Engaging in Performance Discussions Positively (for Appraisee)2

Engaging in Performance Discussions Positively (for Appraisee)

Performance Review for Employees

Performance review for employees generally invoke all sorts of emotions depending on their past experiences, whether the discussions turn out to be positively or negatively. Nonetheless, such discussions need not be on the negative end.

In fact, these performance appraisal discussions are important to the appraisees as they get to understand the state of their progress, what it takes to move forward and an understanding of how the appraisers, as their coaches and supervisors, assesses their performance. Appraisees can and should therefore make the full use of such discussion opportunities to benefit themselves and to seek self-improvement eventually over a long run.

This workshop will equip appraisees with an understanding of their roles in the performance management process, how performance management is meant to help themselves and the company, and how they can be involved to make the performance review and feedback more conducive, positive and meaningful.

For appraisers, do consider the performance appraisal training instead.

Course Title

Engaging in Performance Discussions Positively (for Appraisee)

Course Objectives

At Course Completion, participants will be able to:

• Appreciate the performance management cycle and how it is supposed to help employees meet their expected performance to achieve the organisational goals.
• Review own job roles and responsibilities to determine the expected key job deliverables.
• Appreciate how the key job deliverables contribute to achievement of organisational goals.
• Write clear and SMART goals.
• Interpret competencies consistently.
• Apply Rofle’s reflection model for sense making of own performance and professional practice.
• Apply the GROW framework to plan and structure a communication plan for problem solving during work review discussion.
• Apply the SBI framework for giving feedback constructively to supervisor during work review discussion.
• Establish sound reasons for self-ratings.
• Participate in appraisal discussion with correct focus.
• Prepare adequately for an appraisal and career discussion.
• Develop individual & career development plans.
• Identify learning opportunities & methods at the workplace.

What you will learn

• Employee’s roles in the performance management system
• Understanding goal setting & work standards
• How to carry out a work review discussion
• Appraisee’s preparation for appraisal & career discussion session
• Establishing individual & career development plans

Certification

Participants who fulfil all requirements will receive a Statement of Attainment (SOA) issued by the SkillsFuture Singapore (SSG).

Evaluation criteria classification editor

Performance evaluation criteria can be classified from different perspectives.The general classification methods are as follows:

1. According to the means of evaluation, evaluation criteria can be divided into quantitative criteria and qualitative criteria.

1) Quantitative standard refers to the standard using quantity as the scale. For example, working ability and work results are generally used as the scale using scores.

2) Qualitative criteria, namely the use of comments or characters as the criteria for scale, such as the description of the employee’s character.

2. According to the evaluation scale, the evaluation standard can be divided into the classification standard, grade standard, equidistance standard, ratio standard and membership standard.

1) Category standard refers to the standard using category scale as scale, which is essentially the same as the standard using number symbol as scale in the qualitative standard.

2) Grade standard, which USES grade scale as the standard of scale.

3) Isometric standard, which USES isometric scale as the standard of scale.In contrast to the grading criteria, the scores measured by the grading criteria can be added up, while the grading criteria cannot be added up.

4) Ratio standard, which USES ratio as the scale standard.Such standards usually refer to the quantity and quality of work, attendance, etc.

5) Membership criterion is a criterion that USES the membership coefficient in fuzzy mathematics as the scale.This kind of standard basically applies to all evaluation content, can answer the question that classical scale cannot solve.So it is widely used.

3. According to the standard form classification, it can be divided into static standard and dynamic standard.

1) Static standard, mainly including five forms of subsection standard, comment standard, scale standard, contrast standard and membership standard.

A. Subsection standard is to divide each element (evaluation factor) into several grades, then assign weights to the scores assigned to each element, divide them into corresponding grades, and then divide the scores of each grade into several ranges (amplitude).

B. Evaluation standard is to use words to describe the different levels of each element.This is the most widely used one.

C. Scale form standard is to use the form of scale scale to intuitively divide the grade. After each element is evaluated, a curve can be formed on the scale.

D. Contrastive standard refers to taking the best end and the worst end of each element as two levels and dividing them into several levels in the middle.

E, membership standard, is the membership function as the scale of the standard, it is generally equivalent to a certain level of “how much” to assess.

2) Dynamic standards, mainly including behavioral characteristics standards, target management standards, scenario evaluation and work simulation standards.

A. Behavioral characteristic criteria is to select A key behavior as the evaluation criterion through observation and analysis.

B. Objective management standard is an evaluation standard based on objective management. Objective management is an evaluation method that takes performance as the goal and development capability as the focus.

C. Situational evaluation standard is the standard for evaluation of leaders.It is based on the relationship between the leader, the led and the environment to design the questionnaire, by the subordinates to the superior evaluation, and then according to a certain standard converted into scores.

D. Job simulation standard refers to the comparison and evaluation of test behaviors with standard behaviors through operational performance, word processing, role playing and other job simulations.

4. According to the standard attribute classification, it is divided into absolute standard, relative standard and objective standard.

1) The absolute standard is to establish the behavioral trait standard of employees, and then include the achievement of this standard into the evaluation scope, instead of comparing employees with each other.The emphasis of absolute standards is on measuring the performance of employees against fixed criteria rather than comparing their performance with that of other employees.

2) Relative standard is to compare the performance of employees with each other, that is, to evaluate the quality of individual work by comparing with each other, and to rank the assessed in a certain order according to a certain dimension, or to place the assessed in a previously determined level, and then to rank them.

3) Objective criteria means that the evaluator locates each trait or performance on the relative basis of each point on the rating scale when judging the characteristics of employees and their performance in the execution of the work, so as to help the evaluator to make an evaluation.