performance appraisal samy

8/8/2019 Performance Appraisal Samy

1/55

home | about/terms | contact | index | site map

Top of Form

Search

Bottom of Form

index examples

acronyms and abbreviations for learning and fun

bloom's taxonomy of learning domains

body language - theory, signals, meanings

brainstorming - process and tips

business process modelling

career change planner tool and template

cliches, expressions and words origins

david grove's clean language methodology

diagrams and other free tools

emotional intelligence (EQ)

experiential learning - and guide to facilitating experiential activities

'fantasticat' concept - for teaching and motivating young people

the four temperaments (four humours)

funny free posters

games, tricks, puzzles and warm ups for groups

games and exercises for team building

more games and exercises for team building

group selection recruitment method

hans eysenck's personality types theory

hrd performance evaluation

interviews

interviews - group selection method

interview presentations - how to prepare and deliver

job interviews - tips, techniques, questions, answers
http://www.businessballs.com/http://www.businessballs.com/aboutus.htmhttp://www.businessballs.com/contactus.htmhttp://www.businessballs.com/businessballs-index.htmhttp://www.businessballs.com/businessballs-site-map.htmhttp://www.businessballs.com/acronyms.htmhttp://www.businessballs.com/bloomstaxonomyoflearningdomains.htmhttp://www.businessballs.com/body-language.htmhttp://www.businessballs.com/brainstorming.htmhttp://www.businessballs.com/business-process-modelling.htmhttp://www.businessballs.com/clichesorigins.htmhttp://www.businessballs.com/clean_language.htmhttp://www.businessballs.com/freeonlineresources.htmhttp://www.businessballs.com/eq.htmhttp://www.businessballs.com/experiential_learning.htmhttp://www.businessballs.com/fantasticat.htmhttp://www.businessballs.com/free_funny_inspirational_motivational_posters.htmhttp://www.businessballs.com/games.htmhttp://www.businessballs.com/teambuildinggames.htmhttp://www.businessballs.com/freeteambuildingactivities.htmhttp://www.businessballs.com/interviews.htmhttp://www.businessballs.com/interviews.htmhttp://www.businessballs.com/aboutus.htmhttp://www.businessballs.com/contactus.htmhttp://www.businessballs.com/businessballs-index.htmhttp://www.businessballs.com/businessballs-site-map.htmhttp://www.businessballs.com/acronyms.htmhttp://www.businessballs.com/bloomstaxonomyoflearningdomains.htmhttp://www.businessballs.com/body-language.htmhttp://www.businessballs.com/brainstorming.htmhttp://www.businessballs.com/business-process-modelling.htmhttp://www.businessballs.com/clichesorigins.htmhttp://www.businessballs.com/clean_language.htmhttp://www.businessballs.com/freeonlineresources.htmhttp://www.businessballs.com/eq.htmhttp://www.businessballs.com/experiential_learning.htmhttp://www.businessballs.com/fantasticat.htmhttp://www.businessballs.com/free_funny_inspirational_motivational_posters.htmhttp://www.businessballs.com/games.htmhttp://www.businessballs.com/teambuildinggames.htmhttp://www.businessballs.com/freeteambuildingactivities.htmhttp://www.businessballs.com/interviews.htmhttp://www.businessballs.com/interviews.htmhttp://www.businessballs.com/


2/55

johari window model and free diagrams

jung's psychological types

keirsey's personality types theory (temperament sorter model)

kirkpatrick's learning evaluation model

leadership tips

love and spirituality at work

mcclelland's achievement-motivation theory

management and business quiz - 50 test questions for fun (mostly)

motivational posters

william moulton marston's DISC personality theory (Inscape, Thomas Int., etc)

myers briggs personality theory and mbti types indicator

personality theories, models and types

pest market analysis - free template

posters - free, funny, motivational, inspirational

presentations at job interviews

puzzles and games for team building and warm-ups

puzzles answers

puzzles and conundrums - complex

quizballs - free questions and answers for quizzesrecruitment process and principles - attracting high quality staff

role playing and role play games process and tips

sales activator sales training and development games system

self-employment planner template - finding what you can succeed at

self-help and self-esteem

stress and stress management

swot analysis - free template and examples

team building games and activities - free ideas, exercises

video clips for teaching and training

workshops - format and how to run

See main subjects indexfor more materials, ideas and resources.

home human resources performance appraisals
http://www.businessballs.com/johariwindowmodel.htmhttp://www.businessballs.com/kirkpatricklearningevaluationmodel.htmhttp://www.businessballs.com/leadership.htmhttp://www.businessballs.com/love.htmhttp://www.businessballs.com/davidmcclelland.htmhttp://www.businessballs.com/quizballs/quizballs5Q_free_trivia_quiz_questions.htmhttp://www.businessballs.com/free_funny_inspirational_motivational_posters.htmhttp://www.businessballs.com/personalitystylesmodels.htmhttp://www.businessballs.com/pestanalysisfreetemplate.htmhttp://www.businessballs.com/free_funny_inspirational_motivational_posters.htmhttp://www.businessballs.com/games.htmhttp://www.businessballs.com/businessballspuzzlesanswers.htmhttp://www.businessballs.com/puzzles.htmhttp://www.businessballs.com/quizballs/quizballs_free_trivia_quiz_questions_answers.htmhttp://www.businessballs.com/roleplayinggames.htmhttp://www.businessballs.com/salesactivatorsellinggames.htmhttp://www.businessballs.com/selfbelief.htmhttp://www.businessballs.com/stressmanagement.htmhttp://www.businessballs.com/swotanalysisfreetemplate.htmhttp://www.businessballs.com/teambuildinggames.htmhttp://www.businessballs.com/clips_for_teaching_and_training.htmhttp://www.businessballs.com/workshops.htmhttp://www.businessballs.com/businessballs-index.htmhttp://www.businessballs.com/businessballs-index.htmhttp://www.businessballs.com/index.htmhttp://www.businessballs.com/human-resources.htmhttp://www.businessballs.com/johariwindowmodel.htmhttp://www.businessballs.com/kirkpatricklearningevaluationmodel.htmhttp://www.businessballs.com/leadership.htmhttp://www.businessballs.com/love.htmhttp://www.businessballs.com/davidmcclelland.htmhttp://www.businessballs.com/quizballs/quizballs5Q_free_trivia_quiz_questions.htmhttp://www.businessballs.com/free_funny_inspirational_motivational_posters.htmhttp://www.businessballs.com/personalitystylesmodels.htmhttp://www.businessballs.com/pestanalysisfreetemplate.htmhttp://www.businessballs.com/free_funny_inspirational_motivational_posters.htmhttp://www.businessballs.com/games.htmhttp://www.businessballs.com/businessballspuzzlesanswers.htmhttp://www.businessballs.com/puzzles.htmhttp://www.businessballs.com/quizballs/quizballs_free_trivia_quiz_questions_answers.htmhttp://www.businessballs.com/roleplayinggames.htmhttp://www.businessballs.com/salesactivatorsellinggames.htmhttp://www.businessballs.com/selfbelief.htmhttp://www.businessballs.com/stressmanagement.htmhttp://www.businessballs.com/swotanalysisfreetemplate.htmhttp://www.businessballs.com/teambuildinggames.htmhttp://www.businessballs.com/clips_for_teaching_and_training.htmhttp://www.businessballs.com/workshops.htmhttp://www.businessballs.com/businessballs-index.htmhttp://www.businessballs.com/index.htmhttp://www.businessballs.com/human-resources.htm


3/55

performance appraisalsperformance appraisals, performanceevaluation and assessment of job skills,

personality and behaviour - and tips for '360degree feedback', '360 appraisals', 'skill-set' assessment and training needs analysistips and tools

Important changes relating to age discrimination in UK employmentlaw became effective in October 2006, with implications for all types

of appraisals and job performance and suitability assessment.Ensure your systems, training and materials for appraisals reflectcurrent employment law. It's helpful to understand these recentlaws also if you (young or old) are being appraised. The UK(consistent with Europe) Employment Equality (Age) Regulations2006, effective from 1st October 2006, make it unlawful todiscriminate against anyone on the grounds of age. This has severalimplications for performance appraisals, documents used, and thetraining of people who conduct staff appraisals. For example, whilenot unlawful, the inclusion of age and date-of-birth sections on

appraisal forms is not recommended (as for all other documentationused in assessing people). For further guidance about the effects ofAge Equality and Discrimination on performance appraisals, andother aspects of managing people, see the AgeDiversity information. Of course many employment laws, includingthose relating to other forms of discrimination, also affect appraisalsand performance assessment, but the age issue is worthy of specialnot because the changes are relatively recent.

Here is a basic performance appraisal form template, in PDF and

MSWord formats. Feel free to use and adapt it to suit your purposes.

performance appraisal form (pdf) sample/template - downloadablepdf (revised August 2006)

performance appraisal form (MSWord) sample/template -downloadable MSWord file (revised August 2006)
http://www.businessballs.com/ageism_diversity_discrimination.htmhttp://www.businessballs.com/ageism_diversity_discrimination.htmhttp://www.businessballs.com/performanceappraisalform.pdfhttp://www.businessballs.com/freematerialsinword/appraisalformtemplate.dochttp://www.businessballs.com/ageism_diversity_discrimination.htmhttp://www.businessballs.com/ageism_diversity_discrimination.htmhttp://www.businessballs.com/performanceappraisalform.pdfhttp://www.businessballs.com/freematerialsinword/appraisalformtemplate.doc


4/55

For guidance on assessment centres/centers, graduateassessment days and group selection recruitment seethe group selection information on the job interviews page.

Also on this page:

Individual Skill/Behaviours Assessments and Group Training NeedsAnalysis (TNA) - tools, templates, process, tips and guidelines

360 Degree Appraisals - tools, templates, process, tips andexplanation

Appraisals timing with pay reviews, and training and planning issues

Probationary reviews appraisals elements and factors

Tips on completing your own self-assessment performance

appraisals

performance appraisals purpose - and how tomake it easier

Performance appraisals are essential for the effective managementand evaluation of staff. Appraisals help develop individuals, improveorganizational performance, and feed into business planning. Formalperformance appraisals are generally conducted annually for allstaff in the organization. Each staff member is appraised by their

line manager. Directors are appraised by the CEO, who is appraisedby the chairman or company owners, depending on the size andstructure of the organization.

Annual performance appraisals enable management and monitoringof standards, agreeing expectations and objectives, and delegationof responsibilities and tasks. Staff performance appraisals alsoestablish individual training needs and enable organizationaltraining needs analysis and planning.

Performance appraisals also typically feed into organizational annualpay and grading reviews, which commonly also coincides with thebusiness planning for the next trading year.

Performance appraisals generally review each individual'sperformance against objectives and standards for the trading year,agreed at the previous appraisal meeting.


5/55

Performance appraisals are also essential for career and successionplanning - for individuals, crucial jobs, and for the organization as awhole.

Performance appraisals are important for staff motivation, attitude

and behaviour development, communicating and aligning individualand organizational aims, and fostering positive relationshipsbetween management and staff.

Performance appraisals provide a formal, recorded, regular reviewof an individual's performance, and a plan for future development.

Job performance appraisals - in whatever form they take - aretherefore vital for managing the performance of people andorganizations.

Managers and appraisees commonly dislike appraisals and try toavoid them. To these people the appraisal is daunting and time-consuming. The process is seen as a difficult administrative choreand emotionally challenging. The annual appraisal is maybe the onlytime since last year that the two people have sat down together fora meaningful one-to-one discussion. No wonder then that appraisalsare stressful - which then defeats the whole purpose.

There lies the main problem - and the remedy.

Appraisals are much easier, and especially more relaxed, ifthe boss meets each of the team members individually andregularly for one-to-one discussion throughout the year.

Meaningful regular discussion about work, career, aims, progress,development, hopes and dreams, life, the universe, the TV, commoninterests, etc., whatever, makes appraisals so much easier becausepeople then know and trust each other - which reduces all the stressand the uncertainty.

Put off discussions and of course they loom very large.

So don't wait for the annual appraisal to sit down and talk.

The boss or or the appraisee can instigate this.

If you are an employee with a shy boss, then take the lead.

If you are a boss who rarely sits down and talks with people - orwhose people are not used to talking with their boss - then set about


6/55

relaxing the atmosphere and improving relationships. Appraisals(and work) all tend to be easier when people communicate well andknow each other.

So sit down together and talk as often as you can, and then when

the actual formal appraisals are due everyone will find the wholeprocess to be far more natural, quick, and easy - and a lot moreproductive too.

appraisals, social responsibility and whole-person development

There is increasingly a need for performance appraisals of staff and

especially managers, directors and CEO's, to include accountabilitiesrelating to corporate responsibility, represented by variousconverging corporate responsibility concepts including: the 'TripleBottom Line' ('profit people planet'); corporate social responsibility(CSR); Sustainability; corporate integrity and ethics; Fair Trade, etc.

The organisation must decide the extent to which theseaccountabilities are reflected in job responsibilities, which wouldthen naturally feature accordingly in performance appraisals. Moreabout this aspect of responsibility is in the directors job descriptionssection.

Significantly also, while this appraisal outline is necessarily a formalstructure this does not mean that the development discussed withthe appraisee must be formal and constrained. In fact the oppositeapplies. Appraisals must address 'whole person'development - not just job skills or the skills required for the nextpromotion.

Appraisals must not discriminate against anyone on the grounds ofage, gender, sexual orientation, race, religion, disability, etc.

The UK Employment Equality (Age) Regulations 2006, (consistentwith Europe), effective from 1st October 2006, make it particularlyimportant to avoid any comments, judgements, suggestions,questions or decisions which might be perceived by the appraisee tobe based on age. This means people who are young as well as old.Age, along with other characteristics stated above, is not a lawful
http://www.businessballs.com/ethical_management_leadership.htmhttp://www.businessballs.com/ethical_management_leadership.htm


7/55

basis for assessing and managing people, unless proper 'objectivejustification' can be proven. See the Age Diversity information.

When designing or planning and conducting appraisals, seek to helpthe 'whole-person' to grow in whatever direction they want, not just

to identify obviously relevant work skills training. Increasingly, thebest employers recognise that growing the 'whole person' promotespositive attitudes, advancement, motivation, and also develops lotsof new skills that can be surprisingly relevant to workingproductively and effectively in any sort of organisation.

Developing the whole-person is also an important aspect of moderncorporate responsibility, and separately (if you needed a purelybusiness-driven incentive for adopting these principles), whole-person development is a crucial advantage in the employment

market, in which all employers compete to attract the best recruits,and to retain the best staff.

Therefore in appraisals, be creative and imaginative in discussing,discovering and agreeing 'whole-person' development that peoplewill respond to, beyond the usual job skill-set, and incorporate thissort of development into the appraisal process. Abraham Maslowrecognised this over fifty years ago.

If you are an employee and your employer has yet to embrace oreven acknowledge these concepts, do them a favour at your own

appraisal and suggest they look at these ideas, or maybe mention itat your exit interview prior to joining a better employer who caresabout the people, not just the work.

Incidentally the Multiple Intelligences test and VAK Learning Stylestest are extremely useful tools for appraisals, before or after, to helppeople understand their natural potential and strengths and to helpmanagers understand this about their people too. There are a lot ofpeople out there who are in jobs which don't allow them to use anddevelop their greatest strengths; so the more we can help folk

understand their own special potential, and find roles that really fitwell, the happier we shall all be.

are performance appraisals still beneficialand appropriate?
http://www.businessballs.com/ageism_diversity_discrimination.htmhttp://www.businessballs.com/howardgardnermultipleintelligences.htmhttp://www.businessballs.com/vaklearningstylestest.htmhttp://www.businessballs.com/vaklearningstylestest.htmhttp://www.businessballs.com/ageism_diversity_discrimination.htmhttp://www.businessballs.com/howardgardnermultipleintelligences.htmhttp://www.businessballs.com/vaklearningstylestest.htmhttp://www.businessballs.com/vaklearningstylestest.htm


8/55

It is sometimes fashionable in the 'modern age' to dismiss traditionalprocesses such as performance appraisals as being irrelevant orunhelpful. Be very wary however if considering removing appraisalsfrom your own organisational practices. It is likely that the critics ofthe appraisal process are the people who can't conduct them verywell. It's a common human response to want to jettison somethingthat one finds difficult. Appraisals - in whatever form, and there arevarious - have been a mainstay of management for decades, forgood reasons.

Think about everything that performance appraisals can achieveand contribute to when they are properly managed, for example:

performance measurement -transparent, short, medium and long

term clarifying, defining, redefining

priorities and objectives

motivation through agreeing helpfulaims and targets

motivation though achievement andfeedback

training needs and learning desires -

assessment and agreement identification of personal strengths

and direction - including unusedhidden strengths

career and succession planning -personal and organisational

team roles clarification and teambuilding

organisational training needsassessment and analysis

appraisee and manager mutualawareness, understanding andrelationship

resolving confusions andmisunderstandings


9/55

reinforcing and cascadingorganisational philosophies, values,aims, strategies, priorities, etc

delegation, additional responsibilities,

employee growth and development counselling and feedback

manager development - all goodmanagers should be able to conductappraisals well - it's a fundamentalprocess

the list goes on..

People have less and less face-to-face time together these days.

Performance appraisals offer a way to protect and manage thesevaluable face-to-face opportunities. My advice is to hold on to andnurture these situations, and if you are under pressure to replaceperformance appraisals with some sort of (apparently) moreefficient and cost effective methods, be very sure that you cansafely cover all the aspects of performance and attitudinaldevelopment that a well-run performance appraisals system isnaturally designed to achieve.

There are various ways of conducting performance appraisals, and

ideas change over time as to what are the most effective appraisalsmethods and systems. Some people advocate traditional appraisalsand forms; others prefer 360-degree-type appraisals; others suggestusing little more than a blank sheet of paper.

In fact performance appraisals of all types are effective if theyare conducted properly, and better still if the appraisal processisclearly explained to, agreed by, the people involved.

Managers need guidance, training and encouragement inhow to conduct appraisals properly. Especially the detractors

and the critics. Help anxious managers (and directors) develop andadapt appraisals methods that work for them. Be flexible. There arelots of ways to conduct appraisals, and particularly lots of ways todiffuse apprehension and fear - for managers and appraisees alike.Particularly - encourage people to sit down together andreview informally and often - this removes much of the pressurefor managers and appraisees at formal appraisals times. Leaving


10/55

everything to a single make-or-break discussion once a year isasking for trouble and trepidation.

Look out especially for the warning signs of'negative cascadedattitudes' towards appraisals. This is most often found where a

senior manager or director hates conducting appraisals, usuallybecause they are uncomfortable and inexperienced in conductingthem. The senior manager/director typically will be heard to say thatappraisals don't work and are a waste of time, which for thembecomes a self-fulfilling prophecy. This attitude and behaviour thencascades down to their appraisees (all the people in their team) whothen not surprisingly also apply the same 'no good - not doing it'negative attitude to their own appraisals responsibilities (teams).And so it goes. A 'no good - not doing it' attitude in the middle ranksis almost invariably traceable back to a senior manager or director

who holds the same view. As with anything, where people need helpdoing the right thing, help them.

All that said, performance appraisals that are administered withouttraining (for those who need it), without explanation orconsultation, and conducted poorly will be counter-productive and are a waste of everyone's time.

Well-prepared and well-conducted performanceappraisals provide unique opportunities to help appraisees

and managers improve and develop, and thereby also theorganisations for whom they work.

Just like any other process, if performance appraisals aren'tworking, don't blame the process, ask yourself whether it isbeing properly trained, explained, agreed and conducted.

effective performance appraisals

Aside from formal traditional (annual, six-monthly, quarterly, ormonthly) performance appraisals, there are many different methodsof performance evaluation. The use of any of these methodsdepends on the purpose of the evaluation, the individual, theassessor, and the environment.


11/55

The formal annual performance appraisal is generally the over-ridinginstrument which gathers together and reviews all otherperformance data for the previous year.

Performance appraisals should be positive experiences. The

appraisals process provides the platform for development andmotivation, so organizations should foster a feeling thatperformance appraisals are positive opportunities, in order to getthe best out of the people and the process. In certain organizations,performance appraisals are widely regarded as something ratherless welcoming ('bollocking sessions' is not an unusual description),which provides a basis only on which to develop fear andresentment, so never, never, never use a staff performanceappraisal to handle matters of discipline or admonishment, whichshould instead be handled via separately arranged meetings.

types of performance and aptitudeassessments, including formal performanceappraisals

Formal annual performance appraisals

Probationary reviews

Informal one-to-one reviewdiscussions

Counselling meetings

Observation on the job

Skill- or job-related tests

Assignment or task followed byreview, including secondments(temporary job cover or transfer)

Assessment centres, including

observed group exercises, testspresentations, etc.

Survey of opinion of others who havedealings with the individual

Psychometric tests and otherbehavioural assessments


12/55

Graphology (handwriting analysis)

None of these methods is mutually exclusive. All of theseperformance assessment methods can be used in conjunction withothers in the list, depending on situation and organizational policy.

Where any of these processes is used, the manager must keep awritten record, and must ensure agreed actions are followed up. Thenotes of all review situations can then be referred to at the formalappraisal.

Holding regular informal one-to-one review meetings greatlyreduces the pressure and time required for the annual formalappraisal meeting. Holding informal reviews every month is ideal allstaff. There are several benefits of reviewing frequently andinformally:

The manager is better informed andmore up-to-date with his or herpeople's activities (and more in touchwith what lies beyond, e.g.,customers, suppliers, competitors,markets, etc)

Difficult issues can be identified,discussed and resolved quickly, beforethey become more serious.

Help can be given more readily -people rarely ask unless they see agood opportunity to do so - theregular informal review provides justthis.

Assignments, tasks and objectives canbe agreed completed and reviewedquickly - leaving actions more than afew weeks reduces completion rates

significantly for all but the most seniorand experienced people.

Objectives, direction, and purpose ismore up-to-date - modernorganizations demand more flexibilitythan a single annual review allows -


13/55

priorities often change through theyear, so people need to be re-directedand re-focused.

Training and development actions can

be broken down into smaller moredigestible chunks, increasing successrates and motivational effect as aresult.

The 'fear factor', often associated bymany with formal appraisals, isgreatly reduced because peoplebecome more comfortable with thereview process.

Relationships and mutualunderstanding develops more quicklywith greater frequency of meetingsbetween manager and staff member.

Staff members can be better preparedfor the formal appraisal, giving betterresults, and saving management time.

Much of the review has already beencovered throughout the year by the

time comes for the formal appraisal. Frequent review meetings increase

the reliability of notes andperformance data, and reduces thechances of overlooking things at theformal appraisal.

performance appraisals process

Prepare - prepare all materials, notes

agreed tasks and records ofperformance, achievements,incidents, reports etc - anythingpertaining to performance andachievement - obviously include theprevious performance appraisaldocuments and a current job


14/55

description. A good appraisal form willprovide a good natural order forproceedings, so use one. If yourorganization doesn't have a standardappraisal form then locate one, or usethe template below to create one, ordownload and/or adapt the appraisalforms from this page. Whatever youuse, ensure you have the necessaryapproval from your organization, andunderstand how it works. Organizeyour paperwork to reflect the order ofthe appraisal and write down thesequence of items to be covered. If

the appraisal form includes a selfassessment section and/or feedbacksection (good ones do) ensure this ispassed to the appraisee suitably inadvance of the appraisal with relevantguidance for completion. A sampleperformance appraisal template isavailable free below, which you canadapt and use to create your ownform. Part of your preparation should

also consider 'whole-person'development - beyond and outside ofthe job skill-set - as might inspire andappeal to the appraisees. Many peopleare not particularly interested in jobskills training, but will be veryinterested, stimulated and motivatedby other learning and developmentexperiences. Get to know what yourpeople are good at outside of their

work. People's natural talents andpassions often contain significantoverlaps with the attributes,behaviours and maturity that arerequired and valued in the workplace.Use your imagination in identifyingthese opportunities to encourage


15/55

'whole-person' development and youwill find appraisals can become verypositive and enjoyable activities.Appraisals are not just about jobperformance and job skills training.Appraisals should focus on helping the'whole person' to grow and attainfulfilment.

Inform - inform the appraisee -ensure the appraisee is informed of asuitable time and place (change it ifnecessary), and clarify purpose andtype of appraisal - give the appraiseethe chance to assemble data and

relevant performance andachievement records and materials. Ifthe appraisal form does not imply anatural order for the discussion thenprovide an agenda of items to becovered.

Venue - ensure a suitable venue isplanned and available - private andfree from interruptions - observe the

same rules as with recruitmentinterviewing - avoid hotel lobbies,public lounges, canteens - privacy isabsolutely essential (it follows alsothat planes, trains and automobilesare entirely unsuitable venues forperformance appraisals......)

Layout - room layout and and seatingare important elements to preparealso - don't simply accept whateverlayout happens to exist in a borrowedor hired room - layout has a hugeinfluence on atmosphere and mood -irrespective of content, theatmosphere and mood must berelaxed and informal - remove barriers- don't sit in the boss's chair with the


16/55

other person positioned humbly onthe other side of the desk; you mustcreate a relaxed situation, preferablyat a meeting table or in easy chairs -sit at an angle to each other, 90degrees ideally - avoid face to face,it's confrontational.

Introduction - relax the appraisee -open with a positive statement, smile,be warm and friendly - the appraiseemay well be terrified; it's yourresponsibility to create a calm andnon-threatening atmosphere. Set thescene - simply explain what will

happen - encourage a discussion andas much input as possible from theappraisee - tell themit's their meeting not yours. Confirmthe timings, especially finishing time.If helpful and appropriate begin withsome general discussion about howthings have been going, but avoidgetting into specifics, which arecovered next (and you can say so).Ask if there are any additional pointsto cover and note them down so as toinclude them when appropriate.

Review and measure - review theactivities, tasks, objectives andachievements one by one, keeping todistinct separate items one by one -avoid going off on tangents or vagueunspecific views. If you've done your

preparation correctly you will have anorder to follow. If something off-subject comes up then note it downand say you'll return to it later (andensure you do). Concentrate on hardfacts and figures, solid evidence -avoid conjecture, anecdotal or non-


17/55

specific opinions, especially about theappraisee. Being objective is one ofthe greatest challenges for theappraiser - as with interviewing, resist

judging the appraisee in your ownimage, according to your own styleand approach - facts and figures arethe acid test and provide a goodneutral basis for the discussion, freeof bias and personal views. For eachitem agree a measure of competenceor achievement as relevant, andaccording to whatever measure orscoring system is built into the

appraisal system. This might besimply a yes or no, or it might be apercentage or a mark out of ten, or anA, B, C. Reliable review andmeasurement requires reliable data -if you don't have the reliable data youcan't review and you might as well re-arrange the appraisal meeting. If apoint of dispute arises, you must getthe facts straightened out before

making an important decision orjudgement, and if necessary defer to alater date.

Agree an action plan - An overallplan should be agreed with theappraisee, which should take accountof the job responsibilities, theappraisee's career aspirations, thedepartmental and whole

organization's priorities, and thereviewed strengths and weaknesses.The plan can be staged if necessarywith short, medium and long termaspects, but importantly it must beagreed and realistic.


18/55

Agree specific objectives - Theseare the specific actions and targetsthat together form the action plan. Aswith any delegated task or agreedobjective these must adhere to theSMARTER rules - specific, measurable,agreed, realistic, time-bound,enjoyable, recorded. If not, don'tbother. The objectives can beanything that will benefit theindividual, and that the person ishappy to commit to. When helpingpeople to develop, you are notrestricted to job-related objectives,

although typically most objectives willbe.

Agree necessary support - This isthe support required for the appraiseeto achieve the objectives, and caninclude training of various sorts(external courses and seminars,internal courses, coaching, mentoring,secondment, shadowing, distance-learning, reading, watching videos,attending meetings and workshops,workbooks, manuals and guides;anything relevant and helpful that willhelp the person develop towards thestandard and agreed task. Alsoconsider training anddevelopment that relates to'whole-person development'outside of job skills. This might be

a hobby or a talent that theperson wants to develop.Developing the whole person inthis way will bring benefits totheir role, and will increasemotivation and loyalty. The bestemployers understand the value


19/55

of helping the whole person todevelop. Be careful to avoidcommitting to training expenditurebefore suitable approval, permissionor availability has been confirmed - ifnecessary discuss likely trainingrequirements with the relevantauthority before the appraisal tocheck. Raising false hopes is nothelpful to the process.

Invite any other points orquestions - make sure you captureany other concerns.

Close positively - Thank theappraisee for their contribution to themeeting and their effort through theyear, and commit to helping in anyway you can.

Record main points, agreedactions and follow-up - Swiftlyfollow-up the meeting with allnecessary copies and confirmations,and ensure documents are filed and

copied to relevant departments, (HR,and your own line manager typically).

performance appraisal form template guideand process

This performance appraisal template and process guide has beencreated to support the downloadable appraisal forms available from

this page, but the process and the forms can be adapted to suit yourown situation.

Here is a free performance appraisal form in pdf format, and here isthe same performance appraisal form in MSWord format. Bothversions of the appraisal form were revised August 2006. These freeforms are based on the template and process below, which also actas instructions and guidelines for the form.
http://www.businessballs.com/performanceappraisalform.pdfhttp://www.businessballs.com/freematerialsinword/appraisalformtemplate.dochttp://www.businessballs.com/performanceappraisalform.pdfhttp://www.businessballs.com/freematerialsinword/appraisalformtemplate.doc


20/55

The structure is formal but the process and content does not have tobe constrained by work and job issues. Always be looking foropportunities to help the person develop beyond their formal workresponsibilities. Not everyone is interested in promotion, and lots ofpeople find job-skills training less than riveting, but nearly everyonehas something in them that they want to pursue and develop. Whenappraising someone if you can tap into these desires and help theother person to achieve their own personal aims, then everyonewins. If the connection with work don't seem obvious at first, thebenefits from personal growth generally produce dramatic andpositive benefits for employers and work performance.

Obviously a certain amount of work-related training is necessary forgood work performance and advancement, but the biggestadvantages accrue to the employing organisation when

people grow as people, outside of their job skills sets. In fact mostof the really important attributes for work are distinctly outside ofthe typical job skills: factors relating to emotional maturity, self-esteem, relationships, self-awareness, understanding others,commitment, enthusiasm, resoluteness, etc., are typicallydeveloped far more effectively in people when they follow their ownpaths and fulfil their own natural desires, rather than on endless(and for many people somewhat meaningless) job-skills courses.

So be imaginative and creative. Use the template and process as a

structure for the appraisal process, but don't constrain the areas ofpersonal development to those only related to the job and workstandards and organisational objectives. Be led by the people aboutwhat they love and enjoy, and what they want to develop andexperience in their lives. And then look for ways to help themachieve these things. This is the true way to develop people.

performance appraisal form

template/sampleRemember this is just a structure for the process - the content andthe direction of personal development is as flexible as yourorganisation allows, or can be persuaded to allow. Use yourimagination to develop people in the way they want to go, not justthe way the organisation thinks it needs people to be.


21/55

A free sample appraisal document in this format is available fromthis site in MSWord or pdf (acrobat) versions:



Obviously the first part of a formal document like this needs tocontain essential identifying data:

organization, division and department

year or period covered

name

position

location/site/based at/contact details(e.g., email)

months in present position

length of service

N.B. The UK (consistent with Europe) Employment Equality (Age)

Regulations 2006, effective from 1st October 2006, make it unlawfulto discriminate against anyone on the grounds of age. As such, whilenot unlawful, the inclusion of age and date-of-birth sections onappraisal forms is not recommended (along with all otherdocumentation used in assessing people). See the AgeDiversity information for more details.

Part A (to be completed by the appraisee before the interview andsent to the appraiser x days before the appraisal)

A1 State your understanding of your duties and responsibilities.

A2 Discussion points: (not exhaustive or definitive - for moreideas look at the interviews questions)

1. Has the past year beengood/bad/satisfactory or otherwisefor you, and why?
http://www.businessballs.com/performanceappraisalform.pdfhttp://www.businessballs.com/freematerialsinword/appraisalformtemplate.dochttp://www.businessballs.com/ageism_diversity_discrimination.htmhttp://www.businessballs.com/ageism_diversity_discrimination.htmhttp://www.businessballs.com/interviews.htmhttp://www.businessballs.com/performanceappraisalform.pdfhttp://www.businessballs.com/freematerialsinword/appraisalformtemplate.dochttp://www.businessballs.com/ageism_diversity_discrimination.htmhttp://www.businessballs.com/ageism_diversity_discrimination.htmhttp://www.businessballs.com/interviews.htm


22/55

2. What do you consider to be yourmost important achievements ofthe past year?

3. What do you like and dislike about

working for this organization?4. What elements of your job do you

find most difficult?

5. What elements of your job interestyou the most, and least?

6. What do you consider to be yourmost important tasks in the nextyear?

7. What action could be taken to

improve your performance in yourcurrent position by you, and yourboss?

8. What kind of work or job would youlike to be doing in one/two/fiveyears time?

9. What sort of training/experiencewould benefit you in the nextyear? Broaden this question to

include 'whole-persondevelopment' beyond job skills- for example: What do youhave a personal passion forthat we might help you topursue? (It's a fact that whenperson develops interests, talentsand experiences that they trulylove and enjoy - even if the areaseems completely unrelated towork - then the person becomesmore valuable, mature, andmotivated at work too, becausethey have grown as a person.Within reason, employers can andshould help people to develop inany way they wish, and often even


23/55

the most unconnecteddevelopment or experiences holdmuch valuable learning that aredirectly transferable and usable atwork - all it takes is a bit ofimagination.)

A3 List the objectives you set out to achieve in the past 12 months(or the period covered by this appraisal) with the measures orstandards agreed - against each comment on achievement orotherwise, with reasons where appropriate. Score the performanceagainst each objective (1-3 = poor, 4-6 = satisfactory, 7-9 = good,10 = excellent):

A4 Score your own capability or knowledge in the following areas in

terms of your current role requirements (1-3 = poor, 4-6 =satisfactory, 7-9 = good, 10 = excellent). If appropriate bringevidence with you to the appraisal to support your assessment.(This list is not exhaustive or definitive - the list shouldreflect the requirements of the job and the career path.) Seethe skills and behaviours assessment tools for other aspects toinclude in this list. Other roles in other industries, for exampletechnical, engineering, healthcare, legal, finance, leisure, transport,construction, etc, will require different skill sets. These are examplesof a typical commercial or management skill set.

1. commercial judgement

2. product/technical knowledge

3. time management

4. planning, budgeting andforecasting

5. reporting and administration

6. communication skills

7. delegation skills8. IT/equipment/machinery skills

9. meeting expectations, deadlinesand commitments

10.creativity


24/55

11.problem-solving and decision-making

12.team-working anddeveloping/helping others

13.energy, determination and work-rate

14.steadiness under pressure

15.leadership and integrity

16.adaptability, flexibility, andmobility

17.personal appearance and image

18.appreciation and application of

social responsibility, sustainability,and ethical considerations

A5 In light of your current capabilities, your performance againstpast objectives, and your future personal growth and/or jobaspirations, what activities and tasks would you like to focus onduring the next year. Include in this any 'whole-person non-work-related development that the person feels would help them to growand become more fulfilled as a person.

Part B (to be completed during the appraisal by the appraiser -where appropriate and safe to do so, certain items can completedby the appraiser before the appraisal, and then discussed andvalidated or amended in discussion with the appraisee during theappraisal.)

name of appraiser:

position:

time managing appraisee:

B1 Describe the purpose of the appraisee's job. Discuss andcompare with self-appraisal entry in A1. Clarify job purposeand priorities where necessary.

B2 Review discussion points in A2, and note the points ofinterest and action.


25/55

B3 List the objectives that the appraisee set out to achieve in thepast 12 months (or the period covered by this appraisal - typicallythese objectives will have been carried forward from the previousappraisal record) with the measures or standards agreed - againsteach comment on achievement or otherwise, with reasons whereappropriate. Score the performance against each objective (1-3 =poor, 4-6 = satisfactory, 7-9 = good, 10 = excellent). Comparewith the self-appraisal in B3. Discuss and note points ofinterest and action, particularly training and developmentneeds and wishes.

B4 Score the appraisee's capability or knowledge in the followingareas in terms of their current (and if known, next) rolerequirements (1-3 = poor, 4-6 = satisfactory, 7-9 = good, 10 =excellent). NB This competencies list is not exhaustive or definitive -

the list should reflect the requirements of the job and the careerpath. See also the skills and behaviours assessment tools for otheraspects to include in this list. Other roles in other industries, forexample technical, engineering, healthcare, legal, finance, leisure,transport, construction, etc, will require different skill sets. Theseare examples of a typical commercial or management skillset. Compare with the self-appraisal in B4. Discuss and notepoints of interest and action, particularly training anddevelopment needs and wishes.

1. commercial judgement2. product/technical knowledge

3. time management

4. planning, budgeting andforecasting

5. reporting and administration

6. communication skills

7. delegation skills

8. IT/equipment/machinery skills

9. meeting expectations, deadlinesand commitments

10.creativity


26/55

11.problem-solving and decision-making

12.team-working anddeveloping/helping others

13.energy, determination and work-rate

14.steadiness under pressure

15.leadership and integrity

16.adaptability, flexibility, andmobility

17.personal appearance and image

18.appreciation and application of

social responsibility, sustainability,and ethical considerations

B5 Discuss and agree the appraisee's career direction options andwishes, and readiness for promotion, and compare with anddiscuss the self-appraisal entry in A5. Some people do not wishfor promotion, but everyone is capable of, and generally benefitsfrom, personal development - development and growth should beavailable to all, not just the ambitious. Again consider 'whole-person'development outside of obvious work-related training.

B6 Discuss and agree the skills, capabilities and experience requiredfor competence in current role, and if appropriate for readiness toprogress to the next role or roles. It is usually helpful to refer to theskill-set or similar to that shown in A/B4, in order to accuratelyidentify all development areas, whether for competence at currentlevel or readiness to progress to next job level/type. Consider theconnections between a person's natural talents, personal interests,passions, etc., to their work roles and their work aspirations. Thereare often huge overlaps between ' whole-person development'

outcomes (which might not obviously relate to work) and theperson's job. A person who becomes better at anything outside oftheir work almost always becomes better at their work too. The bigdifference of course is that people want to pursue their ownpersonal passions and interests, whereas many are not so keen toattend job skills training courses that to them are far less


27/55

stimulating. Seek to help the person to grow in whatever directionthey want, not just to identify relevant work skills training.

B7 Discuss and agree the specific objectives that will enable theappraisee to reach competence and to meet required performance

in current job. These must adhere to the SMARTER rules - specific,measurable, agreed, realistic, time-bound, enjoyable, recorded.

B8 Discuss and agree the specific objectives that will enable theappraisee to move towards, or achieve readiness for, the next joblevel/type, or if no particular next role is identified or sought, toachieve the desired personal growth or experience. Must alsoadhere to SMARTER rules.

B9 Discuss and agree as far as is possible (given budgetary,availability and authorisation considerations) the training anddevelopment support to be given to help the appraisee meet theagree objectives.

NB Appraisers should note that personal development and supportmust be offered to all employees, not just the ambitious. Job-skillstraining isn't restricted to sending someone on an external course -it includes internal courses, coaching, mentoring (mentoringsomeone else and well as being mentored), secondment to anotherrole (eg, deputising for someone while they are away on holiday),shadowing, distance-learning, reading books, watching videos,

attending meetings and workshops, workbooks, manuals andguides, researching, giving presentations; anything relevant andhelpful that will help the person develop towards the standards andaims, and as a person. Training and development should not berestricted to job-skills. Discuss ways to help the person achievewhatever personal development and experiences that they feelpassionate about, even if initially there seems no relationship orbenefit to the work and the job because almost certainly there willbe: often in the skills themselves, and if not, then almost always in

the increased wisdom and maturity that comes from any sort ofpersonal growth.

Avoid giving commitment to an appraisee for any trainingexpenditure before suitable approval, permission or availability hasbeen confirmed - discuss likely training and developmentrequirements with the relevant authority before the appraisal to


28/55

check on policies and options and approvals. Raising false hopes isnot helpful to the appraisal process.

B10 Any other issues (it's important to offer the opportunity to theappraisee to raise any other points, even if they need to be

discussed at another meeting, outside of the appraisal process,which would generally be the case.)

Signed and dated appraiser and appraisee:

(Finally it's advisable to show instructions as to the distribution ofcopies of the completed form, a reminder of its confidential nature,and a statement as to the individual's rights under the dataprotection laws applicable.)

tools for appraisals, assessments andindividual/group training needs analysis

The following are few examples of tools and materials that relateclosely to the appraisals process, and particularly for identifying andprioritising individual and collective group training needs, all ofwhich is commonly referred to Training Needs Analysis, or TNA.

Modern integrated computerised HR/training management systems

will offer more sophisticated functionality than these simple tools,however these templates and traning needs analysis (TNA)spreadsheets can be useful for basic requirements, and also forspecifying and evolving more modern complex learning anddevelopment management systems.

Bear in mind that these assessments and TNA tools are concernedprincipally with conventional work skills and attributes, and how toidentify and prioritise group development needs. You shouldconsider separately how best develop unique personal

potential in every person, since a person's unique personalpotential is usually quite different to the skills implied or requiredby their job role. See the'Fantasticat' concept for ideas aboutnurturing and encouraging development of unique personalpotential.
http://www.businessballs.com/fantasticat.htmhttp://www.businessballs.com/fantasticat.htm


29/55

Various other templates and tools for learning and developmentwhich can be used alongside appraisals processes are availablefrom thefree resources section.

The resources below are available as in different file formats

including PDF's, MSWord or Excel working tools.

performance appraisal form sample/template - PDF (revised August2006)

performance appraisal form sample/template - MSWord (revisedAugust 2006)

360 degree appraisals form template - MSWord

360 degree appraisals form template - MSExcel

see the 360 degree appraisals guide

general role - skill/behaviours individual assessmenttool and group training needs analysis (TNA) tool - MSExcelversions

general role - skill/behaviours individual assessmenttool and group training needs analysis (TNA) tool - PDF versions

see guidelines for use for individual assessments and TNA tools

commercial role - skill/behaviours individual assessmenttool and group TNA tool - MSExcel

commercial role - skill/behaviours individual assessment

tool and group TNA tool - PDF

see guidelines for use

management role - skill/behaviours individual assessmenttool and group TNA tool - MSExcel
http://www.businessballs.com/freeonlineresources.htmhttp://www.businessballs.com/performanceappraisalform.pdfhttp://www.businessballs.com/freematerialsinword/appraisalformtemplate.dochttp://www.businessballs.com/freematerialsinword/360%20degree%20feedback%20form%20template.dochttp://www.businessballs.com/freematerialsinexcel/360%20appraisals%20form%20template.xlshttp://www.businessballs.com/freematerialsinexcel/skillsetbehaviourset.xlshttp://www.businessballs.com/freematerialsinexcel/skillsetbehaviourset.xlshttp://www.businessballs.com/freematerialsinexcel/trainingneedsanalysis.xlshttp://www.businessballs.com/skillsetbehaviourset.pdfhttp://www.businessballs.com/skillsetbehaviourset.pdfhttp://www.businessballs.com/trainingneedsanalysis.pdfhttp://www.businessballs.com/freematerialsinexcel/skillsetassessmenttemplatecomrole.xlshttp://www.businessballs.com/freematerialsinexcel/skillsetassessmenttemplatecomrole.xlshttp://www.businessballs.com/freematerialsinexcel/trainingneedsanalysistemplatetool.xlshttp://www.businessballs.com/skillsetassessmenttemplatecomrole.pdfhttp://www.businessballs.com/skillsetassessmenttemplatecomrole.pdfhttp://www.businessballs.com/trainingneedsanalysistemplatetool.pdfhttp://www.businessballs.com/freematerialsinexcel/managerskillsetassessment.xlshttp://www.businessballs.com/freematerialsinexcel/managerskillsetassessment.xlshttp://www.businessballs.com/freematerialsinexcel/managertrainingneedsanalysis.xlshttp://www.businessballs.com/freeonlineresources.htmhttp://www.businessballs.com/performanceappraisalform.pdfhttp://www.businessballs.com/freematerialsinword/appraisalformtemplate.dochttp://www.businessballs.com/freematerialsinword/360%20degree%20feedback%20form%20template.dochttp://www.businessballs.com/freematerialsinexcel/360%20appraisals%20form%20template.xlshttp://www.businessballs.com/freematerialsinexcel/skillsetbehaviourset.xlshttp://www.businessballs.com/freematerialsinexcel/skillsetbehaviourset.xlshttp://www.businessballs.com/freematerialsinexcel/trainingneedsanalysis.xlshttp://www.businessballs.com/skillsetbehaviourset.pdfhttp://www.businessballs.com/skillsetbehaviourset.pdfhttp://www.businessballs.com/trainingneedsanalysis.pdfhttp://www.businessballs.com/freematerialsinexcel/skillsetassessmenttemplatecomrole.xlshttp://www.businessballs.com/freematerialsinexcel/skillsetassessmenttemplatecomrole.xlshttp://www.businessballs.com/freematerialsinexcel/trainingneedsanalysistemplatetool.xlshttp://www.businessballs.com/skillsetassessmenttemplatecomrole.pdfhttp://www.businessballs.com/skillsetassessmenttemplatecomrole.pdfhttp://www.businessballs.com/trainingneedsanalysistemplatetool.pdfhttp://www.businessballs.com/freematerialsinexcel/managerskillsetassessment.xlshttp://www.businessballs.com/freematerialsinexcel/managerskillsetassessment.xlshttp://www.businessballs.com/freematerialsinexcel/managertrainingneedsanalysis.xls


30/55

management role - skill/behaviours individual assessmenttool and group TNA tool - PDF

see guidelines for use

how to use skills/behaviours assessmentsand training needs analysis tools

The skill/behaviours individual assessments and training needsanalysis tools (available in pdf and working file MSExcel versionsaboveand from the free resources section) are simple, effective andflexible tools for assessing individual training needs and for grouptraining needs analysis. Adapt them to suit your purposes, which

can extend to specifying and evolving more complex learning anddevelopment management systems.

While the word 'training' is used widely on this webpage (mainlybecause many people search for and recognise the word 'training'),try to use the words 'learning' and 'development' when structuringyour own processes and adapting these tools. The words Learningand Development capture the spirit of growing people from theinside out, rather than the traditional approach of 'putting skills in'through prescriptive training methods, which are less likely toenthuse and motivate people than self-driven learning anddevelopment.

The Training Needs Analysis (TNA) spreadsheet is now available inthree different variations, based on three different individualskill/behaviour assessments for the roles:

general,

commercial/sales, and

management.

The tools, available above, offer a simple, free and very powerfulway to identify, assess, analyse, prioritise and plan training needs,for individuals, small teams, small companies, and very largeorganisations.

You can use the tools in the present format or adapt them to suityour situation. Obviously ensure that the skill/behaviours
http://www.businessballs.com/managerskillsetassessment.pdfhttp://www.businessballs.com/managerskillsetassessment.pdfhttp://www.businessballs.com/managertrainingneedsanalysis.pdfhttp://www.businessballs.com/freeonlineresources.htmhttp://www.businessballs.com/managerskillsetassessment.pdfhttp://www.businessballs.com/managerskillsetassessment.pdfhttp://www.businessballs.com/managertrainingneedsanalysis.pdfhttp://www.businessballs.com/freeonlineresources.htm


31/55

descriptions are consistent throughout the individual assessmenttool and the Training Needs Analysis tool. It is entirely possible toinclude a variety of 'skill-sets' on a single TNA spreadsheet.

You can use whatever scoring system suits you and your situation,

although number scoring (rather than words or letters) isnecessary for spreadsheet analysis.

A 1-4 scoring system generally works well, since it gives lessopportunity for middling, non-committal answers. Primarily you needto know simply whether each capability is adequate for therole or not.

Ensure you identify clear definitions for the scoring, particularly ifcomparing or analysing different people's scores, where consistencyof measurement is important, eg:

1 = little or no competence

2 = some competence, but belowlevel required for role

3 = competence at required level forrole

4 = competence exceeds levelrequired for role

Or:

1 = never meets standard 2 = sometimes meets standard 3 = often meets standard 4 = always meets standard

For self-use: The skills/behaviour set assessments require someinterpretation and ideally discussion with a trusted friend, colleagueor boss to establish the 2nd view validation. As well as encouragingself-awareness development and simply thinking about one's ownfeelings and aptitudes, the assessment and reflection are aninteresting and viable basis for assessing/discussing/reviewingpersonal development and career focus. When the scoring iscompleted you can prioritise your development needs (essentialskills with the lowest scores).


32/55

For use with others as development tool: The skill/behaviourassessment is an effective tool for recruitment, appraisals andongoing development and training. It can be adapted for differentroles, and if used with existing staff ideally the person performingthe role should have some input as to the skill and behaviouralcriteria listed, and the importance (essential or desirable) for eachcharacteristic in the role. Working with a group to adapt the skill-setcriteria according to the people's jobs makes an interestingworkshop and team building session: involving people in developingthe system creates a sense of ownership and commitment to usingthe assessment method itself. The skill-set/behavioural tests can beused in conjunction with the Training Needs Analysis tool availablefrom the website as a working MSExcel spreadsheet file. Assessmentcan be carried out formally one-to-one as part of an appraisal or

review meeting, referring to evidence if appropriate, or informally ina workshop situation as a group exercise (assessment in pairs, withpartners helping to establish the 2nd view validation for each other).Whether informally or formally assessed, the results for a group canbe transferred to the corresponding Training Needs Analysis tool, toidentify team or group training priorities. Training priorities are theessential skills with the lowest average scores.

Informal assessments in a workshop situation also enable animmediate 'straw poll' analysis of group training needs, and as suchprovide an excellent method for quickly identifying and agreeingtraining and development needs for a group.

tips for using skillset and TNA tools

The skillset tools and related TNA (Training Needs Analysis)spreadsheet tools on this website provide quick easy adaptabletemplates for explaining, identifying and planning group trainingneeds.

The skillset and TNA tools obviously measure the criteria that aredetailed within the tools. Adapt them as required.

The instruments are broad indicators of training and developmentneeds, based mainly on subjective views, and in this respect are notas sophisticated as more scientific and complex TNA systems.


33/55

You can adapt the criteria (skills/behaviours elements) within theskillset and TNA tools according to what you believe areimportant/relevant for your role(s).

So if the tool does not cover what you need to measure then adapt

it by changing the criteria (the skill/attributes/behaviouralelements).

Importantly you can involve the group in doing this, and inappreciating the components and standards of each element.

Generally assessments of all sorts work better when those beingassessed feel involved, in control, fully informed and empowered -rather than allowing a feeling of being excluded and covertly orsecretly measured, which arises commonly in the way that manywork-related assessments are introduced and managed.

The 360 degree feedback tool enables better objectivemeasurement than the Skillset tool, but entails significantly moreset up and administration.

While I have no documented evidence or statistical data for theSkillset tool's use and effectiveness, in my own experience I havealways found it helpful in initially developing understanding of thedifferent management/role aspects; also for developingunderstanding of individual self-awareness of strengths and

weaknesses, and to provide the leader with an overview ofindividual and group needs.

The skillset tool is especially useful for group training needs analysismethods when used in conjunction with the TNA spreadsheet,different versions of which are available and explained in the toolsfor appraisals, assessments and TNA section.

These are quick broad flexible indicators, not a scientificallyvalidated or very detailed systems; for example they does not breakdown elements into smaller sub-elements of competencies.

While being quick and flexible, a weakness of the tools is thereliance on subjective opinion, and the looseness with which thecriteria can be interpreted, both of which can be addressed in theway that you present and use and develop the tools.


34/55

tips on scoring systems for skills audits,appraisals and training needs analysis

Scoring and measuring system suitability is critical, especially if you

are making big decisions on the outcomes, which require clear scoredefinitions and implications (explain to participants thejudgements/actions which will stem from the scoring).

Generally a score range of 1-3 is too narrow. Not only because lifeisn't that simple, but mainly because the mid-way 2 optionencourages fence-sitting which inhibits clarity of individual andoverall results (as any odd number score range tends to do). 1-3 or1-5 virtually ensures you end up with a cloudy result because somany answers are in the middle.

If you need to change from a 3 or 5 point system, this objective-scientific angle might provide you with the best lever to do so. 1-4 ismuch better because people have to decide whether the ability is tostandard or not - there's not an automatic average or mid-way forthe 'don't knows'.

If you have to stick with 1-3 then ensure the meanings are such asto ensure black or white answers.

'Grey' answers at number 2 in a 1-3 scale, e.g., average, medium,satisfactory, etc., aren't really any help. Nor are the typicaldefinitions found at number three in a 1-5 scale.

A way of making a 1-3 scale acceptable is:

1 - needs improving

2 - good

3 - excellent

Here the 1-3 is effectively turned into a 1-2 (yes/no or is/isn't)scoring system (whereby 1 = below standard; 2 & 3 = abovestandard) which at least enables a clear decision, albeit just yes orno, which in actual fact is all that's necessary for many TNA's.

Tight scales are fine - in fact in some ways easier - for a grouptraining needs analysis, but are not good for individual skills auditsor training needs analysis, where the question of degree is more


35/55

important for individual task direction and development planning,and to enable more reliable comparison between individuals.

The accuracy and reliability of any scoring system increases with fulldescription/definitions, and better still with examples for each score

band. This gives everyone the same objective-scientific referencepoints, and reduces subjectivity.

360 degree feedback and 360 appraisals tipsand template examples

360 degree appraisals are a powerful developmental method andquite different to traditional manager-subordinate appraisals (which

fulfil different purposes). As such a 360 degree process does notreplace the traditional one-to-one process - it augments it, and canbe used as a stand-alone development method.

360 degree appraisals involve the appraisee receiving feedbackfrom people (named or anonymous) whose views are consideredhelpful and relevant. The feedback is typically provided on a formshowing job skills/abilities/attitudinal/behavioural criteria and somesort of scoring or value judgement system. The appraisee shouldalso assess themselves using the same feedback instrument orform.

360 degree respondents can be the appraisee's peers, up-linemanagers/execs, subordinate staff, team members, other staff,customers, suppliers - anyone who comes into contact with theappraisee and has opinions/views/reactions of and to the appraisee.Numerous systems and providers are available - I wouldn'trecommend any in particular because my view about this process isthat you should develop a process and materials for your ownsituation, preferably involving the appraisees in this, which like allparticipative approaches, often works well.

You can develop your own 360 degree feedback system by runninga half-day or full day workshop (depending on extent andcomplexity of the required process) involving the appraisees or asample group, during which process and materials can be createdand provisionally drafted. The participative workshop approach asever will give you something that's wholly appropriate and 'owned'
http://www.businessballs.com/workshops.htmhttp://www.businessballs.com/workshops.htm


36/55

instead of something off-the-shelf or adapted, which would bearbitrary, mostly inappropriate and impracticable (in terms ofcriteria and process), and 'not invented here', ie., imposed ratherthan owned.

I would recommend against restricting the 360 feedback to peersand managers only - it's a waste of the potential of the 360 degreeappraisal method. To use the feedback process for its fullest '360degree' benefit involve customers (in the broadest sense - could bepatients, students, users, depending on the organization), staff,suppliers, inspectors, contractors, and others for whom goodworking relationships and understanding with the appraisee affectoverall job performance, quality, service, etc.

Ensure respondents are aware of equality and discrimination issues,

notably the Age Discrimination legislation and implications whichmight be new to some people. Comments such as 'you can't teachan old dog new tricks', or 'not old enough to command respect' areageist, discriminatory, unlawful, and will create a liability for theoriginator and the employer.

Developing 360 degree appraisals systems process make idealsubjects for a workshops, which in itself contains some very helpfuldevelopmental benefits and experience for all involved. If you're notable to get everyone together for a workshop you should solicit

input and ideas - particularly about appraisal criteria andrespondents and anonymity - then draft out process and materials -then issue for approval, then pilot, review, adapt and thenimplement. Adapt, improve and develop on an ongoing basis.

It is my view that no aspects of 360 feedback should ever bemandatory for any appraisee or respondent. Given more than threeor four similar role-types being appraised it's not sensible to produceindividually tailored criteria, in which case when it comes to therespondents completing the feedback not all the criteria will be

applicable for all respondents, nor for all appraisees either. By thesame when designing the feedback instruments (whether hard-copydocuments or online materials), it's useful to allow space for several'other' aspects that the appraisee might wish to add to the standardcriteria, and space for respondents to add 'other' comments. Openhonest feedback can touch sensitivities, so be sure that appraisees
http://www.businessballs.com/ageism_diversity_discrimination.htmhttp://www.businessballs.com/workshops.htmhttp://www.businessballs.com/ageism_diversity_discrimination.htmhttp://www.businessballs.com/workshops.htm


37/55

understand and agree to the criteria, respondents (by type, if notnamed) and process.

Ensure suitable and sensitive counselling is provided as part of theinforming of feedback results.

If 360 degree feedback results are to be analysed collectively toindicate the overall/total situation (ie., to assist in determiningorganizational training and development needs for instance), thinkcarefully about the feedback form scoring system and particularly itssuitability for input to some sort of analysis tool, which could be aspreadsheet, and therefore numerically based requiring numericalscores, rather than words, (words of course are more difficult tocount and measure, and while words and description assessmentenables more subtlety, they also allow more room for

misunderstanding and misinterpretation).For guidance have a look at the skills and behavioural assessmenttool - it's not a 360 degree tool, but is an example of the basis ofone, and some of the skills elements that can be included in a 360degree appraisals form.

Similarly the training needs analysis tool is an example of acollective or organizational measurement tool, based on the input ofa number of individual feedback assessments. This tool can easilybe adapted to analyse a number of 360 degree responses.

See the 360 degree appraisal document, available in MSWord orExcel formats:

free 360 degree appraisals form template in MSWord format

free 360 degree appraisals form template in MSExcel format

introduction of 360 degree appraisals

Here is a simple guide for introducing 360 degree appraisals into anorganization (and any other management system for that matter):

Consider and decide what you needthe 360 degree system to achieve.What must it be? How must it work?What difference must it make?
http://www.businessballs.com/skillsetbehaviourset.pdfhttp://www.businessballs.com/skillsetbehaviourset.pdfhttp://www.businessballs.com/freematerialsinword/360%20degree%20feedback%20form%20template.dochttp://www.businessballs.com/freematerialsinexcel/360%20appraisals%20form%20template.xlshttp://www.businessballs.com/skillsetbehaviourset.pdfhttp://www.businessballs.com/skillsetbehaviourset.pdfhttp://www.businessballs.com/freematerialsinword/360%20degree%20feedback%20form%20template.dochttp://www.businessballs.com/freematerialsinexcel/360%20appraisals%20form%20template.xls


38/55

Choose/design a system (or systemprovider), ie., research and investigateyour options (other local or same-sector companies using 360 alreadyare a helpful reference point, or yourtrade association HR group, or aspecialist HR advisory body such asCIPD in the UK if you are a member).

Check the legal and contractual issuesfor your sitution - privacy, individualchoice, acceptable practices andrules, training, data protection,individual rights, adoption guide, etc.(360 degree systems are now well-

developed and established. Bestpractice and good reference case-studies are more widely available thanin the early years of 360 feedbackdevelopment.

When you've decided on a system,pilot it with a few people to make sureit does what you expect. (It's best toestablish some simple parameters or

KPI's by which you can make thisassessment, rather than basingsuccess on instinct or subjectiveviews.)

When satisfied with the system,launch it via a seminar or workshop,preferably including role-plays and/orpractical demonstration.

Support the implementation with

ongoing training, (include an overviewin your induction training as well), awritten process guide/booklet, andalso publish process and standards onyour intranet if you have one.

Establish review and monitoringresponsibility.


39/55

Ensure any 360 degree appraisalsystem system is introduced andapplied from top down, not bottomup, so everyone can see that the CEOis happy to undertake what he/sheexpects all the other staff to do. Aswith anything else, if the CEO andboard agrees to undertake it first, thesystem will have much stronger take-up and credibility. If the plan for 360feedback introduction is likely to beseen as another instrument ofexecutive domination then re-thinkyour plans.

360 degree appraisal form design - templateguidelines

Job descriptions are also a useful starting point for (but by no meansthe full extent of) establishing feedback criteria, as arecustomer/staff survey findings in which expectations/needs/prioritiesof appraisee performance are indicated or implied.

A 360 degree appraisal template typically contains these columnheadings or fields, also shown in the template example below:

Key skill/capability type (egcommunications, planning, reporting,creativity and problem solving, etc -whatever the relevant key skills andcapabilities are for the role inquestion).

Skill component/element (eg 'active

listening and understanding' [within a'communications' key skill], or'generates ideas/options' [within a'creativity/problem solving' key skill]).

The number of elements per key skillvaries - for some key skills there couldbe just one element; for others there


40/55

could be five or six, which I'drecommend be the maximum. Breakdown the key skill if there are morethan six elements - big lists andgroups are less easy to work with.

question number (purely for referenceand ease of analysis)

specific feedback question (relating toskill component, eg does the persontake care to listen and understandproperly when you/others arespeaking to him/her? [for the activelistening skill])

tick-box or grade box (ideally a,b,c,dor excellent, good, not good, poor, orrate out of 5 or 10 - N.B. clarificationand definitions of ratings system toparticipants and respondents iscrucial, especially if analysing orcomparing results within a group,when obviously consistency ofinterpretation of scoring is important)

360 degree feedback form templateexample

A typical 360 degree feedback form template would look like this.This template allows a mixture of key skills comprising one, two,three, four, and up to six elements. The number of elements per keyskill/capability would vary of course, so if necessary adjust the sizeof the boxes in the first column accordingly to accommodate more

or less elements. See the notes directly above for more explanationabout the purpose of each column and heading, and the feedbackscoring method.

Feedback Form headings and instructions: appraisee name, date, feedback respondentname, position (if applicable) plus local instructions and guidelines for completion, etc.


41/55

keyskill/capability

area

skill/capabilityelement

questionnumber

feedback questionfeedback

score

1

2

3

4

5

6

7

8

910

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28


42/55

29

30

Optional section: for additional feedback comments about the appraisee (if you providethis option it is advisable to ask respondents to be as constructive as possible.....)

A working file based on this format is available in MSWord and Excelversions:

free 360 degree appraisals form template in MSWord format

free 360 degree appraisals form template in MSExcel format

You can see from this that the process of designing the feedbackdocument (essentially a questionnaire) is to build it from the role'skey skill areas, break down these into elements, and measure eachvia carefully worded questions, which the respondents answer andthereby grade the performance - ie., give feedback - in respect ofthe person in question.

The question as to anonymity of respondents is up to you. A grown-up organization with grown-up people should be able to cope with,and derive more benefit from, operating the process transparently -but you need to decide this. Some people are happier givingfeedback anonymously. And some people are not able to dealparticularly well with criticism from a named person. For moreinformation and guidance about handling and explaining thisparticular aspect refer to theJohari Window model - it's a powerfuland helpful concept to use alongside the 360 degreefeedback/appraisal process.

As mentioned above, workshops are a good way to devise thesequestionnaires, especially the questions to assess each skill orbehavioural element.

Analysis of group results is much easier if you use a numerical ratingsystem. The sample free training needs analysis spreadsheet
http://www.businessballs.com/freematerialsinword/360%20degree%20feedback%20form%20template.dochttp://www.businessballs.com/freematerialsinexcel/360%20appraisals%20form%20template.xlshttp://www.businessballs.com/johariwindowmodel.htmhttp://www.businessballs.com/freematerialsinexcel/trainingneedsanalysis.xlshttp://www.businessballs.com/freematerialsinword/360%20degree%20feedback%20form%20template.dochttp://www.businessballs.com/freematerialsinexcel/360%20appraisals%20form%20template.xlshttp://www.businessballs.com/johariwindowmodel.htmhttp://www.businessballs.com/freematerialsinexcel/trainingneedsanalysis.xls


43/55

tool can easily be adapted for analysis of 360 degree feedbackresults, which can then feed into the analysis of training needs. Thesame training needs analysis tool is also available in pdf format.

appraisals timing with pay reviews,performance awards, and training planning

Some people advocate separating appraisals from pay review,however this does not make sense in organizations which requirestaff to be focused on their contribution to organizationalperformance, especially where there are clear accountabilities andmeasures (which in my view should apply in all organizations).

Organizations rightly or wrongly are geared to annual performance,and the achievement of a trading plan. This cascades todepartments, teams and individuals, so it makes sense to assesspeople over a time period that fits with what the organization isworking to. Put another way, it's not easy to appraise someone ontheir year's performance half way through the year. Transparencyand accountability are prerequisites for proper assessment andappraisals.

Arguably 'best practice' is to schedule appraisals close to tradingyear-end, when year-end results and full year performance - forindividuals and departments and organizations - can reliably bepredicted. By holding appraisals at this time, and staff knowing thatappraisals are focused on this trading period, people's thoughts andefforts can be concentrated on their contribution towards theorganization's annual trading plan, which is a main appraisals driverand output (as well as individual development of course). Holdingappraisals after year-end means that people start the year withoutformal agreed objectives, and also creates bigger delays forfinancial and payroll departments in their task to process pay

awards and adjustments.Departmental, team and individual objectives provide the contextfor the appraisal, linking clearly to performance bonus andperformance-based pay awards, the rationale for which needs to betransparent and published prior to the start of the year to whichthey relate, for the full benefit and effect on staff effort to berealised.
http://www.businessballs.com/freematerialsinexcel/trainingneedsanalysis.xlshttp://www.businessballs.com/trainingneedsanalysis.pdfhttp://www.businessballs.com/freematerialsinexcel/trainingneedsanalysis.xlshttp://www.businessballs.com/trainingneedsanalysis.pdf


44/55

Pay review would also coincide with the trading year, which makessense from the planning and budgeting perspective. The business isin a position to know by the close of the final quarter what theoverall pay review position is because the rationale has alreadybeen (it jolly well should have been) established and year-endfinancials can be predicted. Moreover the next year's trading plan(at least in outline) is established, which gives another usefulcontext for appraising people, especially those (most staff hopefully)who have contributed to the planning process (ie, committed as towhat they can do for the coming year, targets, budgets, staffinglevels, priorities, objectives, etc).

The appraising managers can therefore go into appraisals fullybriefed and prepared to discuss and explain the organization'soverview results and financials to the appraisees. And the

appraisees can see results and think in terms of their full yearperformance and contribution to corporate results, plus what theyplan for next year, which provides the basis of the aims andobjectives to be reviewed through the coming year and at the nextyear's appraisal.

other guidelines for organizationalappraisals planning

Other than for directors, complex or difficult appraisals, appraisalmeetings should not be 3 hour marathon sessions - this daftsituation happens when boss and subordinate never sit downtogether one-to-one other than for the annual appraisal. If you onlytalk properly with someone once a year no wonder it takes allafternoon...

Boss and subordinate should ideally sit down one-to-one monthly (orat worse, quarterly, for the more mature, self-sufficient people), toreview activity, ideas, performance, progress, etc., which makes theannual appraisal really easy when it comes around, and manageable

in an hour or 90 minutes maximum.

Use of a good appraisal form including self-assessment elements isessential for well organised appraisals. See the free templates whichare ready to use or adapt for your own situations and job roles:

http://www.businessballs.com/performanceappraisalform.pdfhttp://www.businessballs.com/performanceappraisalform.pdf


45/55


Ensure that appraisers and appraisees understand that they mustprepare in advance or you're looking at 3 hour marathons again.

Training for appraisers and appraisees on how to use the appraisalsprocess properly is very helpful obviously, especially taking a moremodern view of what makes people effective and valuable toemployers, and how to encourage this development, which relatesto developing the whole person, in the direction they want to go,not just job skills, as explained earlier in this section.

pay reviews and awards

If you want to be regarded as a caring and ethical organization, it'salso helpful for the organization (board) to agree a basic across-the-board inflationary salary increase close to year end and announcethis - everyone gets this. This can be based on a collection offactors, decided by the board, typically: inflation, the organization'sfinancial position, demographics and competitor market forces onsalary levels.

Individuals can then receive an additional increase on top of thisaccording to criteria agreed before the start of the year (at their lastappraisal) based on performance, achievement of targets, job-grade

advancement, qualifications attained, training aims achieved, andany other performance levers that it is sensible, fair and practicablet

performance appraisal samy

Documents