Performance Appraisal Training Research Articles

Problems and Countermeasures of Performance Appraisal in Enterprise Human Resource Management

With the rapid advancement of science in society, driven by the highly updated enterprise technology system, human resource management plays an increasingly important role in the production and operation activities of enterprises, and has become an important factor determining the core competitiveness of enterprises. Therefore, exploring the performance appraisal management of enterprises in human resource management is of great significance for further improving the competitiveness of enterprises and making better use of the advantages of human resources. Based on the theory of performance appraisal management in human resources and taking Xu Fu Ji Food Company as an example, this paper points out the current status and existing problems of the enterprise, such as unclear assessment purpose, neglect of the overall performance management of the enterprise, lack of performance appraisal training and summary links, and puts forward the advantages of clarifying the purpose of performance management, attaching importance to the overall team assessment, and increasing the intensity of performance appraisal training and summary Make suggestions.

Implementation of the supervisory function in fostering the competence of the principal's academic supervision on the performance assessment of kindergarten teachers

The purpose of this study is to describe how the implementation of the supervisory function in fostering the competence of the principal's academic supervision on the performance assessment of kindergarten teachers in Banda Aceh City. This study uses a descriptive qualitative approach. The research was conducted at the Kindergarten in Banda Aceh City. Data collection techniques using observation, interviews. The standard of data validity in qualitative research refers to the standards of credibility, transferability, dependability, and confirmability. The data analysis technique used is descriptive qualitative analysis with data reduction techniques, data presentation, and drawing conclusions. The results of this study are the results of this study conclude that the supervision carried out by the principal on the implementation of the Teacher Performance Assessment has been carried out systematically and programmed, so that teachers feel the assistance of the principal in improving their performance. Factors that support the successful implementation of the supervisory function in fostering the competence of principals' academic supervision on the implementation of teacher performance are the factors of principals and teachers who have a desire to improve their performance through academic supervision activities shown by a cooperative attitude towards the supervision process. Meanwhile, the obstacles are the principal's lack of knowledge about Teacher Performance Assessment, the number of teachers who must be fostered and the lack of intensity of academic supervision of teachers. Meanwhile, the solution is to follow teacher performance appraisal training, increase the intensity of class visit supervision and increase academic supervision development programs and teacher performance appraisals on a regular and continuous basis.

English

Human Resource (HR) practices like performance appraisal (PA) training are meant to ensure that employees are equipped with the knowledge and skills needed for the attainment of organisational goals. However, gaps still exist on the relationship between PA employees’ training and employees’ performance. This study aimed to establish the relationship between PA training and employees’ performance in Public Teacher Training Colleges (PTTCs) in Kenya. A cross-sectional survey study was conducted among 282 employees comprising 185 appraisee’s and 97 appraisers in all the 27 PTTCs. Proportionate stratified sampling technique was used and a self-administered semi-structured questionnaire was used to collect sociodemographic data and PA practices. Linear regression analysis indicated that PA training contribution to employee’s performance was not significant (R2 = 0.001). Appraisee’s preferred quarterly appraisal trainings and appraisers preferred those conducted twice a year (P=0.0054; P=0.0025), respectively. Personal request (P=0.0086) was the basic selection criterion considered for appraisers to attend PA training whereas for appraisee’s, the management considered individual performance (P=0.0011). The PA training among appraisers focused on corruption prevention and service delivery (P=0.0031; P=0.0232 respectively) whereas for appraisee’s, it focused on conflict resolutions (P=0.0299). Additional courses besides PA training were intended to enhance employees’ personal development (P=0.0002). Appraisers opined that the relevance of PA training on employees’ personal development was not relevant at all (P=0.013) and ineffective (P=0.0055). Results suggest well-designed PA programmes that guarantee employees’ personal development and career progression enhances their commitment and may positively affect their performance. Key words: Appraisers, appraisees, teacher training, performance appraisal training, employees’ performance.

Frequency and effects of performance appraisal training in applied settings

AbstractDespite an established body of research supporting the benefits of rater training on performance appraisal (PA) ratings, it is unclear whether PA training has been widely adopted in the field and what types of PA training are most frequently utilized. This study expanded upon previous research by using a sample of 229 active managers collected via Qualtrics panels to examine the prevalence of various types and instructional contexts of PA training. This research also examined the relationship between training and perceptions of rater preparedness. Collectively, results suggest that PA training is occurring in organizations, that training is perceived favorably, but that the nature and usage of training differs widely.

Perceived justice in performance appraisal among Vietnamese employees: antecedents and consequences

The current study investigates the antecedents and consequences of perceived justice in performance appraisal (PA) among Vietnamese employees. Although PA is popular in Vietnam, few researches to examine the effectiveness of PA practice in Vietnamese company have been reported. This research explores the issue of justice in PA from the employee perspective. Cross-sectional data were collected from full-time employees at various organisations who are enrolling in night-time Master courses using self-reported questionnaires which yielded a final sample size of 546 observations. Results of multiple regression analyses indicate that participative PA, PA training, trust in rater and the use of forced distribution ranking system have been found to influence the perception of procedural and distributive justice in PA. Perception of procedural and distributive justice in PA, in turn, significantly impacts intention to stay with the organisation. The relationships between perceived justice in PA and job performance, however, are partly in contradiction to previous predictions. While perceived distributive justice in PA strongly influences, perception of procedural justice does not influence job performance. Discussion of results and implications are also detailed.

Experimental study comparing a traditional approach to performance appraisal training to a whole‐brain training method at C.B. Fleet Laboratories

AbstractThe purpose of this study is to examine the effects of a new approach to performance appraisal training. Motivated by split‐brain theory and existing studies of cognitive information processing and performance appraisals, this exploratory study examined the effects of a whole‐brain approach to training managers for implementing performance appraisals. Managers at C.B. Fleet (n = 33) were randomly assigned into either the control or the experimental group. Fifty‐three employees participated in the study, with 27 employees reporting to a manager in the control group and 26 reporting to a manager in the experimental group. Managers in the control group received the company's traditional annual performance appraisal training that focused on training them to discern performance by specific dimensions, which is consistent with left‐brain activity. Managers in the experimental group received both the traditional training and training to stimulate the right brain hemisphere. The experimental training guided managers through a series of exercises to encourage them to access global impressions (person schema) of their subordinates. The effect of the experimental training was determined by surveying employees before and after the performance appraisal review cycle. The findings show that a whole‐brain approach to performance appraisal training results in positive returns from the perspective of the employees. Employees receiving performance appraisals from managers who participated in the experimental training group perceive the performance appraisal feedback and process as more useful.

Invited reaction: Experimental study comparing a traditional approach to performance appraisal training to a whole‐brain training method at C.B. Fleet Laboratories

Invited reaction: Experimental study comparing a traditional approach to performance appraisal training to a whole‐brain training method at C.B. Fleet Laboratories

Development of a performance appraisal training program for the Rehabilitation Institute of Chicago

“Nobody w ants to get one. Nobody wants to give one.” The problem was that the supervisors and managers of the Rehabilitation Institute of Chicago (RIC) did not know how to use the Institute's new performance management system and had not been trained on how to prepare and deliver effective performance appraisals. The problem further included the fact that RIC was required to improve its effectiveness and timeliness with performance appraisals in preparation for its 2002 Joint Commission on Accreditation of Healthcare Organizations (JCAHO) review and felt bound to be timely for its employees as sound management practice. The research question was: “What should be contained in a training program for effective performance appraisals that drives performance accountabilities in a mutually satisfying way for adults who can find themselves as either appraisees or appraisers?” Procedures to develop a performance appraisal training program included a review of the literature, selection of formative and summative committee members, and design and validation of criteria and contents of a performance appraisal training program. The results of the study included the creation of a two‐module performance appraisal training program that included a module on the new performance management system contents and the manager's role within that system, and a module on preparing, delivering and assessing effective performance appraisal experiences. The conclusions reached included that it was possible to design a performance appraisal training that incorporated adult learning principles including learner‐centered strategies that also reinforced ownership of timeliness. Face‐to‐face training experiences were augmented by online training materials, allowing for access by 20 RIC locations. RIC has approved recommendations for further evaluation of the effectiveness of the performance appraisal system. Recommendations to apply adult learning principles to internal adult learning venues have received broader acceptance within the wider management and employee groups.

Improving Confidence and Accuracy in Performance Appraisals

ABSTRACTThe paper presents findings of a study evaluating the impact of performance appraisal training on rating accuracy and perceived rating ability. 41 supervisors from a telecommunications firm took part in the training evaluated video vignettes and completed a questionnaire measuring self-efficacy beliefs about rating, goal intentions, and feelings about future rating behaviour. Supervisors in a control group (n = 12) also rated the video and completed the questionnaire. Trained supervisors showed increased accuracy on video ratings of work behaviour over the course of the training and an increase in self-efficacy measures. Control group supervisors by comparison decreased their accuracy of rating over the same time period while self-efficacy ratings remained constant. Impact of training on satisfaction and goals of participants is also presented.

Improving Confidence and Accuracy in Performance Appraisals

ABSTRACTThe paper presents findings of a study evaluating the impact of performance appraisal training on rating accuracy and perceived rating ability. 41 supervisors from a telecommunications firm took part in the training evaluated video vignettes and completed a questionnaire measuring self-efficacy beliefs about rating, goal intentions, and feelings about future rating behaviour. Supervisors in a control group (n = 12) also rated the video and completed the questionnaire. Trained supervisors showed increased accuracy on video ratings of work behaviour over the course of the training and an increase in self-efficacy measures. Control group supervisors by comparison decreased their accuracy of rating over the same time period while self-efficacy ratings remained constant. Impact of training on satisfaction and goals of participants is also presented.

EFFECTIVENESS OF PERFORMANCE APPRAISAL TRAINING USING COMPUTER ASSISTED INSTRUCTION AND BEHAVIOR MODELING

The present study evaluated the effectiveness of performance appraisal training in an organizational setting. Four hundred and two middle level managers were randomly assigned to one of three conditions: no training, computer assisted instruction only (CAI), or CAI training plus a behavior modeling workshop (CAIW). Training effectiveness was assessed on two categories of dependent variables, managerial learning and managerial job performance. As predicted trained managers were found to be more knowledgeable of performance appraisal than untrained managers. Also as predicted, managers in the CAIW group conducted appraisal discussions which were perceived by employees as more satisfying than employees of managers in the no training group. Only partial support was obtained for the hypothesis that trained managers would be more effective in completing performance appraisal forms.