1. Compensation (raises, merit pay, bonuses) Personnel Decisions (e.g., promotion, transfer, dismissal) Identification of Training Needs Research Purposes (e.g., assessing the worth/validity of selection tests) Performance Appraisal Uses

2. Basic Performance Appraisal Process Conduct a Job Analysis (e.g., specify tasks and KSAs) Develop Performance Standards (e.g., define what is superior, acceptable, and poor job performance) Develop or Choose a Performance Appraisal System

3. Performance Appraisal Process Observation Selective Attention Timing Structure Frequency Storage Encoding of Information (e.g., categorization) Short vs. Long-term Memory Evaluation Retrieve Information Combine information Decision-making (judgment)

4. Sources of Information 1) Supervisors (most common) Role Conflict (e.g., judge and trainer/teacher) Motivation Time availability Friendship 2) Co-Workers (Peers) Friendship bias Leniency High level of accuracy Best used as a source of feedback

5. Sources of Information (cont) 3) Self Lots of knowledge Leniency effect Good preparation for performance appraisal meeting (conducive for dialog) 4) Subordinates Biases (e.g., # of subordinates, type of job, expected evaluation from supervisor) 5) Client Good source of feedback Negativity bias

6. Subjective Appraisal Methods (can be used with any type of job) Relative Methods 1) Ranking 1 st _____ 2 nd_____ 3 rd _____ 2) Pair Comparison Employee-1 _____ versus Employee-2 _____ Employee-1 _____ versus Employee-3 _____ etc. Both are difficult to use with a large number of subordinates

7. Subjective Appraisal Methods Absolute Methods 1) Narrative essay Unstructured (e.g., content, length) Affected by the writing ability of supervisors and time availability 2) Graphic Rating Scale (most common) _____ _____ _____ _____ _____ Very Average Excellent Poor

8. 1) Leniency (positive bias) X _____ _____ _____ _____ _____ Very Average Excellent Poor 2) Severity (negative bias) X _____ _____ _____ _____ _____ Very Average Excellent Poor 3)Central Tendency (midpoint) X _____ _____ _____ _____ _____ Very Average Excellent Poor All lead to a restriction in the range of performance scores Common Rating Scale Errors

9. Responsibility Commitment Initiative Sensitivity Judgment Communication Observation of specific behavior (s) (e.g., volunteers to work overtime) Halo Error High ratings on other performance dimensions

10. Subjective Appraisal Methods Behavioral Methods (use of critical incidents; examples of good and poor job behavior collected by job experts over time) Behavior Observation Scales (BOS) Rate the frequency in which critical incidents are performed by employees Sum the ratings for a total “performance” score 1) Assists others in job duties. _____ _____ _____ _____ _____ Never Usually Always 2)Cleans equipment after each use. _____ _____ _____ _____ _____ Never Usually Always

11. Objective Appraisal Data 1) Production Data (e.g., sales volume, units produced) When observation occurs (timing), and how data is collected Fairness and relevancy issue Potential limited variability Limitations regarding supervisory personnel 2) Personnel Data Absenteeism (excused versus unexcused) Tardiness Accidents (fault issue)

12. Behaviorally Anchored Rating Scale (BARS) Process 1) Generate critical incidents (examples of good and poor job performance) 2) Place Critical Incidents Into performance dimensions (e.g., Responsibility, Initiative, Safety) 3) Retranslation Step (do step # 2 again with a separate group of job experts. Discard incidents where disagreement exists as to which dimension in which they belong) 4)Calculate the mean and standard deviation of each critical incident (discard those with a large standard deviation) 5) Place critical incidents on a vertical scale

13. BARS (Pros and Cons) Process involves various employees (increases the likelihood of usage) Job specificity (different BARS need to be developed for each position) Not any better at reducing common rating scale errors (e.g., leniency, halo) Time consuming

14. Performance Appraisal Training 1) Frequent observation of performance and feedback (both positive and negative) 2) Recordkeeping (ongoing if possible) 3) Encourage self-assessment of employees 4) Focus on behaviors (not traits) 5) Use specific behavioral criteria and standards 6) Set goals for employees (specific and challenging ones) 7) Focus on how to observe job behaviors and provide incentives to do so

15. 1) Ensure that procedures for personnel decisions do not differ as a function of the race, sex, national origin, religion, or age of those affected by such decisions. 2) Use objective and uncontaminated data whenever they are available. 3) Provide a formal system of review or appeal to resolve disagreements regarding appraisals. 4) Use more than one independent evaluator of performance. 5) Use a formal, standardized system for personnel decisions. 6) Ensure that evaluators have ample opportunity to observe and rate performance if ratings must be made. 7)Avoid ratings on traits such as dependability, drive, aptitude, or attitude. 8) Provide documented performance counseling prior to performance,-based termination decisions. Legally Defensible Appraisal Systems

16. 9) Communicate specific performance standards to employees. 10) Provide raters with written instructions on how to complete performance evaluations. 11) Evaluate employees on specific work dimensions, rather than on a single overall or global measure. 12) Require documentation in terms of specific behaviors (e.g., critical incidents) for extreme ratings. 13) Base the content of the appraisal form on a job analysis. 14) Provide employees with an opportunity to review their appraisals. 15) Educate personnel decision-makers regarding laws on discrimination. Legally Defensible Appraisal Systems (cont)

17. Asking for (and using) performance information/input from employees Ensure a 2-way interaction during the performance appraisal meeting Provide a way for employees to counter or challenge the appraisal Sufficient detail and knowledge of employee performance by supervisors Consistent use of performance standards across employees Basing performance evaluation on actual job behaviors Using performance ratings for personnel decisions (e.g., pay, promotion) Factors Affecting Employees Acceptance of Performance Evaluations importance of using employee self- evaluations importance of rater training

18. x GENDER FEMALEMALE REGULARFASTREGULARFAST UNATTRACTIVE ATTRACTRIVE RATED ON VARIOUS FACTORS (E.G., ABILITY, INTEGRITY, LIKEABILITY) KEY IS PERCEPTION OF LEVELS OF FEMININITY. IF HIGHLY FEMININE, NOT SEEN AS VERY CAPABLE. Female attractiveness and corporate success

19. RATE TRAITS OF TYPICAL MALES RATE TRAITS OF TYPICAL FEMALES RATE TRAITS OF TYPICAL OF LEADERS MALE TRAITS SEEN AS SIMILAR TO LEADERSHIP TRAITS Female traits and leadership

20. SHOVING INCIDENT (DURING A DEBATE) BLACK SHOVES WHITE PERSON = 75% DEFINED IT AS ACT OF VIOLENCE WHITE SHOVES BLACK PERSON = 17% DEFINED IT AS ACT OF VIOLENCE WHITES INTERVIEWED BLACK APPLICANTS MORE DISTANCE LESS EYE CONTACT LESS OPEN BLACKS VIEWED LESS WELL WHITES INTERVIEWERS TREATED WHITE APPLICANTS THE SAME WAY AS BLACKS WHITE APPLICANTS VIEWED LESS WELL RACE DISCRIMINATION

21. QUALIFICATIONS LOWAVERAGEHIGH YOUNG OLD EASIER QUESTIONS ASKED TO OLDER APPLICANTS DESPITE QUALIFICATIONS AGE AND INTERVIEW QUESTIONS

22. EFFECT OF LABELS ARMY RECRUITS RANDOMLY ASSIGNED LABELS LOW AVERAGE HIGH THIS GROUP HAD BETTER PERFORMANCE SCORES ON VARIOUS MEASURES ALSO VIEWED THEIR LEADERS AS MORE EFFECTIVE SELP-FULFILLING PROPHECY AT WORK (LEADERS SPENT MORE TIME WITH THE “HIGH” EXPECTATION GROUP)

23. IN-GROUPOUT-GROUP LIKING, SPEND TIME WITH LEADER CHALLENGING, VISIBLE JOBS BETTER MEMORY FOR GOOD BEHAVIOR TREATED WARMLY PERFORMANCE EVALUATIONS ALLOCATION OF REWARDS SELECTION TO THE IN-GROUP 1)ABILITY 2)RESPONSIBILITY 3) TRUST LESS DESIREABLE JOBS LESS TIME SPENT WITH SUPERVISOR TREATED FORMALLY LOWER PERFORMANCE EVALUATIONS LESS REWARDS PERCEIVED SIMILARITY IN AND OUT-GROUP BIAS

24. Occupations with Highest and Lowest Mean Earnings, 1990 Ranking Occupation % Female Mean Earnings High High 1 Physicians 11 $57,166 2 Dentists 5 46,369 3 Lawyers 10 39,132 4 Podiatrists 5 38,402 5 Medical science teachers 17 37,958 6 Law Teachers 13 36,411 7 Securities and financial services sales 17 35,448 8 Airline pilots and navigators 1 34,488 9 Optometrists 6 34,211 10 Medical Scientists 35 33,909 Low Low 1 Child care workers, private household 98 $4,473 2 Private household cleaners/servants 92 5,530 3 Housekeepers and butlers 95 5,612 4 Child care workers, other 89 6,617 5 Cooks, private household 83 7,082 6 Waiters and waitresses 83 7,095 7 Misc. food preparation occupations 56 7,548 8 Waiters and waitresses’ assistants 46 7,632 9 Teachers’ aides 88 7,628 10 Textile sewing machine operators 93 7,726

25. If everyone were compensated for education and experience to the same degree as White men, the following differences in pay would occur: Projected Pay Adjustments Based on Education and Experience Observed Pay Projected Pay Difference % Difference Women: Black Latina Asian Native Amer. White Men: Black Latino Asian Native Amer. White $ 10,429 $ 14,367 +$3,983 +37.8 9,725 13,189 +3,464 +35.6 12,432 16,111 +3,679 +29.6 10,052 13,663 +3,611 +35.9 11,213 14,662 +3,449 +30.8 $ 14,372 $ 16,263 +$1,891 +13.2 14,935 16,473 +1,538 +10.3 20,148 21,288 +1,140 +5.7 16,019 17,420 +1,401 +8.7 20,335 21,449 +1,114 +5.5