PROJECT REPORT ON

PERFORMANCE APPRAISAL AT SAHARA GROUP

UNDER THE GUIDANCE OF: Mr. Subrata Chowdhury S !"or Co!#u$ta!t %P"t! y &ow # &u#"! ## I!#"'ht(

SU&MITTED &):
N ha Shar*a

ROLL NO. +,--++-,./ S0 1"a$"2at"o!: PGPM3HR

INSTITUTE OF MANAGEMENT TECHNOLOG) %CENTRE FOR DISTANCE LEARNING( GHA4IA&AD

E5ECUTI6E SUMMAR)
Human Resource (or personnel) management, in the sense of getting things done through people, is an essential part of every managers responsibility, but many organizations find it advantageous to establish a specialist division to provide an expert service dedicated to ensuring that the human resource function is performed efficiently. eople are our most valuable asset! is a clich", #hich no member of any senior management team #ould disagree #ith. $et, the reality for many organizations are that their people remain under valued, under trained and under utilized. erformance %ppraisal is the process of assessing the performance and progress of an employee or a group of employees on a given &ob and his ' their potential for future development. (t consists of all formal procedures used in the #or)ing organizations to evaluate personalities, contributions and potentials of employees. erformance %ppraisal is a crucial activity for organizations that are loo)ing for gro#th and profit maximization in this ever*increasing competitive environment. +his pro&ect report is a revie# based on theory as #ell as research and experience. +he essential components of an effective performance appraisal system consist of understanding its ,oundations and the essential steps that lay the foundation. (t is also necessary to recognize the -b&ectives and .enefits of this system. ,or benefit realization it is necessary to (dentify /ey Result %reas (/R%s) i.e. 0oal 1etting and monitor resulting erformance so that a meaningful relationship bet#een performance, re#ard and development of re2uired s)ills, through counseling 3 if re2uired, can be established. ,inally lot of brainstorming is re2uired to be done to devise a sound appraisal system by evaluating available techni2ues and implementation processes. -ne must remember that performance %ppraisal is an inexact, human process and it is 2uite a challenge to actually implement it successfully. erformance appraisal system has gone through a sea change over a period of time. (n the beginning the process #as non*transparent and the employee #as )ept in dar) about his performance. 4o systematic exercise #as done and the entire process #as arbitrary. +hese earlier performance appraisal methods are discussed.

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+he current processes of performance appraisal involve self*appraisal by the employee too. Thu# th #y#t * ha# 'o! throu'h th 0ha# o7 !o!3tra!#0ar !1y to tra!#0ar !1y. (n the transparent system of appraisals appraisee is ta)en into confidence and the #hole process is interactive. Revie# process #ith employees is designed in such a #ay that employees become a#are of #hat is expected from them, receive timely feedbac) and recognition for their achievements. 1ome of these relatively transparent methods are %ppraisal 5iscussion*5ialogue 6ethod of %ppraisal, 7ompetency .ased %ppraisal 1ystem, otential %ppraisal, erformance and 5evelopment lanning. 8hile ne# frontiers to performance appraisal include 6anagement by -b&ectives, 9:;< ,eedbac) and .alanced 1corecard. (n this technology driven era appraisals too can be done electronically. eA00ra"#a$ system #ith its salient features, benefits and process has been covered. ,e# blan) formats of different appraisal methods and processes have been included as A!! 8ur in the report to sho# ho# todays successful organizations are trying to assess and evaluate their employee performance. ( have ta)en a sample size of =;; to conduct the survey. (t has been found that employees are a#are about the various methods adopted for appraising the performance. >mployees are not fully satisfied #ith the feedbac) and #ith the performance appraisal is being done.+hey #ant more transparency. ,rom the data it is clear that positive feedbac) encourages the employees to perform better #hile negative feedbac) demoralizes them. (t should be noted that the appraisal form for each &ob position should be different as each &ob has different )no#ledge and s)ill re2uirements. +here should not be a common appraisal form for every &ob position in the organization. +he &ob and role expected from the employees should be decided #ell in advance and that too #ith the consensus #ith them. +ransparency into the system should be ensured through the discussion about the employees performance #ith the employee concerned and trying to find out the grey areas so that training can be implemented to improve on that.

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TA&LE OF CONTENTS
CHAPTER3INTRODUCTION
7oncept of performance appraisal? 7hange? ,oundations of performance appraisal @ob profile -b&ectives? >ffective appraisal process +ype of goals? 5esigning an appraisal process

CHAPTER39

RE6IE: OF LITERATURE
6ethods of appraisal 7ompetency based appraisal system 9:;A feedbac) +he steps of implementation are

CHAPTER3. CHAPTER3; CHAPTER3/ CHAPTER3<

RESEARCH METHODOLOG) DATA ANAL)SIS CONCLUSION AND SUGGESTION ANNE5URE

Buestionnaire

CHAPTER3=

&I&LIOGRAPH)

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CHAPTER3INTRODUCTION

SAHARA GROUP
1ahara (ndia ari#ar is a ma&or entity on the corporate scene having diversified business interests that include ,inance, (nfrastructure C Housing, 6edia C >ntertainment, 7ommodity 1ales #ith 1ervices and Retail 7hain, 7onsumer roducts, 6anufacturing and (nformation +echnology. Buality is our essence and #e, at 1ahara (ndia ari#ar, have

al#ays stressed on the Bualitative aspect. 7onse2uently in this run for 2uality, 2uantity has al#ays pursued us. 8e loo) for#ard to reaching the zenith and reaffirm our commitment to the process of sound nation*building.

7ore 7ommitments >motion? >motion is in erformance of genuine duties to#ards the loved ones

primarily in their benefit, from their point of vie#. >6-+(-4 is +H> />$ that generates the re2uired energy and enthusiasm for desired 2uality performance.

5iscipline?

+he enthusiastic obedience of la#s and orders, #hich are given by the

rightful authority.

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5uty?

+he enthusiastic obedience of la#s and orders, #hich are given by our

7-417(>47>.

4o 5iscrimination?

4ever should #e discriminate in any of our actions, reactions,

attitudes, decisions, conclusions, in any of our expressions #hile caring for the six healths of other human beings, namely physical, material, mental, emotional, social and professional healths.

0ive Respect? +o definitely ma)e others feel important and respected by giving sincere regard to othersD feelings, reasonable #ishes C thoughts #ith an open and receptive mind and #armth.

1elf*Respect?

+o develop a sense of respect for oneself in othersD mind, i.e. to

generate genuine C #arm feelings for oneself among others on a continuous basis.

+ruth?

6eans total transparency in action, reaction, attitude and all other

expressions and the conviction to follo# the right course.

7ollective 6aterialism?

6eans to progress and prosper together for collective sharing

and caring and not individually or for a select group.

Religion?

+here is a religion higher than religion itself * it is 4%+(-4%E(+$. 8e

may practice our religion in the confines of our homes, but outside, #e should be (ndians

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and only (ndians. 4ationality is thus above religion but HF6%4/(45 is above 4ationality.

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Page 8

PHILOSOPH) SAHARA INDIA PARI:AR>S PHILOSOPH) 3 ?Collective Materialism? (n any human relationship, it becomes imperative to ta)e into consideration the materialistic aspect of life * #e do so but by giving it second priority. +he first priority is given to emotional aspect and #ith perfect blending of materialism #ith emotionalism, results in continuous collective gro#th for collective sharing and caring, that gives an impetus to our philosophy * GCOLLECTIVE MATERIALISMG. &HARTI)ATA +here is a religion higher than religion itself * it is the (45(%4 4%+(-4%E(+$. +he s#irl of the +ricolour never fails to move a 1ahara 8or)er. ,or #e believe, it is the great feeling that transcends all castes, creed and sects. .harat arva is 7elebrated on every H:th of @anuary and =Ith of %ugust #ith a spirit and gaiety rarely seen.(t comes from our heart.

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"Saharasri" Subrata Roy Sahara Managing Worker & Chairman Sahara India ari!ar (n business profit earnings and overall gro#th of business get the highest priority and are certainly creditable, but ultimate credibility of business enterprise, particularly of larger ones is in the utilisation of profit, be it for best possible upliftment of its #or)force and for espousing 1ocial, 4ational 5evelopment causes or for rendering services to man)ind as a #hole. ,ulfilling the Bualitative aspect of utilisation of profit, the #orldDs largest family J1ahara (ndia development. -n the basis of our philosophy of 7ollective 6aterialism #e have al#ays given importance to the fact that profit earning is the Buantitative aspect #hereas the proper utilisation of profit is the Bualitative aspect. (ronically, #e only recognise and get recognised by the Buantitative aspect. (, therefore earnestly appeal to one and all in olitics, 6edia, .usiness etc. that every ari#arD is proud to have reached today ne# horizons of gro#th and

action, reaction, selection, appreciation or criticism should be oriented strictly to#ards the

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Bualitative aspect. ( appeal to anybody and everybody to accord top priority to Bualitative aspect in anything and everything for peaceful, prosperous and progressive co*existence of man)ind any#here and every#here. +oday, ( feel proud of the fact that ( am the 0uardian of the 8orldDs largest family. erhaps, ( am the #orldDs only person #hose family is so vast, so disciplined, so dedicated and so committed. 1uch a vast family as 1ahara (ndia ari#ar has a grand and infinite future and ( am sure that #e #ill sustain our duty, consciousness, discipline and dutifulness #ith a sense of dedication, as #e have al#ays done in the past, so that together #e could build an (ndia full of energy and radiance. Our Ch" 7 Guard"a!># C$a## # -ur 7hief 0uardianDs classes for teaching of lifeDs philosophy, the psychological aspect, that is the emotional aspect of life, in other #ords the realities of life are generally =; hour sessions and he must have addressed thousands of such classes. He strongly believes that the chief of any organisation should primarily be a teacher, a guide and a guardian. Sha!t"@ SuAh : Sa!tu#ht" +hrough this boo) it is absolutely convincing that the most dominating need of every human is strong security feeling of life, health, material, respect and love and then more material, more respect and more love. HK hours * 9:I days all your actions, reactions, planning and all expressions revolve around the above needs and continuous achievement of all these depends on you, and you need not depend on others. Maa!3Sa**a!@ At*a#a**a! >motions are of t#o )inds * love and respect. Eove is an inferior emotion #hich has been given by 0od to fulfill your reasonable, unreasonable needs. .ut in human society since #e have the thin)ing po#er, respect for others and sense of self*respect are the most superior emotions.

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?Sahara#r"? 3 Subrata Roy Sahara Th Ma! A!d H"# 6"#"o! He has tal)ed about problems and proposed the solutions on I social issues namely opulation, >ducation, olitical (>lection) system, 6edia C Religion, besides interacting on various aspects of life and professional life. %ccording to him if these five issues are ta)en care of properly, our beloved country shall be the best in the #orld.

:HAT % commitment of 1ahara (ndia ari#ar to the genuine needs and rights of anybody C everybody * .e it to a depositor, ne#spaper reader, consumer .... all business associates and 1ahara (ndia ,amily 6embers. NEED (ndia needs effective consumer protection and protection of #or)ersD genuine rights. +here are various agencies, promising protection C action. .ut no external body can provide &ustice unless the company becomes DBF%E(+$ 7-417(-F1D 8(+H 1+R(7+E$ 45(17R(6(4%+(-4 -E(7$ %45 @F1+(7> 7-417(-F14>11 as its very dominating nature. MOTTO
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8e not only believe but practice 4- 5(17R(6(4%+(-4, @F1+(7> C H(0H BF%E(+$ * means enthusiastic, productive performance of duty G/%R+%L$%D to#ards the consumerD, #or)ersD genuine satisfaction. AIM +o provide &ustice * be it a matter of the tiniest imperfection or in&ustice in our 7-66(+6>4+ * products or services. direct or indirect, short term or long term. :HERE /indly rush your grievances'suggestions or any 2ueries releated to 1ahara (ndia ari#ar to the nearest 1ahara establishment and'or to? >SAHARA INDIA PARI:AR BARTA6)A COUNCIL> 1ahara 1haher, 0omti 4agar, Euc)no#*HH:;=; 8ebsite? ###.sahara.in e*mail? )artavyacouncilMsahara.co.in )artavyacouncilMh2)c.sahara.co.in ,ax 4o. ? NO=*IHH*H9;=POI +oll ,ree 4o. ? =P;;*=P;*IH;I -1+%0> %45 -+H>R 0>4F(4> >Q >41>1 8(EE .> R>(6.FR1>5 .$ +H> 7-6 %4$ Response 8ill 4ever .e 5elayed %nd @ustice 8ill 4ever .e 5enied

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% night vie# of 1ahara 1haher, Euc)no# in all its grandeur

1ahara (ndia .ha#an, Euc)no#

1ahara (ndia +o#er, Euc)no#

1ahara (ndia 7entre, Euc)no#

.hopal Ronal -ffice, 1ahara (ndia /un&

@aipur Ronal -ffice, 1ahara (ndia 7hambers

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/ol)ata 7orporate -ffice, 1ahara (ndia 1adan

atna Ronal -ffice, 1ahara (ndia Lihar

5elhi 7orporate -ffice, 1ahara (ndia 7omplex

erspective of 1ahara 1tar, 6umbai

0ora)hpur Ronal -ffice, 1ahara (ndia 4i)etan

Laranasi Ronal -ffice, 1ahara (ndia /ashi 4i)etan

Hyderabad Ronal -ffice, 1ahara 6anzil

Eounge at 7hairmans -ffice, 1ahara 1haher, Euc)no#

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GRATITUDE 8e are indebted to those nation*builders, nation * lovers, guides, visionaries, eminent personalities, artistes, industrialists (#hose photographs are exhibited here) and express our profound respect and gratitude, #ho have inspired us #ith their encouraging thoughts in our assemblies and meetings. 8e have al#ays been encouraged by their proper, valuable and thoughtful revie#s. 8e convey our best #ishes from the innermost core of our hearts to these reno#ned personalities for their continuous contribution to#ards the overall progress of our motherland and human society.

1hri 1ubrata Roy 1ahara, our 7hief 0uardian ... ...#ith 4obel Eaureate Eate 6other +eresa

... #ith His Holiness, +he 5alai Eama

... #ith 1han)aracharya, .adri)aashram eeth

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... #ith ,ormer 1hahi (mam of @ama 6as&id, 5elhi, Eate %bdullah .u)hari

... #ith 1pritual 0uru 1hri 1hri ravishan)ar

... #ith Reno#ned $ogacharya, 1#ami Ram 5ev

... #ith Her >xcellency, resident of (ndia, 6rs. ratibha atil

...#ith 5r. 6anmohan 1ingh, Honourable rime 6inister of (ndia

... #ith His Royal Highness, rince of 8ales, rince 7harls at london and later in 4e# 5elhi

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INTRODUCTION TO THE TOPIC

erformance %ppraisal is the process of assessing the performance and progress of an employee or a group of employees on a given &ob and his ' their potential for future development. (t consists of all formal procedures used in the #or)ing organizations to evaluate personalities, contributions and potentials of employees.

Co!1 0t o7 P r7or*a!1 A00ra"#a$: +he concept of erformance %ppraisal can be explained #ith the analogy illustrated belo#?

+he head of the )ey represents the uni2ueness of the employee. employees are ali)e. +he ring represents the managements re2uirement *the &ob content.

4o t#o

+he shaft represents the communication bet#een the employee and the company, the transmission of the tas) and the response from the performer.

Cha!' : Performance appraisal process has gone through the phase of non-transparency to transparency. (n this transparency phase, a performance appraisal can be defined as a structured formal interaction bet#een a subordinate and supervisor, that usually ta)es the form
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of a periodic intervie# (annual or bi*annual), in #hich the #or) performance of the subordinate is examined and discussed, #ith a vie# to identifying #ea)nesses and strengths as #ell as opportunities for improvement and s)ills development. FOUNDATIONS OF PERFORMANCE APPRAISAL erformance %ppraisal assesses ho# #ell people have been doing their &obs and #hat they must do to be better in their &obs. (t deals #ith the content of the &ob and #hat they are expected to achieve in each aspect of their #or). erformance %ppraisal process? (. Job Pro7"$ : @ob description concentrates more on the definition of tas)s the &obholder has to accomplish. (t includes details of reporting relationship and normally covers the overall purpose of the &ob. (t indicates ho# an individuals &ob #ill contribute to the achievement of ob&ectives of a team or a department and, ultimately the mission of the organization. ,ollo#ing are the foundations in

II.

ObC 1t"D #: %n ob&ective describes something, #hich has to be accomplished. -b&ectives define #hat organizations, functions, departments, teams and individuals are expected to achieve. +here are t#o types of ob&ectives? i" Work or O#erationa$ Ob%e&ti'es( (t refers to the results to be achieved or the contribution to be made to the accomplishment of team, departmental and corporate ob&ectives. ii" )e'e$o#menta$ ob%e&ti'es( (t is concerned #ith #hat individual should do and learn to improve their performance and'or their )no#ledge, s)ills and competencies (training and personal development plans).

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(((.

Co*0 t !1" #: 7ompetencies refer to the behavioral dimensions of a role. (t is the behavior re2uired of people to carry out their #or) satisfactorily. 7ompetencies are #hat people bring to a &ob in the form of different types and levels of behavior. +hey govern the process aspects of &ob performance.

(L.

6a$u #: (ncreasingly, organizations are setting out the core values that they thin) should govern the behavior of all their employees. Lalue statements may be prepared #hich define core values in areas such as care for customers, concern for people, competitiveness, excellence, gro#th, innovation.

THREE ESSENTIAL STEPS FOR EFFECTI6E PERFORMANCE APPRAISAL +he process of getting to )no# the people #ho #or) for the organization involves three essential steps viz. tra"!"!'@ Da$uat"o! a!d r D" w. I. Tra"!"!': 1uccessful tra"!"!' is the implementation of a system in #hich everyone in the #or)place is geared to#ards improvement. (t involves a hands on approach in #hich the employee is encouraged to evaluate himself or herself under the is made complete #ith the leadership of the appraiser. 7arefully administering praise coupled #ith constructive criticism )eeps the #or)force on its toes. II. EDa$uat"o!: +he best methods for employee Da$uat"o! are based on results and behavior. 8hile conducting performance appraisal based on employees characteristic traits is 2uite common, the results are often sub&ective and unsatisfactory. % results*based approach to performance appraisal is by far the cleanest, most ob&ective method of tac)ling the complex tas) of evaluation. (t uses a rating system to measure productivity #ithin a given timescale.
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III.

R D" w: +he r D" w process should, again, employ the techni2ues of interactivity. .efore sittin do#n together, the appraiser should give the employee a chance to revie# himself or herself. +his not only empo#ers the employee, but also saves a lot of time and possible contention during the actual discussion. (nitially the appraiser should #al) the employee through the process. +he successful supervisor starts out #ith an overvie# of #hy the revie# session is needed. +hen the supervisor ta)es the employee do#n a point* by*point list of every aspect of the &ob. (n each case, the employee should be given a chance to describe his or her achievements and shortcomings. +he supervisor should al#ays supplement this #ith added insight.

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O&JECTI6ES OF PERFORMANCE APPRAISAL +he ob&ectives and benefits of erformance %ppraisal system can be summarized as under? ObC 1t"D #: 5ata relating to erformance %ppraisal of employees are recorded, stored and used for several purposes li)e? Eet the employees )no# #here they stand in so far as their performance is concerned and to assist them #ith constructive criticism and guidance for the purpose of their development. %ssessment of s)ills #ithin an organization. 1et targets for future performance. >ffect promotions based on competence and performance. 1trengthen relationship bet#een superior and subordinate. %ssess the training and development needs of employees. (dentify the strengths and #ea)nesses of employees. 5ecide upon a pay raise (increments). (mprove communication as it not only provides a system for dialogue bet#een the superior and the subordinate, but also improves understanding of personal goals and concerns. +his can also have the effect of increasing the trust bet#een the appraiser and appraisee. 5etermine #hether human resource programs such, as selection, training and transfers have been effective or not.

EFFECTI6E APPRAISAL PROCESS

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8hen it comes to performance appraisal, managers and employees agree about one thing? +hey hate going through them. >mployees, managers and HR experts agree that fear, guilt, responsibility and resentment are the real reasons #hy most employees dread the appraisal process. .esides some thin) that it is a ritual that is mandatory to follo#. %n effective revie# process helps organizations in three areas? =. H. 9. evaluation and improving personnel selection and training systemsS preventing #rongful terminationS and increasing real employee diversity

(.

0ood appraisals start #ith information from multiple sources, and they evaluate employees at all levels from top to bottom.

((.

+his system re2uires both the appraisee and appraiser to &ointly assess the employees ability to complete the duties and achieve the goals set forth in the previous appraisal.

(((.

HR professionals should consider the follo#ing steps and ma)e the appraisal process simple yet effective? +he performance %ppraisal form should reflect the strategic ob&ectives of the company. 6any organizations use a form that contains several sections. +he results and impact section should address accomplishments related to &ob responsibilities, goals and pro&ects. (t is a revie# of past performance. % s)ills and abilities section should discuss the #ays those results #ere accomplished. .y listing the core competencies for each &ob classification 3 and for the entire organization 3 this section can address the )inds of behavior that are critical for success.

(L.

%ppraisal results, either directly or indirectly, determine re#ard outcomes. +he better performing employees may get the ma&ority of available merit pay increases, bonuses and promotions, #hile the poorer performers may re2uire some form of counseling or in extreme cases no increases in pay. +he assignment and &ustification of re#ards and penalties through performance appraisal is a very uncertain and

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controversial matter and conveys both satisfaction as #ell as dissatisfaction #ith an employees &ob performance. 8hatever is the case, organizations should foster a feeling that performance appraisals are positive opportunities that provide for overall development of the employee, in order to get the best out of the people and the process. Hence 0 r7or*a!1 a00ra"#a$# #hou$d b 0o#"t"D #hou$d ! D r b u# d to ha!d$ *att r# o7 d"#1"0$"! . 80 r" !1 # a!d "t

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IDENTIFICATION OF BE) RESULT AREAS %BRAS( E GOAL SETTING

1etting of /ey Result %reas i.e. goals is one of the various parameters of performance evaluation. +hese are also )no#n as the +argets or erformance (ndicators ( (). +arget setting is the first step in the appraisal process, based on #hich the employee is appraised. I. Th Pur0o# or ObC 1t"D o7 Tar' t S tt"!' >nsure that each individual is #or)ing to#ards clearly stated ob&ectives that tie into the division goals. rovides a sound basis to improve performance.

>ncourages open communication concerning expected results and progress to#ards results. Helps the individual )no# Ho# he'she is doing! compared to #hat his'her manager expects. >ncourages comparison on individual ob&ectives to identify overlapping or omitted ob&ectives. Helps in salary revie#, and self*development. +he recent trend from a focus on traits or behavior to a results*oriented approach has seen the emergence of ob&ectives setting as a )ey issue. Ho#ever, managers should attempt to agree ob&ectives #ith their staff rather than setting them themselves for the forthcoming period during appraisal discussion. +hese ob&ectives or targets should comply #ith the mnemonic SMART i.e. Specific, Measurable, Achievable, Realistic and Time*bound. II. Ty0 o7 Goa$#: -ne may have to set multiple goals combining goals at different levels viz. the long* term goal, the short*tem goal and the minimum or standard goal.

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-.

Th $o!'3t r* 'oa$:

9.

Th #hort3t r* 'oa$: .

..

Th M"!"*u* or Sta!dard 'oa$: +he minimum or standard goal is the cut*off point for signaling the existence of or potential for a performance problem. Ei)e short*term goals, minimum standards are set for a limited period but for longer duration 3 perhaps one to t#o years. 6inimums'standards are negotiated li)e short*term goals and must conform to the follo#ing criteria? +hey must be less than or e2ual to current average'typical performanceS and +hey cannot be #orse than the #orst performance for any previous period.

III.

SMART 1r"t r"a 7or 0 r7or*a!1 'oa$#

SMART

P r7or*a!1

Goa$# S0 1"7"1 1tates in clear terms #hat outcome, behaviour achieved. result is to or be

Cr"t r"a Ch 1A$"#t

5oes it specify * (mproved level of 2uality, 2uantity, time or use of resources. * % ne#'innovative result, faster time line, or * %n improved behavioral outcomeT 5oes it have a clearly stated singular resultT

M a#urab$ (ncludes measurable results or a description of the desired outcome. A1h" Dab$

8ill you )no# from information, data or observation #hen it is achievedT 5oes it specify*8hatT Ho# muchT Ho# #ellT

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% realistic expectation, given time and resources R a$"#t"1 +here is a clear tie to goals of the department, division etc. T"* &ou!d +here is a time limit or deadline by #hich the ob&ective must be achieved and there may be a time frame to trac) phases of completion in an action plan.

%re resources, authority level, and re2uisite s)ills in placeT 5oes it re2uire a stretch of effortT 8ill it matter #hen it is doneT 5oes the ob&ective support relevant goalsT 5oes it deal #ith a )ey aspect of the &obT 8hen are the goals to be completedT (s there a timetable for milestones chec)pointsT

or

DESIGNING AN APPRAISAL PROCESS 5esigning an appraisal program poses several 2uestions, #hich need ans#ers. +hey are? =. H. 9. K. I. :. U. -. 8hose performance is to be assessedT 8ho are the appraisersT 8hat should be evaluatedT 8hen to appraiseT 8hat problems are encounteredT Ho# to solve the problemsT 8hat methods of appraisal are to be usedT :ho# 0 r7or*a!1 #hou$d b a## ## dF +he ans#er is obvious 3 employees. 8hen #e say employees, it is individual or teamsT 1pecifically, the appraisee may be defined as the individual, #or) group, division or organization. 9. :ho ar th a00ra"# r#F

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%ppraisers can be immediate superiors, specialists from the human resource department, subordinates, peers, committees, clients, self*appraisals or a combination thereof.

..

:hat #hou$d b

Da$uat dF

-ne of the steps in designing an appraisal program is to determine the evaluation criteria. (t is obvious that the criteria should be related to the &ob. +he criteria for assessing performance can be? a. b. c. d. e. f. g. h. i. &. ). Buality C Buantity +imeliness 7ost >ffectiveness 4eed for supervision (nterpersonal impact (nnovation C 7reativity roblem %nalysis 7ustomer orientation 6ar)et -rientation >ntrepreneurial 5rive 4egotiation s)ills etc.

+his is not an exhaustive list, but several other parameters too can be added depending on &ob re2uirements and organizational needs. ;. :h ! to a00ra"# Grat F +he most fre2uent rating schedules are semi*annual and annual. 4e# employees are rated more fre2uently than older ones. 1ome practices call for ratings? %nnually as per company practice %fter first : months of employment Fpon promotion or #ithin 9 months after promotion

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8hen the &ob occupied has been reevaluated up#ard Fpon special re2uest, as #hen the employees salary is belo# the average pay

/. :hat ar th 0rob$ *# r $at d to P r7or*a!1 A00ra"#a$F %n ideal erformance %ppraisal is done #hen the evaluation is free from biases and idiosyncrasies of the evaluator. +here are many factors of appraisal that lead to failure of the system? a. N 'at"D att"tud toward# P r7or*a!1 A00ra"#a$: +here is a large population of managers #ho are hostile or indifferent to the erformance %ppraisal processes and'or do it badly if they do it at all.

i. Hostility from the appraiser: +he appraiser reacts indifferently to the appraising system because he believes that it is a #aste of time. %t times they feel that the scheme has nothing to do #ith their o#n needs and it exists to feed the personnel database. ii. Hostility from the appraisee: Hostility from the people at the receiving end arises because they feel erformance %ppraisal is simply another method in the hands of the managers to exercise their command and control prerogatives. +hey feel that the data collected #ill be utilized as evidence against them. (n some cases appraisees even have a feeling that the outcome of the performance evaluation is predetermined by the management or their superiors and the process is completed only as a formality, due to #hich appraisees lac) interest in the entire appraisal process. b. Halo Error: Fnder this type of error, one mar)ed characteristic or latest achievement or failure of the appraisee (either favourable or unfavourable) may be allo#ed to dominate the appraisal for the entire year. &" Logical Error:
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+his is a dangerous pitfall for the inexperienced appraiser. He is very often inclined to arrive at similar assessments in respect of 2ualities that seem logically related. d" Constant Error: 8hen t#o appraisers rate an appraisee their ratings may be different. -ne may sho# consistent leniency by giving him high scores, the other my consistently rate him by giving lo# scores. e" Central Tendency: (t is also called as %verage Ratings!. Here, the appraiser tends to avoid giving fran) vie#s to the 2uestion as)ed or the appraiser is in doubt or he has inade2uate information or he simply #ants to play safe and dont displease anyone. *" Mirror-Image Error or Pro ection Error: +his error arises #hen an appraiser expects his o#n 2ualities, s)ills, and values in an appraisee. +he appraiser may falsely believe that if the appraisee is good he has to be li)e him (appraiser) because the appraiser considers himself as the standard.

g"

Contrast Error: +his error occurs in the se2uencing of ratings. (f superior performers are rated first, average performers are rated do#n, if poorer performers come first, the average performers #ill be rated more highly.

h"

!iases of position" #e$" %ace" %eligion & 'ationality: +here is a tendency to rate the occupant at a higher position more favorably than the person in a lo#er position. 1imilarly rating can be biased based on sex, religion and nationality too.

i.

Lac( of #(ill in conducting )ppraisal discussion: 7onducting training. erformance %ppraisal discussions re2uire certain s)ills and

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:. How to #o$D th a00ra"# rH# 0rob$ *#F +he best #ay to overcome the problem is to give training to the appraiser. +raining can help improve the appraisal system to the extent that distortion occurring due to appraiser errors such as halo, leniency, central tendency and bias are minimized. a. Fa1tor# that h $0 to "*0roD a11ura1y: +he appraiser has observed and is familiar #ith behaviors to be appraised. +he appraiser has documented behaviors calling for improvement. +he appraiser has a chec)list to obtain the revie# on &ob*related information. +he appraiser is a#are of personal biases and is #illing to ta)e action to minimize their effects. Rating scores by appraisers of one group or organization are summarized and compared #ith those by other appraisers. +he appraiser focuses attention on performance related behaviors over #hich he has better control than on other aspects of evaluation. b. Higher levels of management are held accountable for revie#ing all ratings.

Fa1tor# that *ay $ow r a11ura1y: +he appraiser rates only #hen administrative actions are contemplated. +he appraiser is unable to express herself'himself honestly and unambiguously. %ppraisal systems, processes and instruments fail to support the appraiser +he appraiser is una#are of causes of rating errors. +he appraiser has to rate employees on factors that are poorly defined.

..

T 1h!"Iu #G* thod# o7 a00ra"#a$ to b u# dF

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+here are different types of systems for measuring the excellence of an employee. >ach type has its o#n advantages and disadvantages. +he earlier developed methods, still being used, are +raditional 6ethods that are non*transparent in nature. 8hile other ne#er methods are transparent in nature. >ach of the method has its o#n format of appraisal form. Th Dar"ou# t 1h!"Iu # a!d 0ro1 ## # haD b ! 80$a"! d "! th 7orth1o*"!' 1ha0t r.

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CHAPTER39 RE6IE: OF LITERATURE METHODS OF APPRAISAL

+R%5(+(-4%E 6>+H-51 -, % R%(1%E

erformance %ppraisal is an exercise of observation and &udgment, a feedbac) process, and an organizational intervention. (t is a measurement process as #ell as an intensely emotional process. %bove all, it is an inexact, human process. 8hile it is fairly easy to prescribe ho# the process should #or), descriptions of ho# it actually #or)s in practice are rather discouraging. 1ome of the traditional methods of appraisal are explained belo#? -. Ra!A"!' (n this, the superior ran)s his'her subordinates in order of their merit, from best to #orst. * * (t is done in a competitive group. (t is done by placing the appraisee on numerical scales i.e. = st, Hnd, 9rd etc. in the total group. * Ran)ing of an appraisee on his &ob performance'traits against that of another member. 9. P r#o!3to3P r#o!GPa"r d Co*0ar"#o! Fnder this method the appraiser compares each employee #ith every other employee, one at a time. * 7ertain )ey performance areas'traits are developed. >.g.? Eeadership, 7reativity, (nitiative etc. * * * % scale for each factor is designed. % scale of people is also created for each factor. >ach %ppraisee is compared to every other person on the scale.

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* ..

7ertain scores for each factor are a#arded to the appraisee.

Grad"!' * 7ertain categories of traits'performance criteria, #hich are #orth of appraising, are established. >.g. cooperativeness, self*expression, dependability, &ob )no#ledge etc. * +he actual performance (/ey performance area) of an employee is then compared to the predetermined grade definitions.

;.

Co!7"d !t"a$ R 0ort"!' * (t is the most traditional #ay of appraising employees performance. +he basic assumption here is that since the superior is in direct contact he )no#s his subordinates better than any other and hence his appraisal #ould be more appropriate. * +he superior #rites a paragraph or so about his subordinates strengths, #ea)nesses, intelligence, attitude to #or), attendance, conduct and character, #or) efficiency, etc.

/.Gra0h"1 S1a$ # * * % printed form, one for each person to be rated is used. +he factors included in the form are >mployee characteristics such as leadership, cooperativeness, enthusiasm, loyalty etc. or >mployee contribution #hich includes 2uantity and 2uality of #or), specific goals achieved, regularity of attendance, responsibility assumed etc. * +he traits can be evaluated on continuous scale 3 the appraiser places a mar) along a continuum (range). * +he best method to use is the multiple! type of scale #herein one has to tic) off! the box, #hich suits the description of an appraisees performance. * 7ertain types of graphs are prepared based on these derived ratings.

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<..Cr"t"1a$ I!1"d !t M thod * (nitially a set of note#orthy (good or bad) on*the*&ob behaviours is prepared. +his is usually in the form of incidents. * +hese incidents are given to a group of experts #ho assign scale values depending upon the degree of desirability for the &ob. * +his chec)list is used by superiors for evaluating the employees. * +his method helps in identifying the )ey areas #here the employees are #ea) or strong. * (t emphasizes rating on ob&ective evidence and helps in counseling. =..For1 d Cho"1 T 1h!"Iu * (n forced choice system the appraiser is forced to choose one from among a group of K statements that best fits the individual being rated and one #hich least fits him. * * * >ach statement is given a value or a score. +he evaluator does not )no# the score value of statementsS hence he cannot sho# any favor to#ards the appraisee. +he method of arranging the traits involves a long process from getting the description of good! or bad! employees to establishing their validity and reliability. J..& haD"oura$$y A!1hor d Rat"!' S1a$ # %&ARS( * .ehaviourally %nchored Rating 1cales (.%R1) are anchored #ith descriptive alternative behaviors. * ,or every given category of behavior or performance, statements are ordered in an ascending or descending order of excellence. * %lthough these scales represent &ob*relevant dimensions of performance, they still pose problems in determining #hich actually, observed behaviours match #ith specifically anchored performance scales. * 5espite this difficulty, .%R1 are a significant improvement, since they re2uire less inference on the appraisers part as against traditional rating approaches.

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+he above methods are non*transparent in nature, as the appraisee or the employee is not involved in the process of his appraisal. +he rating is done entirely by his superiors.

RELATI6EL) TRANSPARENT METHODS OF APPRAISAL %s time has progressed, there have been advancements in the appraisal system. %s against the earlier traditional methods, the ne#er methods include self*appraisal by the appraisee. %fter having discussed the appraisal #ith the appraisee, the appraiser for#ards his recommendation to the management for further decision on re#ard giving. So* o7 th r $at"D $y tra!#0ar !t * thod# haD b ! d ta"$ d b $ow: I. A00ra"#a$ D"#1u##"o! E D"a$o'u M thod o7 A00ra"#a$ =. %n appraiser and appraisee get together to engage in a dialogue about the appraisees performance and development. (t is li)e a meeting in #hich vie#s are exchanged so that an agreed conclusion can be reached. +he formal appraisal meeting is referred as discussion because there is a free*flo#ing affair in #hich both parties are fully involved. H. +he appraisal discussion provides the means through #hich the 7"D elements of erformance %ppraisal can be achieved. +hese are? a. Measurement? (t assesses results against agreed targets and standards. b. *eed+ac(? (t gives the appraisee information on ho# he or she has been doing. c. Positive reinforcement: (t emphasizes #hat has been done so that it #ill be done even better in the future. % constructive criticism is done i.e. points that help in improving performance are given. d. E$change of vie,s: (t ensures that the discussion involves a full, free and fran) exchange of vie#s about #hat has been achieved, #hat needs to be
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)ey

done to achieve more, #hat appraisees thin) about their #or), the #ay they are guided and managed and their aspirations. e. )greement: .oth parties &ointly arrive at an understanding about #hat has to be done in order to improve performance and overcome any #or) problems raised during the discussion. .. O0 !"!' th D"#1u##"o! 5uring the discussion the appraiser should build up good trust level #ith the appraisee and should ta)e follo#ing steps to open a discussion?

a. He should start by reminding the appraisee of the purpose of the discussion, stressing that this is not to d#ell unduly on the past but to loo) to the future. b. +he appraisee should be made a#are of the time set aside for the discussion to demonstrate that he is not going to rush through it.

c. 7ontinue by explaining that the aim is to come to an agreement on #hat has been achieved since the last meeting and #hat is to be achieved in the future. d. +his should be follo#ed by a brief exchange in #hich each party itemizes the )ey points they #ant to discuss 3 setting the agenda. e. +he discussion can then begin, probably #ith an invitation from the appraiser to the appraisee to tal) generally about the progress he or she has been ma)ing during the year #ith reference to notes made prior to the meeting or a completed preparation form.

;.

G ! ra$ Gu"d $"! # +here are a number of general guidelines on ho# the appraisal discussion may be conducted. >ach of them should be applied according to the circumstances in #hich the discussion is ta)ing place and the personalities of those involved 3 there is no one right #ay to conduct an appraisal discussion.

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a. Eet the appraisee do most of the tal)ing. b. >ncourage self*appraisal c. /eep the #hole period under revie# d. 4o surprises i.e. discuss issues at the time they ta)e place. e. Recognize achievements and reinforce strengths f. 7riticize constructively g. %dopt a &oint problem*solving approach h. %s)ing the right 2uestions

/.

Th r ar 7our ba#"1 ty0 # o7 Iu #t"o!#: a. -pen .uestions? -pen 2uestions help to create an atmosphere of calm and friendly in2uiry. (t can be expressed 2uite informally, and can be put in a Jtell me form. >.g.? Ho# do you thin) things have been goingT b. Pro+ing .uestions? robing 2uestions as) for specific information on #hat has happened and #hy it has happened. +hey examine closely the steps that need to be ta)en to put things right, do better in the future and avoid repeating a mista)e. c. Closed .uestions? 8hen there is a need to obtain or confirm specific factual data, a closed 2uestion, #hich severely restricts the reply to supplying the information, is as)ed. >.g. Ho# many times has this happenedT d. Leading .uestions? Eeading 2uestions are those #hich supply their o#n Jright ans#er, e.g. 5o you agree that VV.T

<.

L"#t ! 1ar 7u$$y %n appraisal discussion is a dialogue. .oth parties are communicating information and ideas to one another to achieve the purpose of the meeting.

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0ood listeners concentrate on the spea)er. +hey respond 2uic)ly to points made by the spea)er, as) 2uestions fre2uently to elucidate meaning, give the spea)er an opportunity to rephrase or underline a point, comment on the points made by the spea)er #ithout interrupting the flo# of conversation. II. COMPETENC) &ASED APPRAISAL S)STEM

:hat "# Co*0 t !1yF 7ompetency is an underlying characteristic of an individual, #hich is casually related to effective or superior performance.

Co*0 t !1 ba# d a00ra"#a$# 1a! b d 7"! d a# a * thod o7 a00ra"#"!' 0 o0$ who$$y or 0art$y by r 7 r !1 to th $ D $ o7 1o*0 t !1 th y d *o!#trat "! 1arry"!' out th "r ro$ #.

-ne of the problems surrounding the concept of competence or competency is that the term is used to refer to the ability to perform a &ob or tas) competently and also to ho# people ought to behave in order to carry out a role #ith competence. 7ompetence should be used to refer to areas of #or) in #hich the person is competent. 7ompetency should be used to refer to the dimensions of behaviour lying behind competent performance.

=. Co*0 t !1 ba# d a00ra"#a$ *u#t d 0 !d o! #o* * thod o7 * a#ur"!' 1o*0 t !1 . +o do this, it is useful to distinguish bet#een the input, process and output aspects of performance and ho# competence can be measured under each heading.

a.

%s an input, competence can be measured by the capacity #ithin people to do their #or) #ell. 7apacity refers to #hat people bring to their #or) in the form of )no#ledge, s)ills and personal attributes.
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b.

%s a process, competence can be measured in terms of the behaviour re2uired of people in order to effectively convert inputs into outputs.

c.

%s an output, competence is measured by the outcomes of the behaviour of people in ma)ing the best use of their )no#ledge, s)ills and attributes.

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H. A00ra"#a$# 1a! b r $at d to 1o*0 t !1 "! two way#? as a people-+ased process #hich lin)s assessment to the level of competence attained by individualsS or as a o+-+ased process #hich uses competence headings #holly or partly to evaluate &obs or roles.

.oth levels of competence and levels of performance in achieving ob&ectives, should be ta)en into, on the reasonable grounds that they should be assessed not only for ho# people perform (competence inputs) but also for #hat they achieve (outputs).

(((. POTENTIAL APPRAISAL

)ssessment Center Method Fnder this method, many evaluators i.e. appraisers &oin together to &udge employee performance in several situations by using variety of criteria +he most important feature of this method is &ob*related simulations. +hese simulations involve characteristics that managers feel are important for the &ob success. +he evaluators observe and evaluate participants as they perform activities commonly found in these higher*level &obs. (t involves a paper*and*pencil test, intervie#s and exercises.

-.

F atur #: +he use of situational exercise (such as in*bas)et exercise, business game, a role*playing incident and leaderless group discussion)S >valuators are dra#n from experienced managers #ith proven ability at different levels of managementS +hey evaluate all employees, both individually and collectively.

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 % summary report is prepared by the members, and a feedbac) on a face*to* face basis is administered to all the candidates #ho as) for it.

9.

Pur0o# : a. (t is used to? 6easure potential for first level supervision, sales and upper management positionsS and also for higher levels of management for development purposes. 5etermine individual training and development needs of employees. 1elect freshers for entry*level positions. rovide more accurate human resource planning information. %ssist in implementing affirmative action goals.

b. (t generally measures interpersonal s)ills and other aspects such as? organizing and planningS interpersonal competence (getting along #ith others), 2uality of thin)ing, resistance to stress, orientation (motivation) to #or), dependence on others and creativity. +he ability to organize, plan and ma)e decisions, as in*bas)et simulations and scores obtained on paper and pencil, psychological tests, are important to the overall assessment score. +he duration of %ssessment 7enter rogram varies depending on the level of appraisee. ,or example, centers designed for selection of first line supervisors, sales personnel, and management trainees generally last for a day or lessS #hile those used for higher*level managers may run for t#o or three days or longer if used for developmental and not for selection purposes.

..

Prob$ *#: +he ratings are generally influenced by the participants interpersonal s)illsS &udges tend to evaluate the 2uality of the individuals social s)ills rather than

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2uality of the decisions themselves. ,urther, the organizing and decision* ma)ing abilities are measured by in*bas)et exercises, verbal ability and personal traits. 1olid performers in day*to*day operations suddenly cho)e in simulated environment. Fnreasonably high cost of assessing an individual in a particular &ob level. +here are potential bad effects on those not selected to participate in the exercise. Fsually immediate supervisors nominate participants. >mployees #ho are curious, independent, aggressive and intelligent may never be selected because such traits, though important at higher levels, are not accepted by lo#er level supervisors. oorly rated appraisee may react in negative #ays and might get demoralized. +o ma)e %ssessment 7enter rogram successful, strong emphasis must be placed on clear statement of goals, obtaining commitment of top management, &ob analysis, appraiser training, program audit and evaluation.

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NE: FRONTIERS TO PERFORMANCE APPRAISAL (n recent years the system of performance appraisal is becoming more and more transparent #herein the employee, #ho is being appraised, is involved in the process. +he ob&ectives or targets are set #ith mutual understanding bet#een the appraisee and his immediate superior. +he feedbac) regarding his performance is given to the appraisee #ith areas of improvement by disclosing his strengths and #ea)ness and the opportunities available. ( #ill ta)e you into details of these ne# frontiers to erformance %ppraisal viz?

I. II. III.

Ma!a' * !t by ObC 1t"D # %M&O( &a$a!1 d S1or 1ard .<+K F dba1A

I.MANAGEMENT &) O&JECTI6ES 6anagement by -b&ectives is basically a process #hereby the superior and the subordinate managers of an enterprise &ointly identify its common goals, define each individuals ma&or areas of responsibility in terms of the results expected of him and use these measures as guides for operating the unit and assessing the contribution of each of its members. 6anagement by -b&ectives is primarily to change the behaviour and attitude to#ards getting an activity or assignment completed in a manner that it is beneficial for the organization. 6anagement by ob&ectives is a result*oriented process, #herein emphasis is on results and goals rather than a prescribed method. % number of companies have had significant success in broadening individual responsibility and involvement in #or) planning at the lo#est organizational levels.

6anagement by -b&ectives is a five*sutra process having follo#ing basic steps? i" #et -rgani/ational 0oals: +his envisages that organizational goals and business strategies are expressed clearly, concisely and accurately. +hey are periodically revie#ed.

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+hey should be challenging enough to motivate the employee. 7lear and attainable goals help channel energies to#ards desired behaviour and let the employee )no# the basis on #hich he #ill be re#arded. %t this time, any appropriate changes in the organization structure should be made? changes in titles, duties, relationships, authority, responsibility, span of control and so forth. ii" 1oint 0oal #etting: +his step establishes short*term goals, #hich are performance oriented, bet#een the management and the employee. +he responsibilities are clarified to the employees through organizational charts and &ob description. +he goals decided by the employee need to complement the goals of the management. +hey also need to be flexible to accommodate ne# ideas #ithout losing individual responsibilities. 6oreover they should be easily 2uantifiable.

iii" Performance %evie,s: +his step suggests fre2uent performance revie#s bet#een the manager and the employees. 5uring the initial stages the meetings be held once a month and later could be 2uarterly. ,or maximum benefit these meetings should be scheduled for more than once a year. i'" #et chec( posts: >stablishment of ma&or chec) posts to measure progress. +his is merely to chec) that the employee surges to#ards his premeditated (planned) goal #ithout any disruptions. +hese chec) levels should be higher in the initial stages and then gradually reduce. +his demands that the manager should be on constant alert and exercise sound &udgment. '" *eed+ac(: +he employees #ho receive fre2uent feedbac) about their performance are highly motivated than those #ho do not. Ho#ever, one has to ensure that
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the feedbac) is relevant and specific. +his helps the employee and the manager understand #here they stand. +he five*sutra process of management by ob&ectives ensures that the manager and the employee define and establish goals and ob&ectives for an employee to be achieved #ithin a prescribed period of time. +he employee is to be supervised and evaluated, periodically. +o this extent, a fre2uent feedbac) and superior*employee interaction model must be evolved.

& ! 7"t# o7 M&O Pro'ra*

a. Helps and increases employee motivation because it relates overall goals to the individuals goalsS and help to increase an employees understanding of #here the organization is and #here it is heading. b. Managers are more li(ely to compete ,ithin themselves than ,ith other managers. +his )ind of evaluation can reduce internal conflicts that often arise #hen managers compete #ith each other to obtain scarce resources. c. %esults in a 2means-ends3 chain. 6anagement at succeeding lo#er levels in the organization establishes targets, #hich are integrated #ith those at the next higher level. +hus, it can help ensure that everyones activity is ultimately aimed to#ard organizations goals. d. %educes role conflict and am+iguity" Role conflict exists #hen a person is faced #ith conflicting demands from t#o or more supervisorsS and role ambiguity exists #hen a person is uncertain as to ho# he #ill be evaluated, or #hat he has to achieve. 1ince 6.- aims at providing clear targets and their order or priority, it reduces both these situations. e. Provides more o+ ective appraisal criteria. +he targets that emerge from the W process provide a sound set of criteria for evaluating the managers performance.

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f. *orces and aids in planning. .y forcing top management to establish a strategy and goals for the entire organization, and by re2uiring other managers to set their targets and plan ho# to reach them. g. Identifies pro+lems +etter and early. ,re2uent performance revie# sessions ma)e this possible. h. Identifies performance deficiencies. (t enables the management and

employees to set individualized self*improvement goals and thus proves effective in training and development of people. i. Helps the individual manager to develop personal leadership" especially the s(ills of listening" planning" counseling" motivating and evaluating . +his approach to managing instills a personal commitment to respond positively the organizations ma&or concerns as #ell as to the development of human assets. 1uch a manager has a far greater chance to move ahead #ithin the management hierarchy.

II..<+ FEED&ACB

+he 9:;< ,eedbac) process is called multi*source assessment, taps the collective #isdom of those #ho #or) most closely #ith the employee, superiors, colleagues (peers), direct reports and possibly internal and often external customers. +he collective intelligence these people provide on critical competencies or specific behaviours and s)ills gives the employee a clear understanding of personal strengths and areas ripe for development. >mployees also vie# this performance information from multiple perspectives as fair, accurate, credible, and motivating. >mployees are often more strongly motivated to change their #or) behaviours to attain the esteem of their co#or)ers than to #in the respect of their supervisor alone.

!enefits to 4ey #ta(eholders

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+he 9:;< ,eedbac) process offers extensive and diverse benefits to )ey sta)eholders in the organization 3 and the organization too? a. Cu#to* r#: +he process gives customers a chance to strengthen the customer*supplier relationship. +he 9:;< ,eedbac) captures the relevant and motivating information from internal and external customers #hile giving them a voice in the assessment process. b. E*0$oy #: .y participating in a process that has tremendous impact on their careers, employees may help select #hat evaluation criteria #ill be used to &udge their performance and #ho #ill provide feedbac). articipation plays a critical role for employees as they determine the fairness of the process. c. T a* * *b r#: +he only option for identifying team and individual members effectiveness is 9:;< ,eedbac). ,ailing feedbac) from multiple sources, team members lac) the information necessary for effective individual development and team#or). 8ith no team evaluation, accountability may evaporate, and performance may falter (#ea)en). d. Su0 rD"#or#: +his process expands supervisors insight regarding the

performance of each direct report by providing them more comprehensive and detailed performance information than they usually have access to. %lso, the process typically reduces by half, or more, the supervisors time spent on evaluating individual employees. e. L ad r# a!d Ma!a' r#: +he process provides leaders and managers an opportunity to tap information from the organization that may other#ise not be shared #ith them for fear of reprisal. f. Or'a!"2at"o!#: -rganizations can gain access to credible, 2uantitative information to understand organizational strengths and #ea)nesses, leadership gaps, and training needs more fully. +his information is much more useful than relying on intuitive &udgment or responding to those #ho are ma)ing the most noise.

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5iagram sho,ing the (ey sta(eholders in a 6789 *eed+ac( Process

+he flo# diagram attached as A!! 8ur explains the 9:;X feedbac) process

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&a$a!1 d S1or 1ard

=.

.alanced 1corecard (.17) is a set of measures derived from an organizations vision and strategy. (t is a concept that helps translate strategy into action. (t re2uires an organization to balance its goals across multiple perspectives to reduce the chance that one goal #ill dominate others to the detriment of the organization. (t leads to a realistic compromise that addresses short*term goals and longer*term staying po#er.

H.

.17 lin)s performance measures by loo)ing at a businessDs strategic vision from four different perspectives? financial, customer, internal business processes, and innovation C learning. +hese four perspectives of the 1corecard provide a balance bet#een desired outcomes and drivers for those outcomes and bet#een ob&ective and sub&ective performance measures. .17 is prescriptive about a balanced range of measures and about ho# one perspective defines the drivers for the next. a. F"!a!1"a$ P r#0 1t"D Th 7"!a!1"a$ 0 r#0 1t"D 0roD"d # a D" w o7 how th # !"or 8 1ut"D #@ th board o7 d"r 1tor# a!d th #har ho$d r# # th 1o*0a!y. +ypical metrics in this perspective might be earning per share, revenue gro#th and profit maximization. (n the .17, 7"!a!1"a$ * a#ur # play a dual role? they d 7"! th 7"!a!1"a$ 0 r7or*a!1 80 1t d 7ro* th #trat 'y a!d th y # rD a# th u$t"*at tar' t# 7or th obC 1t"D # a!d * a#ur # o7 a$$ th oth r #1or 1ard 0 r#0 1t"D #. +he financial measures are chosen based on the business life cycle and also the strategic theme chosen for the financial perspective. (n addition to increasing returns, most organizations are concerned #ith the ris) of these returns. +herefore, #hen it is strategically important, these organizations #ill #ant to incorporate explicit ris) management ob&ectives into their financial perspective.

50

%s a conclusion, eventually all ob&ectives and measures in the other scorecard perspectives should be lin)ed to achieving one or more ob&ectives in the financial perspective. b. Cu#to* r P r#0 1t"D +he customer perspective provides a vie# of ho# the customers see the company. /aplan and 4orton contend that, G to put the balanced scorecard to #or), companies should articulate goals for time, 2uality, and performance and service and then translate these goals into specific measures.G -verall, th"# "# a * a#ur o7 how th 1o*0a!y 0roD"d # Da$u to th 1u#to* r . 7hanges made to a business process output that lo#ers the customers cost or allo#s the customer to achieve his or her ob&ective, have value for the customer. ,or example, its not enough to simply bring do#n the cost of an item. +he delivery time and manner in #hich the customer is dealt during times of sales and support are important as #ell. (t is a measure of that value that should be captured by the metrics (e.g. mar)et share, customer satisfaction, customer loyalty, customer ac2uisition) representing this perspective. (n this perspective, managers must first determine core measures that #ill describe the successful outcomes of a #ell*formulated and implemented strategy. +hey have to also identify #hat are the attributes that the customers value and choose the value proposition that they #ant to deliver to the targeted customers. +oday, many companies have a corporate mission that focuses on the customer. 1. I!t r!a$ &u#"! ## Pro1 ## P r#0 1t"D +he internal business process perspective provides a vie# of #hat the company must excel at to be competitive. /aplan and 4orton recommend that, Gcompanies also attempt to identify and measure their companyDs core competencies, the critical technologies needed to ensure continued mar)et leadership.G

51

(n this perspective, the managers must identify the internal processes that are crucial to their organization and develop the best possible measures #ith #hich to trac) the organizations progress. +hese processes should help them deliver superior value to their customers and achieve financial targets. Th &a$a!1 d S1or 1ard 'o b yo!d th #"*0$ a## ##* !t o7 8"#t"!' 0ro1 ## #@ a!d u#ua$$y "d !t"7" # ! w 0ro1 ## # that th or'a!"2at"o! #hou$d "*0$ * !t "! ord r to b #u11 ##7u$ . .y incorporating innovation processes measures, the .alanced 1corecard provides managers #ith a set of tools that does not only reflect the short term, but also gives insight about the longer*term. d. I!!oDat"o! a!d L ar!"!' P r#0 1t"D

/aplan and 4orton underscore the importance of innovation and learning in their statement that, Ga companyDs ability to innovate, improve, and learn ties directly to the companyDs value.G 8hile the financial perspective deals #ith the pro&ected value of the company, th "!!oDat"o! a!d $ ar!"!' 0 r#0 1t"D # t# * a#ur # that h $0 th 1o*0a!y 1o*0 t "! a 1ha!'"!' bu#"! ## !D"ro!* !t. +his is of principal interest to the 7>- and the architects of the long*range business plan. +heir focus for this innovation is in the formation of ne# or the improvement of existing products and processes. Th"# 0 r#0 1t"D $ooA# at how 77 1t"D $y th or'a!"2at"o! 1a! r d #"'! a!d "*0$ * !t ! w bu#"! ## 0ro1 ##@ "!trodu1 a!d 80$o"t ! w t 1h!o$o'y a!d ada0t to 1ha!'"!' 1o!d"t"o!# "! ' ! ra$ . +hus the measures in this perspective are truly the enablers of the other three perspectives. Th # * a#ur # ar $"A th root# o7 a tr that w"$$ u$t"*at $y $ ad throu'h th tru!A o7 "!t r!a$ 0ro1 ## to th bra!1h # o7 1u#to* r r #u$t# a!d 7"!a$$y to th $ aD # o7 7"!a!1"a$ r tur!# . 6etrics of this perspective can be adaptability, employee satisfaction, and #illingness to share and gain )no#ledge. :"th th 7"!a!1"a$@ 1u#to* r a!d "!t r!a$ 0 r#0 1t"D #@ *a!a' r# ar ab$

52

to "d !t"7y th 'a0# b tw ! 8"#t"!' or'a!"2at"o!a$ r #our1 # a!d th o! # r Iu"r d to b #u11 ##7u$. Th o!$y way to 1$o# tho# 'a0# "# 7or th or'a!"2at"o! to Cud"1"a$$y "!D #t "! *0$oy # a!d "!7or*at"o! t 1h!o$o'y a!d to d #"'! th *o#t a00ro0r"at or'a!"2at"o!a$ #tru1tur that 1ou$d #u00ort th "r #trat 'y. S1or 1ard. Th '"D ! b $ow d"a'ra* #how# th &a$a!1 d

53

Th #t 0# o7 "*0$ * !tat"o! ar : Id !t"7y"!' a!d d 7"!"!' B y P r7or*a!1 0 r#0 1t"D #: ,irst the multiple perspectives are to be identified, #hich can be, as? ,inancial 6easure, 7ustomer 6easure, (nternal rocess and eople (Eearning C 0ro#th). %fter this the main tas) is to identify the /ey erformance (ndicators (/ () in each of these multiple perspective. a. b. c. (dentifying /ey %ction %reas (mplementation of /ey %ction %reas 6onitoring /ey %ction %reas I!d"1ator# 7ro* th *u$t"0$

;. Th adDa!ta' # o7 th &a$a!1 d S1or 1ard: a. ,irst, the measures incorporated in the .alanced 1corecard are grounded in the organizations strategic ob&ectives and competitive demands. +herefore, this set of critical indicators helps the organization focus its efforts on the strategic vision. b. +he four perspectives of the .alanced 1corecard enable organizations to trac) financial results #hile simultaneously monitoring progress in building the capabilities and ac2uiring the intangible assets they need for future gro#th. +he .alance 1corecard then becomes the cornerstone of the organizations current and future success. %lso, by balancing external and internal measures, there is no trade* off among )ey success factors. c. ,inally, managers can use the .alanced 1corecard to? Y Y clarify and gain consensus about the strategyS communicate the strategy throughout the organizationS

54

Y Y Y Y Y

align departmental and personal goals to the strategyS lin) strategic ob&ectives to long*term targets and annual budgetsS identify and align strategic initiativesS perform periodic and systematic strategic revie#sS obtain feedbac) to learn about and improve strategy.

ELECTRONIC APPRAISAL S)STEM % APPRAISAL( A00ra"#a$ is a recently introduced method of performance appraisal that eliminates paper #or). e%ppraisal simplifies and enhances the employee performance appraisal process. (t has features that ma)e its use easy and helps both HR administrators and line managers produce better results more 2uic)ly. (t provides an organization #ith a po#erful tool to help develop organizations critical talent all year round. (t is easier to conduct e%ppraisals by automating the time*consuming process of administrating employee performance revie#s. (t is flexible and can be customized to suit an organizations needs. +he comprehensive #or)flo# ma)es it easy for human resource professionals to manage the process by approving appraisal forms, monitoring the status and sending automatic email notifications to managers. e%ppraisal templates and robust content options, help appraisees to create appraisals 2uic)ly and professionally. I. F atur #:

intranet*based >ase of use 1ophisticated #or)flo# 7entralized repository Fser customizable performance appraisal forms %utomated email notification and reminder notice 7omprehensive status and action vie# for HR manager

55

7ompetency*based text ans#ers and'or range scale 1elf*rating capabilities 7ontinuous performance &ournal entries throughout the year (mport employee data from the HR(1 system of the organization 1coring and #eighting capabilities

II.

& ! 7"t#:

%ppraisals are processed more 2uic)ly and efficiently. %ppraisal data is received by concerned superior'manager in virtual real*time #hen the appraisal is uploaded into e%ppraisal system. (t can be attached to the e*+arget 1etting #herein it imports data of e*+arget 1etting and the #eightage and scoring is done based on the e*+argets decided mutually by the appraisee and his manager.

%ppraisals cannot be misplaced or lost, as is possible #ith hardcopies. %ppraisals can be stored electronically and available online.

56

CHAPTER3. RESEARCH METHODOLOG)

ObC 1t"D # o7 th #tudy

To 1arry out th #tudy o7 Sahara Grou0@ I 7ra* d th 7o$$ow"!' obC 1t"D # =. +o identify the techni2ue of erformance %ppraisal follo#ed in 1ahara 0roup. H. +o assess employee attitude to#ards the present appraisal system in 1ahara 0roup. 9. +o provide suggestions C recommendations from the study conducted at 1ahara 0roup.

6ar)et Research 5esign 5ata 1ources Research %pproach Research (nstrument +ypes of Buestions 5ichotomous 1ample 1ize 1tatistical tools used

? ? ? ? ?

5escriptive type rimary C 1econdary 1ource 1urvey method Buestionnaire and intervie#s -pen ended, closed ended, 67Bs,

? ?

=;; samples 6ean, median

57

DATA COLLECTION: 5ata #ources: %"( S 1o!dary Data * * %""( through (nternet &ournals

Pr"*ary Data * through Buestionnaire * 7ontact 6ethod * ersonal (nteraction

DATA PRESENTATION AND ANAL)SIS: =. H. 9. .ar graphs ie 5iagrams 5oughnuts

58

CHAPTER3; DATA ANAL)SIS

E*0$oy # O0"!"o! a# to th Pur0o# o7 P r7or*a!1 A00ra"#a$

15% 16%

16%

20% 15% 18%

Promotion Decision Fee !ac" #rgani$ational %ro&t'

Compensation Decision Training & Development Programs Personal Development

P r7or*a!1 #ta!dard# G yard#t"1A#

16%

Yes No
84%

59

Awar ! ## o7 t 1h!"Iu o7 P r7or*a!1 A00ra"#a$ b "!' 7o$$ow d at Sahara Grou0 a*o!' E*0$oy #

28%

Yes No
(2%

Nu*b r o7 E*0$oy # b "!' a00ra"# d dur"!' th "r # rD"1 0 r"od

)2%

Yes No
68%

60

E*0$oy #H o0"!"o! a# to th 0r # !t a00ra"#a$ #y#t *

)0%

2%

24%

44%

F*ll+ satis,ie

-atis,ie

Can.t sa+

Dissatis,ie

E*0$oy

0 r1 0t"o! a# to th 7r Iu !1y o7 a00ra"#a$

0%

6%

2% #nce *ring t'e -ervice perio Contin*o*s Never Can.t -a+ /2%

61

I7 1o!t"!uou# a00ra"#a$ E what #hou$d b th 'a0 b tw ! two a00ra"#a$ 0 r"odF

20% )6%
0*arterl+ 1al, Yearl+ Yearl+

44%

How P r7or*a!1 A00ra"#a$ a77 1t# th 0rodu1t"D"ty o7 th

*0$oy #F

40 35 30 25 Productivity 20 15 10 5 0

38 28 24

21
Motivated Indifferent e!otivate d

12 0 + ve Feedback

12 10 5 - ve Feedback
Feedback

Neutral

:ho #hou$d do th a00ra"#a$F

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1#"

24" $u%erior 0" Peer $ubordiante $elf &%%rai'al 8" 4" (on'ultant' &ll of t)e above $u%erior + Peer

48"

. Do # a00ra"#a$ h $0 "! 0o$"#h"!' #A"$$# a!d 0 r7or*a!1 ar aF

1#" 10" Yes No Somewhat *4"

(f the process of appraisal does not lead to the improvement of the s)ills and proficiency of the employees, the very purpose of appraisal becomes illogical. (n the survey conducted it #as observed that nearly UK Z of the respondents agree that erformance %ppraisal does leads to polishing the s)ills of the employees. 4early =; Z of the respondents vie# that it does not serve this purpose and around =: Z #ere not able to respond as to #hether it serve any such purposes or not. Do # 0 r#o!a$ b"a# 1r 0#3"! wh"$ a00ra"#"!' a! *0$oy

63

18" Yes No 82"

(n the process of appraising, both the parties are human being, that is, the one #ho is being apprised and the other #ho is appraising. +hus, there bound to be sub&ectivity involved, be it an ob&ective #ay of appraising. +hus, #hen as)ed from among the sample size of I; respondents, as huge as PH Z respondent said that personal bias do creep in #hile appraising an individual. Hence, it is inevitable to say that personal li)ings do not come in the process of appraisal. (t is the extent to #hich the appraiser manages it so that it does not become very partial and bias.

I7 '"D ! a 1ha!1 @ wou$d t 1h!"Iu F

*0$oy # $"A

to r D" w th

1urr !t a00ra"#a$

24" Yes 4" *2" No Can't Say

A00ro0r"at * thod o7 1o!du1t"!' th 0 r7or*a!1 a00ra"#a$

64

4"

#"

12"

0"

,ankin- Met)od
20"

Paired (o!%ari'on (ritical Incident M./ &''e''!ent (entre 3#0 e-ree

58"

Do # 0 r7or*a!1 a00ra"#a$ $ ad# to "d !t"7"1at"o! o7 h"dd ! 0ot !t"a$

4"

Yes No

+#"

65

CHAPTER3/ CONCLUSION AND SUGGESTION

CONCLUSION +he appraisal process calls for investment of time and energy by respective people, and hence involves cost as #hole. +he costs are incurred on preparing and designing the appraisals, conducting revie#s, copying ' printing ' filling ' distributing the appraisal forms, communicating the appraisal process, training the appraisers as #ell as appraisees in the process, handling post appraisal grievances etc. Hence management needs to decide ho# much time and money they #ant to allocate for this purpose and should critically evaluate the entire process.

roper appraisal forms should be maintained.(t should be noted that the appraisal form for each &ob position should be different as each &ob has different )no#ledge and s)ill re2uirements. +here should not be a common appraisal form for every &ob position in the organization. ,urther, the appraisal form should not lead to duplication of any information. (nstead, detailed appraisal of the employees #or) must be done 3 #hich must incorporates both the #or) related as #ell as the other personal attributes that are important for #or) performance

>mployees feel that there is an element of bias in the appraisal process .1uch factors demotivates them. % neutral panel of people should do the appraisal and to avoid sub&ectivity to a mar)ed extent, ob&ective methods should be employed having 2uantifiable data.

+here is a lot of gap bet#een t#o appraisal programs.+he time period for conducting the appraisal should be revised, so that the exercise becomes a continuous phenomenon.

+here is lac) of transparency in the organization about the performance appraisal procedure. +ransparency into the system should be ensured through the discussion about the employees performance #ith the employee concerned and trying to find out the grey areas so that training can be implemented to improve on that.

66

%s soon as a performance is declined or affected, openly discuss #ith the employee to try to determine the cause of affecting the performance.%llo# self*evaluation.

5epending on the si/e and nature of +usiness" management should introduce a suita+le appraisal system. The management should try to have a +alanced +lend of several systems incorporating the +enefits ,hile avoiding the comple$ities of each method.

SUGGESTIONS -. +he traditional methods seem to be arbitrary in nature and should be avoided in todayDs scenario #here employees are more empo#ered and their suggestions are sought in management decisions. Hence the transparent systems should be given preference over the non*transparent ones. 9. +he automated systems call for higher investment in terms of money though reduced time and increased overall effectiveness.

.. +he management should communicate the importance and benefits of this process to all the employees and to avoid the negative emotional feelings, #orrying depression, stress, and anguish on part of those giving as #ell as receiving appraisals. ;. +ransparency into the system should be ensured through the discussion about the employees performance #ith the employee concerned and trying to find out the grey areas so that training can be implemented to improve on that. /. +he &ob and role expected from the employees should be decided #ell in advance and that too #ith the consensus #ith them. <. 6a)e the employee a#are of performance standards, ob&ectives, expectations and specific areas of accountability. =. Revie# actual #or) performance in relation to the performance plan, ob&ectives and outcomes.
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P. %llo# the employee to engage in self*evaluation

LIMITATIONS %-(PAUCIT) OF TIME +he busy schedule of the contact persons failed to provide enough time to me for discussion. %9(CONFIDENTIALIT) +he company #ithheld a lot of information that they termed as confidential, so ( #as not able do analyze the data. %.(PRO&LEMS IN COLLECTING DATA %s ( #as not able to get enough data from 4(%6%R, so ( collected the data from the various reports published by 1ahara 0roup %;(LACB OF SECONDAR) DATA (t had been a problem collecting secondary data on divisions li)e HR and ublic relations as there #ere no release in any publications or #as there a mention of it on company #ebsite e.g. performance appraisal, improved performance.

(I) %lthough all attempts #ere made to ma)e this an ob&ective study, biases on the part of respondents might have resulted in some sub&ectivity. (:)+hough, no effort #as spared to ma)e the study most accurate and useful, the sample 1ize! selected for the same may not be the true representative of the 7ompany, resulting in biased results. (U)+his being the maiden experience of the researcher of conducting study such as this, the

68

possibility of better results, using deeper statistical techni2ues in analyzing and interpreting data may not be ruled out.

CHAPTER3< ANNE5URE
=. 8hat in your opinion erformance %ppraisal leads to(ran) these, giving : pts.to the max. and = pt. to the min.)? a). 7ompensation 5ecision b). romotion 5ecision c). +raining and 5evelopment rogrammes d). ,eed bac) e). ersonal 5evelopment f). -rganizational 0ro#th H. 1hould there be any performance standards ' yardstic)s before starting appraising an individualT $es 9. %re you a#are of the system of organizationT $es 4o erformance %ppraisal being follo#ed in your 4o

K. Have you ever been appraised during your service periodT $es 4o I. Ho# do you find the present appraisal systemT a) ,ully 1atisfied b) 1atisfied d) 5issatisfied

c) 7ant 1ay :. 1hould the appraisal process be? a) -nce during the service period c) 4ever

b) 7ontinuous d) 7ant 1ay

69

U. 8hat in your opinion should be the time period of conducting continuous appraisalT a) Buarterly c) $early %ny specific reasonVVVVVVVVVVVVVVVVVVVV.. VVVVVVVVVVVVVVVVVVVV.. P. Rate the follo#ing capability re2uirements for different levels of &obs in the appraisal system being follo#ed at 1ahara 0roup. 6 ry Good T 1h!"1a$ G No! 3 T 1h!"1a$ D 1"#"o! MaA"!' & haD"oura$ O. 8ho in your opinion should appraise the employeeT a) 1uperior c) 1ubordinates e) 7onsultant b) eer Good Sat"#7a1tory U!#at"#7a1tory b) Half $early

d) 1elf %ppraisal f) %ll of the above

=;. 5oes the appraisal system helps in polishing the s)ills or performance areaT a) $es c) 1ome#hat ==. 5o you thin) personal bias creeps in #hile appraising an individualT a) $es b) 4o b) 4o

=H. (f given a chance or an opportunity #ould you li)e that the current appraisal procedure should be revie#edT a) $es c) 7ant 1ay =9. 8hat according to you should be the appropriate method for conducting performance appraisalT b) 4o

70

a) Rating the employee on number of traits along #ith the range of performance for each by the supervisor. b) ,or every trait, each subordinate is paired #ith and compared to every other subordinate. c) Revie#ing employees on the basis of identified specific examples of good or poor performance. d) 1etting specific measurable goals #ith each employee and periodically revie#ing the progress made. e) Revie#ing performance through case studies, presentations, role playing, etc. for future performance. f) Receiving feedbac) from people #hose vie#s are considered helpful and relevant including the appraisee himself. =K. 5oes erformance %ppraisal leads to identification of hidden potential of the employeesT a) $es b) 4o

71

MANAGEMENT &) O&JECTI6ES APPRAISAL FORM -b&ective =? 1tandard for acceptable performance? Results? 1pecial factors and other comments?

-b&ective =? 1tandard for acceptable performance? Results? 1pecial factors and other comments?

-b&ective =? 1tandard for acceptable performance? Results? 1pecial factors and other comments?

-b&ective =? 1tandard for acceptable performance? Results? 1pecial factors and other comments?

72

.<+ d 'r

a00ra"#a$ Pro1 ##

73

e%ppraisal (using .alanced 1corecard method) for managerial level A00ra"#a$ For* L!a* o7 th r D" w rM, you have logged in as R D" w r. I!"t"at d &y \name of appraisee] on \date] \time] ending #ith 67 (name of HR person) 4ame \name of appraisee] Eocation 5esignation 1.F ' 5epartment 0rade >mployee (5 Re2uest 4o. ? [[[[[[[[[[[

Statu# : Rat d by R D" w r \place of #or)]

5ate of @oining the 7ompany 5ate of last romotion (if any) 4ame of %ppraiser 4ame of %ppraiserDs 1uperior

%A( P r7or*a!1 R D" w :RT Tar' t# S t at th Start o7 F"!a!1"a$ ) ar NNNNNNNNNN F"!a!1"a$ M a#ur S $7 A00ra"#a$ A00ra"# r B y P r7or*a!1 A1h" D * !t Ar a Rat"!' : "'ht S1or Rat"!' : "'ht S1or Tota$

Cu#to* r M a#ur B y P r7or*a!1 A1h" D * !t Ar a

S $7 A00ra"#a$ A00ra"# r Rat"!' : "'ht S1or Rat"!' : "'ht S1or Tota$

I!t r!a$ Pro1 ## B y P r7or*a!1 Ar a

A1h" D * !t

S $7 A00ra"#a$ A00ra"# r Rat"!' : "'ht S1or Rat"!' : "'ht S1or Tota$

P o0$ %L ar!"!' O Growth( A1h" D * !t

S $7 A00ra"#a$

A00ra"# r

74

B y P r7or*a!1 Ar a

Rat"!'

: "'h S1or t

Rat"!' : "'ht S1or

Tota$ Gra!d Tota$ OD ra$$ S $7 Rat"!'

age = of H

A00ra"#a$ Su**ary a!d R D" w Id !t"ty A00ra"# A00ra"# r R D" w r F"!a$ Rat"!' by MC Pro*ot"o! R 1o** !d d &y A00ra"# r R 1o** !d d &y R D" w r Co** !t# Id !t"ty Co** A00ra"# r %!a* ( R D" w r %!a* ( HR Na* \email (5 of appraisee] \email (5 of appraiser] \email (5 of revie#er] \email (5 of HR person] OD ra$$ Rat"!' S1or Rat"!' Dat \date] \time] \date] \time] \date] \time]

!t#

75

76

FEED&ACB FORM F dba1A For* + $ease gi'e us your #er&e#tions o* ,name o* the a##raisee- in the areas o* &om#eten&y and res#onsibi$ity $isted be$o!" $a&e an . in the a##ro#riate s/uare on the tab$e0 !here 1 indi&ates that you think that this is an area o* #arti&u$ar strength and e2&e$$en&e3 4 indi&ates that you #er&ei'e this #erson to be *un&tioning !e$$ in this area3 5 indi&ates that you #er&ei'e this to be a de'e$o#ment area *or him6her7 Na* o7 th A00ra"# : D #"'!at"o!: D 0art* !t: Dat o7 Jo"!"!'P F dba1A r #0o!d !t !a* : Dat o7 7 dba1A: 7ompetency ' %rea of responsibility = 6anages attention Manages attention through a &om#e$$ing 'ision that brings others to a #$a&e they ha'e not been be*ore" Creates a sense o* #ur#ose3 de*ines rea$ity in the $arger &onte2t3 insti$$s shared 'a$ues and be$ie*s" Estab$ishes standards and &om#e$$ing as#irations that he$# the )e#artment a&hie'e its ne2t stage o* de'e$o#ment" A&ts as &ata$yst0 ins#iring and enab$ing others to a&t" H 6anages trust Ins#ires trust and &on*iden&e through &onsisten&y0 re$iabi$ity and integrity3 de$i'ers on #romises3 ro$e mode$s the 8ni'ersity 6 )e#artment 'a$ues" 9 6anages self 9no!s and understands his6her o!n strengths0 ski$$s0 and !eaknesses and manages these e**e&ti'e$y" Res#onds &onstru&ti'e$y to &riti&ism and #ersona$ *eedba&k" Takes res#onsibi$ity *or his6her o!n de'e$o#ment and a&tions" Is se$* moti'ated0 #ersistent0 and resi$ient" Re&ognises the im#a&t o* his6her o!n beha'iour on others" Is ab$e to #er*orm &onsistent$y in a range o* situations under #ressure0 and to a##ro#riate$y ada#t beha'iour" 9 5evelopment area H %rea of competence = %rea of excellence ; Fnable to comment

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Retains *o&us in the *a&e o* di**i&u$t situations" Regu$ar$y re'ie!s and im#ro'es the e**e&ti'eness o* his6her o!n $eadershi#" K ,osters unity and collaboration Creates a &$imate o* &ommunity3 bui$ds mora$e3 sets a #ositi'e tone3 reso$'es disagreements3 *osters &o$$aboration and o!nershi#3 re&ogni:es indi'idua$ and team &ontributions3 *a&i$itates team!ork" 7ompetency ' %rea of responsibility I >xercises po#er effectively Takes o!nershi# and a&&ountabi$ity3 em#o!ers others to a&t3 shares authority3 nurtures the ski$$s o* grou# members" )e$egates res#onsib$y and ho$ds indi'idua$s a&&ountab$e" : >stablishes an environment conducive to learning Cham#ions &ontinuous $earning at a$$ $e'e$s in the )e#artment" En&ourages a##ro#riate $e'e$s o* risk;taking and inno'ation" Mode$s the need *or $earning by &ontinuous se$*;de'e$o#ment" #ro'ides &onsistent *eedba&k to members o* the team on both su&&esses and *ai$ures" )ea$s !ith team *ai$ure or error &onstru&ti'e$y and de'e$o#menta$$y" U 1olves problems Anti&i#ates #otentia$ #rob$ems3 identi*ies key issues and e2#$ores o#tions and #ers#e&ti'es in order to generate so$utions3 de'e$o#s and en&ourages inno'ati'e and &reati'e a##roa&hes to #rob$ems3 ab$e to ana$yse and break do!n #rob$ems and identi*y issues and im#$i&ations" P 6anages resources E**e&ti'e$y manages resour&es in a <doing more !ith $ess= en'ironment3 inno'ati'e and 9 5evelopment area H %rea of competence = %rea of excellence

; Fnable to comment

age = of H

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&reati'e in de'e$o#ment and use o* resour&es3 e2er&ises sound and res#onsib$e *is&a$ management3 ab$e to identi*y and #rioriti:e areas o* s#end or resour&e a$$o&ation3 ab$e to take hard de&isions about resour&e a$$o&ation and *o$$o! these through res#onsib$y3 a&ti'e$y seeks out o##ortunities to ma2imise resour&es

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!!!"#er*orman&e;management"us6 P. 9:;< ,eedbac) ? htt#(66!!!"!its"a&":a6de#ts6&u$t65A@Henera$In*o"do& O. 7ounseling process? htt#(66usa&e;&&m;guide"&om6&ounse$ing6&ounse$ingB1"htm =;. .alanced 1corecard? a. htt#(66si2sigmatutoria$"&om6Si2;Sigma6Arti&$es6 Ga$an&ing; Iour; Lega$;S&ore&ard; art4 b. .oo) titled? .alanced 1corecard * step*by*step? 6aximizing erformance and 6aintaining Results! by aul R. 4iven (printed in H;;H)

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