Performance Evaluation Appraisal Processes

1. School Management

2.  Introduction to Evaluation
 Definition
 Characteristics of an Effective Performance Evaluation
 Objectives of Performance Evaluation
 7 Steps of Performance Evaluation Process
 Uses of Performance Evaluation
 Benefits of Performance Evaluation
 Design Standards for Teacher Evaluation
 Methods of Performance Evaluation
 Appraisal Process
 Steps in the Appraisal Process

3. What is Evaluation
The making of a judgment about
 Amount
 Number
 Value of Something
Two Perspective
a) Employer Prospective b) Employee Prospective
The process by which an employee’s contribution to the organization during
a specified period of time is assessed.

4. Evaluation is a process that critically examines a program. It involves
collecting and analyzing information about a program’s activities,
characteristics, and outcomes. Its purpose is to make judgments about a
program, to improve its effectiveness, and/or to inform programming
decisions (Patton, 1987).
“The process of determining to what extent the educational objectives are
actually being realized” (Tyler, 1950)
“Evaluation is the process of determining merit, worth, or significance; an
evaluation is a product of that process” (Scriven, 1991)
Goods define– “Evaluation is a process of judging the value or something by
certain appraisal.”

5.  Performance Evaluation is defined as a formal and productive procedure to
measure an employee’s work and results based on their job responsibilities.
 Performance evaluation is the assessment of an individual’s performance in
a systematic way.
 Performance means to do something and appraisal means to decide the
value of the work done.
 Such appraisal also has been called employee rating, employee evaluation,
performance review, performance evaluation, and results appraisal.

6.  According to Gary Dessler,
“Performance evaluation means evaluating an employee’s current and/or
past performance relative to his performance standards.”
 According to Keith Davis,
“Performance evaluation is the process by which organizations evaluate
individual job performance.”
 “Performance evaluation is the systemic evaluation of the individual respect
for this performance on the job and his potential for development.” Beach

7. Performance evaluations measure progress and help a person set
professional goals. The annual Performance evaluation is something
employees and managers alike often fear.
Yet, it can be a source of motivation and reward if both parties are
knowledgeable about how a Performance evaluation works.
Characteristics of an effective Performance evaluation are;
Explain the appraisal process.
Clarify job expectations.
Review and update job skills.
Review accomplishments and goals.
Final steps and rewards.

8.  In the appraisal meeting between a manager and employee, the
manager should first explain the purpose and the process of the
Performance evaluation.
 Generally, a Performance evaluation is conducted to clarify job
expectations, set goals for improvement of weaknesses and reward for
accomplishments and overall performance.
 The manager’s job is to explain the steps involved during and after
the Performance evaluation.

9.  A mutual understanding of job expectations is essential to an effective
Performance evaluation.
 Absence of mutual understanding, the appraisal meeting could spiral
downward because the manager and employee might be working from
completely different viewpoints.
 A review of the job description, and employee skills, qualifications and
responsibilities should precede the actual Performance evaluation.

10.  It is important to review the skills of employees and update accordingly.
Manager discusses any improvements necessary, and praise the employee for
acquiring the new skill.
 The manager determines what additional skills the employee can learn
during the next evaluation period by setting reasonable goals for
professional development.
 The employee should feel free to provide input throughout the Performance
evaluation.
 Employees should be provided with a self-appraisal form. If this is the case,
the employee will come to the Performance evaluation meeting with the
completed selfappraisal.

11.  Accomplishments throughout the evaluation year will be enumerated.
 If there are quantifiable goals established for the review period, the manager
and the employee determine if the goals have been met.
 Often, a “management by objective” technique is used to track specific, goals,
progress and completion of each quarter.
 Using this technique simplifies the Performance evaluation because there
are intermediate assessments made during the evaluation period.

12.  An overall appraisal score may be discussed during the meeting or it may be
calculated after the manager has had an opportunity to consider the
employee input.
 In addition, the manager should indicate whether or not the employee will
be entitled to an increase in pay or bonus, if applicable.
 Many employers use a scale that determines a percentage increase in
Performance evaluation scores.
 Whenever possible, the manager should inform the employee of the type or
amount of increase to expect for his/her performance during the year.

13. To effect promotions based on competence and performance.
To confirm the services of probationary employees upon their completing the
probationary period satisfactorily.
To assess the training and development needs of employees.
To decide upon a pay raise where (as in the unorganized sector) regular pay
scales have not been fixed.
To let the employees know where they stand insofar as their performance is
concerned and to assist them with constructive criticism and guidance for
the purpose of their development.
To improve communication, performance evaluation provides a format for
dialogue between the superior and subordinate and improves understanding
of personal goals and concerns. This can also have the effect of increasing the
trust between the rater and the rate.

14. 1. Job Analysis.
2. Establishing performance standards.
3. Communicating the standards.
4. Determining the actual performance.
5. Matching the actual with the desired performance.
6. Discussing results.
7. Decision making.

15. 1.Job Analysis
 The first step in the process of performance appraisal is job analysis.
 Defining the job and analyze for making sure that employer and subordinates
agree on his or her duties and job standards.
2. Establishing performance standards
 The second step in the process of performance appraisal is the setting up of
the standards which will be used to as the base to compare the actual
performance of the employees.
 This step requires setting the criteria to judge the performance of the
employees as successful or unsuccessful and the degrees of their contribution
to the organizational goals and objectives.
 The standards set should be clear, easily comprehensible and in measurable
terms. In case the performance of the employee cannot be measured, great
care should be taken to describe the standards.

16. Communicating the standards
 Once set, it is the responsibility of the management to communicate the
standards to all the employees of the organization.
 The employees should be informed and the standards should be clearly
explained to them. This will help them to understand their roles and to know
what exactly is expected from them.
 The standards should also be communicated to the appraisers or the
evaluators and if required, the standards can also be modified at this stage
itself rendering to the relevant feedback from the employee or the
evaluators.

17. Determining the actual performance
 The most difficult part of the Performance appraisal process is determining
the actual performance of the employees that is the work done by the
employees during the specified period of time.
 It is a continuous process which involves monitoring the performance
throughout the year.
 This stage requires the careful selection of the appropriate techniques of
measurement, taking care that personal bias does not affect the outcome of
the process and providing assistance rather than interfering in employees
work.

18. Matching the actual with the desired performance
 The actual performance is matched with the desired or the standard
performance.
 The comparison tells the deviations in the performance of the employees
from the standards set.
 The result can show the actual performance being more than the desired
performance or, the actual performance being less than the desired
performance depicting a negative deviation in the organizational
performance.
 It includes recalling, evaluating and analysis of data related to the
employees’ performance.

19. Discussing results
 The result of the appraisal is communicated and discussed with the
employees on a one-to-one basis. The focus of this discussion is on
communication and listening.
 The results, the problems, and the possible solutions are discussed with the
aim of problem-solving and reaching consensus.
 The feedback should be given with a positive attitude as this can have an
effect on the employees’ future performance. The purpose of the meeting
should be to solve the problems faced and motivate the employees to perform
better.
Decision making
 The last step of the process is to take decisions which can be taken either to
improve the performance of the employees, take the required corrective
actions, or the related HR decisions like rewards, promotions, demotions,
transfers, etc.

20. Performance evaluation serves two types of the objectives:
1. one is to make the evaluation decisions
2. other is to provide the need assessment source
Performance evaluation data are potentially valuable for use in numerous
human resource functional areas.
• Performance improvement.
• Compensation adjustments.
• Placement decisions.
• Training and development needs.
• Career planning and development.
• Staffing process deficiencies.
• Informational inaccuracies
• Job-design errors.
• Equal employment opportunity.
• External challenges.
• Feedback to human resources.
• Compensation programs.
• Internal employee relations.
• Assessment of employee potential.

21. It sharpens appraiser’s control over his own activities.
 A systematic appraisal will provide the executive with a better idea of his
strengths and weaknesses in his department and so enable him to make
more effective work assignments.
 Moreover, the appraisal activity will give him a new insight into his
operations which may well lead to improvements in department and
organization.
Clear-cut responsibility for results:
 Sometimes there are differences in understanding on the part of the
manager and his subordinate executives as to just what their authority and
responsibilities are.
 Drawing up a checklist of the responsibilities of the subordinate as well as
the scope of his position will reduce any possible misunderstanding as to
performance goals.

22. Perspective in sizing up subordinates:
 A systematic appraisal program means that there will be relaxed discussions
with subordinate personnel regarding their strengths and weaknesses.
 This type of interview results in a more judicious evaluation and is far
superior to the crisis discussion which takes place when something has gone
wrong.
An objective basis for discussing salary and promotion:
 When an employee comes to his office with a request for a wage raise or for
promotion, the appraisal record and the last appraisal interview provide an
objective basis for discussion.
 This will serve to avoid embarrassment.

23. In education how much a child has succeeded in his aims, can only be
determined through evaluation. Thus there is a close relationship between
evaluation and aims.
Teacher evaluation is defined as a systematic procedure for reviewing the
performance of a teacher in a classroom and analyzing the review to
provide constructive feedback for the teacher’s professional growth.
Teacher evaluation is defined as a systematic procedure for reviewing the
performance of a teacher in a classroom and analyzing the review to
provide constructive feedback for the teacher's professional growth.
 Principals and administrative staff members are traditionally involved
in evaluating a teacher

24.  Here are six design standards that any teacher evaluation system must
meet in order to be effective.
 These six standards are interdependent; each is critical to ensuring that
evaluations meet the needs of teachers, school leaders and students.
1:Annual process.
All teachers should be evaluated at least annually.
2:Clear, rigorous expectations;
Evaluations should be based on clear standards of instructional excellence
that prioritize student learning.
3:Multiple measures;
Evaluations should consider multiple measures of performance, primarily the
teacher’s impact on student academic growth.

25. 4:Multiple ratings;
Evaluations should employ four to five rating levels to describe differences in
teacher effectiveness.
5:Regular feedback;
Evaluations should encourage frequent observations and constructive critical
feedback.
6:Significance;
Evaluation outcomes must matter; evaluation data should be a major factor
in key employment decisions about teachers.

26. Traditional Methods
Paired comparison
Graphic Rating
scales
 Forced choice
Method
Checklists method
Free essay method
Modern Methods
 Assessment Center
 Cost Accounting method
 Behaviorally Coordinate
Rating scales
 360° Evaluation
 720° Evaluation
Critical Incidents
Field Review
Method
Confidential
Report
Ranking method

27. Performance appraisal is the process of evaluating and documenting an
employee’s performance with a view to enhancing work quality, output and
efficiency.
A performance appraisal is the periodic assessment of an employee’s job
performance as measured by the competency expectations set out by the
organization.
Performance appraisals perform three important functions
 They provide feedback to a person on their overall contribution for a period.
 They identify development needs and opportunities for improvement.
 They help inform salary and bonus reviews.

28. The appraisal process consists of six steps
Step 1: Establish performance standards
Step 2: Communicate performance standards
Step 3: Measure performance
Step 4: Compare actual performance to performance standards
Step 5: Discuss the appraisal with the employee
Step 6: Implement personnel action

29.  Performance standards are set to ensure achievement of departmental goals
and objectives and the organization’s overall strategy and objectives
 Standards are based on the position, rather than an individual.
 In order to be clearly understood and perceived as objective, standards
should adhere to the same rules that apply to goal-setting; that is, they
should be:
“SMART:” specific, measurable, achievable, relevant and time bound.

30.  In order to be effective, performance standards must be clearly
communicated and understood to be expectations.
 Performance standards assume that an individual is competent, so initial
and corrective training should be factored into the performance management
process.
 If there is a specific training period after which an employee is assumed to
be competent and performing to standards, that should be communicated as
well.

31.  Performance that is expressed in numeric terms—for example, cost,
quantity, quality, timeliness—is relatively easy to measure.
 Performance in the area of soft skills—for example, communication,
customer service and leadership—is more difficult to evaluate.
 DeCenzo, Robbins and Verhulst recommend using a variety of sources of
information including personal observation, oral reports and written reports.
 They note, however, that what is measured is probably more critical than
how an aspect is measured.
 The focus should be on measuring what matters rather than measuring
what’s easy to measure.

32.  In this step of the appraisal process, actual performance is compared to the
performance standards. Documentation should highlight actions and results.
Following characteristics of effective documentation
 Accurate
 Specific
 Consistent (covering the entire review period)
 Factual (not based on conjecture)
 Balanced, including instances of both positive and unsatisfactory
performance
 In writing

33.  This is generally the step in the process that is the most difficult for
managers and employees alike and it can be a challenge to manage emotions
and expectations.
 Even when performance is strong, there can be differences of opinion on the
next action.
 A significant difference of opinion regarding performance can create an
emotionally-charged situation.
 If the manager is providing feedback and coaching on a regular basis, this
shouldn’t be the case.
 Related point: If an employee has consistently poor performance, the issue
should be addressed—corrective action taken—in a timely manner and not
deferred to an annual review. To identify and prepare for differences of
opinion, management can ask employees to complete and submit a self-
evaluation prior to the appraisal meeting.
 A key point to keep in mind is that the manager’s ability to remain calm and
civil will have a significant impact on the employee’s confidence, motivation
and future performance.

34. The final step in the appraisal process is the discussion and/or
implementation of any next steps: a reward of some sort
 a raise, promotion or coveted development opportunity
 or corrective action
 a performance plan or termination.
Note, however, that corrective action that might help an employee achieve
expectations shouldn’t be tabled until the next formal appraisal.
As performance gaps are identified, supervisors and managers should take
the time to identify why performance is not meeting expectations and
determine whether the employee can meet expectations with additional
training and/or coaching.

35. Thank You