Essentially, performance appraisal is a means for managers and their employees to review and discuss the latter’s performance. Its purpose can be to identify areas for growth and improvement and inform suitable development plans.Cognitive views of learning alternatively, it can inform administrative decisions on contractual aspects of employment, such as pay, bonuses, promotions or termination.Cognitive views of learning both are valid uses of appraisal, but it can help to keep them separate. How is performance appraisal changing?

However, the research also uncovered aspects of performance appraisal that often get overlooked and arguably need more attention.Cognitive views of learning for example, the two uses of appraisal – for learning and development purposes and for administrative purposes of informing decisions on pay and promotion – involve different cognitive processes, so it seems best to separate these as far as possible by focusing on them in different meetings.Cognitive views of learning

Further, there’s strong evidence that employees’ reactions to feedback, more than how feedback is given per se, are a critical influence on whether future performance is likely to improve.Cognitive views of learning as such, it’s very important that employees perceive appraisals as fair as well as useful, which means they need to feel they have a voice in the process.Cognitive views of learning

Some jobs lend themselves much more readily to performance metrics than others. In some contexts, accurate and even real-time performance data are available on teams or individual employees – an example is a customer contact centre, where data on call length and outcomes can be recorded as the calls take place.Cognitive views of learning in other contexts, what constitutes good performance may be defined more broadly and there may be longer timeframes attached. Examples include: client development roles, in which targets on sales can be set for a longer timeframe and procedures are less fixed; and project work, in which very broad objectives are agreed for a period of months or longer, and there may not be clarity at the outset how they are to be achieved.Cognitive views of learning

A lighter touch and more subjective approach to assessment is for managers or their employees to complete a form or a questionnaire that prompts in collecting information on their performance.Cognitive views of learning this can cover different aspects of their work – such as their contribution to the team, role development and effectiveness – and can prompt the collection of evidence or examples.Cognitive views of learning

A common criticism of performance management is that recording and collating the necessary information can be very time consuming and not always relevant.Cognitive views of learning we advise that assessments and measurements are kept to the minimum that is relevant for short- or long-term performance and useful for employees.Cognitive views of learning it should also help to underline the purpose of the different assessments.

Another key to getting assessment right is to match types of measures to jobs.Cognitive views of learning specific and stretching objectives increase performance in relatively straightforward jobs, so in this case, prioritising specific metrics is appropriate.Cognitive views of learning but there is good evidence to show that, in complex jobs, less specific outcome goals, behaviour standards and learning objectives are better drivers of performance.Cognitive views of learning see more on objective setting in our performance management factsheet. Bias in performance ratings

Firstly, managers or raters may be biased for various reasons.Cognitive views of learning for example, managers tend to give more favourable ratings if they personally like an employee, hired or recommended them, or if they are particularly caring or considerate.Cognitive views of learning managers tend to give less favourable ratings if they feel powerful in the organisation, receive negative feedback themselves, or are particularly conscientious.Cognitive views of learning

Feedback is a critical element in performance management, not only because it directs the focus on learning and improvement, but also because it allows individuals to monitor their progress towards goals and stay motivated.Cognitive views of learning so it’s important that feedback is given regularly. Many organisations are moving towards more continuous feedback, rather than relying on annual or six-monthly reviews, which is very positive change.Cognitive views of learning topics to cover

Giving effective feedback and taking it on board is much easier when there is a trusting relationship. Performance conversations should not be one-way information, but rather open exchanges in which the employee is fully involved, and both people share their hopes and concerns.Cognitive views of learning A high level of involvement is important to make sure employees actively engage with the feedback and reflect on how they can develop and improve.Cognitive views of learning it also ensures they feel supported and fairly treated, which helps them respond well to the appraisal and perform better as a result. Strengths-based approach

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A common tendency when considering how we can improve is to focus on our weaknesses or what is not going well and try to ‘fix’ these areas. However, there is growing research to show that appraisals are more likely to improve performance if they focus on building strengths and replicating successful techniques in other areas of one’s work.Cognitive views of learning approaches to performance appraisal that are strengths-based in this way also tend to adopt a coaching style and be more future focused, which may be part of the reason for their effectiveness.Cognitive views of learning