Performance Feedback

11 Key excerpts on "Performance Feedback"

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  Human Resource Management

  • Greg L. Stewart, Kenneth G. Brown(Authors)
  • 2019(Publication Date)
  • Wiley

    (Publisher)

  300 Chapter 8 • Measuring Performance and Providing Feedback Effective performance management requires more than simply measuring employee contributions. If such measurements are to result in improved performance, employees must receive information about how well they are per- forming. That is, they must be given feedback. Trying to improve performance without feedback can be highly frustrating. Just imagine taking an algebra test and never finding out which problems you solved correctly. You might become aggravated and unwilling to continue working problems. You would also be unlikely to get much better at algebra until you learned what you might be doing wrong. In the same way, employees who do not receive feedback tend to become dissatisfied and perform at suboptimal levels. Feedback is thus desired by most employees. In fact, the accompanying “Technology in HR” feature describes how many younger employees are using Twitter and Facebook to ask for feedback. Several hundred studies have examined the effect of feedback on performance and have found that people who receive feedback generally per- form better than people who do not. Before discussing specific ways to make feedback more effective, it is thus important to note that feedback can have a lasting positive influence on performance. Effective feedback reduces per- ceptions of negative workplace politics and thereby increases worker morale. 90 Improvement from feedback is greatest when the person receiving the information feedback perceives a real need to change and believes that he or she has the skill and ability to do what is needed to perform at a higher level. 91 Formal feedback meetings, usually held once or twice a year, provide a setting for communicating these matters. Much of the benefit of feedback comes from How Should Feedback Be Provided? LEARNING OBJECTIVE 5 Feedback Information given to employees to communicate how well they are performing.

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  Work, Organizational, and Business Psychology

  An Introductory Textbook

  • Hannes Zacher, Nale Lehmann-Willenbrock, Hannes Zacher, Nale Lehmann-Willenbrock(Authors)
  • 2022(Publication Date)
  • Kohlhammer Verlag

    (Publisher)

  The basic idea guiding structured performance appraisals, as in Mary’s case, is that companies are only as good as their employees. Especially in knowledge-intensive industries, employees are seen as a company’s most important resource (e.g., Kim & Ployhart, 2014). Consequently, it is crucial for organizations to identify and manage employee performance. Performance Feedback, i.e., information about one’s own performance at work, further plays a decisive role for employees themselves (Steelman & Williams, 2019). Employees generally report that they value Performance Feedback and would like more of it (London, 2003). Meta-analytical findings have shown that this is particularly true for younger employees such as Mary (Anseel et al., 2015). But what exactly is employee performance? In opening this chapter on evaluating and managing employee performance, let’s start with some basic definitions.

  Broadly speaking, employee performance refers to those actions that contribute to the organization’s goals (for a comprehensive review, see Campbell & Wiernik, 2015). For these actions, the level of proficiency with which the individual performs them must be scaled (specific examples will be provided later in the chapter). It is important not to confuse the behavioral aspects of performance with the outcomes of performance, such as sales or salary, as these are also influenced by factors outside the employee’s immediate control, such as market changes or unforeseen events (Campbell & Wiernik, 2015). Similarly, employee performance needs to be distinguished from the determinants of individual differences in performance. These include both person-specific (e.g., cognitive abilities, personality, and knowledge) and situation-specific variables (e.g., job design, leadership, and reward structure).

  Digging a little deeper, recent definitions further agree that performance is a multi-dimensional and dynamic construct. With regard to the multidimensional character of employee performance, a frequent distinction found in relevant literature is that between task performance and contextual performance

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  Performance Appraisal in the Public Sector

  Techniques and Applications

  • Dennis M. Daley(Author)
  • 1992(Publication Date)
  • Praeger

    (Publisher)

  It also plays a pivotal role in the performance appraisal process. The feedback from the performance appraisal process serves as a productivity tool for managers; it provides employees with an indication of how they are doing. From an organizational perspective, feedback serves as a means for enhancing productivity. It helps to convey to the worker the message of what is to be done. Feedback on job performance is a vital mechanism for the organization in other ways as well. It can be a means for clearing up misunderstandings and for providing supervisors with a better picture or sense of what is going on. Under a "worst case scenario," feedback represents the organization's good faith effort at assisting poor performers in their improvement. From an employee perspective, feedback is itself a means of intrinsic motivation. The feeling of accomplishment from doing a job and doing it well can be quite stimulating. It helps foster a sense of craftsmanship that can rather mystically transform an ordinary job into a professional calling. Research studies, conducted in a number of settings and under widely differing circumstances, link feedback to increased productivity and enhanced worker motivation (Ilgen, Fisher, and Taylor, 1979; Greiner, Hatry, Koss, Millar, and Woodward, 1981: 158-160; Yeager, Rabin, and Vocino, 1985; Alexander, Helms, and Wilkins, 1989; Murphy and Cleveland, 1990: 217). In addition, feedback is also found to be an important element in the theory of goal setting (Locke, Shaw, Saari, and Latham, 1981; Earley, Northcraft, Lee, and Lituchy, 1990). There is relatively clear evidence that employees seek out feedback on their performance (Longenecker and Gioia, 1988; Ashford and Tsui, 1991). However, the seeking of feedback on one's performance is tempered by considerations of what impression it may make on those being asked.

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  Managing Team Centricity in Modern Organizations

  • Brian Murray, James H. Dulebohn, Dianna L. Stone, Brian Murray, James H. Dulebohn, Dianna L. Stone(Authors)
  • 2022(Publication Date)
  • Information Age Publishing

    (Publisher)

  (2020) Individual Performance Feedback “is the provision of information about individual or group” (Salas et al., 2012, as cited in Glikson et al., 2019, p. 3) or institutional outcomes (Smeltzer et al., 2019). Desired teaching behaviors Bednall et al. (2014) Performance appraisal “is a formal interview in which perfor- mance evaluations are communi- cated and future goals are agreed upon” (Pichler, 2012, as cited in Meinecke et al., 2017, p. 1). Strength of HR practices Engagement in informal learning activities—reflection on daily activities, knowledge sharing with colleagues, and innovative behavior. “Reflection includes activities such as assessing progress toward goals, identifying strengths and weaknesses, and devising approaches to overcome perceived obstacles. Knowledge sharing includes activities such as exchanging ideas with colleagues, discussing problems, and seeking advice. Innovative behavior includes generating (or adapting) novel solutions to problems, convincing colleagues to adopt new approaches, and ultimately implementing them within the organization” (Bednall et al., 2014, pp. 3–4). (continued) When Does Feedback Enhance Performance in Teams? ⏹ 133 TABLE 5.1 Overview of All Studies Included (continued) Author(s) Feedback Type Influential Factor at the . . . Performance Type Intrateam Level Interteam Level Extrateam Level Boet et al. (2013) Debriefing “is a reflective feed- back process in which learners are encouraged to discuss the strengths and weaknesses of their performance” (Hattie & Timper- ley, 2007, as cited in Boet et al., 2013, p. 1); types of debriefing dif- fer on whether it is guided by an instructor or a team and the ex- tent of guidance on the content. Team performance—“The extent to which a team accomplishes its goals or mission” (Devine & Philips, 2001, as cited in Bell, 2007, p. 1). Bonner & Sillito (2011) Individual Performance Feedback Collective team estimation performance Borgert et al.

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  Communicating for Managerial Effectiveness

  Challenges | Strategies | Solutions

  • Phillip G. Clampitt(Author)
  • 2016(Publication Date)
  • SAGE Publications, Inc

    (Publisher)

  He responded, “They get their paychecks every 2 weeks, don’t they?” Researchers have a more critical view. Performance Feedback has a high correlation with job performance and satisfaction. In fact, employees indicated that Performance Feedback had a greater impact on their performance than every other communication variable, including the communication climate, coworker communication, and even supervisor–subordinate relationships. 2 In one study, employees were asked to recall a specific incident that caused their productivity to increase. More than 65% of the employees mentioned some kind of feedback from management, such as a written note of praise from the company president or an extra bonus for completing a challenging task effectively. 3 In short, employees like to know how they are doing. For some, feedback serves as a reward or motivation. For others, it provides useful information to correct behavior or a way to build self-esteem. Meeting these sometimes divergent needs requires a sound feedback system and skillful managers

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  Advertising & Promotions NQF3 SB

  TVET FIRST

  • Sparrow Consulting(Author)
  • 2013(Publication Date)
  • Macmillan

    (Publisher)

  Once delivered, the feedback creates new awareness within people receiving it (often known as the receivers ) about themselves and their behaviour, actions or attitudes. It is up to the receivers to decide what to do with the new knowledge, and how best to use it. Feedback allows people to check their actions and behaviour, and modify it if necessary. Figure 13.4: Verbal feedback is often used in companies when supervisors or managers want to improve their employees’ performance, or when they report back on activities or strategies. Assessment activity 13.1 Individual activity This week, reflect on your input or performance in the following group situations: • In class. • Socialising with friends. • Participating in a sport. For each scenario, set aside 30 minutes and ask the questions stated above and at least three more of your own questions. You might have to modify the questions slightly to fit your situation. Write down each of the questions you ask, and the answers. Once you have reflected on all the situations, draw up a table of your strengths and weaknesses. Verbal feedback : Where someone speaks to you to give feedback. Receiver : The person to whom something is communicated or feedback is given. Words & Terms 176 Module 13: Demonstrating knowledge and understanding of oneself as a worker in a specific work position Constructive feedback For feedback to be most useful, it must be presented in such a way that the person receiving it does not feel threatened or attacked. Feedback is best presented in a balanced way that highlights both strengths and weaknesses, and offers ideas on how to improve. This is called constructive feedback. Listed below are some guidelines for giving constructive feedback: • Consider the needs of the person receiving the feedback before giving it. Give feedback that benefits the receiver rather than simply being nice without raising necessary issues.

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  FIA Business and Technology FBT (ACCA F1)

  Passcards

  • BPP Learning Media(Author)
  • 2020(Publication Date)
  • BPP Learning Media

    (Publisher)

  Approach to managing and developing people Managing performance is not just about plans, systems or resources: it is an interpersonal process of influencing, empowering, giving feedback and problem-solving. Achievement The aim is to enable people to realise their potential and maximise their contribution to the organisation's success. How effective is the appraisal scheme? The process of performance appraisal Performance management and assessment Barriers to effective appraisal 17: Performance appraisal Page 169 The purpose of performance appraisal  Establishing key results which a job holder needs to achieve for effective working  Identifying improvement/training needs  Identifying performance deserving merit pay awards  Identifying areas in which work methods, technology and other factors could better support performance  Identifying candidates for promotion/succession  Assessing organisational competences to aid HR planning  Encouraging communication about performance  Creating a culture of openness to feedback, problem-solving and continuous improvement Purposes of performance appraisal Why have a formal system? Formal appraisal makes both appraiser and appraisee accountable for their judgements, responses and follow-up actions. Ongoing informal feedback on performance is an important part of management, but:  Managers may obtain only random impressions based on most recent/obvious incidents  Negative aspects may get more attention than positive  Feedback may be sporadic, subjective, hasty and inconsistent in applying criteria The general purpose of appraisal is to improve the performance of the organisation.

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  Managing Employee Performance and Reward

  Systems, Practices and Prospects

  • John Shields, Jim Rooney, Michelle Brown, Sarah Kaine(Authors)
  • 2020(Publication Date)
  • Cambridge University Press

    (Publisher)

  They found that ‘employees are most motivated to modify their job performance when unfavourable feedback is from a credible source, is of high quality or is delivered in a considerate and constructive manner’ (Steelman & Rutkowski 2004: 15). An approach that may be a more suitable option in some circumstances is that known as the ‘feedforward’ interview. Budworth, Latham and Manroop (2015) propose that feedforward interviews are a more effective means of improving individual performance than feedback-focused appraisal interviews. Instead of focusing on the negatives, feedforward interviews are framed around instances of successful performance and the fact that success is mutually beneficial to the employee and the organisation. For instance, the employee might be asked to relate a specific success story with the aim of replicating the same or similar conditions for success in future activities or projects. The feedforward approach also incorporates active listening by the interviewer, open dialogue and joint problem-solving by the participants and consideration of where and why current performance may fall short of the employee’s own goals (as opposed to Chapter 5 Reviewing, discussing and developing employee performance | 167 organisational goals only). As the proponents note, feedforward ‘is a strength-based rather than deficit-based model’ (Budworth, Latham and Manroop 2015: 47–8). Feedforward would thus be well suited to systems using a combination of participative goal-setting and review meetings based on problem-solving. Managing underperformance In this section we examine the steps for managing underperformance. A manager might regard an employee as underperforming when they are not following instructions, not meeting timelines or required standards, or regularly absent from work. In order to identify the most effective way to manage underperformance Fair Work Australia has published a best practice guide.

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  Communication Skills for Effective Management

  • Owen Hargie, David Dickson, Dennis Tourish(Authors)
  • 2017(Publication Date)
  • Red Globe Press

    (Publisher)

  The lack of such feedback, in both directions, is a recipe for communication breakdown and organisational dysfunc-tion. Accordingly, we have argued that, where possible, the term ‘appraisal’ should be dropped in favour of ‘feedback’. This is much less threatening. The benefits of such two-way feedback are increasingly confirmed in the literature. For example, Ricardo Semler reported the following innovations in his organisation, Semco, based in Brazil: 67 Factory workers set their own production quotas; Employees set their own salaries, with no strings attached; Before people are hired or promoted into management positions they are interviewed and approved by those they will be managing; Managers are reviewed on their performance every six months, by those who work under them; Semco has grown six-fold, despite buffeting recessions; Productivity has increased seven-fold; Profits have risen five-fold. Feedback interviews are an integral part of innovative new manage-ment styles (such as those adopted by Semco), and more traditional management approaches. In whatever context they occur, they should only be the formal conclusion of an informal and ongoing process. It is vital that they be conducted in as supportive a manner as possible. Their main emphasis should be on successful behaviours, which can be praised publicly and thus are perceived as having been rewarded. Where negative issues are concerned, it is important that feedback is on Train people in self-awareness . When people over-rate their own performance relative to the perceptions of others, they are more likely to dismiss corrective feedback. A more balanced approach to self-assessment is necessary. Some research has found that even warning people of the danger of over-rating their own performance significantly diminishes the problem. Box 14.7 continued

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  Managing Employee Performance and Reward

  Concepts, Practices, Strategies

  • John Shields, Michelle Brown, Sarah Kaine, Catherine Dolle-Samuel, Andrea North-Samardzic, Peter McLean, Robyn Johns, Patrick O'Leary, Geoff Plimmer, Jack Robinson(Authors)
  • 2015(Publication Date)
  • Cambridge University Press

    (Publisher)

  Ulrich and Beatty (2001) suggest that feedback is most effective if it is specific rather than general; for example, avoid vague descriptions like ‘unprofessional’ or ‘lacks focus’ (Whipple 2009). Further, feedback should be focused on the future rather than the past. The discussion should review the whole period, not just a select number of criti- cal incidents. Moreover, the discussion should recognise performance achievements and strengths and not dwell solely on assessed deficits. Once all significant areas of weaknesses have been identified, agreed and priori- tised, the parties should jointly draw up an action plan to help address problems and accentuate strengths (this is discussed later in this chapter). Finally, the parties should review and revise the existing performance standards and measures wherever neces- sary and certainly where there have been significant changes in job or role content. ■ ■ Review meeting styles The effectiveness of any review meeting is determined, in part, by the style in which it is conducted. The extent to which employees’ experience in the review meeting accords with how they expect to be treated will have a major influence on their perceptions of fairness, which in turn influence employee work attitudes and behaviour. It must, however, also be acknowledged that there is no one best way to conduct a review meeting; no one feedback style is right for all possible circumstances. The style should fit the espoused management culture, particularly regarding the degree of employee involvement, empowerment and autonomy. The review style must also PART 2: PERFORMANCE MANAGEMENT IN ACTION 146 accord with the expectations and needs of the individual assessee; that is, a ‘best fit’ approach requires that the review style should, wherever possible, be tailored to best address and accord with each individual employee’s specific circumstances.

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  Leadership Offense

  Mastering Appraisal, Performance, and Professional Development

  • Paul Falcone(Author)
  • 2022(Publication Date)
  • HarperCollins Leadership

    (Publisher)

  T he chronological follow-up after three quarterly IDP meetings naturally lies in the annual review. But there’s one more important step that shouldn’t be overlooked in the performance management / leadership development chain of events: the employee’s self-review leading up to the annual performance review meeting. Simply stated, self-review gives employees an opportunity to rate themselves and allows the supervisor to compare those self-ratings with the supervisor’s perception of the individual’s performance. It gives employees a chance to weigh in on and influence their annual performance review score, which is exactly what you want from a performance management program of any kind.

  If you’ve been managing and measuring employee performance throughout the year, and especially if you’ve held quarterly coaching check-in sessions, your objective has clearly been to increase your employees’ performance, to highlight and recognize their achievements along the way, and to help build their self-confidence in their ability to excel. The annual self-review provides them the opportunity to demonstrate their achievements, show how they’ve grown, and prepare for their next round of goals over the upcoming review year. It’s a logical follow-on to the partnership you’ve developed, which has so well balanced the company’s need to excel with the individual’s need to grow, both professionally and personally.

  The performance appraisal process is a two-way communication: both employee and supervisor should have input regarding historical performance and future goals. Some companies accomplish this by distributing the performance appraisal form itself to employees and asking them to complete it before the interview. Other organizations encourage employees to provide feedback without necessarily providing any type of feedback mechanism. The model described below represents a healthy compromise: it structures employees’ feedback into three main topical areas, allowing individuals the discretion to provide as much or as little detail as they wish.

  In general, I don’t recommend allowing employees to draft their own performance evaluations on the actual appraisal template. The grading in each performance area and the overall score at the end of the review should be created by the supervisor, not by the staff member. But not asking for employee input before conducting performance appraisals can be disappointing and demotivating for workers because they end up feeling like they have little control over or input into their own career development. In addition, because managers tend to leave out important details that they may have forgotten about but that remain important to the employee, self-reviews should generally be encouraged. They also save the manager lots of time because it falls to the employee to gather and present the data that will make up a significant portion of the appraisal’s content.

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