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Quality Performance Appraisal for Library Staff Teresa To Run Run Shaw Library City University of Hong Kong 11 April 2007
Definition evaluating the performance assessing the development and training needs “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
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
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
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
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
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
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
Example Performance Planning, Appraisal & Development (PPAD) of the City University of Hong Kong
Job rotation Assessed by different appraisers Consistent standards Encourage staff to participate in projects Assessed by multiple supervisors Training of appraisers Review standards and revise guidelines Genuine care and concern about staff development and improvement Knowledge of coaching and mentoring Integrate with specific job duties Assess tasks performed, not person Objective Assessment
Planning and Implementation Objectives set 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
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
Developmental Staff Performance Appraisal Communicate Expectations Recommend Training & Development Follow up Training and Development Needs Revise and Adjust Training and Development Plan Evaluate Progress Identify Objectives For the Next Exercise STAFF PARTICIPATION INTERACTION FEEDBACK INSTITUTIONAL SUPPORT
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
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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