Now that the manager above understands the importance of documenting performance and she knows how ...

Answer to #1

Performance review meetings usually follow the sequence of steps below:
1. Explain the purpose of the meeting. The first step includes a description of the purpose of the meeting and the topics to be discussed.
2. Self-appraisal. This portion of the meeting allows the employee to provide his or her perspective regarding performance. The role of the supervisor is to listen to what the employee has to say and to summarize what he or she heard.
3. Share ratings and explain rationale. Next, the supervisor explains the rating he or she provided for each performance dimension and explains the reasons that led to each score. It is more effective to start with a discussion of the performance dimensions for which there is agreement between the employee's self-appraisal and the supervisor's appraisal. For areas for which there is disagreement between self and supervisor ratings, the supervisor must take great care in discussing the reason for his or her rating and provide specific examples and evidence to support the score given. For dimensions for which the score is low, there should be a discussion of the possible causes for poor performance.
4. Developmental discussion. Now the supervisor and the employee should discuss and agree on the developmental steps that will be taken to improve performance in the future.
5. Employee summary. Next, the employee should summarize, in his or her own words, the main conclusions of the meeting: what performance dimensions are satisfactory, which need improvement, and how improvement will be achieved.
6. Rewards discussion. The supervisor should explain the rules used to allocate rewards and how the employee would be able to reach higher rewards levels as a consequence of future performance improvement.
7. Follow-up meeting. Before the meeting is over, it is important to schedule the next performance-related formal meeting.
8. Approval and appeals process discussion. Finally, the supervisor asks the employee to sign the form to attest that the evaluation has been discussed. In addition, if disagreements about ratings have not been resolved, the supervisor should remind the employee of the appeals process.
9. Final recap. Finally, the supervisor summarizes what happened during the review period in terms of performance levels in the various dimensions, reviews how rewards will change based on this level of performance, and sums up what the employee will need to do in the next year to maintain and enhance performance.

Answer to #2

Typical formal steps in FOR training are shown below.
A . Raters are told that they will evaluate the performance of several employees on several separate performance dimensions.
B. Raters are given an appraisal form and instructed to read and listen to the definition for each of the performance dimensions and the scale anchors.
C. The trainer discusses the various employee behaviors that illustrate various performance levels for each rating scale included in the form. The goal is to create a common performance theory (frame of reference) among raters so they will agree on the appropriate performance dimension and effectiveness level for different behaviors.
D. Participants are shown a videotape of a practice vignette, including behaviors related to the performance dimensions being rated, and are asked to evaluate the employee's performance using the scales provided.
E. Ratings provided by each participant are shared and discussed with the group. The trainer seeks to identify which behaviors participants used to decide on their assigned ratings and to clarify any discrepancies among the ratings.
F. The trainer provides feedback to the group, including discussion of why an employee deserves a particular rating for each dimension.

Answer to #3

B

Answer to #4

The direct supervisor has the following role in the creation of a developmental plan:
1. Describe the steps that would be required for an employee to achieve the desired performance level.
2. Refer employees to appropriate developmental activities that will help them achieve the specific goals.
3. Review and make suggestions about the specific developmental objectives.
4. Check on the progress of achieving goals.
5. Provide reinforcement for goals achieved.

Answer to #5

D

Answer to #6

A

Answer to #7

When documenting performance, use the following tips:
 Be specific. Document specific events and outcomes. Avoid making general statements such as he's lazy. Provide specific examples to illustrate your point.
 Use adjectives and adverbs sparingly. The use of evaluative adjectives and adverbs may lead to ambiguous interpretations. In addition, it may not be clear whether the level of achievement has been average or outstanding.
 Balance positives with negatives. Document instances of both good and poor performance. Do not focus on only the positives or the negatives.
 Focus on job-related information. Focus on information that is job-related and, specifically, related to the developmental activities and goals at hand.
 Be comprehensive. Include information on performance regarding all developmental goals and activities and cover the entire review period as opposed to a shorter time period. Also, document performance for all employeesnot only those who achieve their developmental goals (or those who do not).
 Standardize procedures. Use the same way and format to document information for all employees.
 Use behavioral terms. Phrase your notes in behavioral terms and avoid statements that would imply subjective judgment or prejudice.

Answer to #8

C

Answer to #9

D

I'm impressed