Font size
WorksheetsWeek 10 leadership and management
Total questions: 114
Worksheet time: 1hrs 20mins
A formal evaluation of an employee, done by the supervisor or a manager.
Performance Appraisal
Developing Staff
Recruiting and Selecting Staff
Staffing and Scheduling
•Coaching, Disciplining, and Terminating Staff
•The process by which executives, managers, & supervisors work to align employee performance with the firm’s goals.
Performance Appraisal
Developing Staff
Recruiting and Selecting Staff
Staffing and Scheduling
•Coaching, Disciplining, and Terminating Staff
the purpose is: To compare the employee behavior with his job description & expectations.
Performance Appraisal
Developing Staff
Recruiting and Selecting Staff
Staffing and Scheduling
•Coaching, Disciplining, and Terminating Staff
Employee Rights:
To know what has to be done
How much has to be done
When it has to be done
Where it has to be done
Employees should consider the evaluation meaningful, helpful, fair, & honest.
Meaningful
Helpful
Fair
Honest
Caring
Why performance appraisal?
Monitor progress & achievements of organizations
Identify employees current levels of performance
Encourage & motivate employees
Reward employees performance
Making notes about an employee’s behaviour.
Why performance appraisal?
Identify training & development needs
Link strategic goals with employees’ activities
Organizational development
Provide for succession planning
Follow up sessions that they may involve coaching &/or discipline when needed.
The Performance Appraisal Process includes:
Month to month manager-employee interactions (coaching, counseling, dealing with policy violations, & disciplining)
Making notes about an employee’s behaviour.
Completing the performance appraisal form.
The formal appraisal interview.
•Follow up sessions that they may involve coaching &/or discipline when needed.
Appraisal Programs (2)
Administrative
Developmental
Compensation
Training
Appraisal Programs (Administrative) 2
Compensation
Job Evaluation
Career Planning
Ind. Evaluation
Training
Appraisal Programs (Developmental) 3
Compensation
Job Evaluation
Career Planning
Ind. Evaluation
Training
Legal Guidelines for Appraisals
Performance ratings must be job-related.
Employees must be given a written copy of their job standards in advance of appraisals.
Managers who conduct the appraisal must be able to observe the behavior they are rating.
The leniency bias crops when some raters have a tendency to be liberal in their rating by assigning higher rates consistently.
Legal Guidelines for Appraisals
Supervisors must be trained to use the appraisal form correctly.
Appraisals should be discussed openly with employees and counseling or corrective guidance offered.
An appeals procedure should be established to enable employees to express disagreement with the appraisal.
They follow play safe policy because of answer ability to management or lack of knowledge about the job and person he is rating or least interest in his job.
The ability to provide accurate & reliable performance data is enhanced if a systematic process is followed:
Performance Appraisal
Developing Staff
Recruiting and Selecting Staff
Format of Evaluation
Coaching, Disciplining, and Terminating Staff
Format of Evaluation
(Establish performance standards for each position & the criteria for evaluation (job analysis))
Step 1
Step 2
Step 3
Step 4
Step 5
Format of Evaluation
(Establish performance evaluation policies on when to rate, how often to rate, and who should rate)
Step 1
Step 2
Step 3
Step 4
Step 5
Format of Evaluation
(Have raters gather data on employees’ performance)
Step 1
Step 2
Step 3
Step 4
Step 5
Format of Evaluation
(Have raters evaluate employees’ performance)
Step 6
Step 2
Step 3
Step 4
Step 5
Format of Evaluation
(Discuss the evaluation with the employee)
Step 6
Step 2
Step 3
Step 4
Step 5
Format of Evaluation
(Make decisions and file the evaluation)
Step 6
Step 2
Step 3
Step 4
Step 5
Who should conduct the evaluation?
nThe immediate supervisor conducts most appraisals
Rating by a committee of several supervisors
Rating by the employee’s peers (co-workers)
Rating by the employee’s subordinates
Rating by someone inside the immediate work situation
Rating by a combination of approaches & self evaluation
Rater Problems:
Problems with leniency and strictness
Problems with central tendency
Problems with personal prejudice
Problems with halo effect
Problems with previous performance effect
The leniency bias crops when some raters have a tendency to be liberal in their rating by assigning higher rates consistently.
Problems with leniency and strictness
Problems with central tendency
Problems with personal prejudice
Problems with halo effect
Problems with recent performance effect
Equally damaging one is assigning consistently low rates.
Problems with leniency and strictness
Problems with central tendency
Problems with personal prejudice
Problems with halo effect
Problems with recent performance effect
Some raters appraise all the employees around the middle point of the rating scale and they avoid rating the people higher or lower level.
Problems with leniency and strictness
Problems with central tendency
Problems with personal prejudice
Problems with halo effect
Problems with recent performance effect
They follow play safe policy because of answer ability to management or lack of knowledge about the job and person he is rating or least interest in his job.
Problems with leniency and strictness
Problems with central tendency
Problems with personal prejudice
Problems with halo effect
Problems with recent performance effect
If the rater dislikes any employee, he may rate them at the lower end and this may distort the rating purpose and affect the career of these employees.
Problems with leniency and strictness
Problems with central tendency
Problems with personal prejudice
Problems with halo effect
Problems with recent performance effect
A person outstanding in one area tends to receive outstanding or better than average ratings in other areas as well, even when such a rating is undeserved
Problems with leniency and strictness
Problems with central tendency
Problems with personal prejudice
Problems with halo effect
Problems with recent performance effect
To minimizing the effect, you should appraise all the employees by one trait before going to rate on the basis of another trait.
Problems with leniency and strictness
Problems with central tendency
Problems with personal prejudice
Problems with halo effect
Problems with recent performance effect
In general, raters remember the recent appraisal of the employee and they usually follow appraisal results last time.
Problems with leniency and strictness
Problems with central tendency
Problems with personal prejudice
Problems with halo effect
Problems with recent performance effect
Avoiding Problems with Employees
For an evaluation system to work well, employees must:
Understand it
Feel that it is fair
Believe it is used correctly
Discuss the evaluation with the employee
Avoiding Problems with Employees
The system should be:
As simple as possible
Implemented in a way that fully informs employees about how it will be used
Set objectives for the upcoming appraisal period
The Performance Interview:
An effective performance interview involves two-way communication (Evaluation should be a continuing process)
Supervisors should hold evaluation interviews in order to discuss the appraisal and set objectives for the upcoming appraisal period
The employee’s development or salary should not be discussed during this interview
No one is aware of how much effort they have made unless it is acknowledged
The Performance Interview:
In the most effective meetings, feedback is presented in a constructive manner. Instead of criticizing the person, the focus should be on discussing the performance problems & aiding the employee in resolving these problems.
By moving the focus of the conversation from the person to the behaviors, employee defensiveness may be reduced. When the supervisor is constructive, employees develop a more +ve view of the appraisal system.
Most people want to know that their efforts are recognized & appreciated. No one is aware of how much effort they have made unless it is acknowledged.
Guidelines for providing feedback
Provide positive feedback
Provide negative feedback
Given immediately
Given frequently
Feel that it is fair
Guidelines for providing feedback
Given privately
Based on observable behavior
Communicated effectively
Includes suggestion for change
Believe it is used correctly
It's an important way to support your colleagues & reinforce constructive behavior
Positive feedback
Negative feedback
Given immediately
Given frequently
Most people want to know that their efforts are recognized & appreciated
Positive feedback
Negative feedback
Given immediately
Given frequently
No one is aware of how much effort they have made unless it is acknowledged
Positive feedback
Negative feedback
Given immediately
Given frequently
Necessary as positive feedback but more difficult
Positive feedback
Negative feedback
Given immediately
Given frequently
Too often, they are critical rather than helpful
Positive feedback
Negative feedback
Given immediately
Given frequently
It should be private & objective
Positive feedback
Negative feedback
Given immediately
Given frequently
Should evaluate & discourage unproductive behavior
Positive feedback
Negative feedback
Given immediately
Given frequently
Should include suggestion for change
Positive feedback
Negative feedback
Given immediately
Given frequently
Immediate feedbacks are more meaningful to person receiving it
Positive feedback
Negative feedback
Given immediately
Given frequently
If delayed, person may forget or assume approval
Positive feedback
Negative feedback
Given immediately
Given frequently
Frequent constructive feedbacks keep motivation and makes awareness levels high
Positive feedback
Negative feedback
Given immediately
Given frequently
Avoid grow up of problems
Positive feedback
Negative feedback
Given immediately
Given frequently
If communicated frequently, feedback will be less threatening and easier to deliver
Positive feedback
Negative feedback
Given immediately
Given frequently
Praise should be in public, punishes should be in private
Given privately
Based on observable behavior
Communicated effectively
Includes suggestion for change
Observation is much more likely to be factual and less likely to evoke a defensive response
Given privately
Based on observable behavior
Communicated effectively
Includes suggestion for change
Evaluate people on the basis of job expectations and results
Given privately
Based on observable behavior
Communicated effectively
Includes suggestion for change
Use standards for making judgments as much as possible, rather than personal dislikes
Given privately
Based on observable behavior
Communicated effectively
Includes suggestion for change
Always give a reason that you judged a behavior as good or poor
Given privately
Based on observable behavior
Communicated effectively
Includes suggestion for change
Do not compare staff to others
Given privately
Based on observable behavior
Communicated effectively
Includes suggestion for change
Threatening feedbacks will reduce motivation & covers future mistakes
Given privately
Based on observable behavior
Communicated effectively
Includes suggestion for change
Be objective & non threatening
Given privately
Based on observable behavior
Communicated effectively
Includes suggestion for change
nMany employees are placed in positions without the manager having adequate knowledge of their abilities & interests.
Performance Appraisal
Motivating & Developing Staff
Recruiting and Selecting Staff
Staffing and Scheduling
Coaching, Disciplining, and Terminating Staff
Employee performance literature ultimately reveals 2 major dimensions as determinants of job performance:
Ready
Motivation
Ability
A Model of Job Performance
(Categories of Job Performance)
Daily job performance
Attendance & punctuality
Adherence to policies and procedures
Presence of incidents, errors, and accidents
Honesty and trustworthiness
A Model of Job Performance:
Employee Motivation (Motivated employees are preferred by nurse managers)
They strive to find the best way to perform their jobs
More likely to be productive than non-motivated employees
Adherence to policies and procedures
Employee Motivation: There are 2 major types of theories:
Content theories
Process theories
Progressive theories
A Model of Job Performance (Motivational Theories):
“what” motivates people
Content theories
Process theories
A Model of Job Performance (Motivational Theories):
Emphasize individual needs or rewards that may satisfy those needs
Content theories
Process theories
A Model of Job Performance (Motivational Theories):
Explain why a person behaves in a particular manner
Content theories
Process theories
A Model of Job Performance (Motivational Theories):
Less useful today as they do not identify the reward & how the reward is perceived by the employee
Content theories
Process theories
A Model of Job Performance (Motivational Theories):
Emphasize how motivation works to direct staff's performance
Content theories
Process theories
A Model of Job Performance (Motivational Theories):
“How” motivation occurs
Content theories
Process theories
A Model of Job Performance (Motivational Theories):
Process theories include:
•Reinforcement
•Expectancy
•Equity
•Goal-setting
Content theories
Process theories
A Model of Job Performance (Motivational Theories):
Process theories include:
Reinforcement
Expectancy
Equity
Goal-setting
Quantity
Behavior modification
Reinforcement
Expectancy
Equity
Goal-setting
Behavior becomes associated with a particular consequence
Reinforcement
Expectancy
Equity
Goal-setting
Negative reinforces are used to inhibit an undesired behavior
Reinforcement
Expectancy
Equity
Goal-setting
The following are common techniques:
Punishment
Extinction: By removing a positive reinforcer, undesired behavior is extinguished.
Reinforcement
Expectancy
Equity
Goal-setting
By removing a positive reinforcer, undesired behavior is extinguished.
Punishment
Extinction
People are motivated to perform activities to achieve some goal
Reinforcement
Expectancy
Equity
Goal-setting
Emphasizes the role of rewards & their relationship to the performance of desired behaviors
Reinforcement
Expectancy
Equity
Goal-setting
Regards people as reacting deliberately & actively to their environment
Reinforcement
Expectancy
Equity
Goal-setting
Suggests a person perceives that one’s contribution to the job is rewarded in the same proportion that another person’s contribution is rewarded
Reinforcement
Expectancy
Equity
Goal-setting
In other words, an employee gets de-motivated by the job and his employer in case his inputs are more than the outputs
Reinforcement
Expectancy
Equity
Goal-setting
Suggests it is not the rewards or outcomes of task performance that cause a person to expend effort but, rather, the goal itself
Reinforcement
Expectancy
Equity
Goal-setting
Goals indicate and give direction to an employee about what needs to be done and how much efforts are required to be put in.
Reinforcement
Expectancy
Equity
Goal-setting
Staff Development:Staff Development process starts as soon as employees are hired.
Orientation & On-the-job instruction
Equity and Goal-setting
Preceptors & Mentoring
Coaching & Nurse Residency Programs (i.e. GNI Program)
Career Advancement
process starts as soon as employees are hired.
Performance Appraisal
Developing Staff
Recruiting and Selecting Staff
Staffing and Scheduling
•Coaching, Disciplining, and Terminating Staff
Training a new employee undergoes on organizational structure & expectations as well as job-specific tasks
Orientation
On-the-job instruction
Preceptors
Mentoring
Joint responsibility of both the organization’s staff development personnel & the nurse manager
Orientation
On-the-job instruction
Preceptors
Mentoring
One function of orientation is to correct any unrealistic expectations.
Orientation
On-the-job instruction
Preceptors
Mentoring
Socializing new employees can sometimes be difficult because of the anxiety people feel when they first come on the job.
Orientation
On-the-job instruction
Preceptors
Mentoring
Often involves assigning new employees to experienced nurse peers, preceptors, or the nurse manager
Orientation
On-the-job instruction
Preceptors
Mentoring
Employee learns on the job.
Orientation
On-the-job instruction
Preceptors
Mentoring
qEmployees serving as educators must be selected wisely & prepared for the task.
Orientation
On-the-job instruction
Preceptors
Mentoring
qThe preceptor model assists new nurses & rewards experienced staff nurses
Orientation
On-the-job instruction
Preceptors
Mentoring
_______ continue the new nurse’s orientation by:
•Socializing the individual to the organization and the unit.
•Being available to answer questions.
•Helping the new nurse to problem solve.
Orientation
On-the-job instruction
Preceptors
Mentoring
Primary function of the preceptor is to orient the new nurse to the unit.
_____ is role model who demonstrates tasks and problem solving, evaluates, and provides feedback
Orientation
On-the-job instruction
Preceptors
Mentoring
Preceptors continue the new nurse’s orientation by:
Socializing the individual to the organization and the unit.
Being available to answer questions.
Helping the new nurse to problem solve.
Mentors play a greater role than preceptors in developing staff.
_____ play a greater role than preceptors in developing staff.
Orientation
On-the-job instruction
Preceptors
Mentoring
is a wiser & more experienced person who guides, supports, & nurtures a less experienced person
Orientation
On-the-job instruction
Preceptors
Mentoring
Occurs over longer period and involves greater investment of energy than precepting
Orientation
On-the-job instruction
Preceptors
Mentoring
Typical stages of mentor-mentee relationship:
1.Initiation
2.Mentee stage
3.Breakup
4.Lasting friendship
Orientation
On-the-job instruction
Preceptors
Mentoring
Typical stages of mentor-mentee relationship
Initiation
Mentee stage
Breakup
Lasting friendship
Exclusions
Coaching helps employee focus on solving a specific problem or conflict.
Coaching
Nurse Residency Programs (i.e. GNI Program)
Career Advancement
Residency programs acclimate new nurses to the workplace.
Coaching
Nurse Residency Programs (i.e. GNI Program)
Career Advancement
- Typically include educational and emotional components
- New nurse is paired with nurse partner (peer, preceptor, facilitator, etc.).
Coaching
Nurse Residency Programs (i.e. GNI Program)
Career Advancement
Clinical ladder program. Its components are:
1.Horizontal promotion: Rewards excellent nurse without promotion to management
2.Clinical ladder: it is based on Benner’s (2000) novice-to-expert concepts; clinical apprentice, colleague, mentee, leader, and expert
3.Clinical mentee: it strength is that superb clinical nurses remain at the bedside and clinical excellence is rewarded.
Coaching
Nurse Residency Programs (i.e. GNI Program)
Career Advancement
Mentoring
Involves sharing of knowledge
Longer time investment
Facilitates decisions
Focused on the mentee
Limited investment
Coaching
Involves questioning and assessing
Limited investment
Reflective listening
Focused on tasks
Facilitates decisions
Precepting
Involves teaching and evaluation
Limited time investment
Focused in the learner and tasks
Reflective listening
Career Advancement (Rewards excellent nurse without promotion to management)
Horizontal promotion
Clinical ladder
Clinical mentee
Career Advancement (1.it is based on Benner’s (2000) novice-to-expert concepts; clinical apprentice, colleague, mentee, leader, and expert)
Horizontal promotion
Clinical ladder
Clinical mentee
Career Advancement (it strength is that superb clinical nurses remain at the bedside and clinical excellence is rewarded.)
Horizontal promotion
Clinical ladder
Clinical mentee
is a strategic process that is a natural outgrowth of leadership development.
Performance Appraisal
Developing Staff
Recruiting and Selecting Staff
Staffing and Scheduling
Succession Planning
Crucial because of aging workforce and overall shortage of nurses
Performance Appraisal
Developing Staff
Recruiting and Selecting Staff
Staffing and Scheduling
Succession Planning
Consists of:
- Identifying core competencies for each level of management
- Recognizing potential recruits
- Providing opportunities for development and growth
Performance Appraisal
Developing Staff
Recruiting and Selecting Staff
Staffing and Scheduling
Succession Planning
Succession planning: Consists of
Identifying core competencies for each level of management
Recognizing potential recruits
Providing opportunities for development and growth
Helping the new nurse to problem solve.
