, or establish another way to monitor the workers

progress towards achieving the established goals.

Dealing with the Low Performers Contd..


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Appraisal Errors


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Halo/horns effect

Xs outstanding writing ability caused his

supervisor to rate him highly in unrelated

areas where his performance was actually

mediocre.

Inappropriate generalizations from one aspect of an

individuals performance to all areas of that persons

performance


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First impression Error

Tendency of a rater to make an initial positive or negative judgment of

an employee and allow that first impression to colour or distort later

information

If a TL noticed

an employee who was going

through a severe family

problem performing

poorly. Within a month the

employees performance

returned to its previous highlevel, but The supervisors

opinion of the individuals

performance was affected by

the initial negative impression.


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Similar-to-me effect

The tendency of individuals to rate people who resemble themselves more highly than they rateothers

X was from a small village.

Unknowingly she rated several other

women who were from small villages


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Contrast Effect

Tendency of a rater to evaluate people in comparison withother individuals rather than against the standards for the

job.

Think of the most attractive person

you know and rate this person on a

scale of 1 to 10. Now think of your

favorite glamorous movie star. Re-

rate your acquaintance. If you

rated your friend lower the second

time, contrast effect is at work.


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Stereotyping

The tendency to generalize across groups and ignore individual differences

Sanjay was quiet and reserved, however, he is well liked and respected byboth internal and external customers. His boss rated him lower than the

other customer service personnel since he didnt fit the mold.


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Negative and Positive skew

The opposite of central tendency: the rating of allindividuals as higher or lower than their

performance warrants

X rates all of his employees higher than she

feels they actually deserve , in the hope that this

will cause them to live up to the high rating.

While y sets impossibly high standards and isproud of never having met an employee who

deserved a superior rating.


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Attribution bias

The tendency to attribute performancefailings to factors under the control of the

individual and performance successes to

external causes.

xs, attributes the successes of her work

group to the quality of her leadership and

the failings to their bad attitudes andinherent laziness.


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Central tendency

The inclination to rate people in the

middle scale even when their performanceclearly warrants a substantially higher or

lower rating.

Because Y had a concern that he would not

be able to deal with confrontation during an

appraisal session, he rated all of his employees as

Meets Expectations.


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Recency effectThe tendency of minor events that have happened recently to

have more influence on the rating than major events of many

months ago.

X kept no records of

critical incidents.

When she began

writing the appraisalsfor her

employees she

discovered that she

could only recall

examples of either

positive or negative

performance for

the last two months.


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A structured feedback processtheABCDEmodel

TheABCDEmodel provides a structured process a manager can use to give

feedback to their staff. It not only provides a sequential order to follow, butalso

encourages good practice in delivering the feedback by incorporating allthese

principles.

The five stages of the model are:


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ASK

Firstly, the manager should ask themselves a series ofquestions, before engaging the staff member at all:

Is my aim genuinely to encourage effective behaviour?

Is it worth giving feedback about this particular behaviour?

Is there something Im doing which is causing poorperformance?


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BEHAVIOR

The manager should tell the staff member which particular behaviours they have observed that theywish to talk about. Feedback should always start with what is observable, not conclusions aboutobservations. This means the manager focusing on what they have seen, what they have heard, or what

they have read.

We cannot observe abstract concepts like teamwork, attitude, laziness,

enthusiasm or commitment; these are conclusions we draw from observing

behaviours. In giving feedback, we should avoid starting with such

interpretations because:

We can easily misinterpret what we observe, which may damage the trust

the staff member has in us.

The staff member is asked to interpret what you mean, and they may get

that wrong!

Be as specific as possible, give examples, and stick to behaviours.


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Consequences

Having stated the behaviours, the manager should go on tostate the impact that those behaviours have, whether positive(in the case of affirming feedback) or negative (in the case ofadjusting feedback). As far as possible, these consequencesshould be framed in terms that affect the individualconcerned; the impact should have consequences for them.

For example: Chandra, when you decide to stay late andmake sure everythings ready for tomorrows shift, it reallyhelps things run smoothly and I know the other staff reallyappreciate it Or: Martin, when you dont return my emails,

even when I have asked you specifically to reply, whathappens is that I start to doubt whether youre on top ofthings or whether youre prioritising your work properly


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DO

Having stated what has been observed and how those behaviours impact onperformance, the manager then makes the ask: Please keep it up (affirming)or What can you do differently? (adjusting). The onus is on the member ofstaff to take responsibility and suggest how they can change (or to accept thepraise!).

It may occasionally be appropriate to ask What do we need to dodifferently?, recognising a joint responsibility for a situation. But the staffmember should retain responsibility for their behaviour in any case.


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Evaluate

Most instances of feedback will not require any kind of follow up or evaluation,including almost all cases of affirming feedback. Feedback at its best is regular andlow-key, and will rarely turn into anything formal. In these cases, it will beappropriate for the manager to ask the staff member about a timescale for change,and how they can assess whether progress has been made or not.


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Too often, we wade through the performance appraisal process believing our

end result is simply the completion of a cycle. Change your perspective.

Appraisals are more than assessments of the past yearThey are starting points

for the next year. As such, be sure

You devote equal time to creating tasks and high-level goals for the next year.

These objectives serve as guideposts for employees, and they provide the

benchmark against which future performance will be measured.

Look to the future


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Remember that your greatest assets are your employees. I will be assisting

managers with identifying individual employee gaps and developing employees

one by one.

Incorporate these gaps into performance appraisal reports, and use the data to

generate each employees personal development plan. After all, a performance

appraisal is simply a measurement of what has already happened; development

plans and follow-up action are the catalysts that actually improve individualsperformance, which should in turn positively influence the organizations

overall performance.

Dont just assess competencies, develop employees


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Get Evidences

Mantis Entries

Customers commentsBug list

Delay proof

Explaining Forms


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Training to Appraiser

Documents

Transcript of Training to Appraiser