Perceptions This Study Unfolds Major Implications For

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Perceptions

This study unfolds major implications for performance management systems and process in university libraries. Thestudy is mainly based on the primary data collected from the professionals working in 15 university libraries (regularand deemed) of Karnataka State with the help of a pre-tested, structured, comprehensive, postal questionnaire. Therespondents include professionals and semiprofessionals working in various university libraries in Karnataka. Thetotal population considered for the current study was 218 library professionals and semi-professionals distributedacross the 15 university libraries and 188 respondents submitted their filled-in questionnaire, which accounts for aresponse rate of 86.24%. Hence, the information, opinions, perceptions and attitudes of these library professionalswere collected and analyzed. The key issues addressed in this study include: perceived importance and perceivedperformance of workplace attributes, performance appraisal, issues considered during appraisal, knowledge andcompetence of employee performance by the appraiser, opinion on performance appraisal system, suggestions toimprove, respondents' views about frequent disturbance at work, and overall satisfaction. This paper reports on theviews and perceptions of university library professionals in Karnataka in respect of their job, job environment andorganization in addition to identifying and analyzing the key individual, work and organizational characteristicsinfluencing their performance expectations and job satisfaction. It is hoped that this paper will help libraryadministrators in managing library personnel both effectively and efficiently.

Performance Appraisal Methods

Performance Appraisal MethodsImage courtesy of Microsoft Office online

Performance appraisals are conducted by companies in order to evaluate the strengths andweaknesses of the employees; the frequency and methods of the performance appraisals aredetermined by the corporation. There are several performance appraisal methods that can be usedto provide feedback on employee performance.

Purpose1. Performance appraisals are used to provide feedback on an employee's performance,

provide the basis for a merit increase, create a development plan and provide thefoundation for future promotions.

Management by Objectives (MBO)2. The Management by Objectives (MBO) performance appraisal method depends on the

employee and manager agreeing to certain objectives, followed by the employeesubmitting status reports periodically. The employee's final rating is based upon herperformance compared with the objectives.

Ranking3. The ranking method compares one employee against another, with a range going from

best to worst; the standard bell curve is the distribution that results. Most employees willbe at the middle, while the very best and the very worst are at the ends.

Rating Scale4. The rating scale method of performance appraisal involves simply grading an employee's

performance. The checkboxes may be "yes/no" or range from satisfactory tounsatisfactory.

Narrative
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5. The narrative method can be used in conjunction with the other methods, and allows theemployee and the manager to write statements about the employee's performance.

Employee performance directly affects the success of a business and how wellemployees perform in their career field.

How to Respond to an Employee EvaluationEvaluations at work can be hard to handleWiki Commons

Most employees are subject to routine reviews, or evaluations, which are used to providefeedback on job performance. Reviews are generally given by an employee's supervisor and mayaddress attendance, leadership, job skills and attitude. A good evaluation will look at bothstrengths and weaknesses. No matter how well an employee may think he is doing, these reviewsmay bring up issues that need improvement, or that the boss perceives may need improvement.While respect for the boss is important, it is equally critical that the evaluation is fair andaccurate. If you feel you've gotten a bad review, there are steps you can take to improve your

status at work and protect your good name.Strengths and Weaknesses of the Performance Appraisal Approach inTheory

Strengths and weaknesses of the performance appraisal approach in RESEARCH PAPERS andpractice: Impact DISSERTATION culture - a Japanese Case study

Abstract

This study TERM PAPERS the role of performance appraisal as a management tool to increaseproductivity of an employee and the organization as a whole.

Performance appraisals and reviews can be used in conjunction with various other THESES toolssuch as Total ----- Management (TQM) to improve the overall performance. This proposalTERM PAPERS the salient features of performance appraisal and the BOOK REPORT it play inquality awards such as the Malcolm Baldrige award in the U.S., the Deming Award in Japan andthe EFQM in ESSAY WRITING. Performance appraisal approaches, both in theory and practiceare however, not without flaws. ----- has been selected for TERM PAPER study of the BOOKREPORT WRITING and weaknesses TERM PAPER WRITING the performance appraisalapproach and special focus will be placed on the effect of culture on the THESIS of this tool.

Introduction BOOK REPORTS relation to previous THESIS

Managers and decision-makers are RESEARCH PAPERS searching for the THESIS and mosteffective management THESIS that they can use to control their organization. (Drucker, BOOK

REPORTS) These tools have ranged from inventory management tools THESES as EOQ(economic order quantity) to management philosophies such BOOK REPORT WRITING Just-in-Tim (JIT), TQM, TOC (Theory of Constraints), BOOK REPORTS Chain Management(SCM) and Enterprise Resource Planning (ERP). BOOK REPORTS the years, itDISSERTATIONS become clear that any one philosophy does not work in isolation. Applyingprinciples in conjunction to suit the problem BOOK REPORTS end is the optimal approach.Every business has measurements. These are a result of the market economy. (Drucker, 1974) Inturn, the organization also requires performance measurement at RESEARCH PAPER human


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resource level to determine the effectiveness of THESIS management strategy that is ----- in theorganization.

Japanese TERM PAPER enjoy high demand all over the world and industries in Japan areconstantly looking for ways and means of improving their competitive advantage with respect tothe other THESIS countries. Many of the Japanese industries also have "transplant

manufacturing sector" all over the world where similar products are THESIS WRITING indifferent environments. (THESIS WRITING, 1995)

Year-round performance appraisals are generally considered to TERM PAPER WRITING amore ----- picture of the employee's performance than once a year appraisals. (Heathfield, 2003a)

Performance appraisals can be used effectively used BOOK REPORT WRITING determinesuccession planning and employee development. (Kaplan ESSAY WRITING Norton, 1992) TheBOOK REPORT WRITING arenas that ESSAY WRITING BSC focuses on are, Financial,Customer, Internal Business THESIS WRITING, and Learning and Growth. (Coombs, 2003)

Understanding human behavior patterns and effects on RESEARCH PROPOSAL WRITINGorganization are important and can help develop a workforce that is dependable and reliable.(Synergistics, 2003) Educating RESEARCH PAPER involving the worker in the process canprevent huge personal, property and civil liabilities for the company. (ICEM, 1997) Critics of theprocess and people who implement these BOOK REPORT WRITING or are subjected to thesetools often RESEARCH PAPERS a note of COURSEWORK HELP with respect to performancereviews and appraisals. (Gunn, 2004) For example, BSC cannot TERM PAPER WRITINGuniversally applied to all industries and markets. (Roberts et al., 2004)

performance appraisalsperformance appraisals, performance evaluation and assessment of job

skills, personality and behaviour - and tips for '360 degree feedback',

'360 appraisals', 'skill-set' assessment and training needs analysis tips

and tools

Important changes relating to age discrimination in UK employment law became effective inOctober 2006, with implications for all types of appraisals and job performance and suitabilityassessment. Ensure your systems, training and materials for appraisals reflect currentemployment law. It's helpful to understand these recent laws also if you (young or old) are beingappraised. The UK (consistent with Europe) Employment Equality (Age) Regulations 2006,effective from 1st October 2006, make it unlawful to discriminate against anyone on the groundsof age. This has several implications for performance appraisals, documents used, and thetraining of people who conduct staff appraisals. For example, while not unlawful, the inclusionof age and date-of-birth sections on appraisal forms is not recommended (as for all other

documentation used in assessing people). For further guidance about the effects of Age Equalityand Discrimination on performance appraisals, and other aspects of managing people, see theAge Diversity information. Of course many employment laws, including those relating to otherforms of discrimination, also affect appraisals and performance assessment, but the age issue isworthy of special not because the changes are relatively recent.

Here is a basic performance appraisal form template, in PDF and MSWord formats. Feel free touse and adapt it to suit your purposes.

performance appraisal form (pdf) sample/template - downloadable pdf (revised August 2006)
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performance appraisal form (MSWord) sample/template - downloadable MSWord file (revisedAugust 2006)

For guidance on assessment centres/centers, graduate assessment days and group selectionrecruitment see the group selection information on the job interviews page.

Also on this page:

Individual Skill/Behaviours Assessments and Group Training Needs Analysis (TNA)- tools,templates, process, tips and guidelines

360 Degree Appraisals - tools, templates, process, tips and explanation

Appraisals timing with pay reviews, and training and planning issues

Probationary reviews appraisals elements and factors

Tips on completing your own self-assessment performance appraisals

performance appraisals purpose - and how to make it easierPerformance appraisals are essential for the effective management and evaluation of staff.

Appraisals help develop individuals, improve organizational performance, and feed into businessplanning. Formal performance appraisals are generally conducted annually for all staff in theorganization. Each staff member is appraised by their line manager. Directors are appraised bythe CEO, who is appraised by the chairman or company owners, depending on the size andstructure of the organization.

Annual performance appraisals enable management and monitoring of standards, agreeingexpectations and objectives, and delegation of responsibilities and tasks. Staff performanceappraisals also establish individual training needs and enable organizational training needsanalysis and planning.

Performance appraisals also typically feed into organizational annual pay and grading reviews,which commonly also coincides with the business planning for the next trading year.

Performance appraisals generally review each individual's performance against objectives andstandards for the trading year, agreed at the previous appraisal meeting.

Performance appraisals are also essential for career and succession planning - for individuals,crucial jobs, and for the organization as a whole.

Performance appraisals are important for staff motivation, attitude and behaviour development,communicating and aligning individual and organizational aims, and fostering positiverelationships between management and staff.

Performance appraisals provide a formal, recorded, regular review of an individual'sperformance, and a plan for future development.

Job performance appraisals - in whatever form they take - are therefore vital for managing theperformance of people and organizations.

Managers and appraisees commonly dislike appraisals and try to avoid them. To these people theappraisal is daunting and time-consuming. The process is seen as a difficult administrative choreand emotionally challenging. The annual appraisal is maybe the only time since last year that thetwo people have sat down together for a meaningful one-to-one discussion. No wonder then thatappraisals are stressful - which then defeats the whole purpose.

There lies the main problem - and the remedy.
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Appraisals are much easier, and especially more relaxed, if the boss meets each of the teammembers individually and regularly for one-to-one discussion throughout the year.

Meaningful regular discussion about work, career, aims, progress, development, hopes anddreams, life, the universe, the TV, common interests, etc., whatever, makes appraisals so mucheasier because people then know and trust each other - which reduces all the stress and the

uncertainty.Put off discussions and of course they loom very large.

So don't wait for the annual appraisal to sit down and talk.

The boss or or the appraisee can instigate this.

If you are an employee with a shy boss, then take the lead.

If you are a boss who rarely sits down and talks with people - or whose people are not used totalking with their boss - then set about relaxing the atmosphere and improving relationships.Appraisals (and work) all tend to be easier when people communicate well and know each other.

So sit down together and talk as often as you can, and then when the actual formal appraisals are

due everyone will find the whole process to be far more natural, quick, and easy - and a lot moreproductive too.

appraisals, social responsibility and whole-person development

There is increasingly a need for performance appraisals of staff and especially managers,directors and CEO's, to include accountabilities relating to corporate responsibility, representedby various converging corporate responsibility concepts including: the 'Triple Bottom Line'('profit people planet'); corporate social responsibility (CSR); Sustainability; corporate integrityand ethics; Fair Trade, etc. The organisation must decide the extent to which theseaccountabilities are reflected in job responsibilities, which would then naturally featureaccordingly in performance appraisals. More about this aspect of responsibility is in the directorsjob descriptions section.

Significantly also, while this appraisal outline is necessarily a formal structure this does notmean that the development discussed with the appraisee must be formal and constrained. In factthe opposite applies. Appraisals must address 'whole person' development - not just job skillsor the skills required for the next promotion.

Appraisals must not discriminate against anyone on the grounds of age, gender, sexualorientation, race, religion, disability, etc.

The UK Employment Equality (Age) Regulations 2006, (consistent with Europe), effective from1st October 2006, make it particularly important to avoid any comments, judgements,suggestions, questions or decisions which might be perceived by the appraisee to be based onage. This means people who are young as well as old. Age, along with other characteristicsstated above, is not a lawful basis for assessing and managing people, unless proper 'objectivejustification' can be proven. See the Age Diversity information.

When designing or planning and conducting appraisals, seek to help the 'whole-person' to growin whatever direction they want, not just to identify obviously relevant work skills training.Increasingly, the best employers recognise that growing the 'whole person' promotes positiveattitudes, advancement, motivation, and also develops lots of new skills that can be surprisinglyrelevant to working productively and effectively in any sort of organisation.
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Developing the whole-person is also an important aspect of modern corporate responsibility, andseparately (if you needed a purely business-driven incentive for adopting these principles),whole-person development is a crucial advantage in the employment market, in which allemployers compete to attract the best recruits, and to retain the best staff.

Therefore in appraisals, be creative and imaginative in discussing, discovering and agreeing

'whole-person' development that people will respond to, beyond the usual job skill-set, andincorporate this sort of development into the appraisal process.Abraham Maslow recognised thisover fifty years ago.

If you are an employee and your employer has yet to embrace or even acknowledge theseconcepts, do them a favour at your own appraisal and suggest they look at these ideas, or maybemention it at your exit interview prior to joining a better employer who cares about the people,not just the work.

Incidentally the Multiple Intelligences testandVAK Learning Styles test are extremely usefultools for appraisals, before or after, to help people understand their natural potential andstrengths and to help managers understand this about their people too. There are a lot of peopleout there who are in jobs which don't allow them to use and develop their greatest strengths; so

the more we can help folk understand their own special potential, and find roles that really fitwell, the happier we shall all be.

are performance appraisals still beneficial and appropriate?It is sometimes fashionable in the 'modern age' to dismiss traditional processes such asperformance appraisals as being irrelevant or unhelpful. Be very wary however if consideringremoving appraisals from your own organisational practices. It is likely that the critics of theappraisal process are the people who can't conduct them very well. It's a common humanresponse to want to jettison something that one finds difficult. Appraisals - in whatever form, andthere are various - have been a mainstay of management for decades, for good reasons.

Think about everything that performance appraisals can achieve and contribute to when they are

properly managed, for example:

performance measurement - transparent, short, medium and long term

clarifying, defining, redefining priorities and objectives

motivation through agreeing helpful aims and targets

motivation though achievement and feedback

training needs and learning desires - assessment and agreement

identification of personal strengths and direction - including unused hiddenstrengths

career and succession planning - personal and organisational

team roles clarification and team building

organisational training needs assessment and analysis

appraisee and manager mutual awareness, understanding and relationship

resolving confusions and misunderstandings

reinforcing and cascading organisational philosophies, values, aims,strategies, priorities, etc
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delegation, additional responsibilities, employee growth and development

counselling and feedback

manager development - all good managers should be able to conductappraisals well - it's a fundamental process

the list goes on..

People have less and less face-to-face time together these days. Performance appraisals offer away to protect and manage these valuable face-to-face opportunities. My advice is to hold on toand nurture these situations, and if you are under pressure to replace performance appraisals withsome sort of (apparently) more efficient and cost effective methods, be very sure that you cansafely cover all the aspects of performance and attitudinal development that a well-runperformance appraisals system is naturally designed to achieve.

There are various ways of conducting performance appraisals, and ideas change over time as towhat are the most effective appraisals methods and systems. Some people advocate traditionalappraisals and forms; others prefer 360-degree-type appraisals; others suggest using little morethan a blank sheet of paper.

In fact performance appraisals of all types are effective if they are conducted properly, andbetter still if the appraisal process is clearly explained to, agreed by, the people involved.

Managers need guidance, training and encouragement in how to conduct appraisalsproperly. Especially the detractors and the critics. Help anxious managers (and directors)develop and adapt appraisals methods that work for them. Be flexible. There are lots of ways toconduct appraisals, and particularly lots of ways to diffuse apprehension and fear - for managersand appraisees alike. Particularly - encourage people to sit down together and review informallyand often - this removes much of the pressure for managers and appraisees at formal appraisalstimes. Leaving everything to a single make-or-break discussion once a year is asking for troubleand trepidation.

Look out especially for the warning signs of'negative cascaded attitudes' towards appraisals.

This is most often found where a senior manager or director hates conducting appraisals, usuallybecause they are uncomfortable and inexperienced in conducting them. The seniormanager/director typically will be heard to say that appraisals don't work and are a waste of time,which for them becomes a self-fulfilling prophecy. This attitude and behaviour then cascadesdown to their appraisees (all the people in their team) who then not surprisingly also apply thesame 'no good - not doing it' negative attitude to their own appraisals responsibilities (teams).And so it goes. A 'no good - not doing it' attitude in the middle ranks is almost invariablytraceable back to a senior manager or director who holds the same view. As with anything, wherepeople need help doing the right thing, help them.

All that said, performance appraisals that are administered without training (for those whoneed it), without explanation or consultation, and conducted poorly will be counter-

productive and are a waste of everyone's time.

Well-prepared and well-conducted performance appraisals provide unique opportunities tohelp appraisees and managers improve and develop, and thereby also the organisations forwhom they work.

Just like any other process, if performance appraisals aren't working, don't blame theprocess, ask yourself whether it is being properly trained, explained, agreed andconducted.


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effective performance appraisalsAside from formal traditional (annual, six-monthly, quarterly, or monthly) performanceappraisals, there are many different methods of performance evaluation. The use of any of thesemethods depends on the purpose of the evaluation, the individual, the assessor, and theenvironment.

The formal annual performance appraisal is generally the over-riding instrument which gatherstogether and reviews all other performance data for the previous year.

Performance appraisals should be positive experiences. The appraisals process provides theplatform for development and motivation, so organizations should foster a feeling thatperformance appraisals are positive opportunities, in order to get the best out of the people andthe process. In certain organizations, performance appraisals are widely regarded as somethingrather less welcoming ('bollocking sessions' is not an unusual description), which provides abasis only on which to develop fear and resentment, so never, never, never use a staffperformance appraisal to handle matters of discipline or admonishment, which should instead behandled via separately arranged meetings.

types of performance and aptitude assessments, including formal

performance appraisals

Formal annual performance appraisals

Probationary reviews

Informal one-to-one review discussions

Counselling meetings

Observation on the job

Skill- or job-related tests

Assignment or task followed by review, including secondments (temporaryjob cover or transfer)

Assessment centres, including observed group exercises, tests presentations,etc.

Survey of opinion of others who have dealings with the individual

Psychometric tests and other behavioural assessments

Graphology (handwriting analysis)

None of these methods is mutually exclusive. All of these performance assessment methods canbe used in conjunction with others in the list, depending on situation and organizational policy.Where any of these processes is used, the manager must keep a written record, and must ensure

agreed actions are followed up. The notes of all review situations can then be referred to at theformal appraisal.

Holding regular informal one-to-one review meetings greatly reduces the pressure and timerequired for the annual formal appraisal meeting. Holding informal reviews every month is idealall staff. There are several benefits of reviewing frequently and informally:

The manager is better informed and more up-to-date with his or her people'sactivities (and more in touch with what lies beyond, e.g., customers,suppliers, competitors, markets, etc)


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Difficult issues can be identified, discussed and resolved quickly, before theybecome more serious.

Help can be given more readily - people rarely ask unless they see a goodopportunity to do so - the regular informal review provides just this.

Assignments, tasks and objectives can be agreed completed and reviewed

quickly - leaving actions more than a few weeks reduces completion ratessignificantly for all but the most senior and experienced people.

Objectives, direction, and purpose is more up-to-date - modern organizationsdemand more flexibility than a single annual review allows - priorities oftenchange through the year, so people need to be re-directed and re-focused.

Training and development actions can be broken down into smaller moredigestible chunks, increasing success rates and motivational effect as aresult.

The 'fear factor', often associated by many with formal appraisals, is greatlyreduced because people become more comfortable with the review process.

Relationships and mutual understanding develops more quickly with greaterfrequency of meetings between manager and staff member.

Staff members can be better prepared for the formal appraisal, giving betterresults, and saving management time.

Much of the review has already been covered throughout the year by thetime comes for the formal appraisal.

Frequent review meetings increase the reliability of notes and performancedata, and reduces the chances of overlooking things at the formal appraisal.

performance appraisals process

Prepare - prepare all materials, notes agreed tasks and records of

performance, achievements, incidents, reports etc - anything pertaining toperformance and achievement - obviously include the previous performanceappraisal documents and a current job description. A good appraisal form willprovide a good natural order for proceedings, so use one. If your organizationdoesn't have a standard appraisal form then locate one, or use the templatebelow to create one, or download and/or adapt the appraisal forms from thispage. Whatever you use, ensure you have the necessary approval from yourorganization, and understand how it works. Organize your paperwork toreflect the order of the appraisal and write down the sequence of items to becovered. If the appraisal form includes a self assessment section and/orfeedback section (good ones do) ensure this is passed to the appraiseesuitably in advance of the appraisal with relevant guidance for completion. A

sample performance appraisal template is available free below, which youcan adapt and use to create your own form. Part of your preparation shouldalso consider 'whole-person' development - beyond and outside of the jobskill-set - as might inspire and appeal to the appraisees. Many people are notparticularly interested in job skills training, but will be very interested,stimulated and motivated by other learning and development experiences.Get to know what your people are good at outside of their work. People'snatural talents and passions often contain significant overlaps with the


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attributes, behaviours and maturity that are required and valued in theworkplace. Use your imagination in identifying these opportunities toencourage 'whole-person' development and you will find appraisals canbecome very positive and enjoyable activities. Appraisals are not just about

job performance and job skills training. Appraisals should focus on helpingthe 'whole person' to grow and attain fulfilment.

Inform - inform the appraisee - ensure the appraisee is informed of asuitable time and place (change it if necessary), and clarify purpose and typeof appraisal - give the appraisee the chance to assemble data and relevantperformance and achievement records and materials. If the appraisal formdoes not imply a natural order for the discussion then provide an agenda ofitems to be covered.

Venue - ensure a suitable venue is planned and available - private and freefrom interruptions - observe the same rules as with recruitment interviewing -avoid hotel lobbies, public lounges, canteens - privacy is absolutely essential(it follows also that planes, trains and automobiles are entirely unsuitablevenues for performance appraisals......)

Layout - room layout and and seating are important elements to preparealso - don't simply accept whatever layout happens to exist in a borrowed orhired room - layout has a huge influence on atmosphere and mood -irrespective of content, the atmosphere and mood must be relaxed andinformal - remove barriers - don't sit in the boss's chair with the other personpositioned humbly on the other side of the desk; you must create a relaxedsituation, preferably at a meeting table or in easy chairs - sit at an angle toeach other, 90 degrees ideally - avoid face to face, it's confrontational.

Introduction - relax the appraisee - open with a positive statement, smile,be warm and friendly - the appraisee may well be terrified; it's yourresponsibility to create a calm and non-threatening atmosphere. Set the

scene - simply explain what will happen - encourage a discussion and asmuch input as possible from the appraisee - tell them it's their meeting notyours. Confirm the timings, especially finishing time. If helpful andappropriate begin with some general discussion about how things have beengoing, but avoid getting into specifics, which are covered next (and you cansay so). Ask if there are any additional points to cover and note them downso as to include them when appropriate.

Review and measure - review the activities, tasks, objectives andachievements one by one, keeping to distinct separate items one by one -avoid going off on tangents or vague unspecific views. If you've done yourpreparation correctly you will have an order to follow. If something off-subjectcomes up then note it down and say you'll return to it later (and ensure youdo). Concentrate on hard facts and figures, solid evidence - avoid conjecture,anecdotal or non-specific opinions, especially about the appraisee. Beingobjective is one of the greatest challenges for the appraiser - as withinterviewing, resist judging the appraisee in your own image, according toyour own style and approach - facts and figures are the acid test and providea good neutral basis for the discussion, free of bias and personal views. Foreach item agree a measure of competence or achievement as relevant, andaccording to whatever measure or scoring system is built into the appraisal


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system. This might be simply a yes or no, or it might be a percentage or amark out of ten, or an A, B, C. Reliable review and measurement requiresreliable data - if you don't have the reliable data you can't review and youmight as well re-arrange the appraisal meeting. If a point of dispute arises,you must get the facts straightened out before making an important decisionor judgement, and if necessary defer to a later date.

Agree an action plan - An overall plan should be agreed with the appraisee,which should take account of the job responsibilities, the appraisee's careeraspirations, the departmental and whole organization's priorities, and thereviewed strengths and weaknesses. The plan can be staged if necessarywith short, medium and long term aspects, but importantly it must be agreedand realistic.

Agree specific objectives - These are the specific actions and targets thattogether form the action plan. As with any delegated task or agreed objectivethese must adhere to the SMARTER rules - specific, measurable, agreed,realistic, time-bound, enjoyable, recorded. If not, don't bother. The objectivescan be anything that will benefit the individual, and that the person is happy

to commit to. When helping people to develop, you are not restricted to job-related objectives, although typically most objectives will be.

Agree necessary support - This is the support required for the appraisee toachieve the objectives, and can include training of various sorts (externalcourses and seminars, internal courses, coaching, mentoring, secondment,shadowing, distance-learning, reading, watching videos, attending meetingsand workshops, workbooks, manuals and guides; anything relevant andhelpful that will help the person develop towards the standard and agreedtask. Also consider training and development that relates to 'whole-person development' outside of job skills. This might be a hobby or atalent that the person wants to develop. Developing the wholeperson in this way will bring benefits to their role, and will increasemotivation and loyalty. The best employers understand the value ofhelping the whole person to develop. Be careful to avoid committing totraining expenditure before suitable approval, permission or availability hasbeen confirmed - if necessary discuss likely training requirements with therelevant authority before the appraisal to check. Raising false hopes is nothelpful to the process.

Invite any other points or questions - make sure you capture any otherconcerns.

Close positively - Thank the appraisee for their contribution to the meetingand their effort through the year, and commit to helping in any way you can.

Record main points, agreed actions and follow-up - Swiftly follow-upthe meeting with all necessary copies and confirmations, and ensuredocuments are filed and copied to relevant departments, (HR, and your ownline manager typically).

performance appraisal form template guide and process


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This performance appraisal template and process guide has been created to support thedownloadable appraisal forms available from this page, but the process and the forms can beadapted to suit your own situation.

Here is a free performance appraisal form in pdf format, and here is the sameperformanceappraisal form in MSWord format. Both versions of the appraisal form were revised August

2006. These free forms are based on the template and process below, which also act asinstructions and guidelines for the form.

The structure is formal but the process and content does not have to be constrained by work andjob issues. Always be looking for opportunities to help the person develop beyond their formalwork responsibilities. Not everyone is interested in promotion, and lots of people find job-skillstraining less than riveting, but nearly everyone has something in them that they want to pursueand develop. When appraising someone if you can tap into these desires and help the otherperson to achieve their own personal aims, then everyone wins. If the connection with work don'tseem obvious at first, the benefits from personal growth generally produce dramatic and positivebenefits for employers and work performance.

Obviously a certain amount of work-related training is necessary for good work performance and

advancement, but the biggest advantages accrue to the employing organisation when peoplegrow as people, outside of their job skills sets. In fact most of the really important attributes forwork are distinctly outside of the typical job skills: factors relating to emotional maturity, self-esteem, relationships, self-awareness, understanding others, commitment, enthusiasm,resoluteness, etc., are typically developed far more effectively in people when they follow theirown paths and fulfil their own natural desires, rather than on endless (and for many peoplesomewhat meaningless) job-skills courses.

So be imaginative and creative. Use the template and process as a structure for the appraisalprocess, but don't constrain the areas of personal development to those only related to the job andwork standards and organisational objectives. Be led by the people about what they love andenjoy, and what they want to develop and experience in their lives. And then look for ways to

help them achieve these things. This is the true way to develop people.

performance appraisal form template/sample

Remember this is just a structure for the process - the content and the direction of personaldevelopment is as flexible as your organisation allows, or can be persuaded to allow. Use yourimagination to develop people in the way they want to go, not just the way the organisationthinks it needs people to be.

A free sample appraisal document in this format is available from this site in MSWord or pdf(acrobat) versions:

performance appraisal form (pdf) sample/template - downloadable pdf (revised August 2006)performance appraisal form (MSWord) sample/template - downloadable MSWord file (revisedAugust 2006)

Obviously the first part of a formal document like this needs to contain essential identifying data:

organization, division and department

year or period covered
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name

position

location/site/based at/contact details (e.g., email)

months in present position

length of serviceN.B. The UK (consistent with Europe) Employment Equality (Age) Regulations 2006, effectivefrom 1st October 2006, make it unlawful to discriminate against anyone on the grounds of age.As such, while not unlawful, the inclusion of age and date-of-birth sections on appraisal forms isnot recommended (along with all other documentation used in assessing people). See the AgeDiversity information for more details.

Part A (to be completed by the appraisee before the interview and sent to the appraiser x daysbefore the appraisal)

A1 State your understanding of your duties and responsibilities.

A2 Discussion points: (not exhaustive or definitive - for more ideas look at the interviews

questions)1. Has the past year been good/bad/satisfactory or otherwise for you, and why?

2. What do you consider to be your most important achievements of the pastyear?

3. What do you like and dislike about working for this organization?

4. What elements of your job do you find most difficult?

5. What elements of your job interest you the most, and least?

6. What do you consider to be your most important tasks in the next year?

7. What action could be taken to improve your performance in your current

position by you, and your boss?8. What kind of work or job would you like to be doing in one/two/five years

time?

9. What sort of training/experience would benefit you in the next year?Broaden this question to include 'whole-person development' beyond

job skills - for example: What do you have a personal passion forthat we might help you to pursue? (It's a fact that when person developsinterests, talents and experiences that they truly love and enjoy - even if thearea seems completely unrelated to work - then the person becomes morevaluable, mature, and motivated at work too, because they have grown as aperson. Within reason, employers can and should help people to develop inany way they wish, and often even the most unconnected development orexperiences hold much valuable learning that are directly transferable andusable at work - all it takes is a bit of imagination.)

A3 List the objectives you set out to achieve in the past 12 months (or the period covered by thisappraisal) with the measures or standards agreed - against each comment on achievement orotherwise, with reasons where appropriate. Score the performance against each objective (1-3 =poor, 4-6 = satisfactory, 7-9 = good, 10 = excellent):
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A4 Score your own capability or knowledge in the following areas in terms of your current rolerequirements (1-3 = poor, 4-6 = satisfactory, 7-9 = good, 10 = excellent). If appropriate bringevidence with you to the appraisal to support your assessment. (This list is not exhaustive ordefinitive - the list should reflect the requirements of the job and the career path.) See theskills and behaviours assessment tools for other aspects to include in this list. Other roles in otherindustries, for example technical, engineering, healthcare, legal, finance, leisure, transport,construction, etc, will require different skill sets. These are examples of a typical commercial ormanagement skill set.

1. commercial judgement

2. product/technical knowledge

3. time management

4. planning, budgeting and forecasting

5. reporting and administration

6. communication skills

7. delegation skills

8. IT/equipment/machinery skills

9. meeting expectations, deadlines and commitments

10.creativity

11.problem-solving and decision-making

12.team-working and developing/helping others

13.energy, determination and work-rate

14.steadiness under pressure

15.leadership and integrity

16.adaptability, flexibility, and mobility17.personal appearance and image

18.appreciation and application of social responsibility, sustainability, and ethicalconsiderations

A5 In light of your current capabilities, your performance against past objectives, and your futurepersonal growth and/or job aspirations, what activities and tasks would you like to focus onduring the next year. Include in this any 'whole-person non-work-related development that theperson feels would help them to grow and become more fulfilled as a person.

Part B (to be completed during the appraisal by the appraiser - where appropriate and safe to doso, certain items can completed by the appraiser before the appraisal, and then discussed and

validated or amended in discussion with the appraisee during the appraisal.)name of appraiser:

position:

time managing appraisee:

B1 Describe the purpose of the appraisee's job. Discuss and compare with self-appraisal entryin A1. Clarify job purpose and priorities where necessary.

B2 Review discussion points in A2, and note the points of interest and action.
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B3 List the objectives that the appraisee set out to achieve in the past 12 months (or the periodcovered by this appraisal - typically these objectives will have been carried forward from theprevious appraisal record) with the measures or standards agreed - against each comment onachievement or otherwise, with reasons where appropriate. Score the performance against eachobjective (1-3 = poor, 4-6 = satisfactory, 7-9 = good, 10 = excellent). Compare with the self-appraisal in B3. Discuss and note points of interest and action, particularly training anddevelopment needs and wishes.

B4 Score the appraisee's capability or knowledge in the following areas in terms of their current(and if known, next) role requirements (1-3 = poor, 4-6 = satisfactory, 7-9 = good, 10 =excellent). NB This competencies list is not exhaustive or definitive - the list should reflect therequirements of the job and the career path. See also the skills and behaviours assessment toolsfor other aspects to include in this list. Other roles in other industries, for example technical,engineering, healthcare, legal, finance, leisure, transport, construction, etc, will require differentskill sets. These are examples of a typical commercial or management skill set. Compare withthe self-appraisal in B4. Discuss and note points of interest and action, particularly trainingand development needs and wishes.

1. commercial judgement2. product/technical knowledge

3. time management

4. planning, budgeting and forecasting

5. reporting and administration

6. communication skills

7. delegation skills

8. IT/equipment/machinery skills

9. meeting expectations, deadlines and commitments

10.creativity

11.problem-solving and decision-making

12.team-working and developing/helping others

13.energy, determination and work-rate

14.steadiness under pressure

15.leadership and integrity

16.adaptability, flexibility, and mobility

17.personal appearance and image

18.appreciation and application of social responsibility, sustainability, and ethicalconsiderations

B5 Discuss and agree the appraisee's career direction options and wishes, and readiness forpromotion, and compare with and discuss the self-appraisal entry in A5. Some people do notwish for promotion, but everyone is capable of, and generally benefits from, personaldevelopment - development and growth should be available to all, not just the ambitious. Againconsider 'whole-person' development outside of obvious work-related training.
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B6 Discuss and agree the skills, capabilities and experience required for competence in currentrole, and if appropriate for readiness to progress to the next role or roles. It is usually helpful torefer to the skill-set or similar to that shown in A/B4, in order to accurately identify alldevelopment areas, whether for competence at current level or readiness to progress to next joblevel/type. Consider the connections between a person's natural talents, personal interests,passions, etc., to their work roles and their work aspirations. There are often huge overlapsbetween ' whole-person development' outcomes (which might not obviously relate to work) andthe person's job. A person who becomes better at anything outside of their work almost alwaysbecomes better at their work too. The big difference of course is that people want to pursue theirown personal passions and interests, whereas many are not so keen to attend job skills trainingcourses that to them are far less stimulating. Seek to help the person to grow in whateverdirection they want, not just to identify relevant work skills training.

B7 Discuss and agree the specific objectives that will enable the appraisee to reach competenceand to meet required performance in current job. These must adhere to the SMARTER rules -specific, measurable, agreed, realistic, time-bound, enjoyable, recorded.

B8 Discuss and agree the specific objectives that will enable the appraisee to move towards, or

achieve readiness for, the next job level/type, or if no particular next role is identified or sought,to achieve the desired personal growth or experience. Must also adhere to SMARTER rules.

B9 Discuss and agree as far as is possible (given budgetary, availability and authorisationconsiderations) the training and development support to be given to help the appraisee meet theagree objectives.

NB Appraisers should note that personal development and support must be offered to allemployees, not just the ambitious. Job-skills training isn't restricted to sending someone on anexternal course - it includes internal courses, coaching, mentoring (mentoring someone else andwell as being mentored), secondment to another role (eg, deputising for someone while they areaway on holiday), shadowing, distance-learning, reading books, watching videos, attendingmeetings and workshops, workbooks, manuals and guides, researching, giving presentations;

anything relevant and helpful that will help the person develop towards the standards and aims,and as a person. Training and development should not be restricted to job-skills. Discuss ways tohelp the person achieve whatever personal development and experiences that they feel passionateabout, even if initially there seems no relationship or benefit to the work and the job becausealmost certainly there will be: often in the skills themselves, and if not, then almost always in theincreased wisdom and maturity that comes from any sort of personal growth.

Avoid giving commitment to an appraisee for any training expenditure before suitable approval,permission or availability has been confirmed - discuss likely training and developmentrequirements with the relevant authority before the appraisal to check on policies and options andapprovals. Raising false hopes is not helpful to the appraisal process.

B10 Any other issues (it's important to offer the opportunity to the appraisee to raise any other

points, even if they need to be discussed at another meeting, outside of the appraisal process,which would generally be the case.)

Signed and dated appraiser and appraisee:

(Finally it's advisable to show instructions as to the distribution of copies of the completed form,a reminder of its confidential nature, and a statement as to the individual's rights under the dataprotection laws applicable.)


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tools for appraisals, assessments and individual/grouptraining needs analysisThe following are few examples of tools and materials that relate closely to the appraisalsprocess, and particularly for identifying and prioritising individual and collective group training

needs, all of which is commonly referred to Training Needs Analysis, or TNA.Modern integrated computerised HR/training management systems will offer more sophisticatedfunctionality than these simple tools, however these templates and traning needs analysis (TNA)spreadsheets can be useful for basic requirements, and also for specifying and evolving moremodern complex learning and development management systems.

Bear in mind that these assessments and TNA tools are concerned principally with conventionalwork skills and attributes, and how to identify and prioritise group development needs. Youshould consider separately how best develop unique personal potential in every person, since aperson's unique personal potential is usually quite different to the skills implied or required bytheir job role. See the 'Fantasticat'concept for ideas about nurturing and encouragingdevelopment of unique personal potential.

how to use skills/behaviours assessments and training needs analysis tools

The skill/behaviours individual assessments and training needs analysis tools (available inpdfand working file MSExcel versions above and from the free resources section) are simple,effective and flexible tools for assessing individual training needs and for group training needsanalysis. Adapt them to suit your purposes, which can extend to specifying and evolving morecomplex learning and development management systems.

While the word 'training' is used widely on this webpage (mainly because many people searchfor and recognise the word 'training'), try to use the words 'learning' and 'development' whenstructuring your own processes and adapting these tools. The words Learning and Developmentcapture the spirit of growing people from the inside out, rather than the traditional approach of

'putting skills in' through prescriptive training methods, which are less likely to enthuse andmotivate people than self-driven learning and development.

The Training Needs Analysis (TNA) spreadsheet is now available in three different variations,based on three different individual skill/behaviour assessments for the roles:

general,

commercial/sales, and

management.

The tools, available above, offer a simple, free and very powerful way to identify, assess,analyse, prioritise and plan training needs, for individuals, small teams, small companies, andvery large organisations.

You can use the tools in the present format or adapt them to suit your situation. Obviously ensurethat the skill/behaviours descriptions are consistent throughout the individual assessment tooland the Training Needs Analysis tool. It is entirely possible to include a variety of 'skill-sets' on asingle TNA spreadsheet.

You can use whatever scoring system suits you and your situation, although number scoring(rather than words or letters) is necessary for spreadsheet analysis.
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A 1-4 scoring system generally works well, since it gives less opportunity for middling, non-committal answers. Primarily you need to know simply whether each capability is adequate forthe role ornot.

Ensure you identify clear definitions for the scoring, particularly if comparing or analysingdifferent people's scores, where consistency of measurement is important, eg:

1 = little or no competence

2 = some competence, but below level required for role

3 = competence at required level for role

4 = competence exceeds level required for role

Or:

1 = never meets standard

2 = sometimes meets standard

3 = often meets standard

4 = always meets standard

For self-use: The skills/behaviour set assessments require some interpretation and ideallydiscussion with a trusted friend, colleague or boss to establish the 2nd view validation. As wellas encouraging self-awareness development and simply thinking about one's own feelings andaptitudes, the assessment and reflection are an interesting and viable basis forassessing/discussing/reviewing personal development and career focus. When the scoring iscompleted you can prioritise your development needs (essential skills with the lowest scores).

For use with others as development tool: The skill/behaviour assessment is an effective tool forrecruitment, appraisals and ongoing development and training. It can be adapted for different

roles, and if used with existing staff ideally the person performing the role should have someinput as to the skill and behavioural criteria listed, and the importance (essential or desirable) foreach characteristic in the role. Working with a group to adapt the skill-set criteria according tothe people's jobs makes an interesting workshop and team building session: involving people indeveloping the system creates a sense of ownership and commitment to using the assessmentmethod itself. The skill-set/behavioural tests can be used in conjunction with the Training NeedsAnalysis tool available from the website as a working MSExcel spreadsheet file. Assessment canbe carried out formally one-to-one as part of an appraisal or review meeting, referring toevidence if appropriate, or informally in a workshop situation as a group exercise (assessment inpairs, with partners helping to establish the 2nd view validation for each other). Whetherinformally or formally assessed, the results for a group can be transferred to the correspondingTraining Needs Analysis tool, to identify team or group training priorities. Training priorities are

the essential skills with the lowest average scores.

Informal assessments in a workshop situation also enable an immediate 'straw poll' analysis ofgroup training needs, and as such provide an excellent method for quickly identifying andagreeing training and development needs for a group.

tips for using skillset and TNA tools


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The skillset tools and related TNA (Training Needs Analysis) spreadsheet toolson this websiteprovide quick easy adaptable templates for explaining, identifying and planning group trainingneeds.

The skillset and TNA tools obviously measure the criteria that are detailed within the tools.Adapt them as required.

The instruments are broad indicators of training and development needs, based mainly onsubjective views, and in this respect are not as sophisticated as more scientific and complex TNAsystems.

You can adapt the criteria (skills/behaviours elements) within the skillset and TNA toolsaccording to what you believe are important/relevant for your role(s).

So if the tool does not cover what you need to measure then adapt it by changing the criteria (theskill/attributes/behavioural elements).

Importantly you can involve the group in doing this, and in appreciating the components andstandards of each element.

Generally assessments of all sorts work better when those being assessed feel involved, in

control, fully informed and empowered - rather than allowing a feeling of being excluded andcovertly or secretly measured, which arises commonly in the way that many work-relatedassessments are introduced and managed.

The 360 degree feedback tool enables better objective measurement than the Skillset tool, butentails significantly more set up and administration.

While I have no documented evidence or statistical data for the Skillset tool's use andeffectiveness, in my own experience I have always found it helpful in initially developingunderstanding of the different management/role aspects; also for developing understanding ofindividual self-awareness of strengths and weaknesses, and to provide the leader with anoverview of individual and group needs.

The skillset tool is especially useful for group training needs analysis methods when used inconjunction with the TNA spreadsheet, different versions of which are available and explained inthe tools for appraisals, assessments and TNA section.

These are quick broad flexible indicators, not a scientifically validated or very detailed systems;for example they does not break down elements into smaller sub-elements of competencies.

While being quick and flexible, a weakness of the tools is the reliance on subjective opinion, andthe looseness with which the criteria can be interpreted, both of which can be addressed in theway that you present and use and develop the tools.

tips on scoring systems for skills audits, appraisals andtraining needs analysisScoring and measuring system suitability is critical, especially if you are making big decisionson the outcomes, which require clear score definitions and implications (explain to participantsthe judgements/actions which will stem from the scoring).

Generally a score range of 1-3 is too narrow. Not only because life isn't that simple, but mainlybecause the mid-way 2 option encourages fence-sitting which inhibits clarity of individual and
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overall results (as any odd number score range tends to do). 1-3 or 1-5 virtually ensures you endup with a cloudy result because so many answers are in the middle.

If you need to change from a 3 or 5 point system, this objective-scientific angle might provideyou with the best lever to do so. 1-4 is much better because people have to decide whether theability is to standard or not - there's not an automatic average or mid-way for the 'don't knows'.

If you have to stick with 1-3 then ensure the meanings are such as to ensure black or whiteanswers.

'Grey' answers at number 2 in a 1-3 scale, e.g., average, medium, satisfactory, etc., aren't reallyany help. Nor are the typical definitions found at number three in a 1-5 scale.

A way of making a 1-3 scale acceptable is:

1 - needs improving

2 - good

3 - excellent

Here the 1-3 is effectively turned into a 1-2 (yes/no or is/isn't) scoring system (whereby 1 =

below standard; 2 & 3 = above standard) which at least enables a clear decision, albeit just yes orno, which in actual fact is all that's necessary for many TNA's.

Tight scales are fine - in fact in some ways easier - for a group training needs analysis, but arenot good for individual skills audits or training needs analysis, where the question of degree ismore important for individual task direction and development planning, and to enable morereliable comparison between individuals.

The accuracy and reliability of any scoring system increases with full description/definitions, andbetter still with examples for each score band. This gives everyone the same objective-scientificreference points, and reduces subjectivity.

360 degree feedback and 360 appraisals tips and templateexamples360 degree appraisals are a powerful developmental method and quite different to traditionalmanager-subordinate appraisals (which fulfil different purposes). As such a 360 degree processdoes not replace the traditional one-to-one process - it augments it, and can be used as a stand-alone development method.

360 degree appraisals involve the appraisee receiving feedback from people (named oranonymous) whose views are considered helpful and relevant. The feedback is typicallyprovided on a form showing job skills/abilities/attitudinal/behavioural criteria and some sort ofscoring or value judgement system. The appraisee should also assess themselves using the same

feedback instrument or form.

360 degree respondents can be the appraisee's peers, up-line managers/execs, subordinate staff,team members, other staff, customers, suppliers - anyone who comes into contact with theappraisee and has opinions/views/reactions of and to the appraisee. Numerous systems andproviders are available - I wouldn't recommend any in particular because my view about thisprocess is that you should develop a process and materials for your own situation, preferablyinvolving the appraisees in this, which like all participative approaches, often works well.


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You can develop your own 360 degree feedback system by running a half-day or full dayworkshop (depending on extent and complexity of the required process) involving the appraiseesor a sample group, during which process and materials can be created and provisionally drafted.The participative workshop approach as ever will give you something that's wholly appropriateand 'owned' instead of something off-the-shelf or adapted, which would be arbitrary, mostlyinappropriate and impracticable (in terms of criteria and process), and 'not invented here', ie.,imposed rather than owned.

I would recommend against restricting the 360 feedback to peers and managers only - it's a wasteof the potential of the 360 degree appraisal method. To use the feedback process for its fullest'360 degree' benefit involve customers (in the broadest sense - could be patients, students, users,depending on the organization), staff, suppliers, inspectors, contractors, and others for whomgood working relationships and understanding with the appraisee affect overall job performance,quality, service, etc.

Ensure respondents are aware of equality and discrimination issues, notably theAgeDiscrimination legislation and implications which might be new to some people. Comments suchas 'you can't teach an old dog new tricks', or 'not old enough to command respect' are ageist,

discriminatory, unlawful, and will create a liability for the originator and the employer.Developing 360 degree appraisals systems process make ideal subjects for a workshops, which initself contains some very helpful developmental benefits and experience for all involved. Ifyou're not able to get everyone together for a workshop you should solicit input and ideas -particularly about appraisal criteria and respondents and anonymity - then draft out process andmaterials - then issue for approval, then pilot, review, adapt and then implement. Adapt, improveand develop on an ongoing basis.

It is my view that no aspects of 360 feedback should ever be mandatory for any appraisee orrespondent. Given more than three or four similar role-types being appraised it's not sensible toproduce individually tailored criteria, in which case when it comes to the respondents completingthe feedback not all the criteria will be applicable for all respondents, nor for all appraisees

either. By the same when designing the feedback instruments (whether hard-copy documents oronline materials), it's useful to allow space for several 'other' aspects that the appraisee mightwish to add to the standard criteria, and space for respondents to add 'other' comments. Openhonest feedback can touch sensitivities, so be sure that appraisees understand and agree to thecriteria, respondents (by type, if not named) and process.

Ensure suitable and sensitive counselling is provided as part of the informing of feedback results.

If 360 degree feedback results are to be analysed collectively to indicate the overall/totalsituation (ie., to assist in determining organizational training and development needs forinstance), think carefully about the feedback form scoring system and particularly its suitabilityfor input to some sort of analysis tool, which could be a spreadsheet, and therefore numericallybased requiring numerical scores, rather than words, (words of course are more difficult to count

and measure, and while words and description assessment enables more subtlety, they also allowmore room for misunderstanding and misinterpretation).

For guidance have a look at theskills and behavioural assessment tool - it's not a 360 degree tool,but is an example of the basis of one, and some of the skills elements that can be included in a360 degree appraisals form.
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Similarly the training needs analysis tool is an example of a collective or organizationalmeasurement tool, based on the input of a number of individual feedback assessments. This toolcan easily be adapted to analyse a number of 360 degree responses.

See the 360 degree appraisal document, available in MSWord or Excel formats:

free 360 degree appraisals form template in MSWord format

free 360 degree appraisals form template in MSExcel format

introduction of 360 degree appraisals

Here is a simple guide for introducing 360 degree appraisals into an organization (and any othermanagement system for that matter):

Consider and decide what you need the 360 degree system to achieve. Whatmust it be? How must it work? What difference must it make?

Choose/design a system (or system provider), ie., research and investigateyour options (other local or same-sector companies using 360 already are a

helpful reference point, or your trade association HR group, or a specialist HRadvisory body such as CIPD in the UK if you are a member).

Check the legal and contractual issues for your sitution - privacy, individualchoice, acceptable practices and rules, training, data protection, individualrights, adoption guide, etc. (360 degree systems are now well-developed andestablished. Best practice and good reference case-studies are more widelyavailable than in the early years of 360 feedback development.

When you've decided on a system, pilot it with a few people to make sure itdoes what you expect. (It's best to establish some simple parameters or KPI'sby which you can make this assessment, rather than basing success oninstinct or subjective views.)

When satisfied with the system, launch it via a seminar or workshop,preferably including role-plays and/or practical demonstration.

Support the implementation with ongoing training, (include an overview inyour induction training as well), a written process guide/booklet, and alsopublish process and standards on your intranet if you have one.

Establish review and monitoring responsibility.

Ensure any 360 degree appraisal system system is introduced andapplied from top down, not bottom up, so everyone can see that the CEOis happy to undertake what he/she expects all the other staff to do. As withanything else, if the CEO and board agrees to undertake it first, the system

will have much stronger take-up and credibility. If the plan for 360 feedbackintroduction is likely to be seen as another instrument of executivedomination then re-think your plans.

360 degree appraisal form design - template guidelines
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Job descriptions are also a useful starting point for (but by no means the full extent of)establishing feedback criteria, as are customer/staff survey findings in whichexpectations/needs/priorities of appraisee performance are indicated or implied.

A 360 degree appraisal template typically contains these column headings or fields, also shownin the template example below:

Key skill/capability type (eg communications, planning, reporting, creativityand problem solving, etc - whatever the relevant key skills and capabilitiesare for the role in question).

Skill component/element (eg 'active listening and understanding' [within a'communications' key skill], or 'generates ideas/options' [within a'creativity/problem solving' key skill]). The number of elements per key skillvaries - for some key skills there could be just one element; for others therecould be five or six, which I'd recommend be the maximum. Break down thekey skill if there are more than six elements - big lists and groups are lesseasy to work with.

question number (purely for reference and ease of analysis)

specific feedback question (relating to skill component, eg does the persontake care to listen and understand properly when you/others are speaking tohim/her? [for the active listening skill])

tick-box or grade box (ideally a,b,c,d or excellent, good, not good, poor, orrate out of 5 or 10 - N.B. clarification and definitions of ratings system toparticipants and respondents is crucial, especially if analysing or comparingresults within a group, when obviously consistency of interpretation ofscoring is important)

360 degree feedback form template example

A typical 360 degree feedback form template would look like this. This template allows amixture of key skills comprising one, two, three, four, and up to six elements. The number ofelements per key skill/capability would vary of course, so if necessary adjust the size of theboxes in the first column accordingly to accommodate more or less elements. See the notesdirectly above for more explanation about the purpose of each column and heading, and thefeedback scoring method.

Feedback Form headings and instructions: appraisee name, date,

feedback respondent name, position (if applicable) plus local instructions

and guidelines for completion, etc.

key

skill/capability

area

skill/capability

element

questio

n

number

feedback questionfeedbac

k score

1


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2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21


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22

23

24

25

26

27

28

29

30

Optional section: for additional feedback comments about the appraisee

(if you provide this option it is advisable to ask respondents to be as

constructive as possible.....)

A working file based on this format is available in MSWord and Excel versions:

free 360 degree appraisals form template in MSWord format

free 360 degree appraisals form template in MSExcel format

You can see from this that the process of designing the feedback document (essentially aquestionnaire) is to build it from the role's key skill areas, break down these into elements, andmeasure each via carefully worded questions, which the respondents answer and thereby gradethe performance - ie., give feedback - in respect of the person in question.

The question as to anonymity of respondents is up to you. A grown-up organization with grown-up people should be able to cope with, and derive more benefit from, operating the processtransparently - but you need to decide this. Some people are happier giving feedbackanonymously. And some people are not able to deal particularly well with criticism from anamed person. For more information and guidance about handling and explaining this particularaspect refer to theJohari Window model- it's a powerful and helpful concept to use alongsidethe 360 degree feedback/appraisal process.
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As mentioned above, workshops are a good way to devise these questionnaires, especially thequestions to assess each skill or behavioural element.

Analysis of group results is much easier if you use a numerical rating system. The samplefreetraining needs analysis spreadsheet tool can easily be adapted for analysis of 360 degreefeedback results, which can then feed into the analysis of training needs. The same training needs

analysis tool is also available in pdf format.

appraisals timing with pay reviews, performance awards,and training planningSome people advocate separating appraisals from pay review, however this does not make sensein organizations which require staff to be focused on their contribution to organizationalperformance, especially where there are clear accountabilities and measures (which in my viewshould apply in all organizations).

Organizations rightly or wrongly are geared to annual performance, and the achievement of a

trading plan. This cascades to departments, teams and individuals, so it makes sense to assesspeople over a time period that fits with what the organization is working to. Put another way, it'snot easy to appraise someone on their year's performance half way through the year.Transparency and accountability are prerequisites for proper assessment and appraisals.

Arguably 'best practice' is to schedule appraisals close to trading year-end, when year-end resultsand full year performance - for individuals and departments and organizations - can reliably bepredicted. By holding appraisals at this time, and staff knowing that appraisals are focused onthis trading period, people's thoughts and efforts can be concentrated on their contributiontowards the organization's annual trading plan, which is a main appraisals driver and output (aswell as individual development of course). Holding appraisals after year-end means that peoplestart the year without formal agreed objectives, and also creates bigger delays for financial and

payroll departments in their task to process pay awards and adjustments.Departmental, team and individual objectives provide the context for the appraisal, linkingclearly to performance bonus and performance-based pay awards, the rationale for which needsto be transparent and published prior to the start of the year to which they relate, for the fullbenefit and effect on staff effort to be realised.

Pay review would also coincide with the trading year, which makes sense from the planning andbudgeting perspective. The business is in a position to know by the close of the final quarterwhat the overall pay review position is because the rationale has already been (it jolly wellshould have been) established and year-end financials can be predicted. Moreover the next year'strading plan (at least in outline) is established, which gives another useful context for appraisingpeople, especially those (most staff hopefully) who have contributed to the planning process (ie,

committed as to what they can do for the coming year, targets, budgets, staffing levels, priorities,objectives, etc).

The appraising managers can therefore go into appraisals fully briefed and prepared to discussand explain the organization's overview results and financials to the appraisees. And theappraisees can see results and think in terms of their full year performance and contribution tocorporate results, plus what they plan for next year, which provides the basis of the aims andobjectives to be reviewed through the coming year and at the next year's appraisal.
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other guidelines for organizational appraisals planning

Other than for directors, complex or difficult appraisals, appraisal meetings should not be 3 hourmarathon sessions - this daft situation happens when boss and subordinate never sit downtogether one-to-one other than for the annual appraisal. If you only talk properly with someoneonce a year no wonder it takes all afternoon...

Boss and subordinate should ideally sit down one-to-one monthly (or at worse, quarterly, for themore mature, self-sufficient people), to review activity, ideas, performance, progress, etc., whichmakes the annual appraisal really easy when it comes around, and manageable in an hour or 90minutes maximum.

Use of a good appraisal form including self-assessment elements is essential for well organisedappraisals. See the free templates which are ready to use or adapt for your own situations and jobroles:

performance appraisal form (pdf) sample/template - downloadable pdf (revised August 2006)

performance appraisal form (MSWord) sample/template - downloadable MSWord file (revisedAugust 2006)

Ensure that appraisers and appraisees understand that they must prepare in advance or you'relooking at 3 hour marathons again.

Training for appraisers and appraisees on how to use the appraisals process properly is veryhelpful obviously, especially taking a more modern view of what makes people effective andvaluable to employers, and how to encourage this development, which relates to developing thewhole person, in the direction they want to go, not just job skills, as explained earlier in thissection.

pay reviews and awards

If you want to be regarded as a caring and ethical organization, it's also helpful for theorganization (board) to agree a basic across-the-board inflationary salary increase close to yearend and announce this - everyone gets this. This can be based on a collection of factors, decidedby the board, typically: inflation, the organization's financial position, demographics andcompetitor market forces on salary levels.

Individuals can then receive an additional increase on top of this according to criteria agreedbefore the start of the year (at their last appraisal) based on performance, achievement of targets,job-grade advancement, qualifications attained, training aims achieved, and any otherperformance levers that it is sensible, fair and practicable to incentivise.

From 1st October 2006 (UK and Europe) it is unlawful for pay and benefits to be linked to aperson's age, aside from statutory mechanisms such as minimum wage levels. See the AgeDiversity information.

The rationale for these individual awards must be established and budgeted for by the board,circulated, and explained to all staff via managers.

Whilst not always easy or practicable to design and implement, arguably the best collectiveannual pay increase mechanism is one that effectively rewards everyone directly andtransparently for corporate performance, ie, 'profit share' in spirit, based on the wholeorganization and a business unit/department to which they relate, plus an individualperformance-linked award based on the sort of levers mentioned above. It's about peoplebelieving that they are all part of the group effort, pulling together, and all enjoying a share of the
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success. Profit share deals just for directors are rightly regarded by most staff as elitist, exclusive,and divisive. If you want your people to give you 100%, include them in as many rewardschemes as you can.

Documents

Perceptions This Study Unfolds Major Implications For