I received several requests for some samples of appraisal instruments,
so I thought I might send them to the list. Unfortunately, I am in a
visiting professor position for the year and many of my files and
documents are still in Seattle. However, I will be back for a few days
later this week and can get some additional samples.
Here is a form that was used at Intel. It is an interesting combination
of essay, critical incidents and traits (or at least skills). It
focuses on Accomplishments (and their results), Strengths and Areas For
Improvement. The latter two are to be framed in terms of Intel's values
(which everyone wears on a card along with their access badge). Based
on this employees are rated as Outstanding, Successful or Improvement
Required. They are also given a "trending" value of Faster, Equal or
Slower. So you would be a "Successful Faster" if you were improving but
not quite outstanding. Then your Focal Manager meets with other
managers in the group and performs a forced ranking of the employees.
You are then told which quartile you were in. Raises, promotions and
performance feedback are all based on this instrument. This is done
twice a year with the mid-year for performance only. I will send copies
of a BARS form and some others next week.
Jeff
Jeff Peterson wrote:
> John, here are a few ideas. As far as topics and some articles here
> are my favorites:
>
>
>
> What is performance?
> Smith, Patricia C. Behaviors, results and organizational
> effectiveness: The problem of criteria. 1976. In M. Dunnette (Ed.)
> Handbook of Industrial and Organizational Psychology. Chicago, IL:
> Rand McNally. pp. 745-776
>
>
>
> OCB is it performance and should it be rewarded (a paradox of
> extra-role behavior)?
>
> Borman, W.C. & Motowidlo, S. J. 1993. Expanding the criterion
> domain to include elements of contextual performance. In. Schmitt &
> Borman (Eds). Personnel Selection in Organizations. Jossey Bass
> Conway, J. M. 1999. Distinguishing contextual performance from task
> performance for managerial jobs. Journal of Applied Psychology. Vol 84
> (1):3-13.
>
> Deckop, J.R., Mangel, R. & Cirka, C.C. 1999. Getting more than you
> pay for: Organizational citizenship behavior and pay for performance
> plans, Academy of Management Journal. Vol 42(4): 420-428.
>
>
>
> The Appraisal & Rating Process and Its Problems
>
> Wherry, R.J. & Bartlett, C.J. 1982. The control of bias in ratings:
> A theory of ratings. Personnel Psychology. 35: 521-551.
> Bretz, R.D., Milkovich, G. T., & Read, W. 1992. The current state
> of performance appraisal research and practice: Concerns, directions
> and implications, Journal of Management. Vol. 18(2): 321-352.
>
>
> Feedback
> Lam, S.K. Yik,M.S.M. & Schaubroeck, J. 2002. Responses to formal
> performance appraisal feedback: The role of negative affectivity.
> Journal of Applied Psychology, vol 87(1): 192-201.
> London, M., Smithers, J.W., Adsit, D.J. 1997. Accountability: The
> Achilles hill of multi-source feedback. Group and Organizational
> Management. Vol 22(2): 162-184.
>
>
> Fairness & Justice
> Folger, R., Knovsky, M. A., & Cropanzano. 1992. A due process
> metaphor for performance appraisal. Research in Organizational
> Behavior, Vol 14: 129-177.
>
> __
>
>
> From my time at Intel and a half dozen consulting firms I have
> collected some examples of performance appraisal forms that I could
> send you if you are interested in BARS, essays or critical incident
> examples (Intel uses a combined essay and critical incident approach)
>
> I use this activity as an object lesson that has multiple aspects. It
> is the "Beanie Baby Job"
>
> I select 10 beanie babies or bean bags and a small box.
> I place a strip of tape on the floor and put the box about 3 feet away.
> I ask for a volunteer and explain that his or her job is to put beanie
> babies into the box.
> He or she can choose to be paid $10,000 per beanie baby or $60,000
> salary (expectation is that they will choose the piece rate).
> Then student then tosses the beanie babies into the box and usually
> gets them all in.
> I then have a performance and salary review which is positive.
> I ask if they want to continue with the pay structure for another year
> (expect them to say yes).
> I then move the box to the far end of the classroom.
> The student tosses the beanies and usually gets one or two in.
> I have a performance/salary review and express my disappointment that
> their performance was so poor, I had such high hopes for them, was
> there a motivation problem, etc. I ask if they want to same pay
> arrangement as before and usually they will opt for the salary.
>
> We then discuss what kind of appraisal system this is (outcome based)
> and what the limitations are (not everything is in one's control).
> We also discuss what it would have been like if we used a behavior
> based appraisal approach (the behaviors were the same each year, so
> the salary would have been the same).
> We also discuss which approach benefits each party (the company and
> the employee) and how the risk shifts depending on the way the
> appraisal system is set-up.
> Finally we discuss how this example demonstrates the idea that using a
> single performance instrument for reward and development is filled
> with problems, despite the fact that almost everyone does it that way.
>
> Good luck and let me know if you would like any samples.
>
> Jeff Peterson
>
jgpeters@u.washington.edu
>
>
>
> John B. Bingham wrote:
>>
>> Colleagues,
>>
>>
>>
>> I’m preparing to teach a class section on performance management as
>> part of a required Strategic HR class for first-year MBA students.
>> Not having taught this topic as part of this class before, I’m
>> wondering what others have used as effective teaching tools,
>> exercises, key concepts, etc. I would greatly appreciate any
>> suggestions you might provide.
>>
>>
>> Thanks!
>>
>>
>>
>> John Bingham
>>
>> Brigham Young University
>>
>>
>>
>
>