Você está na página 1de 73

KURT PENBERG BMW

1.1 PERFORMANCE APPRAISAL Performance appraisal is the process of obtaining, analyzing and recording Information about the relative worth of an employee. The focus of the performance appraisal is measuring and improving the actual performance of the employee and also the future potential of the employee. Its aim is to measure what an employee does. It is a powerful tool to calibrate, refine and reward the performance of the employee. It helps to analyze his achievements and evaluate his contribution towards the achievements of the overall organizational goals. By focusing the attention on performance, performance appraisal goes to the heart of personnel management and reflects the management's interest in the progress of the employees. People differ in their abilities and their aptitudes. There is always some difference between the quality and quantity of the same wor on the same !ob being done by two different people. Therefore, performance management and performance appraisal is necessary to understand each employee's abilities, competencies and relative merit and worth for the organization. Performance appraisal rates the employees in terms of their performance. Performance appraisal ta es into account the past performance of the employees and focuses on the improvement of the future performance of the employees.

1.1.1 OBJECTIVES OF PERFORMANCE APPRAISAL:

" To review the performance of the employees over a given period of time. " To !udge the gap between the actual and the desired performance. " To help the management in e#ercising organizational control. " $elps to strengthen t h e relationship and communication between supervisor% subordinates and management%employees. " To diagnose th e strengths and wea nesses of the individuals so as to identify t h e training and development needs of the future. " To provide feedbac to the employees regarding their past performance. Provide information to assist in the other personal decisions in the organization. " Provide clarity of the e#pectations and responsibilities of the functions to be performed by the employees. " To !udge the effectiveness of the other human resource functions of the organization such as recruitment, selection, training and development. " To reduce the grievances of the employees. If employee development is required for performance improvement then solving these performance problems should be straight forward with a clear understanding of root causes. Possible approaches include changing the wor environment, better prioritization of conflicting priorities, time off, additional training, shadow or buddy system, mentoring or coaching, changing team environment or set ob!ectives and soon.

1.2 INDUSTRY PROFILE

1.2.1 HISTORY The first practical automobile with a Petrol engine was built by &arl Benzin, '(() in *annheim, +ermany. Benz was granted a patent for his automobile on ,- .anuary '((/, and began the first production of automobiles in '((( after Bertha Benz his wife had proved with the first long%distance trip in 0ugust '((( from *annheim to Pforzheim and bac that the horseless coach was absolutely suitable for daily use. 1ince ,22( a Bertha Benz *emorial 3oute commemorates this event. 1oon after, +ottlieb 4aimler and 5ilhelm *abuchi in 1tuttgart in '((- designed a vehicle from scratch to be an automobile, rather than a horse%drawn carriage fitted with an engine. They are also usually credited as inventors of the first motorcycle in '((/, but 6nrico Bernardio of the 7niversity of Padua in '((,, patented a 2.2,8 horsepower one% cylinderpetrol motor fitting into his son9s tricycle ma ing it at least a candidate for the first automobile, and first motorcycle. Bernardi enlarged the tricycle in '(-, to carry two adults.

1.2.2 AUTOMOTIVE INDUSTRY

The automotive industry designs, develops, manufacturers, mar ets, and sells the world9s motor vehicles. In ,22-, more than (( million motor vehicles, including cars and commercial vehicles were produced worldwide. In ,22-%,2'2, a total of -2 million new automobiles were sold worldwide: ,8 million in 6urope, ,'.8 million in 0sia%Pacific, '-.8 million in 710 and ;anada, '8.8 million in <atin 0merica, /.8 million the *iddle 6ast and =.8 million in 0frica. The mar ets in >orth 0merica and .apan were stagnant, while those in 1outh 0merica and 0sia grew strongly. ?f the ma!or mar ets, 3ussia, Brazil, India and ;hina saw the most rapid growth. 0bout ,)2 million vehicles are in the use in the 7nited 1tates. 0round the world, there were about (2/ million cars and light truc s on the road in ,22-: they burn over ,/2 billion gallons of gasoline and diesel fuel yearly. The numbers are increasing rapidly, especially in ;hina and India. In the opinion of some, urban transport systems based around the car have proved unsustainable, consuming e#cessive energy, affecting the health of populations, and delivering a declining level of service despite increasing investments. *any of these negative impacts fall disproportionately on those social groups who are also least li ely to own and drive cars. The sustainable transport movement focuses on solutions to these problems. In ,22-, with rapidly rising oil prices, industries such as the automotive industry, are e#periencing combination of pricing pressures from raw material costs and changes in consumer buying habits. The industry is also facing increasing e#ternal competition from the public transport sector, as consumers re%evaluate the private vehicle usage. 3oughly half of the 719s fifty one light vehicle plants are pro!ected to permanently close in the coming years with the loss of another ,22,222 !obs in the sector, on top of the )/2,222 !obs lost this decade. 0s a result, in ,2'2, ;hina became the largest automobile mar ets in the world.
3

1.3 INTRODUCTION OF THE COMPANY KURT PENBERG BMW is an acronym for Bay !"#$% M&'&! ( W !) 0+%%or, in 6nglish, Bavarian *otor 5or s. 5hatever you call it, the +erman%based company is one of the world's most respected automa ers, renowned for crafting lu#ury cars and 17@s that offer superior levels of driving en!oyment. Aounded in *unich, the company began in the early '-'2s as an aircraft manufacturer. &73T P6>B63+ B*5's current logo, designed to represent white propeller blades against a blue s y, reflects these originsB its blue%and%white color scheme also references Bavaria's blue%and%white chec ered flag. It wasn't until '-,( that production began on the first &73T P6>B63+ B*5 automobile, the 4i#i. The car proved tremendously popular, and its success helped the manufacturer weather the 4epression. &73T P6>B63+ B*5's best% nown pre% 5orld 5ar II vehicle was the Type C,( roadster, a supple two%seater that rac ed up over ',2 victories on the motorsport circuit between '-C/ and '-82. Postwar &73T P6>B63+ B*5 cars maintained this tradition, winning several racing, rallying and hill climb victories. The early '-)2s saw the launch of the &73T P6>B63+ B*5 )2', a roomy, voluptuous sedan that was * resplendent with all of the hopefulness of that era. It was soon followed by the )2, which was powered by the world's first light%alloy @(, foreshadowing &73T P6>B63+ B*5's ongoing commitment to developing new technology. The best%selling &73T P6>B63+ B*5 of that decade was the Isetta, a petite two%seat Dmicro carD typically powered by a ',% or 'C%horsepower engine. The mid%')2s also saw the debut of the limited production and breathta ingly beautiful )2= sports car which had an alloy body and used the )2,'s @( for propulsion. In the '-/2s, &73T P6>B63+ B*5 sales strengthened significantly, than s in part to the immense popularity of the ')22, a sporty family sedan. By the '-=2s, &73T P6>B63+ B*5 was establishing itself as a full%fledged car company. It was a pioneer for many emerging technologies, including turbo charging and advanced vehicle electronics. This was also the period when &73T P6>B63+ B*5 of >orth 0merica

was established and consumers, who coveted both sports and lu#ury cars, became loyal DBimmerD owners. The '=2salso saw the birth of &73T P6>B63+ B*5's three%tier sport sedan range consisting of the C 1eries, ) 1eries and= 1eries cars and the creation of its performance division. *ore recently, the company has been e#panding its reach worldwide. It opened its first 7.1. manufacturing plant in the latter half of the '--2s and has e#panded its brand empire to include *ini and
4

3olls%3oyce. &73T P6>B63+ B*5 also continues to build motorcycles, something it has done since the '-,2s. The automa er's famous advertising slogan describes each of its vehicles as Dthe ultimate driving machine,D and it's not mere hyperbole. ?ver the past couple of decades, &73T P6>B63+ B*5s have become the standard for performance and lu#ury in most of the Dover EC2,222D segments. 5ith family%friendly wagons, crisp sedans, distinctive coupes, nimble sports cars and spacious 17@s offered, &73T P6>B63+ B*5's model roster is diverse. But its lu#ury vehicles all share a common characteristic: the ability to ma e drivers feel gloriously connected to the road. 1.3.1 ORGANI*ATION CHART

T>%8C/ +eneral *anager $uman 3esources 1ubash ;hander T>%8C/ Team 0ssistant Bavya T>%8C/ *anager $uman 3esources 3. +ovardhanan T>% 8C/ 1pecia list 6*1, Aacilities and T>%8C/ Aacilities F Pro!ects >aresh T>% 8C/ Aacilit ies Balasubramaniyan T>%8C/ Pro!ects 4amodha ran

T>%8C/ 1pecialist 1afety 1athish

T>%8C/ 3ecruitment , Trainng and P*1 1aranya T>%8C/ 6mployee 3elation 1hanmugara!an T>% 8C/ 6#pa t

T>%8C/ 6mployee 3elation G65$ F ?ther AunctionsH

1.3.2 VARIOUS DEPARTMENTS ASSEMBLY 1tarting from car body delivery from logistics to completion of entire car comes under this department. It consists of process of assembling car parts. This includes various sub%departments li e O+ !% a,- D&&!- Pa"(' S%&.- F"(a/ F/a#%- F"("#% R 0&!)- R .a"! O( W% /# a(, T!"1/"( . PLANT MANAGEMENT This is the finance department of the company which sources and allocates the funds for continuous production. 0ll necessary goods for employees are purchased through this department. They provide the sales and e#penditure details. HUMAN RESOURCE AND FACILITY This department serves as the bridge between the management and wor force. @arious tas s li e filing of employee records, payroll distribution, ta# filing, attendance, assigning loss of pay etc. Aacility department ta es care of the plant maintenance. It includes infrastructure facility li e house eeping, gardening, waste management and security etc. INFORMATION TECHNOLOGY DEPARTMENT This department ta es care of networ and communication facility of company. It controls the inflow and outflow of data from company and outside world through computers and internet security. 1.2 INTRODUCTION OF THE SUBJECT Performance appraisal may be defined as an organized formal interaction between a subordinate and supervisor, that usually ta es the form of a periodic interview, in which the wor performance of the subordinate is e#amined and discussed, for identifying wea nesses and strengths as well as opportunities for improvement and s ills development GA!$% !
6

N&!'%- 2332H. In other words, Performance appraisal is a formal system of measuring, evaluating, and influencing an employee9s !ob%related attributes, behaviors and outcomes to determine how productive an employee is, and to determine if an employee9s productivity can be improved GK&(&4 a!- 2332H. 0ppraisal results are used in many organizations, either directly or indirectly, to help identifying the better performing employees who should get the ma!ority of available merit pay increases, bonuses, and promotions. There are various appraisal methods are in usage today. Broadly, we can classify them as $&1.a!a'"+ a..!a"#a/# Gran ing, paired comparisons, and forced distributionH, 4 %a+"&!a/ a..!a"#a/# Ggraphic rating scales, chec list, critical incidents, essays, and behaviorally anchored rating scalesH, and &5'.5' 4a# , a..!a"#a/#. 0lso there are rapid appraisal methods for quic , low cost ways to gather data for manager9s information needs. 0ll of the appraisal methods have been discussed and their advantages and disadvantages are mentioned. In this paper a new appraisal method has been proposed using the e#isting methods. This new method is developed by ta ing the advantages of the three common methods including comparative, behavioral and output based. The advantages and disadvantages of this new method are also discussed. 0 hierarchical structure discussed in this paper uses all the appraisal methods accordingly at appropriate levels of the company. 1.2.1 METHODS FOR APPRAISING PERFORMANCE Performance actually can be appraised by a wide variety of methods and techniques. The most commonly used performance appraisal methods can be distinguished into three ma!or categories: comparative appraisals, behavioral appraisals, and output%based appraisals. 1.2.1.1 C&1.a!a'"+ A..!a"#a/# *anagers directly compare the performance of their subordinates against one another in comparative appraisals. Aor e#ample, a data entry operator's performance would be compared with that of other data%entry operators by the computing supervisor. ;omparative techniques include ran ing, paired comparisons, and forced distribution.
7

Ranking: In this method, the supervisor lists all subordinates in order, from the highest to the lowest in performance. 3an ings such as this are appropriate only in small companies. 0s the number of employees increases, it becomes gradually more difficult to discern differences in their performance. Paired Comparisons: The paired comparison method involves comparing each employee to every other employee in the rating group, one at a time, to determine the better. 0 ran order is obtained by counting the number of times each individual is selected as being the better of a pair. Forced Distribution: In forced distribution, the supervisor must assign only a certain proportion of hisIher subordinates to each of several categories on each evaluative factor. 0 common forced distribution scale is divided into five categories. 0 fi#ed percentage of all subordinates in the group fall within each of these categories. Typically, the distribution follows a normal distribution. 1.2.1.2 B %a+"&!a/ A..!a"#a/# In contrast with comparative appraisals, behavioral appraisals allow supervisors to evaluate each person's performance independent of other employees but relative to important !ob%related behaviors, which when e#hibited can lead to !ob success. Graphic Rating Scale: The graphic rating scale allows the rater to mar an employee's !ob performance on a five%point or seven%point scale. This method identifies certain sub!ective character traits, such as 'pleasant personality', 'initiative' or 'creativity' to be used as basic !ob performance criteria. Because of its simplicity, the graphic rating scale is the most frequently used performance appraisal method. Checklist: The chec list uses a list of statements or words that are chec ed by raters. 3aters chec statements most representative of the characteristics and performance of an employee. Typical chec list statements are: can be e#pected to finish wor ing time, seldom agrees to wor overtime, is cooperative and helpful, accepts criticism, and strives for self% improvement. The chec list can be modified so that varying weights are assigned to the
8

statements or words. The results can then be quantified. 7sually, the results are not nown by the rater and are tabulated by someone else, such as a member of the $3 unit. Critical Incidents: In the critical incident method, the manager eeps a written record of the highly favorable and unfavorable actions in an employee's performance. 5hen something happens Ja 'critical incident' involving a particular employeeK the manager writes it down. Thus, a list of critical incidents is ept during the entire rating period for each employee. The critical incident method can be used with other methods to document the reasons why an employee was rated in a certain way. Essays: The essay Gfree%formH appraisal method requires the manager to write a short essay describing each employee's performance during the rating period. The rater usually is given a few general headings under which to categorize comments. The intent is to allow the rater more fle#ibility than other methods do. 0s a result, the method is often combined with other methods. Behaviorally nchored Rating Scales !B RS": B031 utilize critical incidents to focus

appraisal on employee behaviors that can be changed. Thus, a B031 system describes e#amples of 'good' or 'bad' behavior. These e#amples are 'anchored', or measured, against a scale of performance levels. 0n e#ample of B031 that rates a university professor's attitude toward students is sited here. ;onstruction of B031 begins with the identification of important !ob dimensions. The dimensions are the most important performance factors in an employee's description. 0ssume the ma!or !ob dimensions associated with teaching are: course organization, attitude toward students, fair treatment, and competence in sub!ect area. 1hort statements, similar to critical incidents, are developed that describe both desirable and undesirable behaviors. Then they are 'retranslated' or assigned to one of the !ob dimensions. This tas is usually a group pro!ect and assignment to a dimension usually requires the agreement of /2L to =2L of the group. The group, consisting of people familiar with the !ob, then assigns each 'anchor' a number, which represents how 'good' or 'bad' the behavior is. 5hen numbered, these anchors are fitted to a scale. The drawbac s are: behaviorally anchored rating scales require e#tensive time and effort to develop and maintain. 0lso,

separate B031 forms are necessary to accommodate different types of !obs in an organization. #$% Degree 9 ,4a$)- also ppraisal system: In human resources or industrial psychology, 3637, 8! nown as 15/'"7!a' ! 9 ,4a$)- 15/'" #&5!$ 9 ,4a$)- or 15/'" #&5!$ will include direct feedbac from an employee's

a## ##1 ('- is feedbac that comes from members of an employee's immediate wor circle. *ost often, C/2%degree feedbac some cases, feedbac subordinates, peers, and supervisorGsH, as well as a self%evaluation. It can also include, in from e#ternal sources, such as customers and suppliers or other interested sta eholders. It may be contrasted with Dupward feedbac ,D where managers are given feedbac only by their direct reports, or a Dtraditional performance appraisal,D where the employees are most often reviewed only by their managers. 1.2.1.3 O5'.5'74a# , A..!a"#a/# 5hile the methods described above focus on !ob behaviors or processes, output%based appraisals focus on !ob products as the primary criteria. The most commonly used output% based appraisal is Ma(a8 1 ('74y7O4: $'"+ # ;MBO<. *B? specifies the performance goals that an individual hopes to attain within an appropriate length of time. The ob!ectives that each manager sets are derived from the overall goals and ob!ectives of the organization. Implementing an *B? appraisal system comprised four basic stages. &ob Revie' and greement: In the first phase the employee and the supervisor review the

!ob description and the ey activities that comprise the employee's !ob. The idea is to agree on the e#act ma eup of the employee's !ob. Development o( Per(ormance Standards: 1pecific standards of performance must be mutually developed. This phase specifies a satisfactory level of performance that is specific and measurable. Guided )b*ective Setting: ?b!ectives are established by the employee in con!unction with, and guided by, the supervisor. ?b!ectives should be realistically attainable and may be different from the set performance standard.
10

Continuing Per(ormance Discussions: The employee and the supervisor use the ob!ectives as bases for continuing discussions about the employee's performance. 0lthough a formal review session may be scheduled, the employee and the manager do not necessarily wait until the appointed time for performance discussion. ?b!ectives are modified mutually, and progress is discussed during the period.

11

2. NEED- OBJECTIVE AND SCOPE OF THE STUDY


2.1 NEED FOR THE STUDY 0utomobile has become important need of people in their fast moving life. These automobile companies are e#panding in greater phase in various countries especially in highly populated countries li e India, ;hina etc. These ;ompanies are also contributing towards the development of economy for a long time and at the moment it is treated as an important industry in modern world. 4ue to globalization and free mar et economy, this industry is facing severe competition, also it ma es establishment of foreign company in other countries. *ost of the automotive companies fail due to lac of proper strategic planning and goals. ?ne of the ma!or reasons of their poor performance is adaptation of traditional production system. They are very much slow in adopting new product line, less concerned about attracting and satisfying customers and being reluctant to implement information technology. That9s why it is very necessary for each and every industry to evaluate its performance over the periods. Thus the purposes of choosing the topic are, I feel that performance appraisal of employees will result in better productivity. Aor the better understanding of the concept of performance appraisal. To provide feedbac on appraisal system of the company for further improvement of the system. 2.2 OBJECTIVE OF THE STUDY 2.2.1 P!"1a!y O4: $'"+ :
To study the performance appraisal of employees at &73T P6>B63+ B*5 +roup ;hennai.

12

2.2.2 S $&(,a!y O4: $'"+ : To study the purpose of performance appraisal conducted at &73T P6>B63+ B*5. To understand the opinion of employees towards performance appraisal at &73T P6>B63+ B*5. To identity the effect of performance appraisal on individual and organizational development. To understand the e#isting relationship between management and employees. To identify ways to improve the e#isting performance appraisal system. 2.3 SCOPE OF THE STUDY The management can identify the employee's opinion of the e#isting performance appraisal system. The study can be used to ma e the present appraisal system more effective and satisfied among employees. It could be used to identify training and development needs for the individual and the organization as a whole 2.2 LIMITATIONS OF THE STUDY Production is, in fact, a huge operation and it is quite impossible to cope up all the activities during internship period. 0nd for that reason limitations prevail while conducting the survey. Basic limitations faced while preparing the study were: The ;ompany9s policy of not disclosing some data and information for obvious reasons, which would have been very much useful for the report.
1ome of the questionnaires were incomplete.

Aew employees sometime felt disturbed, as they were busy in their !ob. 1ometimes it was difficult to collect data from their files, because important files are ept in volt for safety. It is difficult to ma e information based a rich report in short time of period. This report was prepared in short time.

13

3. LITERATURE REVIEW
3.1 PERFORMANCE APPRAISAL Performance appraisal is one of the most important requirements for all successful business and human resource policy ;K! ##/ !- 2333<. 3ewarding and promoting effective performance in organization, as well as identifying ineffective performers for resource management ;P5/a)&#- 2333<. The ability to conduct performance appraisal relies on the ability to assess an employee's performance in a fair and accurate manner. 6valuating employee performance is a difficult tas . ?nce the supervisor understands the nature of the !ob and the source of information, the information needs to be collected in a systematic way, provided as feedbac , and integrated into the organization's performance management processor use in ma ing compensation, !ob placement and training decisions and assignment ;L&(,&(- 2333<. Performance evaluations have been conducted since the times of 0ristotle ;La(,y* , $)- C/ + /a(,- 1=>3<. The earliest formal employee performance evaluation program is thought to have originated in the 7nited 1tates military establishment shortly after the birth of the republic ;L&. ?-1=6><. The measurement of an employee's performance allows for rational administrative decisions at the individual employee level. It also provides for the raw data for the evaluation of the effectiveness of such personnel%system components and processes as recruiting policies, training programs, selection rules, promotional strategies, and reward allocations ;La(,y- * , $)- C/ + /a(,- 1=>3<.In addition, it provides the foundation for behaviorally based employee counseling. In the counseling setting, performance information provides the vehicle for increasing satisfaction, commitment, and motivation of the employee. Performance measurement allows the organization to tell the employee something about their rates of growth, their competencies, and their potentials. There is little disagreement that if well done, performance measurements and feedbac can play a valuable role in effecting the organization ;La(,y- * , $)- C/ + /a(,- 1=>3<.

14

3.2 BASIC PURPOSE Performance appraisals should focus on three ob!ectives: performance, not personalitiesB valid, concrete, relevant issues, rather that sub!ective emotions and feelingsB reaching agreement on what the employee is going to improve in his performance and what you are going to do GM K"! %y-1==>H. Both the supervisor and employee should recognize that a strong relationship e#ists between training and performance evaluation GBa!!- 1==3H. 6ach employee should be allowed to participate in periodic sessions to review performance and clarify e#pectations. Both the supervisor and the employee should recognize these sessions as constructive occasions for two%way should include opportunities for self% assessment as well as supervisor feedbac . The supervisor should eep in contact with the employee to assure the training

e#periences are producing desired impact GBa!!- 1==3H. 0 portion of the process should be devoted to an e#amination of potential opportunities to pursue advancement of acceptance of more comple# responsibilities. The employee development goals should be recognized as legitimate, and plans should be made to reach the goals through developmental e#periences or education GBa!!- 1==3H. 6ncouraging development is not only a supervisor's professional responsibility, but it also motivates an employee to pursue additional commitments. In addition, the pursuit of these ob!ectives will also improve the prospect that current employees will be qualified as candidates when positions become available. This approach not only motivates current performance but also assists the recruitment of current employees as qualified candidates for future positions GBa!!- 1==3<.

3.3 BENEFITS OF PRODUCTIVE PERFORMANCE APPRAISALS 6mployee learns of his or her own strengths in addition to wea nesses. >ew goal and ob!ectives are agreed upon. 6mployee is an active participant in the evaluation process. The relationship between supervisor and employees is ta en to an adult%to%adult level. 5or teams may be restructured for ma#imum efficiency. 6mployee renews his or her interest in being a part of the organization now and in the future. Training needs are identified. Time is devoted to discussing quality of wor without regard to money issues.
15

1upervisor becomes more comfortable in reviewing the performance of employees. 6mployees feel that they are ta en seriously as individuals and that the supervisor is truly concerned about their needs and goals. GRa(,"- T&/ !- Sa$%#- 1==2H. 3.2 PITFALLS TO AVOID 5hen conducting performance appraisals on any level, it is important to eep in mind the common pitfalls to avoid. These pitfalls may include but are not limited to: '. BiasIpre!udice%3ace, religion, education, family bac ground, age, andIor se#. ,. Trait assessment%Too much attention to characteristics that have nothing to do with the !ob is difficult to measure. C. ?ver%emphasis on favorable or unfavorable performance of one or two tas s which could lead to an unbalanced evaluation of the overall contribution. 8. 3elying on impressions rather than facts. ). $olding the employee responsible for the impact of factors beyond hisIher control. /. Aailure to provide each employee with an opportunity for advance preparation G*addu#,'--CH. 3.@ LEGAL IMPLICATIONS 0ny performance appraisal system used to ma e employment decisions about a member of a protected class Gi.e. Based on age, race, religion, gender or national originH must be a valid system Gan accurate measure of performance associated with !ob requirements. ?ther it can be challenged in the courts based on Title @II of the '-/8, ;ivil 3ights 0ct, the ;ivil 3ights 0ct of '--' and the 0ge 4iscrimination in 6mployment 0ct of '-=) GL&(,&(- 2333H. 6ffectiveness of performance 0ppraisal system it is argued is a function of applying the right system in right conte#t. MBy K/ "(B the 0rt of 0ppraisal. Performance appraisal system are Dhomewor D that provides the information you need in order to ma e appropriate administrative recommendations, hold meaningful
16

feedbac discussions with staff members, and determined were performance improvement is required. % By Ma!"&( E. Hay( #B *anaging Performance. The effectiveness of an 0ppraisal 1ystem is determined by the quality of communication between the manager and staff member, not by multiple raters, comple# scoring methods, or the form used.%By J&%( D. D!a) B Performance 0ppraisal. ?ne *ore Time Performance appraisal can actually be counter%productive for employees who are in the greatest need of training and further development.%By V"$'&! B5??&''a(B improving your Performance 0ppraisal. ?ne of the measure reason Performance management and Performance 0ppraisal fail is that too much time is spent on 0ppraising performance using vague criteria and not enough time and effort put into helping employee understands what his !ob is about, and the goals and ob!ectives heIshe is e#pected to achieve to be successful. <earn to do goals setting painlessly. M By R&4 !' Da$a/B <earn to plan Performance and set employee goals. *a#imizing and measuring our own performance and that of the people who wor for us is a basic tenant of the wor environment. 0lways use of simple too land approach that can be beneficial in achievement performance plan.%By *a$) Ma(#,&!9B Performance *anagementB Identifying wor goals. *ost managers and supervisors today are attempting to quantify their departmental ob!ective and pass them on their employees through performance standards. 4espite the simplicity of this management%by%ob!ective approach, deadlines are missed, quality is relatively poor and productive is low. The reasons for this may not be the fault of the employees carrying out the wor . The cause is most often associated with the immediate supervisor's lac performance. ?rganizations striving to develop an open and participative approach have begun to give employees the chance to say what they thin of their managers. 1uch appraisals can only wor in a culture where mangers are willing to listen and learn and effect any necessary changes as a result. culture.
17

of attention to the realities surrounding ob!ectives and performance

standards require a careful analysis of all the relevant issues. MBy G! 8&!y I#aa$B Plan for

% By Ma,%5)a! S%5)/aB 7pward 0ppraisal and ?rganizational

0 tone stage performance appraisal relied mainly on personality characteristics. 1ubordinates were being appraised by their superior on the e#tent to which they e#hibited characteristic li e, tact, willingness, enthusiasm, and maturity. *angers were being put into position of psychologists and required to ma e sub!ective ratings without any point of reference e#pect their own opinion. MBy B&4 N /#&(B Performance 0ssessment. Performance appraisal is a part of overall performance management system of an organization. Through the appraisal process, gap between an individual's agreed performance standard his actual performance is assessed and appropriate strategies are drawn for subsequent performance cycle. This is a useful performance enhancement e#ercise. In many ?rganizations, P*1 is lin ed with other systems li e salary FBenefits, Training F 4evelopment and 1uccession Planning. % By H. K. S%5)/aB 1triates $uman 3esource *anagement.

18

2. RESEARCH METHODOLOGY
3esearch in common parlance refers to search for nowledge. 3edman and *ory define research as a N1ystematized effort to gain new nowledge. 3esearch is an academic activity and such the term should be used in technical sense. 0ccording to ;lifford 5oody, 3esearch comprises defining and redefining problem, formulating hypothesis or suggested solutionsB collecting, organizing and evaluating dataB ma ing deductions and research conclusionsB and at last carefully testing the conclusions to determine whether they fit the formulating hypothesis. 3esearch is thus an original contribution to the e#isting stoc of nowledge ma ing for its advertisement. It is pursuit of truth with the help of study, observation, comparison and e#periment. In short the search for nowledge through ob!ective and systematic method of finding solution to problem is research.

2.1 RESEARCH DESIGN 0 3esearch design is the arrangement of conditions for collection and analysis of data in a manner that aims to combine relevance to the 3esearch purpose with economy in procedure. In fact the 3esearch design is the conceptual structure within which 3esearch is conducted: it constitutes the blueprint for the collection measurement and analysis of data. It must be able to define clearly what they want to measure and must find adequate methods for measuring it along with a clear cut definition of population wants to study. 1ince the aim is to obtain complete and accurate information in these studies, the procedure to be used must be carefully planned. The research design must ma e enough provision for protection against bias and must ma#imize reliability with due concern for the economical completion of the search study. D #$!".'"+ ! # a!$% is adopted for this study. It includes surveys and fact finding enquires of different inds. The ma!or purpose of descriptive research is description of the state affairs as it e#ists at present. The main characteristic of this method is that the
19

researcher has no control over the variables. $e can only report what has happened or what is happened. 2.2 SAMPLING DESIGN 0 sample design is a definite plan for obtaining a sample from the sampling frame, it refers to the technique or procedure the researcher would adopt in selecting some sampling units from which interferences about the population is drawn. 1ampling type used is S"1./ Ra(,&1 #a1./"(8 technique. 2.2.1 POPULATION AND SAMPLE SI*E 0 decision has to be ta en concerning sampling unit before selecting sample. The population for this study includes the employees from three branches of &73T P6>B63+ B*5 group. The total population of &73T P6>B63+ B*5 group is (22. '22 employees were underta en for the study. 2.3 DATA COLLECTIONS Aor achieving the specific ob!ectives of this study, data were gathered from both primary and secondary sources. 2.3.1 P!"1a!y S&5!$ # 4irect conversation with the respective officers of the 4epartments. Aace to face conversation with the employees. 6mployee9s opinion collected through Ouestions. ?bservation of $3 activities. 2.3.2 S $&(,a!y S&5!$ #: @arious records of the ;ompany. 4ifferent Types of system information. 5ebsite of &73T P6>B63+ B*5 +roup. 4ifferent newsletters.

0nnual Performance 0ppraisal Aorm of company. Personal files of employees.


20

2.2 STATISTICALTOOLS ;hi%square test Percentage analysis 2.2.1 CHI7SAUARE TEST The ;hi%square test is an important test amongst the several tests of significance developed b y statisticians. ;hi%square is a statistical measure used in the conte#t of sampling analysis for comparing a variance to a theoretical variance. 0s a non%parametric test, it can be used to determine if categorical data shows dependency or the two classifications are independent. The test is, in fact, a technique through the use of which it is possible for all researchers to i. ii. iii. Test the goodness of fit Test the significance of association between two attributes and Test the homogeneity or the significance of population variance. 0s a test of independence, test enables us to e#plain whether or not two attributes are associated. In such a situation, we proceed with the null hypothesis that the two attributes are independent. If the calculated value is less than the tabulated value at certain degrees of freedom, the null hypothesis is accepted and vice versa. is calculated as follows:

B C ;O7E< 2 E

5here P ;hi%1quare ?i P ?bserved Arequency 6i P 6#pected Arequency is always positive.


21

The e#pected value for the contingency tabulated as follows. EB The ;R&0 '&'a/DC&/51( '&'a/< G!a(, '&'a/ test depends on the set of observed and e#pected values and on the degrees of distribution is the limiting appro#imation designation.

freedom. The

2.2.2 PERCENTAGE ANALYSIS It refers to a special ind of ratio. Percentage is used in ma ing comparison

between two or more series of dataB percentages are used to determine relationship between the series if data finding the relative differences becomes easier through percentage. It is e#pressed as, P !$ ('a8 ;E< B N&. &9 ! #.&(, ('# F 133 T&'a/ (&. &9 ! #.&(, ('#

22

@. DATA ANALYSIS AND INTERPRETATION


@.1 GENDER WISE CLASSIFICATION OF RESPONDENTS TABLE @.1 GENDER WISE CLASSIFICATION OF RESPONDENTS G (, ! *ale Aemale Total 1ource: Primary 4ata INTERPRETATION: Arom the above table, it can be inferred that (-L of the respondents are male and ''L of the respondents are female. N&. &9 ! #.&(, ('# ('' '22 P !$ ('a8 ;E< ('' '22

FIGURE @.1 GENDER WISE CLASSIFICATION OF RESPONDENTS

23

@.2 AGE WISE CLASSIFICATION OF RESPONDENTS TABLE @.2 AGE WISE CLASSIFICATION OF RESPONDENTS A8 ,2%,)0ge C2%C)0ge 82%8)0ge 0bove%8)0ge Total 1ource: Primary 4ata INTERPRETATION: Arom the above table, it can be inferred that CCL of the respondents are in the age of C2%C), C2L of the respondents are in the age of 82%8), ,)L of the respondents are in the age of ,2%,) and ',L of the respondents are in the age above 8). N&. O9 R #.&(, ('# ,) CC C2 ', '22 P !$ ('a8 ;E< ,) CC C2 ', '22

FIGURE @.2 AGE WISE CLASSIFICATION OF RESPONDENTS

24

@.3 EGPERIENCE WISE CLASSIFICATION OF RESPONDENTS TABLE @.3 EGPERIENCE WISE CLASSIFICATION OF RESPONDENTS EF. !" ($ Below )Qears )%l? Qears '2%') Qears 0bove')Qears Total 1ources: Primary 4ata INTERPRETATION: Arom the above table, it can be inferred that )8L of the respondents are having )%'2years e#perience persons, ,(L of the respondents have below )Qears of e#perience persons, '(L of the respondents are having '2%')years of e#perience and no respondents have e#perience more than ')years. N&. O9 R #.&(, ('# ,( )8 '( % '22 P !$ ('a8 ;E< ,( )8 '( % '22L

FIGURE @.3 EGPERIENCE WISE CLASSIFICATION OF RESPONDENTS

25

@.2 EDUCATIONAL AUALIFICATIONS OF RESPONDENTS TABLE @.2 EDUCATIONAL AUALIFICATIONS OF RESPONDENTS E,5$a'"&(a/ A5a/"9"$a'"&( 7+ degree P+ degree 6ngineering ?ther ITI Total 1ources: Primary 4ata INTERPRETATION: Arom the above table, it can be inferred that 8-L of the respondents are 7+ degree holders, ,(L of the respondents are some others GITIH, '-L of respondents are P+ degree holders and 8L of the respondents are engineering graduates. N&. O9 R #.&(, ('# 8'28 ,( '22 P !$ ('a8 ;E< 8'28 ,( '22L

FIGURE @.2 EDUCATIONAL AUALIFICATIONS OF RESPONDENTS

26

@.@ FREAUENCY OF PERFORMANCE APPRAISAL

TABLE @.@ FREAUENCY OF PERFORMANCE APPRAISAL P !9&!1a($ A..!a"#a/ ?nce a Qear Twice a Qear >o 1pecific Time Total 1ources: Primary 4ata INTERPRETATION: Arom the above table, it can be inferred that '22L of the respondents agree that performance appraisal is conducting once a year. @.6 REASON FOR CONDUTING PERFORMANCE APPRISAL TABLE @.6 REASON FOR CONDUTING PERFORMANCE APPRISAL P !9&!1a($ A..!a"#a/ C&(,5$'"(8 To identity motivating methods To decide monetary benefits Identifying barriers of performance 0ll of the above Total 1ources: Primary 4ata INTERPRETATION: Arom the above table, it can be inferred that '22L of the respondent's agree that the reason for conducting performance appraisal includes all the factors such as to identity motivating methods, to decide monetary benefits and identity barriers for performance. N&. &9 ! #.&(, ('# % % % '22 '22 P !$ ('a8 ;E< % % % '22 '22 N&. &9 ! #.&(, ('# '22 % % '22 P !$ ('a8 ;E< '22 % % '22

27

@.H DURATION OF PERFORMANCE APPRAISAL CONDUCTED TABLE @.H DURATION OF PERFORMANCE APPRAISAL CONDUCTED W% ( P !9&!1a($ A..!a"#a/ $&(,5$' , 4uring wor ing hours 4uring non%wor ing hours Total 1ources: Primary 4ata INTERPRETATION: Arom the above table, it can be inferred that for (=L of the respondents' performance appraisal is conducted during wor ing hours and for 'CL respondents' performance appraisal is conducted during non%wor ing hours. N&. &9 ! #.&(, ('# (= 'C '22 P !$ ('a8 ;E< (= 'C '22

FIGURE @.H DURATION OF PERFORMANCE APPRAISAL CONDUCTED

28

@.> WHO CONDUCT PERFORMANCE APPRAISAL TABLE @.> WHO CONDUCT PERFORMANCE APPRAISAL W%& C&(,5$'# P !9&!1a($ a..!a"#a/ 1uperior Peers 6veryone ?utsider Total 1ources: Primary 4ata INTERPRETATION: Arom the above table, it can be inferred that for '22L of the respondents9 performance appraisal is conducted by outsiders. @.= REASONS FOR PERFORMANCE APPRAISAL DISCUSSED TABLE @.= REASONS FOR PERFORMANCE APPRAISAL DISCUSSED I(9&!1 , ! a#&( 9&! P !9&!1a($ a..!a"#a/ $&(,5$'"(8 0lways 1ometimes >ever Total 1ources: Primary 4ata INTERPRETATION: Arom the above table, it can be inferred that ==L of respondents feel that the reason for performance appraisal is discussed sometimes, ,2L of the respondent's feel it is discussed always and CL of respondents say reason is never discussed. N&. O9 R #.&(, ('# % % % '22 '22 P !$ ('a8 ;E< % % % '22 '22

N&. O9 R #.&(, ('# ,2 == 2C '22

P !$ ('a8 ;E< ,2 == 2C '22

29

FIGURE @.= REASONS FOR PERFORMANCE APPRAISAL DISCUSSED

@.13 EMPLOYEE PERFORMANCES DISCUSSED TABLE @.13 EMPLOYEE PERFORMANCES DISCUSSED M '"(8# &9 E1./&y . !9&!1a($ >il ?nce Twice Thrice Total 1ources: Primary 4ata INTERPRETATION: Arom the above table, it can be inferred that for '22L of the respondents meeting on performance is conducting once a year. N&. O9 R #.&(, ('# % '22 % % '22 P !$ ('a8 ;E< % '22 % % '22L

30

@.11 PERFORMANCE APPRAISAL PROGRAMS RELATED WITH ORGANI*ATIONAL GOALS

TABLE @.11 PERFORMANCE APPRAISAL PROGRAMS RELATED WITH ORGANI*ATIONAL GOALS G&a/# To a high e#tent To some e#tent To a low e#tent Total 1ources: Primary 4ata INTERPRETATION: Arom the above table, it can be inferred that /-L of the respondents feel the performance appraisal relates to some e#tent to organization goals, '-L feel to a low e#tent it relates. e#tent and',L feel to a high N&. O9 R #.&(, ('# ', /''22 P !$ ('a8 ;E< ', /''22

FIGURE @.11 PERFORMANCE APPRAISAL PROGRAMS RELATED WITH ORGANI*ATIONAL GOALS

31

@.12 1NVOLVEMENT IN DESIGNING APPRAISAL SYSTEM TABLE @.12 INVOLVEMENT IN DESIGNING APPRAISAL SYSTEM O."("&( 0lways 1ometimes >ever Total 1ources: Primary 4ata INTERPRETATION: Arom the above table, it can be inferred that '22L of the respondents say they are never involved in designing the appraisal system. @.13 PERFORMANCE APPRAISAL RELEVANCE TO EMPLOYEE JOB TABLE @.13 PERFORMANCE APPRAISAL RELEVANCE TO EMPLOYEE JOB S. N& ' , C 8 ) R / +a($ $ighly relevant 3elevant >o idea Irrelevant $ighly irrelevant Total 1ources: Primary 4ata INTERPRETATION: Arom the above table, it can be inferred that (=L of the respondents feel that performance appraisal is highly relevant to employee !ob and 'CL feel it is relevant. N&. O9 R #.&(, ('# (= 'C % % % '22 P !$ ('a8 ;E< (= 'C % % % '22 N&. &9 R #.&(, ('# % % '22 '22 P !$ ('a8 ;E< % % '22 '22

32

FIGURE @.13 PERFORMANCE APPRAISAL RELEVANCE TO EMPLOYEE JOB @.12 OPINION AND SUGGESTIONS SHARED TO MANAGERS TABLE @.12 OPINION AND SUGGESTIONS SHARED TO MANAGERS O."("&( a(, S588 #'"&(# *ostly 3arely >ever Total 1ources: Primary 4ata INTERPRETATION: Arom the above table, it can be inferred that '22L of the respondents mostly share their opinion and suggestions to their managers. N&. &9 R #.&(, ('# '22 % % '22 P !$ ('a8 ;E< '22 % % '22

33

@.1@ TRAINING OF FILL UP PERFORMANCE APPRAISAL FORM TABLE @.1@ TRAINING OF FILL UP PERFORMANCE APPRAISAL FORM F&!1# Qes >o Total 1ources: Primary 4ata INTERPRETATION: Arom the above table, it can be inferred that '22L of the respondents are given training to fill the appraisal form. @.16 APPRAISERIS AWARENESS ON EMPLOYEE JOB RESPONSIBLITIES AND DUTIES TABLE @.16 APPRAISERIS AWARENESS ON EMPLOYEE JOB RESPONSIBLITIES AND DUTIES A0a! ;ompletely 0ware 0ware to an e#tent >ot 0ware Total 1ources: Primary 4ata INTERPRETATION: Arom the above table, it can be inferred that '22L of the respondents feel that the appraiser is not aware of their !ob responsibilities and duties. N&. &9 ! #.&(, ('# % % '22 '22 P !$ ('a8 ;E< % % '22 '22L N&. &9 ! #.&(, ('# '22 % '22 P !$ ('a8 '22 % '22L

34

@.1H FEEDBACKS PROVIDED FOR PERFORMANCE IMPROVEMENT TABLE @.1H FEEDBACKS PROVIDED FOR PERFORMANCE IMPROVEMENT A0a! Arequently ?ccasionally >ever Total 1ources: Primary 4ata INTERPRETATION: Arom the above table, it can be inferred that (-L of the respondents feel that feedbac is provided occasionally whereas ''L feel that feedbac is provided frequently. N&. &9 ! #.&(, ('# ('' % '22 P !$ ('a8 ;E< ('' % '22L

FIGURE @.1H FEEDBACKS PROVIDED FOR PERFORMANCE IMPROVEM ENT

35

@.1> INVOLVEMENT OF RATER TABLE @.1> INVOLVEMENT OF RATER I(+&/+ 1 (' $ighly involved <ess involved >ot involved Total 1ources: Primary 4ata INTERPRETATION: Arom the above table, it can be inferred that 88L of the respondents feel the rater is less involved, C8L of the respondents feel they are highly involved and ,/L of the respondents are not involved. @.1= PROPER EGECUTION OF PERFORMANCE APPRAISAL TABLE @.1= PROPER EGECUTION OF PERFORMANCE APPRAISAL
P!&. !/y F $5' , "( y&5! &!8a("?a'"&( Qes
>o

N&. &9 ! #.&(, ('# C8 82 ,/ '22

P !$ ('a8 ;E< C8 82 ,/ '22L

N&. O9 R #.&(, ('# =( ,,


'22

P !$ ('a8 ;E< =( ,,
'22

Total

1ources: Primary 4ata INTERPRETATION: Arom the above table, it can be inferred that =(L of the respondents feel performance appraisal is properly e#ecuted while ,,L feel it is not properly e#ecuted.

36

FIGURE @.1= PROPER EGECUTION OF PERFORMANCE APPRAISAL @.23 UPDATING OF PERFORMANCE APPRAISAL TABLE @.23 UPDATING OF PERFORMANCE APPRAISAL
R +" 0 , a(, 5.,a' , Arequently ?ccasionally
>ever

Total 1ources: Primary 4ata

N&. O9 R #.&(, ('# 8/ )8 % 100

P !$ ('a8 ;E< 8/ )8 % 100

INTERPRETATION: Arom the above table, it can be inferred that )8L of the respondents feel the performance appraisal is reviewed occasionally while 8/L of respondents feel they are reviewed frequently.

37

FIGURE @.23 UPDATING OF PERFORMANCE APPRAISAL @.21 STATISTICAL ANALYSIS @.21.1 CHI7SAUARE TEST TABLE @.21.1 CROSS TABULATION BETWEEN THE CHANGES TAKEN FOR PERFORMA NCE APPRAISAL AND IMPROVEMENT OF PERFORMANCE APPRAISAL. Improvement in ?verall P0 ;hange in motivating strategy $ighl y effecti ve = 6ffecti ve *oderat e In 6ffectiv e ', $ighly ineffecti ve 2 Total

CC

3e%structuring of organization or individual ob!ectives

',

,)

38

Improvement in *anagement employment relationship *a ing changes in dissatisfied areas >o decision ta en Total

''

,)

'

'=

2 C8

2 '/

2 ')

2 ,)

2 '2

2 '22

STEP 1: SETTING AN HYPOTHESIS $2: There is no significant relationship between the changes ta en for performance appraisal and improvement of performance appraisal. $': There is significant relationship between the changes ta en for performance appraisal and improvement of performance appraisal. STEP 2: TO FIND THE EGPECTED FREAUENCY 6#pected frequency P ;orresponding row total R ;orresponding column total Total number of samples STEP 3: CALCULATION OF CHI7SAUARE VALUE Aormula: BC E 5here P ;hi%1quare ?i P ?bserved Arequency 6i P 6#pected Arequency ;O7E< 2

39

TABLE @.21.1.1 COMPUTATION TABLE FOR


O = ) ', 2 ', , / C , '' ( 2 / 2 8 ' 2 8 ( 2 2 2 2 2 E ''.,, ).,( 8.-) (.,) C.C2 (.)2 8.22 C.=) /.,) ,.)2 (.)2 8.22 C.=) /.,) ,.)2 ).=( ,.=, ,.)) 8.,) '.=2 2.22 2.22 2.22 2.22 2.22 TOTAL ;O7E< %8.,, %2.,( 8.2) C.=) %C.C2 C.)2 %,.22 ,.,) %C.,) %2.)2 ,.)2 8.22 %C.=) %2.,) %,.)2 %'.=( %'.=, %,.)) %2.,) /.C2 2.22 2.22 2.22 2.22 2.22 ;O7E<2 '=.(' 2.2( '/.82 '8.2' '2.( ',.,) 8.22 ).2 '2.) 2.,) /.,) '/.22 '8.2/ 2.2/ /.,) C.'' ,./.)2 2.2 C-./2.22 2.22 2.22 2.22 2.22 ;O7E<2JE '.)2.2' C.C' '.=2 C.C2 '.88 '.22 '.C) './2.'2 2.=8 8.22 C.=) 2.2' ,.)2 2.)) '.2,.)) 2.2' ,C.C) 2.22 2.22 2.22 2.22 2.22 @2.32

40

STEP 2: LEVEL OF SIGNIFICANCE <evel of significance S P 2.2) 4egrees of freedom P G3%'H G;%'H P G8%'H G)%'H P', Tabulated value at 5% level of significance and degree of freedom ', is ,'.2,/ STEP @ : COMPARING WITH TABLE VALUE The calculated value is greater than the tabulated value: @2.32 K 26.2=6 FINDING Therefore, re!ect the >ull $ypothesis $o and accept the 0lternate $ypothesis $'. INFERENCE There is significant relationship between the changes ta en for performance appraisal and improvement of performance appraisal. TABLE @.21.2 CROSS TABULATION BETWEEN THE PROPER EGECUTION OF PERFORMANCE APPRAISAL AND RATING EMPLOYEE PERFORMANCE.
Proper e#ecution

YES
3ating Performance

NO

TOTA L '2 ,) ,) 82 133

Based on abilities and s ills Based on management reference Based on superiority Based on contribution TOTAL

( ',' C2 H>

, / 8 '2 22

41

STEP 1: SETTING AN HYPOTHESIS $2: There is no significant relationship between the changes ta en for performance appraisal and improvement of performance appraisal. $': There is significant relationship between the changes ta en for performance appraisal and improvement of performance appraisal. STEP 2: TO FIND THE EGPECTED FREAUENCY 6#pected frequency P ;orresponding row total R ;orresponding column total Total number of samples STEP 3: CALCULATION OF CHI7SAUARE VALUE Aormula: B C ;O7E< 2 E 5here P ;hi%1quare ?i P ?bserved Arequency 6i P 6#pected Arequency

TABLE @.21.2.1 COMPUTATION TABLE FOR O ( , '/ ,' 8 C2 '2 E =.(2 ,.,2 '-.)2 ).)2 '-.)2 ).)2 C'.,2 (.(2 TOTAL ;O7E< 2.,2 %2.,2 %2.)2 2.)2 '.)2 %'.)2 %'.,2 '.,2 ;O7E<2 2.28 2.28 2.,) 2.,) ,.,) ,.,) '.88 '.88 ;O7E<2JE 2.2' 2.2, 2.2' 2.2) 2.', 2.8' 2.2) 2.'/ 3.>2

42

STEP 2: LEVEL OF SIGNIFICANCE <evel of significance S P 2.2) 4egrees of freedom P G3%'H G;%'H P G8%'H G,%'H P C Tabulated value at 5% level of significance and degree of freedom C is =.,( STEP @ : COMPARING WITH TABLE VALUE The calculated value is greater than the tabulated value: 3.>2<H.>2 FINDING
Therefore, accept the >ull $ypothesis $2 and re!ect the 0lternate $ypothesis $'.

INFERENCE There is no significant relationship between the changes ta en for performance appraisal and improvement of performance appraisal.

43

6. SUMMARY AND CONCLUSION


6.1 FINDINGS '. *a!ority G(-LH of respondents are male. ,. *ost of the respondents GCCLH belong to the age group of C2 to C). C. )8L of the respondents have above ) to'2years of wor e#perience.

8. *a!ority G8-LH of the respondents are under graduates. ). 0ll of the respondents have under gone performance appraisal program once in a year. /. '22L of the employees interpret the reason for conducting performance appraisal includes all the factors such as to identify motivating methods, to decide monetary benefits and identify barriers for performance. =. Aor (=L of the respondents performance appraisal was conducted during wor ing hours. (. Aor '22L of the respondents the performance appraisal is conducted by outsider. -. *ost G==LH of the respondents feel that the reason for performance appraisal is discussed sometimes. '2. ?nce in a year the meeting I1 performance.
44

scheduled for all employees to discuss their

''. /-L of the respondents feel that performance appraisal is related to organizational goals to some e#tent. ',. 0ll of the respondents infer that they are never involved in designing the performance appraisal system. 'C. (=L of the respondents feel that the performance appraisal system is developed highly relevant to the employee9s !ob.

'8. 0ll respondents mostly share their opinion and suggestions freely during the performance appraisal. '). 0ll respondents have got the training to fill up the performance appraisal forms. '/. 0ll of the respondents feel that the appraiser is not aware of the !obs and duties of the each and every employee.

'=. (-L respondents feel the superior will provide informal feedbac s for performance improvement occasionally. '(. *ost G88LH of the respondents feel that the raters are less involved while appraising employees.

'-. *ost G=(LH of the respondents says the Performance 0ppraisal is properly e#ecuted in the organization. ,2. *a!ority G)8LH of the respondents feel that performance appraisal system is reviewed and updated occasionally.

45

6.2 SUGGESTIONS '. Performance appraisal could be conducted by a person inside the organization and one who is familiar with the employees. ,. ?b!ective of conducting the performance appraisal could be discussed and doubts can be clarified. C. Performance appraisal could be updated regularly to match individual and organizational goals. 8. 1uggestion could be obtained from employees regarding framing the performance appraisal system. ). 1ince the performance appraisal is conducted by the outsider, employees' suggestion during performance appraisal may not reach the top managers. Aor such situations suggestion bo# can be implemented and frequently reviewed. /. The appraiser must be familiarized with the employee's !ob responsibilities and duties before conducting performance appraisal. =. Aeedbac on performance could be discussed through formal or informal meetings. (. This may enhance the involvement and performance of employees. -. 0ppropriate and e#perienced appraiser can be appointed for effective performance appraisal results. '2. Performance appraisal can developed in such away to identify the hidden talent and s ills of employees. ''. 6mployees having low performance could be called individually, encouraged and monitored closely to ma e improvements. ',. 0ppraisal feedbac is very important in any performance appraisal program. ;ould be carefully communicated by ma ing high performers increase their target and low performers to build up their confidence.

46

6.3 CONCLUSION Performance appraisal may be understood as the assessment of an individual's performance in a systematic way. The performance being measured against such factors as !ob nowledge, quality and quantity of output, initiative, leadership abilities, supervision, dependability, co%operation, !udgment, versatility, health and the li e. It also helps in developing strength and rectifies wea ness of the employees. &73T P6>B63+ B*5 +roup have been conducting performance appraisal for the past four years. Arom the study it has been identified that the performance appraisal is able to identify employees' potential and find the motivating factors of employees. The ma!or drawbac is in terms of the appraiser and his nowledge regarding employee9s !ob responsibilities and duties. &73T P6>B63+ B*5 +roup has been running successfully for past )years and has created a good name among its customers and society. People having poor bac ground are given training and provided with !obs. Performance appraisal can be conducted more effectively by using the right tools and properly reviewing and updating the performance appraisal program. 1uggestion form employees and e#perienced personnel can further enhance and ma e the performance appraisal an ideal evaluation system.

47

BIBLOGRAPHY

B??&1 $uman 3esource *anagement. By 1. 1eetharaman F B.@en ateswara Prasad, 1citech Publication, ,22=. &othari, ;.3., 3esearch *ethodology% *ethods F Techniques, >ew 4elhi, >ew 0ge internationalGPH<td.,Publishers,1econd6dition,,228. Performance *anagement, ;oncepts, Practices and 1trategies for ?rganisation success by 1.&.Bhatia, 4eep F 4eep Publications Pvt. <td, ,22(. 1tatistical *ethods for *anagement, By P.>.0rora F 1.0rora >ew 4elhi, 1ultan ;hand F 1ons Publishers, ,22).

WEBSITE

www.&73T P6>B63+ B*5+roup.com www.citehr.com www.performanceappraisal.com

48

APPENDIG
>ame +ender 0ge group : : : GH *ale GH ,2%C2 GH C'%82 GH 8'%)2 GH )'%/2 6#perience : GH <ess than Cyears GH 8%(Qears GH -%')Qears GH *ore than')Qears Oualification : '. $ow many times performance appraisal is conducted in your organizationT aH ?nce a year bH Twice a year cH >o specific time Aemale GH

,. 5hat is the reason for conducting performance appraisal in your organizationT aH To identify motivating methods cH Identifying barriers of performance bH To decide monetary benefits dH 0ll of the above

C. 5hen is the performance appraisal conductedT aH 4uring wor ing hours bH during non%wor ing hours

8. 5ho conducts performance appraisalT aH 1uperior bH Peers cH 6veryone dH ?utsider

49

). 0re you informed the reason for conducting performance appraisal programsT aH 0lways bH 1ometimes cH >ever

/. $ow many meetings are scheduled in a year to discuss employee performanceT aH >il bH ?nce cH Twice dH Thrice

=. 4oes the performance appraisal programs relate to organizational goalsT aH To a high e#tent bH To some e#tent cH To a low e#tent

(. 0re you involved along with the manager in designing the appraisal system at the organizationT aH 0lways bH 1ometimes cH >ever

-. Is the performance appraisal developed in relevance to employee !obT aH $ighly relevant bH relevant cH no idea dH Irrelevant eH highly irrelevant

'2. 4o you share your opinion and suggestions freely to the managers during the appraisal programT aH *ostly bH rarely cH never

''. 0re you given training to fill up performance appraisal formsT aH Qes bH >o

',. Is the appraiser aware of your !ob responsibilities and dutiesT aH ;ompletely aware bH 0ware to an e#tent cH >ot aware

'C.2ther than performance appraisal does your superior provide you within formal feedbac s for performance improvementT aH Arequently bH ?ccasionally cH never
50

'8. 0re the raters involved while appraising employeesT aH $ighly involved bH <ess involved cH not involved

'). 4o you feel that performance appraisal is important in an organizationT aH $ighly important bH less important cH not important dH >o idea

'/. Is performance appraisal properly e#ecuted in your organizationT aH Qes bH >o

'=. 4oes top management support and encourage performance appraisalT aH $ighly supportive bH <esssupportive cH >ot supportive

'(. Is the performance appraisal reviewed and updated now and thenT aH Arequently bH ?ccasionally cH >ever

'-. 4oes performance appraisal identify employee potential for advancementT aH $ighly effectivelybH 6ffectively cH >eutral dH Ineffectively eH $ighly ineffectively ,2. 1tate your satisfaction through the performance appraisal program at the organizationT aH 7nsatisfactory bH >eeds Improvement cH *eets 6#pectation dH ?utstanding

,'. 4o you feel that performance appraisal encourages you to put in more effort in reaching your goalsT aH 1trongly agree bH 0gree cH >eutral dH 4isagree eH 1trongly disagree

,,. 4o you obtain appraisal feedbac T aH Arequently bH ?ccasionally cH 3arely dH >ever

51

,C. 0re both five F negative points discussed to the employeesT aH Qes bH >o

,8. $ow do you feel when negative points are discussedT aH 4iscouraged cH ready to learn bH 4etermined to perform better dH 4o not want to contribute

,). 3ate your appraisal program aH 3eliable bH 6ffective cH 0ccurate dH *otivating eH 7nbiased

,/. 4o you feel comfortable in discussing your problems with your superiorT aH $ighly ;omfortable dH 7ncomfortable bH ;omfortable eH $ighly uncomfortable cH>eutral

,=. ?n what criteria is employee performance ratedT aH Based on abilities and s ills cH Based on superiority bH Based on management reference dH Based on contribution

,(. 5hat changes have been ta en in the organization as a result of performance appraisalT aH ;hange in motivating strategy bH 3e%structuring of organization or individual

ob!ectives cH Improvement in management%employee relationship dH *a ing changes in dissatisfied areas eH >o decision ta en ,-. In general, how effective has your organization performance appraisal system in improving overall performance aH $ighly ineffective bH Ineffective cH *oderate dH 6ffective eH $ighly effective

52

Você também pode gostar