group presentation

1. ISLAMIC UNIVERSITY IN UGANDA
KAMPALA CAMPUS
TOPIC: PERFORMANCE APPRAISAL
PRESENTED BY
218-045043-11618 KINYAMA A JOHN
218-045043-……….TUKAMUHEBWA DEUS
218-045043-……… RAHMA AHMED
218-045043-………….MAHMET TUNCEZ

2. SCOPE
 Definition
 Types
 Benefits
 Criticisms
 Performance Appraisal Best Practices
 Linking Reviews to Reward and Disciplinary Procedures
 Appraisal Methods
 Other Sources of Data
 Procedures of Appraisal
 Complaints Procedures
 Common errors in performance appraisal

3. Definition
 Performance appraisals; refer to performance reviews and
employee appraisals which are processes designed to evaluate and
improve job performance. They form part of career development,
particularly when future training needs are considered during the
process.

4. Types
 Manager/Employee appraisal
 Peer appraisal
 Interview appraisal

5. Benefits
 improved communication in the manager/employee
relationship and within teams,
 improved motivation through re-establishment of trust and
managerial approval,
 performance improvement through re-aligning the
employee’s day-to-day activities with the company’s goals.

6. Criticisms
 Prone to an ‘over inflation’ effect,
 Employees often have negative perceptions.
 Formal performance appraisals do not always tally with
modern organizational culture.

7. Performance Appraisal Best Practices
Performance appraisals are perhaps the best way to not only let your
employee know how she’s doing, but also to get feedback about how
your organization is doing, whether your employees are committed to
your goals, and what you can do to improve morale. performance
appraisals that are mutually beneficial to both the employee and the
organization requires an effective strategy and starts with preparation.

8. Performance Appraisal and Performance Management Best
Practices
Think of Performance Management as an entire system,
• starting in interviews
• orientation,
• training,
• coaching and counseling,
• recognizing peak performance.

9. Cont..
Stop communicating about performance appraisals and performance
management as if it is merely an annual event.
• The only annual part of it is salary action and/or filing forms.
• Think of the performance appraisal as an ongoing workplace
conversation.

10. Cont…
• Train managers and employees on giving and receiving positive
and negative feedback on an ongoing basis.
• Hold managers accountable for having ongoing conversations
around work and goals.
• Actively seek to align individual goals with organizational goals.

11. Cont…
• Encourage employee participation and ownership in the
performance appraisal process.
• “Values should be reflected in the organization’s core
competencies and they should show up in interviewing as well as
in performance appraisals.”

12. performance management system
Link the performance management system with
 retention,
 development, and
 succession planning initiatives.
Get support at the senior level.
Openly communicate to all employees how your compensation
system works.

13. -
Where possible,
 have a second-level review of performance appraisals,
either by HR or second-tier management.
Understand the legal pitfalls associated with performance
management,
 such as penalizing employees for taking legally-protected
leave, and
 allowing unlawful bias to infect performance appraisals.

14. Appraisal Methods
Appraisal methods include collection of data on performance
and appraisal interview.
(a) Collecting Information
(i) Self-appraisal
(ii) Lesson Observation

15. -
focus on:
 the performance related to the job rather than the
personality
 alternative teaching methods, and not specified ones
Subject panels can develop appropriate indicators and
lesson observation report based on their subject and school
needs.
(iii) Scrutinizing Schemes of Work, Lesson Plans and Marking
of Exercises / Examination Papers
(iv) Portfolios

16. Other Sources of Data
 Formal or informal interviews and discussions
 Daily observation
 Stakeholder survey, e.g. student surveys, parent surveys and
teacher surveys
 Record of non-teaching duties
 Students’ academic achievements and progress
 Record of students’ award and punishment; record of extra-
curricular activities

17. Procedures of Appraisal
Provide an opportunity for genuine dialogue.
 exchange of information between the appraiser and the appraisee
concerning the latter’s performance during the appraisal period.
The process of the appraisal interview should include the following:

18. Cont…
 The appraiser should assist the appraisee in evaluating the latter’s
performance, and show appreciation and recognition on areas well
performed during the appraisal period.
 The appraiser should assist the appraisee in understanding his/her
potential, teaching style and professional development needs

19. Cont…
 The appraiser should understand the appraisee’s feelings,
problems and expectations.
 The appraiser and the appraisee should review the latter’s
areas for improvement and work out a proposal for
improvement, suggesting possible actions and the guidance
needed, or professional development activities, together with
the time-table for implementing the improvement measures.

20. Cont…
 the appraiser should stimulate the appraisee to reflect on and
improve the latter’s performance through the exchange of views.
 the appraiser should examine the appraisee’s roles and
contribution to the school as well as his/her needs or constraints. If
necessary, the appraiser would also examine the duties performed by
the appraisee.

21. Appraisal Report
Appraisal report is used to report the appraisee’s performance
systematically. It includes
 the appraisee’s qualifications,
 previous teaching experience and training
 record of appraisee’s duties and areas of appraisal e.g. lesson
observation record, performance appraisal record) appraisal interview
record.

22. Cont…
 Appraisal report helps the appraisee define objectives of
improvement or development
 the school plan training activities for teacher development All
information in the appraisal report such as the appraisal on teacher’s
performance and competence is personal and sensitive. Therefore,
schools should comply with the provisions of the Personal Data

23. Complaints Procedures
 Teachers may complain about his performance appraisal
within a specified period of time (for example, four weeks)
from the appraisal interview.
 The SMC, in consultation with the teaching staff, should
establish formal written procedures for handling such
complaints.

24. -
Follow-up Phase
 In this phase, the appraisee engages in activities geared to
targets (on improvement or development) and plans agreed
during the appraisal interview.
 These activities should: promote teacher professional
development
 Schools develop a policy on teacher professional
development. The appraisal system only forms a part of the
policy.

25. -
Some examples of the follow-up activities are as follows:
♦ To participate in in-service training or seminars
♦ To conduct some educational research in the school to analyze
the problems in teaching
♦ To learn through observation and receive guidance
♦ To reshuffle posts
♦ To participate in functional groups in the school
♦ To chair some meetings in the school
♦ To visit and learn from neighboring schools or educational
organizations
♦ To draft reports/documents
♦ To receive supervisory inspections

26. Linking Reviews to Reward and
Disciplinary Procedures
 It is up to the school to decide whether to build a tight or
loose linkage among different components of the human
resource management functions.
 Some schools may rely mainly on the performance
appraisal results for staff promotion exercise and
disciplinary procedures while others use them as a
reference only for the two purposes.
 Whatever the linkage is, the system should ensure to
reward those with excellent performance while the weak
performers must be dealt with appropriately.

27. -
 Should the weak performer still fail to show any
improvement in his/her work after a reasonable period has
been allowed for the intervention plan or follow-up actions
to take effects, the school should consider issuing warnings
and/ or withholding an annual increment to the teacher.
 If no improvement is seen, the SMC should consider
terminating the service of the teacher.

28. -
 Schools may refer to the relevant Code of Aid, which has
set out the procedures to be followed in the case of
dismissal or termination of appointment and withholding an
annual increment.
 It is suggested that the disciplinary procedure be a
separate system taken care of by a special team of staff
who should be well aware of issues like conflict of interest
and confidentiality

29. Common errors in performance
appraisal
Structure and Timing
 Inconsistency and uncertainty in the performance appraisal
system mitigates their effectiveness.
Strictness and Leniency
 Some managers offer feedback that is too strict or too
lenient. Being too strict means that you downgrade
employees relative to actual performance. Leniency means
delivering scores higher than job performance warrants

30. -
The Halo Effect
 The halo effect means that you assume because an
employee is generally "good", that his work in all areas is
strong. The Halo Effect Prevents Objective Evaluations
Likeness and Stereotyping
 "Like me" bias and stereotyping are closely related errors in
employee appraisal. These errors in performance appraisal
stem from a manager's use of personal perspectives to
conduct evaluations. Stereotyping also may lead to
discrimination

31. -
The Recency Effect
 The recency effect is based on a natural inclination to give
greater weight to the most recent events.
 Some employees recognize the recency effect and work
hard leading up to a performance appraisal to make a
positive last impression

32. References
 Education and manpower bureau February,2003
By: Neil Kokemuller
Reviewed by: Michelle Seidel, B.Sc., LL.B., MBA
Updated April 29, 2019