Negative Performance Evaluations Research Articles

Using diaries to promote procedural justice in performance appraisals

One-hundred-seventeen college students performed a task on which they received a negative, neutral, or positive performance evaluation. The evaluations were made by the experimenter who (i) kept a diary documenting subjects' performance, (ii) observed their performance but did not keep a diary, or (iii) made the evaluation on no apparent basis (control). It was found that both the evaluation procedure and the evaluation outcome itself were perceived as being fairer when diaries were used as the basis for making evaluations relative to either subjects in the observation procedure group or the control group. The practical implications of these findings for performance appraisals are considered along with the implications for conceptual work on procedural justice.

Self‐expectancies and reactions to evaluations of personal performance

AbstractA field study tested whether college students' reactions to evaluations of their performance on an important examination were based primarily on self‐consistency or self‐enhancement needs. All students (N= 166) completed two questionnaires, one a week before and the other a week after the examination. The first questionnaire measured general self‐expectancies (self‐esteem), as well as expectancies specific to the upcoming examination. The second questionnaire measured six separate phases of the students' reactions to their performance evaluations (cf. Shrauger, 1975), each phase being primarily cognitive or affective in nature. The results showed a strong general preference for positive rather than negative performance evaluations among the students, regardless of their self‐expectancies. Self‐enhancement effects emerged more clearly than did self‐consistency effects, and most effects of both types tended to involve general rather than specific self‐expectancies. Finally, there was some support for Shrauger's claim that cognitive reactions to performance evaluations are influenced by self‐consistency needs, whereas affective reactions are influenced by self‐enhancement needs.

The Protestant work ethic and reactions to negative performance evaluations on a laboratory task.

The Protestant work ethic and reactions to negative performance evaluations on a laboratory task.

The Protestant work ethic and reactions to negative performance evaluations on a laboratory task.

The Protestant work ethic and reactions to negative performance evaluations on a laboratory task.