Staff Appraisal - The Developmental Proposition
Hypothesis?
when the mutual experience of appraisal is satisfactory (construed and accepted as having personal value), it becomes integrated into the normal behaviours involved in being a member of the organisation and experiencing it.
Over and above the fact that informal appraisal operates all the time, an effective, formal system of performance review and appraisal by regulating interaction between managers and their staff improves these interactions and enhances felt-value.
The developmental assumptions of staff appraisal have it that participants - especially the appraisee - are aware of their own position and needs, are willing to participate using sensitive, mutually supportive behaviour and application. It also assumes that participants are able to act and will respond purposefully.
The developmental view recommends:
- building mutually, supportive relationships which facilitate co-operative, exploring behaviour between appraisers and appraisees. Self-discipline and acceptance of autonomous responsibility can thus be secured with scope for learning, personal choice and change.
- high trust, the engendering of loyalty and stimulation of ownership and initiative are essential
- performance issues (at individual and unit levels) can be examined "neutrally and logically". A searching analysis of matters directly relating to objectively measured performance can be undertaken. Appraisees can be encouraged to take ownership of problems contributing to or inhibiting the achievement of defined outcomes.
- interpersonal behaviours that emphasise genuine positive regard for "the other". Such interpersonal orientation is essential if mutually acceptable solutions are to be generated/elaborated. Such solutions must be realistic within the time, resources and capacities available to the job holder
- an appraiser must be willing to accept feedback from the appraisee without feeling resentful or threatened. (Towards the 360 degree appraisal)
- the appraiser needs to be determined and able to open-doors for the trainee
Who might this work best with?
- Are only professionally self-assured people able to benefit fully from staff appraisal? Could it be the case that only people who are comfortable with constructive, reflective, self-evaluation and peer criticism will be able to cope?
- We might find such mutual respect in protege-mentor situations but what qualities in this relationship might be more helpful or less helpful than others?
- Who might be less able or equipped to reap the stated benefits of staff appraisal?
