90 Degree Performance Appraisal
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I. Contents of getting 90 degree performance appraisal &&&&&&&&&&&&&&&&&& '(irror, mirror on the #all. )ho is the fairest of them all*' +re you curious h ho# o# others perceive your performance* o you #onder ho# effective you are at #hat you do* -nfortunately, most people cannot accurately evaluate their performance. he truth is #hen it comes to performance, //I4 is reality. he 350"degree performance appraisal is gaining popularity as a tool to accurately measure performance. In this do#nsi6ed economy e7ecutives are concerned ho# individual performance affects organi6ational performance, productivity, and the bottom line. Informal performance feedbac% methods are unreliable. +s individuals, #e receive feedbac% from t#o groups. n one e7treme #e hear from people #ho li%e us, then on the other e7treme #e hear from people #ho despise us. +s long as #e surround ourselves #ith 'yes' people, #e #ill never %no# #hat needs improving. 4either group is entirely accurate in their appraisal. he silent ma8ority, ma8ority, the group in the middle, has the most valuable and valid feedbac% feedbac%.. (ost people compare the traditional performance appraisal process to standing on a bro%en bathroom scale that provides everyone the e7act same #eight. he annual, one"on"one performance appraisal provides biased and limited feedbac%. /ersonal chemistry plays a large part in evaluations. tudies sho# individuals #ho loo% li%e, act li%e, and thin% li%e the boss #ill usually receive a better evaluation than individuals #ho are different. In more cases, supervisors avoid saying anything negative, not address shortcomings, and lump everyone in the same middle"of"the"road bo7.
)hen done properly, the 350"degree assessments are po#erful tools for helping individuals improve, gro#, and develop their interpersonal s%ills. I #or%ed #ith one individual #ho received e7cellent scores from her supervisor and board members. he '#al%ed on #ater.' :o#ever, #hen I completed a 350"degree assessment, four out of her five direct reports identified ma8or #ea%nesses. he #as a micro"manager, over"controlling, and intimidated those #ho #or%ed for her. he end result #as a group of people afraid to ta%e initiative and limited by her controlling management style. )hen she sa# the report,she #as #illing to change chang e her behavior and resolve the issues. If she had only depended on the feedbac% from her supervisor, she #ould have been oblivious to the problem. he supervisor is only 4 person out of many man y possessing valuable input to the performance of the rated individual. ;etting accurate feedbac% from all the groups of people #e #o #or% r% #ith is more valuable than 8ust one person. p erson. his assessment gathers information from people about an individual<s performance as seen by the standards and e7pectations of their boss, self, peers, direct reports, and customers. he development of o f effective s%ills begins #ith the a#areness of ineffective behaviors. + 350" degree feedbac% assessment sho#s an individual #hat others o thers thin% their performance is versus #hat it should be. =y understanding the perception of others, people can improve. :o# oes It )or%* he rated employee and hisher boss pic% a group of $"12 individuals. hese people should #or% #ith the employee for a minimum of 90 days. he group should consist of sta%eholders to include customers, direct reports, peers and the individual<s direct supervisor. (ost 350"degree assessments are completed on a secure #ebpage. Input and the identity of the individual is protected. +t the the conclusion, the rated employee receives a #ritten report that includes the aggregate scores bro%en do#n by b y groups. >upervisor, self, peers, direct reports etc.? hese 350"degree assessments must be used #ith foresight and forethought. ritics say these assessments are nothing more than popularity contests. +s a management consultant, I have conducted do6ens of assessments and found the input is much more fair and ob8ective than other performance appraisals. In some cases, #ritten comments provided by the sta%eholders are the the most helpful part of the process. he 350"degree assessment points out blind spots individuals, team members, and managers cannot see about themselves. epending on the maturity level of the individual, this revelation comes as a blessing or a curse. +ssessment results should be facilitated in a #ay that leads to a complete process of improvement. @ollo#"up and action plans for improvement are a critical part of this process.
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III. Performance appraisal methods
1. Essay Method In this method the rater #rites do#n the employee description in detail #ithin a number of broad categories li%e, overall impression of performance, promoteability of employee, e7isting capabilities and Aualifications of performing 8obs, strengths and #ea%nesses and training needs of the employee. +dvantage B It is e7tremely useful in filing information gaps about the employees that often occur in a better"structured chec%list. isadvantages B It its highly dependent upon the #riting s%ills of rater and most of them are not good #riters. hey may get confused success depends on the memory po#er of raters.
2. Behaviorally Anchored Rating Scales statements of effective and ineffective behaviors determine the points. hey are said to be behaviorally anchored. he rater is supposed to say, #hich behavior describes the employee performance. +dvantages +dvantages B helps overcome rating errors. isadvantages B uffers from distortions inherent in most rating techniAues.
3. Rating Scale
ating scales consists of several numerical scales representing 8ob related performance criterions such as dependability, initiative, initiative, output, attendance, attendanc e, attitude etc. ach scales ranges from e7cellent to poor. he total numerical scores are computed and final conclusions are derived. +dvantages B +daptability, +daptability, easy to use, lo# cost, every type of 8ob can be evaluated, large number of employees covered, no formal training reAuired. isadvantages B aterCs biases
4. Checklist method
-nder this method, chec%list of statements of traits of employee in the form of Des Des or 4o based Auestions is prepared. :ere the rater only does the reporting or chec%ing and : department does the actual evaluation. +dvantages B economy, econo my, ease of administration, limited training reAuired, standardi6ation. isadvantages B aters biases, use of improper #eighs by :, does not allo# rater to give relative ratings
5.Ranking Method
he ran%ing system reAuires the rater to ran% his subordinates on overall performance. his consists in simply putting a man in a ran% order. -nder this method, the ran%ing of an employee in a #or% group is done against that of another employee. he relative position of each employee is tested in terms of his h is numerical ran%. It may also be done by ran%ing a person on his 8ob performance against another member of the competitive group. Advantages of Ranking Method mployees are ran%ed according to their performance levels. It is easier to ran% the best and the #orst
employee. Limitations of Ranking Method he E#hole manF is compared #ith another E#hole manF in this method. In practice, it is very difficult to compare individuals possessing various individual traits. his method spea%s only of the position #here an employee stands in his group. It does not test anything about ho# much better or ho# much #orse an employee is #hen compared to another employee. )hen a large number of employees are #or%ing, #o r%ing, ran%inghere of individuals become procedure a difficult for issue. is no systematic ran%ing individuals in the organi6ation. he ran%ing system does not eliminate the possibility of snap 8udgements.
5. Critical Incidents Method
he approach is focused on certain critical behaviors of employee that ma%es all the difference in the performance. upervisors as and #hen they occur record such incidents. +dvantages B valuations are based on actual 8ob behaviors, ratings are supported by by descriptions, feedbac% is easy, reduces recency biases, chances of subordinate improvement are high. isadvantages B 4egative incidents can be prioriti6ed, forgetting incidents, overly close supervisionG feedbac% may be too much and may appear to be punishment.
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