Globalisation is affecting businesses worldwide. As a result of this, organisations are realising that the key to competitive advantage is not in modern technology or production; rather, it is in attracting and maintaining a committed workforce. Performance management is a widely advocated way to develop human resources. By conducting a case-study, this paper took a qualitative approach, to understand what elements of the performance appraisals are important to managers at the Organisation. The managers at the Organisation were interviewed and a thematic analysis was applied to the data. Results show that trust and honesty are important components of the performance appraisals, to managers at the Organisation. Also, the feedback the managers received from the employees was said to be the greatest contributor to the managers’ own development. The managers further requested additional support to be able to conduct successful performance appraisals, as well as increased clarity in goal- setting for employees, career development and in taking over employees.

Studiens syfte är att bidra med kunskap om bedömning som begrepp och som pedagogisk praktik i det förskolepedagogiska fältet. Studien bygger på en kvalitativ ansats där sex semistrukturerade intervjuer genomförts med förskollärare från sex olika förskolor i södra Sverige. Resultatet har analyserats utifrån didaktikens frågor; vad, hur och varför, begreppen formativ och summativ bedömning samt Piagets utvecklingspsykologiska teori. I studiens resultat framkommer att bedömningsbegreppet tolkas olika av olika personer samt att förskollärarna inte tydligt uttrycker att de gör bedömningar på de enskilda barnen. Samtidigt beskriver förskollärarna att de vid ett utvecklingssamtal lyfter barnets utveckling och lärande med fokus på målområden ur läroplanen, med hjälp av digitala mallar. I diskussionen motiveras varför begreppet bedömning behöver läggas till i läroplanen för förskolan. Bedömningsbegreppet behöver definieras för att skapa en samsyn kring begreppet och för att underlätta arbetet kring hur det individuella barnets utveckling och lärande synliggörs. / The purpose of the study is to contribute with knowledge about assessment as a concept and as a pedagogical practice in the preschool pedagogical field. The study is based on a qualitative approach where six semi-structured interviews were conducted with preschool teachers from six different preschools in southern Sweden. The results have been analyzed on the basis of didactics' questions; what, how and why, the concepts of formative and summative assessment and Piaget's developmental psychological theory. The results of the study show that the concept of assessment is interpreted differently by different people and that the preschool teachers do not clearly express that they make assessments of the individual children. At the same time, the preschool teachers describe that in a developmental conversation they highlight the child's development and learning with a focus on target areas from the curriculum, with the help of digital templates. The discussion justifies why the concept of assessment needs to be added to the preschool curriculum. The assessment concept needs to be defined in order to create a consensus around the concept and to facilitate the work on how the individual child's development and learning is made visible.