PERFORMANCE
MANAGEMENT &
APPRAISAL PROCESS
Lucie Hejtmánková
PERFORMANCE MANAGEMENT
u  CONTRIBUTE TO THE EFFECTIVE MANAGEMENT OF INDIVIDUALS
AND TEAMS IN ORDER TO ACHIEVE HIGH LEVELS OF
ORGANISATIONAL PERFORMANCE
u  SHARED UNDERSTANDING ABOUT WHAT IS TO BE ACHIEVED AND
AN APPROACH TO LEADING AND DEVELOPING PEOPLE WICH WILL
ENSURE IT IS ACHIEVED
(FOOT&HOOK, 2011,p.249)
APPRAISAL PROCESS
u  FORMAL SYSTEM OF REVIEW AND EVALUATION OF INDIVIDUAL OR
TEAM PERFORMANCE
THE MAIN GOALS OF APPRAISAL
u  TO IDENTIFY HIGH PERFORMANCE EMPLOYEES
u  TO DETECT PROBLEMS IN EARLY STAGE
u  TO MOTIVATE AND TO DEVELOP EMPLOYEE
HR PROCESSES
RECRUITMENT
INDUCTION
PERFORMANCE
MANAGEMENT
TRAINING&
DEVELOPMENT
TALENT
MANAGEMENT
KNOWLEDGE
MANAGEMENT
SUCCESION
PLANNING
COMPENSATION&
BENEFITS
EXIT
MANAGEMENT
ADMINISTRATION
EMPLOYER‘S BRAND
COMPETETITIVENESS
PROFIT
COMPANY CULTURE
WHY WE DO THE APPRAISAL?
u  ASSESSMENT OF CURRENT EMPLOYEE PERFORMANCE
u  ARE PERFORMANCE STANDARDS BEING MET?
u  TRAINING NEEDS
u  WHAT DOES THE EMPLOYEE NEED TO LEARN IN ORDER TO
IMPROVE HIS/HER CURRENT WORK PERFORMANCE?
u  CAREER PLANNING AND DEVELOPMENT
u  ASSESSING AN EMPLOYEEʼ’S STRENGTHS AND WEAKNESSES TO
DETERMINE ADVANCEMENT OPTIONS
u  COMPENSATION PROGRAMS
u  PROVIDES A BASIS FOR RATIONAL DECISIONS REGARDING PAY
ADJUSTMENTS (RAISES AND BONUSES)
WHY WE DO APPRAISAL?
u  INTERNAL EMPLOYEE RELATIONS
u  USED FOR DECISIONS IN SEVERAL AREAS OF INTERNAL
EMPLOYEE RELATIONS, INCLUDING PROMOTION, DEMOTION,
TERMINATION
u  RECRUITMENT AND SELECTION
u  GENERATES DATA TO VALIDATE SELECTION CRITERIA
u  HUMAN RESOURCE PLANNING
u  ASSESSMENT DATA IS HELPFUL IN BUILDING REPLACEMENT OR
SUCCESSION CHARTS
WHAT MATTERS?
u  ORGANISATION’S STRATEGY AND OBJECTIVES
u  ORGANISATION CULTURE
u  ORGANISATION PROCESSES
u  HRM APPROACH
u  MISSION
WHAT SHOULD BE DONE
u  EXPECTATION SHOULD BE LINKED TO LONG-TERM GOALS AND
BROAD ISSUES
u  WE MUST ENSURE THAT OUR EMPLOYEES:
u  KNOW AND UNDERSTAND WHAT IS EXPECTED FROM THEM
u  HAVE THE SKILLS NECESSARY TO DELIVER ON THESE
EXPECTATIONS
u  ARE SUPPORTED BY ORGANISATION TO MEET THEIR GOALS
u  ARE GICEN FEEDBACK ON THEIR PERFORMANCE
u  HAVE THE OPPORTUNITY TO DISCUSS AND CONTRIBUTE TI
TEAM AIMS
HOW WE CAN CONDUCT APPRAISAL?
u  MANAGEMENT BY OBJECTIVES (MBO)
u  RATING SCALES
u  BEHAVIOURALLY ANCHORED RATING SCALES (BARS)
u  BEHAVIOURAL OBSERVATION SCALES
u  CRITICAL INCIDENTS
u  NARRATIVE REPORT
ROLES IN THE APPRAISAL PROCESS
HUMAN RESOURCE DEPARTMENT
u  DESIGNS THE APPRAISAL SYSTEM
u  ESTABLISHES AND MONITORS A REPORTING SYSTEM
u  TRAINS MANAGERS IN CONDUCTING APPRAISAL
u  ADVISORS FOR MANAGERS
u  MAINTAINS APPRAISAL RECORDS
MANAGERS & SUPERVISORS
u  EVALUATE EMPLOYEE PERFORMANCE
u  COMPLETE THE APPRAISAL DOCUMENTS AND FORMS
u  REVIEW APPRAISALS WITH EMPLOYEES
SUPERVISORS AS AN APPRAISER SHOULD:
u  BE AWARE OF THE OBJECTIVES & REQUIREMENTS OF THE
EMPLOYEEʼ’S JOB
u  HAVE THE OPPORTUNITY TO FREQUENTLY OBSERVE THE
EMPLOYEE OR HIS/HER WORK
u  BE CAPABLE OF EVALUATING AND RECORDING OBSERVED WORK
BEHAVIOR OR PERFORMANCE
u  AVOID OR MINIMIZE POTENTIAL APPRAISAL ERRORS AND BIAS
AMO MODEL - PURCELL
u  ABILITY – TO LEARN NEW SKILLS AND CAN BE DEVELOPED
FURTHER
u  MOTIVATION – MOTIVATING PEOPLE TO USE THEIR ABILITY TO
ACHIEVE ORGANISATIONAL GOALS
u  OPPORTUNITY – ORGANISATION SHOULD PROVIDE OPPORTUNITY
TO PEOPLE TO USE THEIR SKILLS
APPRAISAL ERRORS
THE ATRIBUTION ERROR (Kelly, 1973)
u  POOR WORK PERFORMANCE BY OTHERS
u  THE PERSON IS THE REASON FOR FAILURE
u  MY POOR WORK PERFORMANCE
u  THE ENVIRONMENT IS THE REASON FOR FAILURE
ENLIGHTENED SUPERVISOR RESPONSE
LACKS ABILITY Training or Transfer
LACKS EFFORT Motivational Strategy
DIFFICULT TASK Job Redesign
BAD LUCK Support
APPRAISAL ERRORS
u  APPRAISER DISCOMFORT
u  TIME CONSUMING
u  UNPLEASANT EXPERIENCES
u  LACK OF OBJECTIVITY
u  USED WRONG SCALE METHODS
u  USED WRONG FACTORS
u  HALO/HORN EFFECT
u  APPRAISER USE JUST ONE POSITIVE/NEGATIVE SITUATION TO
EVALUATE EMPLOYEE
u  LENIENCY/STRICT EFFECT
u  GIVING UNDESERVED HIGH RATINGS/BEING UNBDULY CRITICAL
APPRAISAL ERRORS
u  CENTRAL TENDENCY
u  ERROR OCCURES WHEN EMPLOYEES ARE RATED INCORRECTLY
NEAR TO AVERAGE
u  RECENT BEHAVIOR
u  EMPLOYEES BEHAVIOR OFTEN IMPROVES SEVERAL WEEKS
BEFORE SCHEDULED EVALUATION
u  PERSONAL BIAS
u  DIFFERENT KIND OF STEREOTYPES CAN AFFECT APRAISER´S
JUDGEMENT
u  EMPLOYEE´S ANXIETY
u  MANAGER DOES NOT WANT TO TREAT EMPLOYEES BADLY
QUICK CARD - APPRAISAL PROCESS
u  ESTABLISH OBJECTIVE CRITERIA
u  OBSERVE EACH EMPLOYEE DURING THE WHOLE APPRAISAL PERIOD
AND MAKE NOTES
u  SET UP THE APPOINTMENT SEPARATELY AND MAKE TIME JUST FOR
INTERVIEWING
u  PREPARE NOTES ON YOU WANT TO TALK ABOUT
u  TALK ABOUT WORKING BEHAVIOR AND PERFOMANCE OF EMPLOYEES
NOT ABOUT THEIR PERSONAL CHARACTERISTICS
u  APPRAISAL PROCESS IS NOT DISCIPLINARY PROCESS
u  GIVE SPACE FOR EMPLOYEE TO TALK DURING THE INTERVIEW TOO
u  LISTEN TO YOUR EMPLOYEE CAREFULLY
u  CREATE GOALS FOR OTHER APPRAISAL PERIOD
Training&Development
Lucie Hejtmánková
PŘÍSTUPY KE VZDĚLÁVÁNÍ
u  NAHODILÝ
u  SYSTEMATICKÝ
u  UČÍCÍ SE ORGANIZACE
u  ATMOSFÉRA PERMANENTNÍHO VZDĚLÁVÁNÍ
u  VZDĚLÁVÁNÍ SE ODEHRÁVÁ CO NEJBLÍŽE SAMOTNÉ PRÁCI
u  PRACOVNÍK JAKO SUBJEKT ROZVOJE
u  TÝM EXTERNÍCH I INTERNÍCH LEKTORŮ
u  DŮRAZ NA MULTIMEDIÁLNOST A DIFERENCIALIZACI
FUNKCE VZDĚLÁVÁNÍ
u  ORIENTAČNÍ A ADAPTAČNÍ
u  INTEGRAČNÍ
u  KVALIFIKAČNÍ
u  SPECIALIZAČNÍ
u  INOVAČNÍ A ZMĚNOVÁ
u  MOTIVAČNÍ
OBLASTI VZDĚLÁVÁNÍ
u  FUNKČNÍ (PROFESNÍ)
u  DOPLŇKOVÉ
u  MANAŽERSKÉ
u  JAZYKOVÉ
u  IT
u  ÚČELOVÉ
u  ZÁKONNÁ
CYKLUS VZDĚLÁVÁNÍ V ORGANIZACI
(Hroník, 2007)
1/ IDENTIFIKACE VZDĚLÁVACÍCH POTŘEB
2/ DESIGN VZDĚLÁVACÍ KTIVITY
3/ REALIZACE VZDĚLÁVACÍ AKTIVITY
4/ ZPĚTNÁ VAZBA (VYHODNOCENÍ EFEKTIVITY)
IDENTIFIKACE POTŘEB
1/ POTŘEBY ZAMĚSTNANCE
u  VLASTNÍ ZPĚTNÁ VAZBA
u  IDENTIFIKACE ROZVOJOVÝCH POTŘEB NASŘÍZENÝM (ZNÁ?,UMÍ?,CHCE?,MŮŽE?)
u  DEVELOPMENT CENTRUM
u  360° ZPĚTNÁ VAZBA
u  ROZVOJOVÝ PLÁN
IDENTIFIKACE POTŘEB
2/ POTŘEBY ORGANIZACE
- STRATEGIE, CÍLE, KULTURA
KOMPETENCE
VÝKON
Individual development plan
DESIGNOVÁNÍ VZDĚLÁVACÍ AKTIVITY
u  CÍL AKTIVITY
u  OBSAH
u  ÚČASTNÍCI
u  FORMA
u  LEKTOR
u  PROSTŘEDÍ
METODY VZDĚLÁVÁNÍ
u  PŘEDNÁŠKA, INSTRUKTÁŽ
u  PANEL, FŔUM
u  WORKSHOP
u  PŘÍPADOVÁ STUDIE
u  SKUPINOVÁ DISKUZE
u  HRANÍ ROLÍ, MODELOVÁ SITUACE
u  UČENÍ V AKCI
u  PRÁCE NA PROJEKTU
u  SUPERVIZE
u  EXKURZE
u  SDÍLENÍ
u  OUTDOOR AKTIVITA
METODY A PŘÍSTUPY
u  METODU VZDĚLÁVÁNÍ VOLÍTE PODLE TOHO ZDA ROZÍJÍTE
u  ZNALOST
u  DOVEDNOST
u  PRAKTICKOU APLIKACI
u  POSTOJ
REALIZACE
u  LEKTOR
u  MÍSTNOST
u  UČEBNÍ POMŮCKY
u  UČEBNÍ MATERIÁLY
u  3P - POSELSTVÍ, PŘÍKLAD, PŘEKVAPENÍ (Hroník, 2007)
EFEKTIVITA VZDĚLÁVÁNÍ
KIRKPATRICKŮV MODEL
1/ HODNOCENÍ VZDĚLÁVACÍ AKCE ÚČSTNÍKY
2/ ZHODNOCENÍ ZNALOSTÍ
3/ HODNOCENÍ ZMĚNY CHOVÁNÍ
4/ ZHODNOCENÍ DOPADU NA BUSINESS CÍLE
HODNOCENÍ EFEKTIVITY VZDĚLÁVÁNÍ
NÁSTROJE HODNOCENÍ
u  360°ZPĚTNÁ VAZBA
u  HODNOTÍCÍ FORMULÁŘ
u  HODNOCENÍ NADŘÍZENÝM
u  TESTOVÁNÍ ZNALOSTÍ
u  DEVELOPMENT CENTRUM
u  REPORTING
u  NÁVRATNOST INVESTIC DO VZDĚLÁVÁNÍ
u  DOSAHOVÁNÍ BUSINESS CÍLŮ
LITERATURA
Hroník, F.(2007): Rozvoj a vzdělávání pracovníků, Grada, praha.
Foot, K.& Hook, K.(2011): Introduction to HR management,
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