1. Performance Appraisal Uses
Raises, Merit Pay, Bonuses
Personnel Decisions (e.g., promotion, transfer, dismissal)
Identification of Training Needs
Research Purposes (e.g., assessing the worth of selection tests)

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
Ranking
1st _____
2nd_____
3rd _____
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 (cont.)
Absolute Methods
Narrative essay
Unstructured (e.g., content, length)
Affected by the writing ability of supervisors and time availability
Graphic Rating Scale (most common)
_____ _____ _____ _____ _____
Very Average Excellent
Poor

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

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

10. 3. Problem Solving/Troubleshooting
Definition: Uses a logical, step-by step approach to identify and solve process problems
Well Below Expectations Below Meets Expectations Consistently Exceeds Outstanding
Expectations Expectations
Fails to understand how equipment and processes interrelate
Does not complete checklists or other required forms
Is not able to identify root causes of process deviations
Does not consistently meet A2E expectations
Depends on others to solve problems
Uses available resources (e.g., drawings, checklists, forms, people—engineers, data historian) to determine the root cause of problems
Selects and interprets data to solve problems
Investigates the nature of equipment and process malfunctions on an ongoing basis
Participates in A2E efforts
Develops novel, safe and effective solutions to current problems
Anticipates problems before they occur and suggests solutions
Takes ownership in problem solving and sees it through to completion
Effectively leads problem solving efforts (e.g., A2E, handles complicated analysis requests on one’s own)
Behavioral Examples of Rating:_____________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

11. 2. Technical Ability
Definition: Uses mechanical, electrical and process equipment, tools, and principles properly
Well Below Expectations Below Meets Expectations Consistently Exceeds Outstanding
Expectations Expectations
Cannot describe the parts and functions of various equipment (e.g., valves, pumps, motors)
Skips steps in the procedures when performing job tasks
Incorrectly uses tools and other equipment
Cannot read and interpret EFDs, PFDs, blueprints and schematics
Does not accurately perform basic mathematical calculations or conversions
Interprets graphs, charts and diagrams accurately
Examines relevant information (e.g., tank levels, set points) before making process adjustments
Continuously learns and improves one’s job knowledge
Can explain to others how to do their job
Demonstrates knowledge of different work areas (e.g., lab) and how these interact with each other
Can train others on how to do their job
Independently resolves any complex work-related request
Suggests ways to improve system functioning (e.g., increase yield, prevent waste)
Behavioral Examples of Rating:_____________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

12. ~ 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
Cleans equipment after each use.

13. Behaviorally Anchored Rating Scale (BARS) Process
Generate critical incidents (examples of good and poor job performance)
2) Place critical incidents Into performance dimensions (e.g., Responsibility, Initiative, Safety)
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)
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

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

15. Performance Appraisal & Self-Fulfilling Prophecies
Supervisor Expectancy
Leadership Behaviors
Subordinate
Self-Expectancy
Subordinate Performance
Subordinate
Motivation

16. 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)

17. Performance Appraisal Training
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)
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

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

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

20. Equal validity, unequal predictor means
Intercept Bias (Test)
Satisfactory
Minority
Performance
Criterion
Non minority
Unsatisfactory
Reject Accept
Predictor Score
Equal validity, unequal predictor means
Job performance is equal
Test scores are greater for non-minorities

21. Equal validity, unequal criterion means
Satisfactory
Non minority
Performance
Criterion
Minority
Unsatisfactory
Reject Accept
Predictor Score
Equal validity, unequal criterion means
Equal test scores; Minorities performing less well on job (over predicting performance)
Minorities hired same as non minorities but probability of success is small. Can
reinforce existing stereotypes.