Chapter 6 - Gathering Performance Information

Learning Objectives

6.1 Understand the need to include each of several basic components in the appraisal form.

6.2 Design effective appraisal forms.

6.3 Compute an overall employee performance score based on information found on the appraisal form.

6.4 Select an appropriate time period to document performance as part of a performance review.

6.5 Determine the number of formal meetings needed between the subordinate and supervisor to discuss performance issues.

6.6 Understand advantages and disadvantages of using supervisors, peers, subordinates, self, and customers as sources of performance information.

6.7 Know how to deal with potential disagreements involved with different sources evaluating the performance of the same employee.

6.8 Understand the psychological mechanisms leading to the inflation and deflation of performance ratings.

6.9 Understand that the implementation of training programs can address intentional and unintentional rating distortion.
Chapter Outline
Gathering Performance Information

Overview
1. Appraisal Forms
2. Characteristics of Appraisal Forms
3. Determining Overall Rating
4. Appraisal Period and Number of Meetings
5. Who Should Provide Performance Information
6. A Model of Rater Motivation
7. Preventing Rating Distortion through Rater Training Programs
1. Appraisal Forms
• Major Components of Appraisal Forms (1)
o Basic Employee Information
o Accountabilities, Objectives, and Standards
o Competencies and Indicators
o Major Achievements and Contributions
o Stakeholder Input
o Employee Comments
o Signatures

• Major Components of Appraisal Forms (2)
(which could be included in a separate form)
o Developmental Achievements
o Developmental
• Needs
• Plans
• Goals

 Why do some companies, like Sun Microsystems, separate these components into two separate forms?
 Consider the forms in Figures 6.1 and 6.2.  How complete are they?  What components might be missing?

2.  Characteristics of Appraisal Forms
• Desirable Features of All Appraisal Forms
o Simplicity
o Relevancy
o Descriptiveness
o Adaptability
o Comprehensiveness
o Definitional Clarity
o Communication
o Time Orientation

 Consider the forms in Figures 6.1 and 6.2.  How do they measure up?
 3.  Determining Overall Rating
• Judgmental strategy
o Consider every aspect of performance
o Arrive at defensible summary
• Mechanical strategy
o Consider scores assigned to each section
o Add weighted scores to obtain overall score

 Consider the form in Figure 6.3.  Which kind of rating strategy would an employee prefer?  Why?  Which would the supervisor prefer?  Why?

 4.  Appraisal Period and Number of Meetings
• Appraisal period
o Meetings
– Annual
• May not provide sufficient opportunity for supervisor/employee discussion
– Semi-annual

 What is the benefit to Hamilton Standard Commercial Aircraft in performing semi-annual reviews?
– Quarterly
 Why does Synygy, Inc. perform quarterly reviews?

• Review to be completed
o Anniversary date
– Supervisor doesn’t have to fill out forms at same time
– Can’t tie rewards to fiscal year

o Fiscal year
– Rewards tied to fiscal year
– Goals tied to corporate goals
– May be burden to supervisor, depending on implementation
• Six Types of Formal Meetings (can be combined)
o System Inauguration
o Self-Appraisal
o Classical Performance Review
o Merit/Salary Review
o Development Plan
o Objective Setting

 How does Johnsonville Foods handle these meetings? 

 5.  Who Should Provide Performance Information?
Employees should be involved in selecting
• Which sources evaluate
• Which performance dimensions
When employees are actively involved
• Higher acceptance of results
• Perception that system is fair

First-hand knowledge of employee performance
• Supervisors
• Peers
• Subordinates
• Self
• Customers

o Supervisors
•   Advantages
– Best position to evaluate performance vs. strategic goals
– Make decisions about rewards
•   Disadvantages
– Supervisor may not be able to directly observe performance
– Evaluations may be biased

o Peers
• Advantages
– Assess teamwork
• Disadvantages
– Possible friendship bias
– May be less discriminating

o Subordinates
• Advantages
– Accurate when used for developmental purposes
– Good position to assess some competencies
• Disadvantages
– Inflated when used for administrative purposes
– May fear retaliation (confidentiality is key)

 How is “Tell Dell” used to improve the computer giant?

o Self
• Advantages
– Increased acceptance of decisions
– Decreased defensiveness during appraisal interview
– Good position to track activities during review period
• Disadvantages
– May be more lenient and biased

o Customers (external and internal)
• Advantages
– Employees become more focused on meeting customer expectations
• Disadvantages
– Time
– Money

 What advantages could override the disadvantages of using customer evaluations?
Disagreement Across Sources
• Expect disagreement
• Ensure employee receives feedback by source
• Assign differential weights to scores by source, depending on importance

 6.  A Model of Rater Motivation  (see book for model)
•  Types of Rating Errors
o Intentional errors
– Rating inflation
– Rating deflation
o Unintentional errors
– Due to complexity of task

• Motivations for Rating Inflation
o Maximize merit raise/rewards
o Encourage employees
o Avoid creating written record
o Avoid confrontation with employees
o Promote undesired employees out of unit
o Make manager look good to his/her supervisor

• Motivations for Rating Deflation
o Shock employees
o Teach a rebellious employee a lesson
o Send a message to employee that he/she should consider leaving
o Build a strongly documented, written record of poor performance

 7.  Preventing Rating Distortion through Rater Training Programs
Rater Training Programs should cover:
• Information - how the system works
o Reasons for implementing the performance management system
o Information on the appraisal form and system mechanics
• Motivation – What’s in it for me?
o Benefits of providing accurate ratings
o Tools for providing accurate ratings

• Identifying, observing, recording, and evaluating performance
o How to identify and rank job activities
o How to observe, record, measure performance
o How to minimize rating errors
• How to interact with employees when they receive performance information
o How to conduct an appraisal interview
o How to train, counsel, and coach

 What aspects of a good rater training program are covered in the City of Aurora, CO training program?  How could the program be improved?
Gathering Performance Information: Summary
• Appraisal Forms
• Characteristics of Appraisal Forms
• Determining Overall Rating
• Appraisal Period and Number of Meetings
• Who Should Provide Performance Information?
• A Model of Rater Motivation
• Preventing Rating Distortion through Rater Training Programs

Worked Solutions for End-of-Chapter Cases

Case Study 6.1 Evaluating the Appraisal Form Used by a Grocery Retailer

Major Components of Appraisal Forms  Comments
X Basic Employee Information No changes needed, sufficient amount of information
X Accountabilities, Objectives, and Standards These need to be linked to the department and organizational mission.  If they do not do this, the employees may not realize how their contribution fits into the organization as a whole.
X Competencies and Indicators Definitions of each the competencies should be included.  The negative consequence of not doing this may include the employee and the manager not having a common understanding regarding performance expectations.
 Major Achievements and Contributions Employees like to be recognized for their hard work, so having a section that reminds the manager to focus on the positives would be helpful. 
X Developmental Achievements Present and no changes are needed.
X Developmental Needs, Plans, and Goals Present, but they need to have a timeline attached to the goals.  Otherwise, the employee may not be motivated to meet the goals or know how to go about meeting their goals.
 Stakeholder Input This needs to be added, so that the supervisor can be sure that the employee is performing up to task from the perspective of other stakeholders (e.g., peers, customers).
X Employee Comments Present and no changes are needed.
X Approvals Present and no changes are needed.

(Suggested points: 5, [6.1])

Case Study 6.2 Judgmental and Statistical Methods of Assigning Overall Performance Score

There are several ways to compute the overall score using the judgmental method based on the relative importance that raters give to each of the performance dimensions rated. But, assuming a rater gives the same weight to each of the dimensions, the overall score would be: (2 + 4 + 5 + 2)/4 = 4.25. 

Using the assigned weights, the overall performance score is 2(.25) + 4(.40) + 5(.15) + 2(.20) = 3.25.  Therefore, using a mechanical method resulted in a score that is 1 point higher than using a judgmental method.  This is a very large difference considering that scores can range from 0 to 4.

As shown by the difference in scores, there is a large difference in the two ratings.  This could have implications for how bonuses are allocated, promotions are rewarded, and goals are set.  Using the judgmental method the overall score was much lower, this means that the organization possibly had to pay less in the way of bonuses.  However, the impact on the individual could be detrimental to his/her career if that person is being passed over for promotions or setting goals that are too easy to achieve.  This would affect the supervisor by causing them to set inappropriate goals for the employee.
(Suggested points: 5, [6.3])

Case Study 6.3 Minimizing Intentional and Unintentional Rating Errors

IE 
UE 
Content Area Comments
X  Reasons for implementing the performance management system. This includes an overview of the entire system, its purpose, and benefits for all employees. This type of information will help raters realize that their ratings are taken seriously, so they should take it seriously.  This includes explaining what the ratings can be used for and the importance of the ratings being accurate. Thus, it should enhance raters’ motivation to provide accurate ratings.  However, this type of information should not necessarily diminish unintentional errors.
 X How to identify and rank job activities.  This includes information on how to conduct a job analysis and understand the most important accountabilities and competencies.  This helps prevent mainly unintentional errors.  Raters gain a better understanding of the important job activities and are therefore more likely to evaluate behaviors and results correctly.
 X How to observe, record, and measure performance. This may include observational skills such as how to observe the behaviors that really matter and not be distracted by behaviors not related to the performance dimensions to be measured.  It also includes skills needed to fill out the appraisal form. This will help avoid mainly unintentional errors because it teaches you to record performance to increase many of the cognitive processing errors often present. 
X X Information on the appraisal form and system mechanics.  This includes a detailed description of the content of the appraisal form and what each section is intended to measure.  It also includes information on number of meetings and the expectations regarding each participant. This type of information is likely to decrease both types of errors.  First, intentional errors are likely to be decreased by helping the manager become comfortable with the process.  Second, it can also help decrease unintentional errors because managers will gain a better understanding of the different levels of performance.
 X How to minimize rating errors.  This includes steps that can be taken to minimize unintentional errors due to the cognitive demands associated with the observation and evaluation of performance. This targets unintentional errors and should help minimize them. 
X X How to conduct an appraisal interview.  This includes listening skills and communication skills and how to provide feedback during the appraisal interview.  It also includes skills on how to help the employee create a development plan. This addresses both types of errors.  First, it addresses intentional errors because the manager has good skills regarding how to manage the process.  Second, it helps managers verbalize the reasons for the rating they provided, thereby helping ratings be more accurate because it would be difficult to justify inaccurate ratings.
X  How to train, counsel, and coach.  This includes skills that the supervisor needs to help employees improve their performance on an ongoing basis. This addresses mainly intentional errors because it gives managers skills on how to manage the process well and thereby decreases the motivation to introduce politics into the process.
(Suggested points: 5, [6.1])
 
Additional Cases and Worked-Solutions

Case Study: CRB, Inc.

The following performance appraisal form was adopted by CRB, Inc., a small car restoration business.  It was filled out by Al Brown, the owner of CRB, Inc., because he has been told he should give all of his employees an appraisal of their performance.  This particular form was given to the foreman, Robert (Bob) Jared, to complete the employee comments; Al then filled in the supervisor comments sections.

As you review the two page form, please respond to the following questions:

1. Provide a detailed evaluation of the form.  What components are necessary? What is missing and what should be added?  Is anything optional?  Provide a brief explanation of your responses.
(Suggested points: 10, .7[6.1], .3[6.2])

2. Assess the advantages and disadvantages of having the supervisor and the subordinate complete this form.
(Suggested points: 5, [6.6])

3. Based on the information provided, what is an appropriate overall success rating for this employee?  Why?
(Suggested points: 10, [6.3])

4. How often should this form be completed and why?
(Suggested points: 5, [6.4])

Performance Appraisal Form

Employee Name: Position/Title: Department: Date:
Robert Jared Foreman Paint & Autobody 6/30/06

Performance Attribute Supervisor Comments Score Employee Comments Score
Knowledge/Know-how:
Demonstrated knowledge or technical skills required by position. These may include command of professional body of knowledge; knowledge of organizational structure, mission or goals. Strong knowledge and technical skill.  Instinctive knowledge of how the company can move forward in the industry. 3 I’ve got 25 years experience in paint and body shop work.  I held this company together over the past year. 4
Communication Skills:
Demonstrated written, listening and interpersonal skills. These may include diplomacy, conflict resolution, or presentation skills. Good verbal skills most of the time.  Occasional difficulty controlling anger has exacerbated existing problems.  Doesn’t always do paperwork needed in job. 1 Good enough for this job.  Frustrations aren’t my fault.  I do my best. 2
Work Results:
Work is thorough, accurate, completed on time and as planned, and is considered a quality job. Excellent 4 Of course 4
Work Style:
Demonstrated good work habits. These may include being dependable, consistent, independent and self-starting, and exhibiting flexible work behavior. Excellent 4 I’m always here before my boss and open to whatever he suggests.  I work weekends and do work for free.  This entire place is a lot cleaner and more organized since I got here. 4
Service Orientation:
Demonstrated courteous, responsive, respectful behavior toward students, staff, and others. In general, Bob does a good job managing relationships with customers and staff.  As noted above, he needs help managing anger issues.   1.5 I do the best I can in difficult circumstances. 3
Additional Performance Attributes:
Supervision Contribution to overall motivation and performance of staff is very good.   3 I’ve trained Dave and brought the mechanic and engine repair shop into being on my own time. 4
Overall Success Rating
 Very good 2.5 Top notch 3
 
This performance appraisal is meant to summarize and evaluate an individual's overall performance for the year. Five generic performance attributes and definitions are provided for all employees. These attributes address an individual's knowledge, competence, and skills as applied to one's work. Performance attributes may be added as needed in order to customize the form to the individual's position. Both supervisor and employee should provide an overall performance success rating using the scale below.

4 - Performance far exceeds position requirements and indicates job mastery
3 - Performance consistently exceeds position requirements
2 - Performance meets position requirements
1 - Performance does not meet position requirements

Did employee have a Work Plan?       Yes          No     
Did this employee show progress on a Work Plan?    Yes          No    
Did employee have a Development Plan?     Yes          No  
Did this employee show progress on a Development Plan?   Yes          No    

Supervisor Comments:  (Describe the employee's total performance for the year and substantiate the overall success rating.)

Bob has really helped the shop get into a competitive stance.  Both his own performance and his supervision have helped us to get cars out on schedule and to keep good employees.  He works hard while he’s here and he encourages the rest of the staff to put in a good day’s work for a good day’s pay.  He volunteers his own time and ideas to enhance the shop.  He suggested working with a radio station to refinish a car that they could give away in exchange for providing advertising for the shop.  His enthusiasm led the employees to volunteer their time on the project.  Everything is more organized since he got here.  On the other hand, he really does need to learn how to manage his anger.  It doesn’t happen very often (maybe 4 times all year), but it’s frightening to watch him lose his temper.  So far there has been no violence (which would be a firing offense), but I can understand why one customer brought in a police officer when he came back to pay his bill after Bob got angry when the customer called him a liar.  Bob’s loud angry verbal response was totally inappropriate for a business setting.  Paperwork is another area of weakness: Bob does as little as he can get away with, which leads to poor documentation in the customer files and problems with employee paysheets.  He complained to one owner about how the other owner didn’t purchase parts on time.  That owner asked in writing for a list of parts needed to monitor their purchase and the list still has not appeared.

Supervisor's Signature:   Alfred E. Brown Date:June 28, 2006

Employee Comments:   (Describe your total performance and the two-way communication with your supervisor throughout the year.)

I never had a work plan and don’t know what a developmental plan is.  Al hired me to get this shop back on its feet and I’ve done that.  For the first time, he’s taking money home and he has me to thank for that.  Sure, I get frustrated – who wouldn’t with customers who want us to work for free and whine that the former owner promised them this that and heaven besides.  Of course, he never did anything and we’re stuck with his broken promises and no paperwork – just he said and we said.  I do my best with the paperwork but I get busy on the jobs.  You’ve got to decide whether you want paper or cars to go out.  Al and I talk every day – I give him notes about the parts I need.  Then Mary says she wants a list…tell her to ask Al!  I don’t have time to please a boss who’s never in the shop.  I’ve got too much going on with doing free and redo work and helping our employees to be great employees.  It’s nice to work here most of the time.  I’ve always liked working on old cars and we do great work.  The money is starting to be ok and we’re getting better equipment.  We ought to get this place really turned around this next year.
Employee's Signature:      Bob Jared Date: June 28, 2006         

Answers:

1. Most forms include a combination of the following: (a) basic employee information, (b) 
accountabilities, objectives, and standards, (c) competencies and indicators, (d) major
achievements and contributions, (e) developmental achievements, (f) developmental
needs, plans, and goals, (g) stakeholder input, (h) employee comments, and (i) signatures. 
Note, however, that one size does not fit all and different components are appropriate
based on the purposes of the appraisal. 

This appraisal is described in the case study as, perhaps, the first formal appraisal that Al Brown has done with his employees.  It may be a fiscal year end appraisal or a six month appraisal.  Although the employee’s name, position, and department are provided, there is no further basic employee information.  Some performance attributes appear to relate to competencies (knowledge, communication skills); some appear to be performance standards (results, style, service orientation).  The supervisor and employee comments highlight several major achievements and contributions.  The supervisor notes some developmental needs (anger management; more consistent paperwork completion) but there is no plan or goal to deal with these needs.  There is no stakeholder input.  There are employee comments and signatures.

2. The supervisor is usually in the best position to evaluate performance in terms of the
organizational goals.  As the owner, Al is certainly responsible for making decisions
about any rewards associated with performance evaluation.  A disadvantage is that
evaluations can be biased; some supervisors may not be able to directly observe
performance.

When the employee completes the form, advantages can include increased acceptance of decisions and decreased defensiveness during the appraisal interview.  The employee is in a very good position to track his own activities during the review period. Disadvantages include the possibility of leniency in regard to his own behaviors and other biases.

3. Al and Bob agree that Bob provides strong value to the company, although Al is aware
that Bob also has jeopardized the company with his lack of anger control when very
frustrated.  Bob believes that he consistently exceeds the position requirements and some
of the descriptions of his performance indicate that he has been a very valuable asset to
the company.  Al notes some weaknesses that indicate “consistency” is missing; in fact,
occasional performance does not meet minimum requirements.  Al’s rating of 2.5 may be
the most objective rating.

4. At a minimum, a formal appraisal should be conducted annually.  However, it would be
better to conduct formal appraisals at least semi-annually and quarterly would be even
better.  This is a busy shop and both Al and Bob are working supervisors, with many
other duties besides supervision.  They cannot count on providing equally complete and
balanced feedback to each employee on an ongoing basis; regular formal meetings
conducted with advance thought and preparation on both the part of the supervisor and the employee have a much better chance of helping each employee do his best to help the company meet its goals.

Performance Appraisal Form

Employee Name: Position/Title: Department: Date:
Robert Jared Foreman Paint & Autobody 6/30/06
Performance Attribute Supervisor Comments Score Employee Comments Score
Knowledge/Know-how:
Demonstrated knowledge or technical skills required by position. These may include command of professional body of knowledge; knowledge of organizational structure, mission or goals. Strong knowledge and technical skill.  Instinctive knowledge of how the company can move forward in the industry. 3 I’ve got 25 years experience in paint and body shop work.  I held this company together over the past year. 4
Communication Skills:
Demonstrated written, listening, and interpersonal skills. These may include diplomacy, conflict resolution, or presentation skills. Good verbal skills most of the time.  Occasional difficulty controlling anger has exacerbated existing problems.  Doesn’t always do paperwork needed in job. 1 Good enough for this job.  Frustrations aren’t my fault.  I do my best. 2
Work Results:
Work is thorough, accurate, completed on time and as planned, and is considered a quality job. Excellent 4 Of course 4
Work Style:
Demonstrated good work habits. These may include being dependable, consistent, independent and self-starting, and exhibiting flexible work behavior. Excellent 4 I’m always here before my boss and open to whatever he suggests.  I work weekends and do work for free.  This entire place is a lot cleaner and more organized since I got here. 4
Service Orientation:
Demonstrated courteous, responsive, respectful behavior toward students, staff, and others. In general, Bob does a good job managing relationships with customers and staff.  As noted above, he needs help managing anger issues.   1.5 I do the best I can in difficult circumstances. 3
Additional Performance Attributes:
Supervision Contribution to overall motivation and performance of staff is very good.   3 I’ve trained Dave and brought the mechanic and engine repair shop into being on my own time. 4
Overall Success Rating
 Very good 2.5 Top notch 3

This performance appraisal is meant to summarize and evaluate an individual's overall performance for the year. Five generic performance attributes and definitions are provided for all employees. These attributes address an individual's knowledge, competence, and skills as applied to one's work. Performance attributes may be added as needed in order to customize the form to the individual's position. Both supervisor and employee should provide an overall performance success rating using the scale below.

4 - Performance far exceeds position requirements and indicates job mastery
3 - Performance consistently exceeds position requirements
2 - Performance meets position requirements
1 - Performance does not meet position requirements

Did employee have a Work Plan?       Yes          No     
Did this employee show progress on a Work Plan?    Yes          No    
Did employee have a Development Plan?     Yes          No  
Did this employee show progress on a Development Plan?   Yes          No    

Supervisor Comments:  (Describe the employee's total performance for the year and substantiate the overall success rating.)

Bob has really helped the shop get into a competitive stance.  Both his own performance and his supervision have helped us to get cars out on schedule and to keep good employees.  He works hard while he’s here and he encourages the rest of the staff to put in a good day’s work for a good day’s pay.  He volunteers his own time and ideas to enhance the shop.  He suggested working with a radio station to refinish a car that they could give away in exchange for providing advertising for the shop.  His enthusiasm led the employees to volunteer their time on the project.  Everything is more organized since he got here.  On the other hand, he really does need to learn how to manage his anger.  It doesn’t happen very often (maybe 4 times all year), but it’s frightening to watch him lose his temper.  So far there has been no violence (which would be a firing offense), but I can understand why one customer brought in a police officer when he came back to pay his bill after Bob got angry when the customer called him a liar.  Bob’s loud angry verbal response was totally inappropriate for a business setting.  Paperwork is another area of weakness: Bob does as little as he can get away with, which leads to poor documentation in the customer files and problems with employee paysheets.  He complained to one owner about how the other owner didn’t purchase parts on time.  That owner asked in writing for a list of parts needed to monitor their purchase and the list still has not appeared.

Supervisor's Signature:Alfred E. Brown Date: June 28, 2006

Employee Comments:   (Describe your total performance and the two-way communication with your supervisor throughout the year.)

I never had a work plan and don’t know what a developmental plan is.  Al hired me to get this shop back on its feet and I’ve done that.  For the first time, he’s taking money home and he has me to thank for that.  Sure, I get frustrated – who wouldn’t with customers who want us to work for free and whine that the former owner promised them this that and heaven besides.  Of course, he never did anything and we’re stuck with his broken promises and no paperwork – just he said and we said.  I do my best with the paperwork but I get busy on the jobs.  You’ve got to decide whether you want paper or cars to go out.  Al and I talk every day – I give him notes about the parts I need.  Then Mary says she wants a list…tell her to ask Al!  I don’t have time to please a boss who’s never in the shop.  I’ve got too much going on with doing free and redo work and helping our employees to be great employees.  It’s nice to work here most of the time.  I’ve always liked working on old cars and we do great work.  The money is starting to be ok and we’re getting better equipment.  We ought to get this place really turned around this next year.
Employee's Signature:      Bob Jared Date: June 28, 2006           

 
Case Study: Our Civil Service

In the state civil service, employees are promoted on a civil-service, merit based plan.  At the State Employment Service, a number of employment counselors were hired during a special recruiting effort eight years ago in 1998.  They formed a cohort, going through training together and getting graduate hours in vocational counseling together. 

About a year ago, Jane Midland, the first member of the cohort to get promoted, tested into a supervisory position at one of the Job Service Centers.  Two of the eleven employees who report to her are members of the 1998 cohort.  Barb Rick and George Malloy deeply respect her abilities and have a strong affection for her.  In fact, Barb Rick has spent time at Jane’s home watching their children play together and helping with the remodel of Jane’s house.  George, Jane, and Barb get together for lunch regularly. Recently, they have been considering attending evening classes together to get a Master’s degree in Human Resource Management.

Yesterday, Jane received a memo from her management that it is time to complete the annual appraisal forms for her staff. 
 
1. Provide a detailed discussion of the intentional and unintentional rating distortion factors that may come into play in this situation.
(Suggested points: 10, [6.8])

2. Evaluate the kinds of training programs that could minimize the factors you have described.  What do you recommend and why?
(Suggested points: 10, [6.9])

Answers:

1. It is possible that Jane may intentionally inflate the ratings she gives to Barb and George
because she doesn’t want to confront them about any areas where performance improvement is necessary.  She may worry that giving an accurate rating could jeopardize her relationship with one or both of them.  On the other hand, she may unintentionally distort the ratings that she gives to various employees, because she is responsible for supervision of eleven different people.  Observing information about performance, storing this information in memory, and then recalling it when it’s time to fill out the appraisal form is a complex cognitive task.  It is very difficult to remember all of the behavior and results of one’s own performance, let alone such information about eleven different people.

2. Different kinds of training could assist Jane in providing more objective appraisals, although none of the programs can guarantee perfect results.  Appraisals are inherently subjective.  The training program should provide basic information on the appraisal form and how the system works.  In addition, the benefits of accurate appraisals (what’s in it for me?”) and tools for providing such ratings should be provided.  Jane will need training in:
o how to identify and rank job activities
o how to observe, record, and measure performance
o how to minimize rating errors
Finally, she will need assistance in how to interact with employees when they receive performance information, including how to conduct an appraisal interview and how to train, counsel, and coach.  Increased experience added to the training should help her to provide the supervision and performance appraisal all of her employees need, including her friends Barb and George.

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