Most people do a good job—not outstanding, not unacceptable—and therefore get rated in the middle category. But they all hate getting rated there. They see it as being labeled as a ‘‘C’’ student. How do we explain that getting the […]
Some computer-based performance appraisal systems offer an electronic form with different traits listed: quality of work, quantity of work, attitude, or dependability. The manager clicks on a one to five scale and then the machine generates the text for the […]
In most cases, it’s a good idea. One of the most common problems with performance appraisal is grade inflation, where performance appraisal ratings creep up until everyone is rated as exceeding expectations. One way to counteract this problem is by […]
Some objectives are more important than others. And some sections of the form may be more important than others. For example, although most managers would feel that both competencies and objectives are important, it is more important to do a […]
Yes. No matter how many levels there may be in the final overall rating, it’s a good idea to vary the number of levels and the labels or descriptors used for the assessments of different elements within the body of […]
Does it make any difference whether we use words or numbers? No matter how many positions there may be on the rating scale, the positions have to be labeled. There are four alternatives: behavioral frequency, verbal descriptors, comparison-to-standard, and numerical. […]
The overwhelming majority of performance appraisal forms provide for either three, four, or five levels of performance. It is rare for an appraisal system to operate on the basis of pass/fail with only two levels of ratings. And there are […]
In most cases, there should be one form for each job family in the organization. The organizational core competencies will be the same on every form, since everyone in the company is held accountable for meeting them. The job family […]
Yes. There are several other elements or sections that might be included in the performance appraisal form: Demographic data Instructions for completion Attendance record Development plans and goals Approvals Appraiser summary Employee comments Promotability and potential analysis Signatures Tell Me […]
The last part of the recommended performance appraisal form covers the individual’s major accomplishments over the course of the appraisal period. Shouldn’t the individual’s achievements be described throughout the appraisal form? Yes. For anyone other than a marginal performer, the […]
Why does an ideal appraisal form have a separate section for goals and projects? A goal or special project is a part of the job that an individual does in addition to meeting the key job responsibilities of her position. […]
Start with the job description. Most job descriptions include a summary of the most important duties and responsibilities of the position. If the job description isn’t useful (or if there hasn’t been a job description prepared for the position), then […]
Organizational core competencies are those behaviors or attributes that the company expects to see demonstrated by everyone who is employed, regardless of that person’s job or level. Sometimes called cultural competencies, these are the small number of skills, talents, and […]
Wouldn’t a dictionary definition work just as well? A definition provides a statement of the meaning of a word, phrase, or term, as in a dictionary entry. Although it may be useful to have a dictionary-like definition of a competency, […]
Several studies have focused on identifying the various competencies that predict success, both in organizational life in general and in specific jobs or job families. My firm, Grote Consulting Corporation, has identified thirty specific competencies, based both on formal research […]
Yes. While the specific design and construction of the form varies from one organization to another, five elements should appear in every performance appraisal form: 1. Organizational core competencies 2. Job family competencies 3. Key job responsibilities 4. Projects and […]