No description available.

Although performance appraisals exist in most organisations, they are not implemented correctly. In many organisations the link between the performance appraisal ratings and the outcome is not so obvious. This has led to mistrust of the performance appraisal process by the users and the total process does not command the credibility it deserves. A summary of problems with performance appraisals systems and processes are as follows: Preparations prior to appraisal with staff are not adequate. Users of the system are not formally trained. Performance appraisal processes are often considered to be unpleasant and time consuming. The performance appraisal processes are subject to subjectivity. The rating scales and performance dimensions used in the systems are open to different interpretations due to lack of clear guidelines. / Prof. W. Backer

The system known as 360-degree feedback, also called multi-source or multi-rater feedback, is a development program that provides a recipient with feedback from supervisors, peers, and subordinates. There is currently no institutionalized, Navywide 360-degree feedback program for leadership development. Due to widespread civilian acceptance and to the success of the 360-degree program for the Navy's flag officers, the 2004 Surface Warfare Commanders Conference recommended a pilot program for 360-degree feedback be tested on a portion of the Surface Warfare Officer community. Results of the pilot program will be used to inform decisions on implementation of a Navy-wide 360-degree feedback program. The objectives of this thesis were to review the research evidence in the literature on the effectiveness and best practices of 360-degree programs and to identify general program evaluation techniques. The thesis then presents a conceptual analysis of the Navy pilot program and makes recommendations for modifications to the program based on comparisons with empirical research evidence and identified best practices of 360-degree programs. The thesis concludes by developing some guidelines and recommendations for a program evaluation plan that can be used to assess or revise the pilot program during and after its implementation.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

Thesis (M.S. in Business Administration)--Naval Postgraduate School, June 2005. / Thesis Advisor(s): Susan Hocevar, Alice Crawford. Includes bibliographical references (p. 71-74). Also available online.

M.Comm. / Performance appraisal of employees is traditionally one of the most criticised human resource management functions. Performance appraisal is however a critical element in the success of especially a service organisation, because the employees are the most important asset in a service organisation. This asset has to be developed and managed to contribute to the achievement ofthe organisation's vision, mission and objectives. Performance appraisal is more than just a task that is performed once a year. It is a continuous management process. This study focuses specifically on performance appraisal of audit personnel and the performance management process of small to medium audit firms. The study identifies the different appraisal methods, criteria for appraisal, the performance management processes and the linking of performance appraisal and reward management. The method of the research that was followed, are a combination of a literature review and a study of appraisal methods, processes and competencies as criteria for appraisals, that are used by different auditing firms. The ranking of importance of the competencies used, as criteria for evaluating audit personnel, by employees and management of small to medium audit firms, were reviewed. Although performance appraisal is often neglected in a small to medium audit firm, it is still an essential component that will facilitate employee development and success of the organisation. The results of the research show that employee development should be the primary goal of performance appraisal and that fairness, honesty and continuous feedback are critical for a successful performance management process.

Undergraduates rated scripts describing the performance of different instructors in the following order: two positive or negative scripts followed by an average script; or two average scripts followed by a positive or a negative script. Context effects were assessed by comparing ratings of the target stimulus in the context and in the context-free control conditions. Several individual difference variables were measured as possible moderators of this phenomenon. Results indicated robust contrast effects mediated by beliefs in the variability of human nature in the extreme context conditions. In the positive context condition, high scorers in Variability were not affected by context, whereas medium or low scorers in Variability exhibited contrast effects. In the negative context condition, high scorers in Variability exhibited a more extreme contrast effect than medium or low scorers in Variability. In the average context conditions, contrast was observed only when the target was positive.

No description available.

Thesis (Ph. D.)--University of North Texas, August, 2008. / Title from title page display. Includes bibliographical references.

The effects of training in halo reduction on cognitively complex and noncomplex individuals were studied. Three main hypotheses were tested: 1) There would be a significant negative relationship between cognitive complexity and halo. 2) Training would significantly reduce halo. 3) Training would significantly reduce the amount of halo in the ratings of cognitively noncomplex individuals, but not in the ratings of complex individuals. Forty undergraduate students were given a cognitive complexity test, and high and low complexity groups were identified. Subjects were randomly assigned to either the Training or the No-Training condition. The training groups participated in a lecture-discussion session aimed at rating improvement. The No-Training groups worked on a Sentence-Completion exercise. All subjects viewed a videotaped discussion and rated two discussion participants. The relationship between halo and complexity was not significant for either of the rates; however, for one rate, the results were in the expected negative direction (the product moment correlation coefficient between the rating variance and complexity was .3987, .05