渤海证券的绩效管理(英文版)
绩效管理讲义(英文)PPT课件
4
Overview
What reflects or represents the term performance?
Kaplan and Norton (1992): Financial, customer, internal business, and innovation/ learning
Sink and Tuttle (1989): Profitability, productivity, quality, quality of work life, innovation, effectiveness, and efficiency
Kasetsart University
8
Introduction
System View of an Organization Upstream Inputs Processes Outputs Downstream
Kasetsart University
9
Introduction
Purposes of performance measurement:
Workforces
Knowledge and white-collar
Kasetsart University
Blue-collar
6
Introduction
(1) Measuring productivity/ performance requires a system view of an organization or a unit of analysis.
audit to improve KPI by linking with policies, objectives, database, etc., ratio networking, and target setting
某公司绩效管理考评方法-英文版
be measured?
Expectations of Stakeholders
Company Performance
Business Plans are Developed by the Business Units
Strategy of the Corporation
Objectives of the corporation
COMPANY MISSION
Strategic Objectives
Business Unit Scorecard
Department Scorecard
Employee Performance
Process
Individual Goals
= What must the company be very good at doing?
= How will progress and success
be measured?
Expectations of Stakeholders
Company Performance
Organization Alignment leads to Employee Engagement
• AFYP • ROI/ROA • Surplus Growth
CUSTOMER SATISFACTION
• New sales: new customers • Additional policies: current
customers • Market share
BUSINESS PROCESSES
Project Planning, 1 wk
Orientation
and Kick-off
绩效管理 外文翻译 外文文献 中英翻译
Performance management-how to appraise employee performance AbstractPerformance appraisal is an important content of human resource management in modern enterprises. According to the problems existing at the present stage Chinese enterprise performance evaluation, put forward the improvement measures to improve the performance appraisal. Performance management is the responsibility between managers and employees and improve the communication performance of the ongoing. The partners should understand why they become partners, thereby supporting the work. Performance evaluation is a part of performance management, do not confuse the twoIntroductionChallenges of performance managementReasons to avoid performance management: Manager: reports and program has no meaning; no time; afraid of conflict; feedback and observation. (performance management, prevent problems in investment in time, ensure the managers have the time to do the thing you should do staff: bad experience; what was about to happen no bottom; do not understand the significance of performance management; don't like received criticism. Criterion two, performance management, organizational success: 1 Factors: coordination among units means, towards a common goal; problem, find the problems, find problems or prevent problems; obey the law, be protected by the law; make major decisions, a way of getting information; improve the quality of staff, to make the organization more competitive., performance management of organization,must be useful to managers, the only reason of performance management is to help employees to success. to understand better how to design and what made him act. , the performance management challenge is how to find practical,meaningful ways to finish it, which need thought and wisdom.Performance management is a systemThe performance plan -- starting point of performance management:employees and managers to work together, as employees do what, do what degree of problem identification, understanding.Continuous performance communication: both trackingprogress, find the obstacles that affect performance and process so that the two sides success required information. Communication methods: (1) around were observed;(2)employees; (3) allow employees to work review;Performance diagnosis: to identify individuals, departments and organizational performance by the real reason for the problem of communication and problem solving process.Performance management is a small system in the large system. If you want to get the maximum profit, must complete the performance management process,and not a part of.Performance management and strategic planning, budget, staff ,employee salary incentive system, improve the quality of plans are related. Do the performance management process to do the preparation of 1, there are two key points: with the staff to collect meaningful, to establish the information needed to measurable goals; to do some basic work, so that in the whole process of performance management and employee can fully cooperation. In part, access to information and data of performance management effect is it can help organizations, units and employees towards a direction some "target"information each employee's job description; (2) employee last performance review data and related documents.The performance plan three steps: preparation, meeting, finalize plans. your job, you should do what, how to measure your success, sets threat mosphere and seize the key; to review the relevant information, ask more,talk less; the job duties and specific goal; determine the success criteria; discuss what are the difficulties and need what help; discuss the importance level and authorized to ask problem; 4, note: in the performance management process, should pay attention to communication with staff thought is the action guide, to carry out effective performance communication, we must pay attention to in the thought. All aspects of the performance communication throughout the performance cycle, plays an important role in any one link in the chain, leaving the performance communication, any unilateral decisions managers will affect the enthusiasm of the staff, performance management. No performance communication there is no performance management. In order to make the performance management on the right track, truly play its role,enterprises mustput the supervisor and employee performance communication as a priority among priorities to research and development, through the system specification, performance management become competent habit, the habit of employees, to solve the performance problem employees work for dialogue and exchanges, the performance management into effect.Three methods of performance evaluation: Predicament 1, individual performance evaluation --: the best opera actor and amateur orchestra concert.The opera actors play the extreme, but the effect is very bad. No one is isolated,only focus on the individual, can not solve the problem. We call on an individual basis on employee performance evaluation, but if we emphasize individual performance but not the antecedents and consequences and conditions of performance, we do not progress, because we did not find the real reason -- may be because employees can not control things and punish employees, may also be because of the wrong reason 2, regardless of the what way to assess performance, avoid two traps are important: 1) don't do performance problems or"always the fault of employees" this hypothesis; 2) without any assessment can give the "why" and "what is happening in the picture". Evaluation is just the beginning, is a further discussion as well as the starting point of diagnosis. Three methods of performance evaluation: 3, 1) rating method:: features, to and behavior project; identify each project performance level gauge and other ways. Advantages: easy to finish the work of assessment. Disadvantages:forget why do this work; too vague, in the performance plan, prevention,protection and development staff and so did not what role in improving methods:with employees regularly write brief conversation; evaluation; interpretation and evaluation project meaning; together with the staff rating 2) ranking method:forcing staff to compete with each other, have stimulation can be short term, long term may cause internal malicious competition. 3) target and standard evaluation method: Standard: according to the prior and employees a series of established criteria to measure the performance of employees. Advantages: the personal goals and work together to reduce the possibility of target; both sides disagree;defect: need more time; text work more; more energy.Communication method and communication technologyWay of thinking: the process of performance management is the process of communication.Relationship with the staff is not only reflected in the behavior on performance management, but also should reflect the daily and how successful way of thinking: A, the process of performance management is a complete process together with the staff, not a for staff B, except for some unilateral disciplinary action, performance plan, communication and assessment should adopt a cooperative mode; C, most of the staff, once you understand what they are asked to do things, will try the method can meet the requirements D,performance management is not the purpose of staring past mistakes, clear posibility, but in the problem solving problems and possible e, performance deficit to be clear, the cause of the deficit, whether for personal reasons or the system reason; F, in most cases, if the manager will support staff as their work,so that each employee 2, must set some skills communication skills: Manager here guide employees to participate in the discussion process and understand the process of responsibility. Purpose: don't most probably it did not actually happen. Be prepared to establish a common responsibility and each stage all contribute to the relationship, the target. Clear the common responsibility: to improve the performance is not only the responsibility of the staff. Clear procedures: prevent conflict resolution skills: clear individual responsibility, invites employees to take advice. For the people of the criticism and comments: avoid if you don't listen, you don't know what you talking about,could you be quiet for a while, you read the report in the past did not remarks:avoid such as how many years, you always can't finish the job on time, we have ried that, there is no with the need need making guide guilty intent: to avoid if you really care about the team, you should work harder; I guess you don't care about this project not appropriate advice and sure: avoid as I know the project is late, but I'm sure you'll catch up; you will do well. You will understand the need,need to unsolicited advice and sure: avoid you must do it; this is the only way; to finish this today, and put it on my desk. A provocative question: Why did you say those who avoid. What you think; is the need to need; what is you get this conclusion? Don't trust to avoid language: are you sure you can finish on time?I've heard you need to exaggerate these need: avoid you never finish the work on time; you always try to reject my proposal. The cooling technique of fierce debate.The performance of a, discuss the process of dispute, we should pay attention to two goals: must make suggestions on conflict; avoid damage relations, cause new problems in the future performance. B, give employees a vent frustration and anger for feeling, not very fast counter attack. C, remember the people when they do appear conflict. D, the way of handling conflicts: conflicts through persuasion, won the right to try to understand the means; staff positions, find a solution. E, conflict is the most effective treatment technology is active listening.F, and be confused in mind or angry employees dealing, the basic principle is the first concern of his emotional. G, disputes arise, request the dispute settle ment measures, but never from the subject. H, too excited, communication should be suspended.The performance of communication is the core of performance management, is refers to between the employers and employees performance evaluation reflects the problems and evaluation mechanism itself to conduct substantive interviews,and tries to seek countermeasures, a management method for service in the later stage of enterprise and employee performance, improve and enhance the.A process of performance management is on the lower level on the performance target setting and implementation and ongoing two-way communication.绩效管理——如何考评员工表现摘要绩效考核是现代企业人力资源管理的重要内容。
绩效管理制度培训英文
IntroductionWelcome to the Performance Management System Training Program. This session is designed to provide you with a comprehensive understanding of our organization's performance management framework. Effective performance management is crucial for the success of our team and the achievement of our strategic goals. By the end of this training, youwill be equipped with the knowledge and tools to effectively implement and utilize our performance management system.ObjectivesBy the end of this training, participants will be able to:1. Understand the purpose and benefits of our performance management system.2. Describe the key components of the performance management process.3. Identify how to set clear, achievable, and measurable performance objectives.4. Learn how to conduct meaningful performance reviews and provide constructive feedback.5. Recognize the importance of continuous improvement and development within the organization.Module 1: Introduction to Performance ManagementPerformance management is a systematic process that aligns individual and team goals with organizational objectives. It involves setting clear expectations, monitoring progress, providing feedback, and recognizing achievements. The primary benefits of a robust performance management system include improved productivity, increased employee engagement, and enhanced overall organizational performance.Module 2: Key Components of the Performance Management ProcessThe performance management process typically consists of the following key components:1. Goal Setting: Establishing clear, achievable, and measurable objectives that align with both individual and organizational goals.2. Performance Monitoring: Regularly assessing progress towards these objectives and providing ongoing feedback.3. Performance Review: Conducting formal reviews at predetermined intervals to evaluate performance, discuss achievements, and identify areas for improvement.4. Feedback and Development: Providing constructive feedback,identifying developmental needs, and creating action plans to address performance gaps.5. Recognition and Rewards: Acknowledging and rewarding high performance to motivate and retain top talent.Module 3: Setting Clear Performance ObjectivesTo set effective performance objectives, follow these steps:1. Align with Organizational Goals: Ensure that objectives are aligned with the overall strategic direction of the organization.2. Be Specific and Measurable: Use clear and quantifiable criteria to define success.3. Ensure Objectives are Achievable: Make sure objectives are realistic and attainable within the given timeframe.4. Involve the Employee: Engage employees in the goal-setting process to increase commitment and accountability.Module 4: Conducting Performance ReviewsPerformance reviews should be conducted in a structured and consistent manner. Here are some tips for effective performance reviews:1. Prepare in Advance: Gather relevant data and prepare feedback on the employee’s performance.2. Focus on Both Strengths and Weaknesses: Provide a balanced view of the employee’s performance, highlighting both achievements and areasfor improvement.3. Use a Constructive Approach: Offer feedback in a supportive and encouraging manner.4. Develop an Action Plan: Identify specific steps the employee can take to improve performance.Module 5: Continuous Improvement and DevelopmentContinuous improvement and development are essential for personal and organizational growth. Here’s how you can foster a culture of continuous improvement:1. Encourage Learning: Provide opportunities for employees to acquire new skills and knowledge.2. Offer Developmental Resources: Access to training, coaching, and mentoring programs.3. Celebrate Successes: Recognize and reward employees for their contributions and achievements.4. Create a Feedback Loop: Encourage open communication and feedback from all levels of the organization.ConclusionThe performance management system is a dynamic tool that can help drive our organization’s success. By u nderstanding and effectively implementing this system, we can ensure that our team is aligned, engaged, and focused on achieving our strategic goals. Thank you for participating in this training program, and we look forward to seeing the positive impact of our performance management system on our organization’s future.。
绩效管理 外文翻译 外文文献 中英翻译
Performance management-how to appraise employee performance AbstractPerformance appraisal is an important content of human resource management in modern enterprises. According to the problems existing at the present stage Chinese enterprise performance evaluation, put forward the improvement measures to improve the performance appraisal. Performance management is the responsibility between managers and employees and improve the communication performance of the ongoing. The partners should understand why they become partners, thereby supporting the work. Performance evaluation is a part of performance management, do not confuse the twoIntroductionChallenges of performance managementReasons to avoid performance management: Manager: reports and program has no meaning; no time; afraid of conflict; feedback and observation. (performance management, prevent problems in investment in time, ensure the managers have the time to do the thing you should do staff: bad experience; what was about to happen no bottom; do not understand the significance of performance management; don't like received criticism. Criterion two, performance management, organizational success: 1 Factors: coordination among units means, towards a common goal; problem, find the problems, find problems or prevent problems; obey the law, be protected by the law; make major decisions, a way of getting information; improve the quality of staff, to make the organization more competitive., performance management of organization,must be useful to managers, the only reason of performance management is to help employees to success. to understand better how to design and what made him act. , the performance management challenge is how to find practical,meaningful ways to finish it, which need thought and wisdom.Performance management is a systemThe performance plan -- starting point of performance management:employees and managers to work together, as employees do what, do what degree of problem identification, understanding.Continuous performance communication: both trackingprogress, find the obstacles that affect performance and process so that the two sides success required information. Communication methods: (1) around were observed;(2)employees; (3) allow employees to work review;Performance diagnosis: to identify individuals, departments and organizational performance by the real reason for the problem of communication and problem solving process.Performance management is a small system in the large system. If you want to get the maximum profit, must complete the performance management process,and not a part of.Performance management and strategic planning, budget, staff ,employee salary incentive system, improve the quality of plans are related. Do the performance management process to do the preparation of 1, there are two key points: with the staff to collect meaningful, to establish the information needed to measurable goals; to do some basic work, so that in the whole process of performance management and employee can fully cooperation. In part, access to information and data of performance management effect is it can help organizations, units and employees towards a direction some "target"information each employee's job description; (2) employee last performance review data and related documents.The performance plan three steps: preparation, meeting, finalize plans. your job, you should do what, how to measure your success, sets threat mosphere and seize the key; to review the relevant information, ask more,talk less; the job duties and specific goal; determine the success criteria; discuss what are the difficulties and need what help; discuss the importance level and authorized to ask problem; 4, note: in the performance management process, should pay attention to communication with staff thought is the action guide, to carry out effective performance communication, we must pay attention to in the thought. All aspects of the performance communication throughout the performance cycle, plays an important role in any one link in the chain, leaving the performance communication, any unilateral decisions managers will affect the enthusiasm of the staff, performance management. No performance communication there is no performance management. In order to make the performance management on the right track, truly play its role,enterprises mustput the supervisor and employee performance communication as a priority among priorities to research and development, through the system specification, performance management become competent habit, the habit of employees, to solve the performance problem employees work for dialogue and exchanges, the performance management into effect.Three methods of performance evaluation: Predicament 1, individual performance evaluation --: the best opera actor and amateur orchestra concert.The opera actors play the extreme, but the effect is very bad. No one is isolated,only focus on the individual, can not solve the problem. We call on an individual basis on employee performance evaluation, but if we emphasize individual performance but not the antecedents and consequences and conditions of performance, we do not progress, because we did not find the real reason -- may be because employees can not control things and punish employees, may also be because of the wrong reason 2, regardless of the what way to assess performance, avoid two traps are important: 1) don't do performance problems or"always the fault of employees" this hypothesis; 2) without any assessment can give the "why" and "what is happening in the picture". Evaluation is just the beginning, is a further discussion as well as the starting point of diagnosis. Three methods of performance evaluation: 3, 1) rating method:: features, to and behavior project; identify each project performance level gauge and other ways. Advantages: easy to finish the work of assessment. Disadvantages:forget why do this work; too vague, in the performance plan, prevention,protection and development staff and so did not what role in improving methods:with employees regularly write brief conversation; evaluation; interpretation and evaluation project meaning; together with the staff rating 2) ranking method:forcing staff to compete with each other, have stimulation can be short term, long term may cause internal malicious competition. 3) target and standard evaluation method: Standard: according to the prior and employees a series of established criteria to measure the performance of employees. Advantages: the personal goals and work together to reduce the possibility of target; both sides disagree;defect: need more time; text work more; more energy.Communication method and communication technologyWay of thinking: the process of performance management is the process of communication.Relationship with the staff is not only reflected in the behavior on performance management, but also should reflect the daily and how successful way of thinking: A, the process of performance management is a complete process together with the staff, not a for staff B, except for some unilateral disciplinary action, performance plan, communication and assessment should adopt a cooperative mode; C, most of the staff, once you understand what they are asked to do things, will try the method can meet the requirements D,performance management is not the purpose of staring past mistakes, clear posibility, but in the problem solving problems and possible e, performance deficit to be clear, the cause of the deficit, whether for personal reasons or the system reason; F, in most cases, if the manager will support staff as their work,so that each employee 2, must set some skills communication skills: Manager here guide employees to participate in the discussion process and understand the process of responsibility. Purpose: don't most probably it did not actually happen. Be prepared to establish a common responsibility and each stage all contribute to the relationship, the target. Clear the common responsibility: to improve the performance is not only the responsibility of the staff. Clear procedures: prevent conflict resolution skills: clear individual responsibility, invites employees to take advice. For the people of the criticism and comments: avoid if you don't listen, you don't know what you talking about,could you be quiet for a while, you read the report in the past did not remarks:avoid such as how many years, you always can't finish the job on time, we have ried that, there is no with the need need making guide guilty intent: to avoid if you really care about the team, you should work harder; I guess you don't care about this project not appropriate advice and sure: avoid as I know the project is late, but I'm sure you'll catch up; you will do well. You will understand the need,need to unsolicited advice and sure: avoid you must do it; this is the only way; to finish this today, and put it on my desk. A provocative question: Why did you say those who avoid. What you think; is the need to need; what is you get this conclusion? Don't trust to avoid language: are you sure you can finish on time?I've heard you need to exaggerate these need: avoid you never finish the work on time; you always try to reject my proposal. The cooling technique of fierce debate.The performance of a, discuss the process of dispute, we should pay attention to two goals: must make suggestions on conflict; avoid damage relations, cause new problems in the future performance. B, give employees a vent frustration and anger for feeling, not very fast counter attack. C, remember the people when they do appear conflict. D, the way of handling conflicts: conflicts through persuasion, won the right to try to understand the means; staff positions, find a solution. E, conflict is the most effective treatment technology is active listening.F, and be confused in mind or angry employees dealing, the basic principle is the first concern of his emotional. G, disputes arise, request the dispute settle ment measures, but never from the subject. H, too excited, communication should be suspended.The performance of communication is the core of performance management, is refers to between the employers and employees performance evaluation reflects the problems and evaluation mechanism itself to conduct substantive interviews,and tries to seek countermeasures, a management method for service in the later stage of enterprise and employee performance, improve and enhance the.A process of performance management is on the lower level on the performance target setting and implementation and ongoing two-way communication.绩效管理——如何考评员工表现摘要绩效考核是现代企业人力资源管理的重要内容。
绩效管理英文文献
PERFORMANCE MANAGEMENT POLICYThe Governing Body of Homerton Children’s Centre adoptedthis performance management policy on31 October 2007.APPLICATION OF THE POLICYThe policy applies to the head teacher and to all teachers employed by the school except teachers on contracts of less than one term, those undergoing induction (ie NQTs) and those who are the subject of capability procedures.PURPOSEThis policy sets out the framework for a clear and consistent assessment of the overall performance of teachers and the head teacherand for supporting their development needs within the context of the school's improvement plan and their own professional needs. Where teachers are eligible for pay progression, the assessment of performance throughout the cycle against the performance criteria specified in the statement will be the basis on which the recommendation is made by the reviewer.This policy should be read in conjunction with the school's pay policy which provides details of the arrangements relating to teacher's pay in accordance with the School Teachers' Pay and Conditions Document.LINKS TO SCHOOL IMPROVEMENT, SCHOOL SELF EVALUATION AND SCHOOL DEVELOPMENT PLANNINGTo comply with the requirement to show howthe arrangements for performance management link with those for school improvement, school self-evaluation and school development planningand to minimise workload and bureaucracy the performance management process will be the main source of information as appropriate for school self-evaluation and the wider school improvement process.Similarly, the school improvement and development plan and the school's self evaluation form are key documents for the performance management process.All reviewers are expected to explore the alignment of reviewees' objectives with the school's priorities and plans. The objectives should also reflect reviewees' professionalaspirations.CONSISTENCY OF TREATMENT AND FAIRNESSThe Governing Body is committed to ensuring consistency of treatment and fairness in the operation of performance management.To ensure this the following provisions are made in relation to moderation, quality assurance and objective setting.Quality assuranceThe head teacher has determined that she will delegate the reviewer role for some or all teachers for whom she is not the line manager.In these circumstances the head teacher will moderate all the planning statements to check that the plans recorded in the statements of teachers at the school:• are consistent between those who have similar experience and similar levels of responsibility• comply with the school's performance management policy, the regulations and the requirements of equality legislationThe Governing Body will review the quality assurance processes when the performance policy is reviewed.OBJECTIVE SETTINGThe objectives set will be rigorous, challenging, achievable, time-bound, fair and equitable in relation to teachers with similar roles/responsibilities and experience, and wil l have regard to what can reasonably be expected of any teacher in that position given the desirability of the reviewee being able to achieve a satisfactorybalance between the time required to discharge his professional duties and the time required to pursue his personal interests outside work, consistent with the school's strategy for bringing downward pressure on working hours. They shall also take account of the teacher's professional aspirations and any relevant pay progression criteria. They should be such that, if they are achieved, they will contribute to improving the progress of children at the school.The reviewer and reviewee will seek to agree the objectives butwhere a joint determination cannot be made the reviewer will make the determination.In this school:all teachers, includingthe head teacher, will have no more than 3objectivesteachers, including the head teacher, will not necessarily all have the same number of objectivesall teachers, including the head teacher, will have a whole school objective Though performance management is an assessment of overall performance of teachers and the head teacher, objectives cannot cover the full range of a teacher's roles/responsibilities. Objectives will, therefore, focus on the priorities for an individual for the cycle. At the review stage it will be assumed that those aspects of a teacher's roles/responsibilities not covered by the objectives or any amendment to the statement which may have been necessary in accordance with the provisions of theregulations have been carried out satisfactorily.Reviewing ProgressAt the end of the cyc l e assessment of performance against an objective will be on the basis of the performance criteria set at the beginning of the cycle. Good progress towards the achievement of a challenging objective, even if the performance criteria have not been met in full, will be assessed favourably.The performance management cycle is annual, but on occasions it may be appropriate to set objectives that will cover a period over more than one cycle. In such cases, the basis on which the progress being made towards meeting the performance criteria for the objective will be assessed at the end of the first cycle and will be recorded in the planning and review statement at the beginning of the cycle.APPEALSAt specified points in the performance management process teachers and head teachers have a right of appeal against any of the entries in their planning and review statements.Where a reviewee wishes to appeal on the basis of more than one entry this would constitute one appeal hearing.Details of the appeals process are covered in the school's paypolicy.CONFIDENTIALITYThe whole performance management process and the statements generated under it, in particular, will be treated with strict confidentiality at all times. Only the reviewee's line manager or, where she has more than one, each of her line managers will be provided with access to the reviewee's plan recorded in her statement, upon request, where this is necessary to enable the line manager to discharge her line management responsibilities. Reviewees will be told who has requested and has been granted access.TRAINING AND SUPPORTThe school's CPD programme will be informed by the training and development needs identified in the training annex of the reviewees' planning and review statements.The governing body will ensure in the budget planning that, as far as possible, appropriate resources are made available in the school budget for any training and support agreed for reviewees.An account of the training and development needs of teachers in general, including the instances where it did not prove possible to provide any agreed CPD, will form a part of the head teacher's annual report to the governing body about the operation of the per f ormance management in the school.With regard to the provision of CPD in the case of competing demands on the school budget, a decision on relative priority will be taken with regard to the extent to which: (a) the CPD identified is essential for a reviewee to meet their objectives; and (b) the extent to which the training and support will help the school to achieve its priorities. The school's priorities will have precedence. Teachers should not be held accountable for failing to make good progress towards meeting their performance criteria where the support recorded in the planning statement has not been provided. APPOINTMENT OF REVIEWERS FOR THE HEAD TEACHERAppointment of GovernorsThe Governing Body is the reviewer for the head teacher and to discharge this responsibility on its behalf may appoint 2 or 3 governors.Where a head teacher is of the opinion that any of the governors appointed by the governing body under this regulation is unsuitable for professional reasons, s/he may submit a written request to the governing body for that governor to be replaced, stating those reasons.Appointment of School Improvement Partner or External AdviserThe local authority has appointed a School Improvement Partner for the school, who willprovide the Governing Body with advice and support in relation to the management and review of the performance of the head teacher.APPOINTMENT OF REVIEWERS FOR TEACHERSIn the case where the head teacher is not the teacher's line manager, the head teacher may delegate the duties imposed upon the reviewer, in their entirety, to the teacher's line manager. In this school the head teacher has decided that:The head teacher will be the reviewer for those teachers she directly line manages and will delegate the role of reviewer, in its entirety, to the relevant line managers for some or all other teachers.Line managers will be the reviewers for all those teachers they line manage.Where a teacher is of the opinion that the person to whom the head teacher has delegated the reviewer's duties is unsuitable for professional reasons, she may submit a written request to the head teacher for that reviewer to be replaced, stating those reasons.Where it becomes apparent that the reviewer will be absent for the majority of the cycle or is unsuitable for professional reasons the head teacher may perform the duties herself or delegate them in their entirety to another teacher. Where this teacher is not the reviewee's line manager the teacher will have an equivalent or higher status in the staffing structure as the teacher's line manager.A performance management cycle will not begin again in the event of the reviewer being changed.All line managers to whom the head teacher has delegated the role of reviewer will receive appropriate preparation for that role.THE PERFORMANCE MANAGEMENT CYCLEThe performance of teachers must be reviewed on an annual basis. Performance planningand reviews must be completed for all teachers by 31 October and for head teachers by 31 December.The performance management cycle in this school, therefore, will run fromthe end of autumn half term tothe end of the summer termfor teachers, and fromthe end of autumn termtothe end of the summer termfor the head teacher.Teachers who are employed on a fixed term contract of less than one year, will have their performance managed in accordance with the principles underpinning the provisions of this policy. The length of the cycle will be determined by the duration of their contract.Where a teacher starts their employment at the school part-way through a cycle, the head teacher or, the governing body shall determine the length of the first cycle for that teacher, with a view to bringing her cycle into line with the cycle for other teachers at the school as soon as possible.Where a teacher transfers to a new post within the school part-way through a cycle, the head teacher or, the governing body shall determine whether the cycle shall beginagain and whether to change the reviewer.RETENTION OF STATEMENTSPerformance management planning and review statements will be retained for a minimum period of 6 years.MONITORING AND EVALUATIONThe governing body will monitor the operation and outcomes of performance management arrangements.The head teacher will provide the governing body with a report on the operation of the school's performance management policy annually. The report will not contain anyinformation which would enable any individual to be identified. The report will include:• the operation of the performance management policy;• the effectiveness of the school's performance management procedures;• teachers' training and development needs.The Governing Body is committed to ensuring that the performance management process is fair and non-discriminatory and the following monitoring data should be included in the head teacher's report because they represent the possible grounds for unlawful discrimination:• Race• Sex• Sexual orientation• Disability• Religion and belief• Age• Part-time contracts• Trade union membership.The head teacher will also report on whether there have been any appeals or representations on an individual or collective basis on the grounds of alleged discrimination under any of the categories above.REVIEW OF THE POLICYThe Governing Body will review the performance management policy every school year in the summer term.The Governing Body will take account of the head teacher's report in its review of the performance management policy. The policy will be revised as required to introduce any changes in regulation and statutory guidance to ensure that it is always up to date.The Governing Body will seek to agree any revisions to the policy with the recognised trade unions having regard to the results of the consultation with all teachers.To ensure teachers are fully conversant with the performance management arrangements, all new teachers who join the school will be briefed on them as part of their introduction to the school.ACCESS TO DOCUMENTATIONCopies of the school improvement and development plan and SEF can be obtained from the school office.CLASSROOM OBSERVATION PROTOCOLAll classroom observation will be undertaken in accordance with the performance management regulations,the associated guidance published by the Rewards and Incentives Group andthe classroom observation protocol that is appended to this policy in Annex 1.ANNEX 1 - CLASSROOM OBSERVATION PROTOCOLThe Governing Body is committed to ensuring that classroom observation is developmental and supportive and that those involved in the process will:• carry out the role with professionalism, integrity and courtesy;• evaluate objectively;• report accurately and fairly; and• respect the confidentiality of the information gained.The total period for classroom observation arranged for any teacher will not exceed three hours per cycle having regard to the individual circumstances of the teacher.There is no requirement to use all of the three hours. The amount of observation for each teacher should reflect and be proportionate to the needs of the individual.In this school'proportionate to need' will be determined by the head teacher.The arrangements for classroom observation will be included in the plan in the planning and review statement and will include the amount of observation, specify its primary purpose, any particular aspects of the teacher's performance which will be assessed,the duration of the observation, when during the performance management cycle the observation will take place and who will conduct the observation.Where evidence emerges about the reviewee's teaching performance which gives rise to concern during the cycle classroom observations may be arranged in addition to those recorded at the beginning of the cycle subject to a revision meeting being held in accordance with the Regulations.Information gathered during the observation will be used, as appropriate, for a variety of purposes including informing school self-evaluation and school improvement strategies in accordance with the school's commitment to streamlining data collection andminimising bureaucracy and workload burdens on staff.In keeping with the commitment to supportive and developmental classroom observation those being observed will be notified in advance.Classroom observations will only be undertaken by persons with QTS.In addition, in this school classroom observation will only undertaken by those who have had adequate preparation and the appropriate professional skills to undertake observation and to provide constructive oral and written feedback and support, in the context of professional dialogue between colleagues.Oral feedback will be given as soon as possible after the observation and no later than the end of the following working day. It will be given during directed time in a suitable, private environment.Written feedback will be provided within five working days of the observation taking place.If issues emerged from an observation that were not part of the focus of the observation as recorded in the planning and review statement these should also be covered in the written feedback and the appropriate action taken in accordance with the regulations and guidance.The written record of feedback also includes the date on which the observation took place, the lesson observed and the length of the observation.The teacher has the right to append written comments on the feedback document.No written notes in addition to the written feedback will be kept.A head teacher has a duty to evaluate the standards of teaching and learning and to ensure that proper standards of professional performance are established and maintained. Heads have a right to drop in to inform their monitoring of the quality of learning.Drop ins will only be undertaken by the head teacher.October 2007。
渤海证券的绩效管理(英文版).
The Process of Performance Evaluation
Planing
Method
Evaluation Subject
Feedback
Improvement
Improvement
The Model of Performance Management
The Process of Performance Evaluation
Overview of Bohai Securities
The Organization Structure of Bohai Securities
From : the website of BoHai Securities: /departments/default.aspx?skins=zzjg
Strategy
At the beginning of every evaluation cycle, the performance index is assigned to the individual based on the strategy. The planing also includes key performance indicators(KPI), evaluation method and other important progrem.
Organization Performance Department Performance
Individual Performance
Planing
The Process of Performance Evaluation
Bohai Securities sets up different key performance indicators(KPI) based on the characteristic of every department. Business Order Management Order Quantifiable Indicators Job Satisfaction
企业管理手册-绩效管理手册(英文版)
Performance Management Program
3
Performance Management Diagram
4
Core Performance Categories and Criteria
5
Performance Review Form Outline
7
Performance Planning
How to Use This Handbook
The tools and procedures outlined in this handbood were developed by a labor management committee with representatives from Human Resources and SEIU Local 509, and piloted by a group of SEIU employees and their supervisors during academic year 1999-2000. This performance evaluation system incorporates many of the best practices utilized by other institutions of higher education and involves making many changes from the previous system of performance evaluation. In order to assist both supervisors and employees with learning about and being able to use the new system effectively, the Training and Development Unit will conduct a series of training sessions. This handbook will accompany those training sessions and will also serve as a stand-alone reference for the Performance Management Program.
企业绩效管理外文翻译文献综述
企业绩效管理外文翻译文献(文档含中英文对照即英文原文和中文翻译)原文：Can Performance Management Foster Intelligent Behavior?Bjarte BogsnesThe world has changed, not just in increasingly fast-changing and unpredictable ways, but also the competence and expectations of people in our organizations. Unfortunately, too few seem to understand or accept that these developments call for radically new and different ways of leading and managing. Traditional management practices do not make usthe agile organizations we need to be.The problem starts with the label, "Performance Management" implying, "If I don't manage you, there will be no performance."We need a new mindset, one that is less about managing performance and more about creating conditions for great performance to occur. We need self-regulating models, requiring less management, but more leadership from everyone.Think about traffic, where we want good performance and a safe good flow. Traffic authorities have different ways of making this happen. The traffic light is a popular choice, but those managing the process (programmers) are not in the situation; information used in their process is not fresh, which is clear as you wait in front of that red light.The roundabout is a very different alternative. Those managing are the drivers themselves. The information used is real time, coming from own observations. While that information is also available in front of the traffic light, drivers do not have the authority to act on it. By the way, the "zipper" or "every second car through" is not a rule, but a guiding principle.The roundabout normally is more efficient than the traffic light, because of two significant differences in the decision-making process, information and authority. A third element is also required for the roundabout to be more efficient: while the traffic light is a simple-rulesbased system, the roundabout is values-based. A value-set based on, "Me first, I don't care about the rest," is not a big a problem in front of the red light, but is a serious problem in a roundabout. Here, a positive common purpose of wanting a safe and good flow is critical. Drivers must be more considerate, open about own intentions while trying to understand the intentions of peers. Instead of managing performance, traffic authorities have created conditions for self-managed performance to occur.What would the implications be for the loathed performance review? The principles and practices described at Return Path are sensible and interesting. I like the concept of horizontal commitments toward peers, instead of vertical commitments to higher management. At the same time, we need to broaden our definition of performance. In traditional performance, a commitment is too often about "hitting the number." This is too narrow. We need to ask questions such as, how are we doing compared to peers? How are we using KPIs to reflect on performance, or using hindsight and management assessment to verify results? Did we really move toward our longer-term ambitions? How sustainable are the results? Last but not least, there has to be room for values if performance systems are to foster intelligent behavior; we need to ask, how where those results achieved?At Statoil our integrated performance management approach links ambitions to actions. Our targets reflect a broad set of ambitions,including people, health, safety, environment, operations and financial performance. Read more about our management model and how we apply a holistic and values-based approach to this broader performance agenda.The words of Dee Hock, former GEO of Visa, should guide the design of our management processes, including our performance reviews: "Simple, clear purpose and principles give rise to complex, intelligent behavior. Complex rules and regulations give rise to simple, stupid behavior."While researching my book. Talent Economics, I interviewed employees about what really motivates today's workforce. I discovered a disconnect between the performance support my interviewees wanted versus how managers recounted their contribution to these conversations.Over the last 20 years, the employee mindset has evolved faster than has the art and science of management. Nowhere is this starker than in the area of performance management practices, particularly the annual review. In both the developed and developing world, employees report that this end-of-year activity breeds stress, anxiety and mistrust. How ironic that a process aimed at improving organizational performance, is itself underperforming!It's time to "reboot" our performance management operating system, installing two specific system updates:l. The "Democracy" update. As much as we try to make theperformance appraisal a two way dialogue, we cannot run away from the fact that at its core, the conversation today is often a top-down review. My research shows that many 21st century employees are rejecting conversations that are one-way: in hot job markets today, managers must realize "who is appraising whom." With other offers readily available, many employees enter a performance dialogue privately considering if their manager is worth another year of their career. The performance management conversation now reflects a company's Employee Value Proposition, much as we learn in the lead Perspective.The Democracy update means that managers only gain the right to give feedback when they first genuinely seek the same on their own performance as leaders. Not just through 360-degree reviews, but also through authentic conversations asking, "How am I performing as your manager? " and "How can I help you succeed?" Only then can the conversation shift to, "How you can improve?"and "This is what you should focus on."2. The Success module. Greater employee autonomy and empowerment also changes the meaning of management. We have gone from a "supervisor of task and outcomes" to an "enabler of performance, innovative thinking and collective success." To make this shift, we must give up the judge's robes for the coach's uniform. If employees don't succeed, managers are on the hook, too.This is particularly relevant when coaching a team to success. People bring different skills to a team and how well they work together really matters. If team reviews work better to achieve a goal, so be it. The Return Path story illustrates how review processes can be designed and executed around what matters most, and where everyone dons the uniforms of player and coach.What if, instead of making the heart of a performance conversation the evaluation, it became a vehicle to improve success of the individual, the team and the business? What if performance feedback was paired with dialogue about transforming the business, the product or customer experience? This genuinely reboots and upgrades performance management to focus on individual and organizational success.It is indeed time to upgrade performance management practices: we can no longer manage a 21st century employee using 20th century mindsets.People & Strategy. 2013, V ol. 36 Issue 2, p12-13. 2p.译文：绩效管理能促进自我管理行为吗?Bjarte Bogsnes世界随着时间的推移而变化莫测，连那些与时变化而不可预测的通道也随之改变，与此同时组织人员的能力和期望也顺应时代潮流。
绩效管理之英文版
• No Surprises
• Serves As A Role Model
Managing the Process
• Step 1: Identify 5 to 8 Significant Job Responsibilities
– Work You are Directly Accountable For – Answer The How, What And Why
3. When people feel that feedback will boost, or at least maintain their selfesteem, they actively seek it out.
Facts about Feedback
4. Much of the feedback we receive on the job is negative. Positive feedback is withheld because the manager feels the positive action is all a part of the job. Or, it is given in a general way -- like, “Good report.”
Being A Super-Good “Performance” Manager
Performance Management In The Copeland Environment
Performance Appraisal
Much More Than Filling Out A Form
2
It Starts With Goal Setting: “If You Don’t Know Where You Are Going You Won’t Know How To Get There”
PerformanceManagement绩效管理英文文献-14页word资料
PERFORMANCE MANAGEMENT POLICYThe Governing Body of Homerton Children’s Centre adoptedthis performance management policy on 31 October 2007.APPLICATION OF THE POLICYThe policy applies to the head teacher and to all teachers employed by the school except teachers on contracts of less than one term, those undergoing induction (ie NQTs)and those who are the subject of capability procedures.PURPOSEThis policy sets out the framework for a clear and consistent assessment of the overall performance of teachers and the head teacher and for supporting their development needs within the context of the school's improvement plan and their own professional needs. Where teachers are eligible for pay progression, the assessment of performance throughout the cycle against the performance criteria specified in the statement will be the basis on which the recommendation is made by the reviewer.This policy should be read in conjunction with the school's pay policy which provides details of the arrangements relating to teacher's pay in accordance with the School Teachers' Pay and Conditions Document.LINKS TO SCHOOL IMPROVEMENT, SCHOOL SELF EVALUATION AND SCHOOL DEVELOPMENT PLANNINGTo comply with the requirement to show how the arrangements for performance management link with those for school improvement, school self-evaluation and school development planning and to minimise workload and bureaucracy the performance management process will be the main source of information as appropriate for school self-evaluation and the wider school improvement process.Similarly, the school improvement and development plan and the school's self evaluation form are key documents for the performance management process.All reviewers are expected to explore the alignment of reviewees' objectives with the school's priorities and plans. The objectives should also reflect reviewees' professional aspirations.CONSISTENCY OF TREATMENT AND FAIRNESSThe Governing Body is committed to ensuring consistency of treatment and fairness in the operation of performance management. To ensure this the following provisions are made in relation to moderation, quality assurance and objective setting.Quality assuranceThe head teacher has determined that she will delegate the reviewer role for some or all teachers for whom she is not the line manager.In these circumstances the head teacher will moderate all the planning statements to check that the plans recorded in the statements of teachers at the school:•are consistent between those who have similar expe rience and similar levels of responsibility• comply with the school's performance management policy, the regulations and the requirements of equality legislationThe Governing Body will review the quality assurance processes when the performance policy is reviewed.OBJECTIVE SETTINGThe objectives set will be rigorous, challenging, achievable, time-bound, fair and equitable in relation to teachers with similar roles/responsibilities and experience, and wil l have regard to what can reasonably be expected of any teacher in that position given the desirability of the reviewee being able to achieve a satisfactory balance between the time required to discharge his professional duties and the time required to pursue his personal interests outside work, consistent with the school's strategy for bringing downward pressure on working hours. They shall also take account of the teacher's professional aspirations and any relevant pay progression criteria. They should be such that, if they are achieved, they will contribute to improving the progress of children at the school.The reviewer and reviewee will seek to agree the objectives but where a joint determination cannot be made the reviewer will make the determination.In this school:all teachers, including the head teacher, will have no more than3 objectivesteachers, including the head teacher, will not necessarily all have the same number of objectivesall teachers, including the head teacher, will have a whole school objectiveThough performance management is an assessment of overall performance of teachers and the head teacher, objectives cannot cover the full range of a teacher's roles/responsibilities. Objectives will, therefore, focus on the priorities for an individual for the cycle. At the review stage it will be assumed that those aspects of a teacher's roles/responsibilities not covered by the objectives or any amendment to the statement which may have been necessary in accordance with the provisions of the regulations have been carried out satisfactorily.Reviewing ProgressAt the end of the cyc l e assessment of performance against an objective will be on the basis of the performance criteria set at the beginning of the cycle. Good progress towards the achievement of a challenging objective, even if the performance criteria have not been met in full, will be assessed favourably.The performance management cycle is annual, but on occasions it may be appropriate to set objectives that will cover a period over more than onecycle. In such cases, the basis on which the progress being made towards meeting the performance criteria for the objective will be assessed at the end of the first cycle and will be recorded in the planning and review statement at the beginning of the cycle.APPEALSAt specified points in the performance management process teachers and head teachers have a right of appeal against any of the entries in their planning and review statements. Where a reviewee wishes to appeal on the basis of more than one entry this would constitute one appeal hearing. Details of the appeals process are covered in the school's paypolicy.CONFIDENTIALITYThe whole performance management process and the statements generated under it, in particular, will be treated with strict confidentiality at all times. Only the reviewee's line manager or, where she has more than one, each of her line managers will be provided with access to the reviewee's plan recorded in her statement, upon request, where this is necessary to enable the line manager to discharge her line management responsibilities. Reviewees will be told who has requested and has been granted access.TRAINING AND SUPPORTThe school's CPD programme will be informed by the training anddevelopment needs identified in the training annex of the reviewees' planning and review statements.The governing body will ensure in the budget planning that, as far as possible, appropriate resources are made available in the school budget for any training and support agreed for reviewees.An account of the training and development needs of teachers in general, including the instances where it did not prove possible to provide any agreed CPD, will form a part of the head teacher's annual report to the governing body about the operation of the per f ormance management in the school.With regard to the provision of CPD in the case of competing demands on the school budget, a decision on relative priority will be taken with regard to the extent to which: (a) the CPD identified is essential for a reviewee to meet their objectives; and (b) the extent to which the training and support will help the school to achieve its priorities. The school's priorities will have precedence. Teachers should not be held accountable for failing to make good progress towards meeting their performance criteria where the support recorded in the planning statement has not been provided.APPOINTMENT OF REVIEWERS FOR THE HEAD TEACHERAppointment of GovernorsThe Governing Body is the reviewer for the head teacher and to discharge thisresponsibility on its behalf may appoint 2 or 3 governors.Where a head teacher is of the opinion that any of the governors appointed by the governing body under this regulation is unsuitable for professional reasons, s/he may submit a written request to the governing body for that governor to be replaced, stating those reasons.Appointment of School Improvement Partner or External AdviserThe local authority has appointed a School Improvement Partner for the school, who will provide the Governing Body with advice and support in relation to the management and review of the performance of the head teacher.APPOINTMENT OF REVIEWERS FOR TEACHERSIn the case where the head teacher is not the teacher's line manager, the head teacher may delegate the duties imposed upon the reviewer, in their entirety, to the teacher's line manager. In this school the head teacher has decided that:The head teacher will be the reviewer for those teachers she directly line manages and will delegate the role of reviewer, in its entirety, to the relevant line managers for some or all other teachers.Line managers will be the reviewers for all those teachers they line manage.Where a teacher is of the opinion that the person to whom the head teacher has delegated the reviewer's duties is unsuitable for professional reasons, she may submit a written request to the head teacher for that reviewer to be replaced, stating those reasons.Where it becomes apparent that the reviewer will be absent for the majority of the cycle or is unsuitable for professional reasons the head teacher may perform the duties herself or delegate them in their entirety to another teacher. Where this teacher is not the reviewee's line manager the teacher will have an equivalent or higher status in the staffing structure as the teacher's line manager.A performance management cycle will not begin again in the event of the reviewer being changed.All line managers to whom the head teacher has delegated the role of reviewer will receive appropriate preparation for that role.THE PERFORMANCE MANAGEMENT CYCLEThe performance of teachers must be reviewed on an annual basis. Performance planning and reviews must be completed for all teachers by 31 October and for head teachers by 31 December.The performance management cycle in this school, therefore, will run fromthe end of autumn half term to the end of the summer term for teachers, and from the end of autumn term to the end of the summer termfor the head teacher.Teachers who are employed on a fixed term contract of less than one year, will have their performance managed in accordance with the principles underpinning the provisions of this policy. The length of the cycle will be determined by the duration of their contract.Where a teacher starts their employment at the school part-way through a cycle, the head teacher or, the governing body shall determine the length of the first cycle for that teacher, with a view to bringing her cycle into line with the cycle for other teachers at the school as soon as possible.Where a teacher transfers to a new post within the school part-way through a cycle, the head teacher or, the governing body shall determine whether the cycle shall begin again and whether to change the reviewer.RETENTION OF STATEMENTSPerformance management planning and review statements will be retained for a minimum period of 6 years.MONITORING AND EVALUATIONThe governing body will monitor the operation and outcomes of performance management arrangements.The head teacher will provide the governing body with a report on the operation of the school's performance management policy annually. The report will not contain any information which would enable any individual to be identified. The report will include:• the operation of the performance management policy;• the effectiveness of the school's performance managementprocedures;• teachers' training and development needs.The Governing Body is committed to ensuring that the performance management process is fair and non-discriminatory and the following monitoring data should be included in the head teacher's report because they represent the possible grounds for unlawful discrimination:• Race• Sex• Sexual orientation• Disability• Religion and belief•Age• Part-time contracts•Trade union membership.The head teacher will also report on whether there have been any appeals or representations on an individual or collective basis on the grounds of alleged discrimination under any of the categories above.REVIEW OF THE POLICYThe Governing Body will review the performance management policy every school year in the summer term.The Governing Body will take account of the head teacher's report in its review of the performance management policy. The policy will be revised as required to introduce any changes in regulation and statutory guidance to ensure that it is always up to date.The Governing Body will seek to agree any revisions to the policy with the recognised trade unions having regard to the results of the consultation with all teachers.To ensure teachers are fully conversant with the performance management arrangements, all new teachers who join the school will be briefed on them as part of their introduction to the school.ACCESS TO DOCUMENTATIONCopies of the school improvement and development plan and SEF can be obtained from the school office.CLASSROOM OBSERVATION PROTOCOLAll classroom observation will be undertaken in accordance with the performance management regulations,the associated guidance published by the Rewards and Incentives Group and the classroom observation protocol that is appended to this policy in Annex 1.ANNEX 1 - CLASSROOM OBSERVATION PROTOCOLThe Governing Body is committed to ensuring that classroom observation is developmental and supportive and that those involved in the process will:• carry out th e role with professionalism, integrity and courtesy;• evaluate objectively;•report accurately and fairly; and• respect the confidentiality of the information gained.The total period for classroom observation arranged for any teacher will not exceed three hours per cycle having regard to the individual circumstances of the teacher. There is no requirement to use all of the three hours. The amount of observation for each teacher should reflect and be proportionate to the needs of the individual.In this school 'proportionate to need' will be determined by the head teacher.The arrangements for classroom observation will be included in the plan in the planning and review statement and will include the amount of observation, specify its primary purpose, any particular aspects of the teacher's performance which will be assessed, the duration of the observation, when during the performance management cycle the observation will take place and who will conduct the observation.Where evidence emerges about the reviewee's teaching performance whichgives rise to concern during the cycle classroom observations may be arranged in addition to those recorded at the beginning of the cycle subject to a revision meeting being held in accordance with the Regulations.Information gathered during the observation will be used, as appropriate, for a variety of purposes including informing school self-evaluation and school improvement strategies in accordance with the school's commitment to streamlining data collection and minimising bureaucracy and workload burdens on staff.In keeping with the commitment to supportive and developmental classroom observation those being observed will be notified in advance.Classroom observations will only be undertaken by persons with QTS. In addition, in this school classroom observation will only undertaken by those who have had adequate preparation and the appropriate professional skills to undertake observation and to provide constructive oral and written feedback and support, in the context of professional dialogue between colleagues.Oral feedback will be given as soon as possible after the observation and no later than the end of the following working day. It will be given during directed time in a suitable, private environment.Written feedback will be provided within five working days of the observation taking place. If issues emerged from an observation that werenot part of the focus of the observation as recorded in the planning and review statement these should also be covered in the written feedback and the appropriate action taken in accordance with the regulations and guidance.The written record of feedback also includes the date on which the observation took place, the lesson observed and the length of the observation.The teacher has the right to append written comments on the feedback document. No written notes in addition to the written feedback will be kept.A head teacher has a duty to evaluate the standards of teaching and learning and to ensure that proper standards of professional performance are established and maintained. Heads have a right to drop in to inform their monitoring of the quality of learning.Drop ins will only be undertaken by the headteacher.October 2007希望以上资料对你有所帮助，附励志名言3条：1、要接受自己行动所带来的责任而非自己成就所带来的荣耀。
绩效管理双语版
Performance management is a continuous process of identifying, measuring, and developing the performance of individuals and teams and aligning performance with the strategic goals of the organization.Performance appraisal is the systematic description of an employee’s strengths and weaknesses.Contributions of performance management to organization:•Motivation to perform is increased•Self-esteem is increased•Managers gain insight about subordinates•The definitions of job and criteria are clarified•Self-insight and development are enhanced•administrative actions are more fair and appropriate•Organizational goals are made clear•Employees become more competent•There is better protection from lawsuits•Better and more timely differentiation between good and poor performers•Supervisors’ views of performance are communicated more clearly•Organizational change is facilitatedPurposes of a Performance management system•Strategic purpose•Administrative purpose•Informational purpose•Developmental purpose•Organizational maintenance purpose•Documentational purposeThe two most frequent purposes•administrative (i.e., salary decisions)•developmental (i.e., to identify employees’ weaknesses and strengths)Stages of performance management process:Two important prerequisites:(1)knowledge of the organization’s mission and strategic goals (2)knowledge of the job in question(1) performance planning(2) performance execution(3) performance assessment(4) performance reviewStrategic planning was defined as:the process of deciding upon objectives, on changes in these objectives, on the resources used to attain these objectives, and on the policies that are to govern the acquisition, use, and disposition of these resources.The BSC(平衡计分卡)is based on the theory that an organization’s measurement system should enable its managers to answer four fundamental questions:–How do we look to our shareholders (the financial perspective)–How do our customers see us? (customer perspective)–What must we excel at? (the internal business perspective)–How can we continue to innovate and create value? (the innovation and learning perspective)Performance is about behavior or what employees do, and not about what employees produce or the outcomes of their work.Determinants of Performance:1、Declarative knowledge: Information about facts, labels, principles, goals Understanding oftask requirements2、Procedure knowledge:Skills: Cognitive, Physical,Perceptual,Motor,Interpersonal3、Motivation:Choices:Expenditure of effort,Level of effort,Persistence of effort Dimensions of Performance:1、T ask Performance（任务绩效）Task performance activities that:•transform raw materials into the goods and services that are produced by the organization•help with the transformation process•replenishing the supply of raw materials,•distributing its finished products•providing important planning, coordination, supervising, or staff functions2、C ontext Performance（周边绩效）Contextual performance Behaviors that:•contribute to organization’s effectiveness•provide a good environment in which task performance can occurDifferences between task performance and context performance:•Varies across jobs•in-role performance•Influenced by abilities and skills•Fairly similar across jobs•Extra-role performance•Influenced by PersonalityApproaches to Measuring Performance：1、Behavior Approach（Emphasizes how employees do the job）2、Result Approach（Emphasizes what employees produce）3、Trait approach (Emphasizes individual traits of employees)Performance Standards: Yardstick used to evaluate how well employees have achieved objectivesDetermining Performance Standards:Standards refer to aspects of performance objectives, such as:•Quality–How well the objective is achieved•Quantity–How much, how many, how often, at what cost•Time–Due dates, schedule, cycle times, how quicklyCharacteristics of Good Performance Standards:•与职位相关Related to Position•具体、明确、可衡量Concrete, Specific, Measurable•容易衡量Practical to Measure•有意义Meaningful•现实的、可达成的Realistic and Achievable•能定期审查Reviewed RegularlyTypes of Competencies:•Differentiating(区别性胜任能力)–Distinguish between superior and average performance (区分优秀绩效和一般绩效)•Threshold(临界性胜任能力)–Needed to perform to minimum standard(达到最低绩效标准的必备条件)Choose Measurement System:•Comparative system–Compares employees with each other (把员工和其他人比较) •Absolute system–Compares employees with pre-specified performance standard(把员工和事前确定的绩效标准比较)Director supervisor’s role in employee development:•(1) Explain what would be required for the employee to achieve the desired performancelevel•(2) Refer the employee to appropriate developmental activities that can assist the employee in achieving her goals–Select a mentor•(3) Reviews and makes suggestions about the developmental objectives•(4) Check on employee’s progress toward achieving the developmental goals•(5) Provide reinforcementsCoaching 绩效辅导:绩效面谈：主管人员应该做的准备：•Appropriate time•Appropriate place•Necessary materials•Who to talk with•Prepare the procedure of performance talk准备面谈的资料：•performance form 员工绩效评价表格•Document of daily performance 员工日常工作表现的记录对待面谈的对象有所准备：•Personality 员工的个性特征•Possible influence 此次绩效评价结果对员工的影响•Possible emotions and behaviors员工可能表现出来的情绪和行为。
绩效管理英文版
Organizations with a high-performance orientation and strong management capability have higher revenue, profits, and market valuations
Passive
Manage poor performers
Performance Management
Performance Ownership
Barometer of progress (periodic)
Dialogue (continual)
Joint ownership for goal-setting/review
Is dreaded by managers and employees alike Does not result in any meaningful feedback Does not differentiate performance or pay Is a focus for only one or two days—or hours—per
Thirty-five percent of an institutional investor’s valuation of a company is attributable to nonfinancial information that gauges the ability of the management team to deliver results:
绩效考核办法绩效考核制度中英文
绩效考核方法Performance Appraisal Procedure一、目的Purpose为了调发动工积极性，不断提升工作技能，增强工作责任心，同时实现人员优胜劣汰，特制定绩效考核方法。
In order to mobilize the enthusiasm of employees, constantly improve their work skills, enhance their sense of responsibility, and achieve the survival of the fittest.The Company constituted this procedure.二、考核方式Assessment method以部门为单位组织考核,每月/季度考核一次，年度所有月度/季度考核得分的平均分作为年度考核得分。
We have annual assessment and monthly assessment.And departments organizes the assessments each month. The average score of all months assessment scores in the year is taken as the annual assessment score.三、适用围Scope本方法适用公司所有白领员工以与生产领班。
This procedure covers all HT Solar whitecollar employees and shift leaders..四、绩效考核管理委员会Performance Appraisal management Committee领导：总经理Committee leader: General Manager成员：行政副总、运营总监、人力资源经理Committee Member: Admin Vice General Manager、Operation Director、HR Manager.五、绩效工资比例与月度绩效工资核算工资标准*绩效工资比例*月度绩效得分*100%Monthly performance salary = standard salary * performance salary ratio * monthlyperformance scores /100六、考核周期：Assessment cycle月度考核：自每月1日到月末最后一天。
(完整word版)绩效考核外文文献及其译文
The Dilemma of Performance AppraisalPeter Prowse and Julie Prowse Measuring Business Excellence，Vol。
13 Iss：4，pp。
69 — 77AbstractThis paper deals with the dilemma of managing performance using performance appraisal。
The authors will evaluate the historical development of appraisals and argue that the critical area of line management development that was been identified as a critical success factor in appraisals has been ignored in the later literature evaluating the effectiveness of performance through appraisals。
This paper willevaluatethe aims and methodsof appraisal， thedifficulties encountered in the appraisalprocess。
It also re-evaluates the lack of theoretical development in appraisaland move from he psychological approachesof analysistoamorecritical realisation ofapproaches before re-evaluating the challenge to remove subjectivity and bias in judgement of appraisal。
2023年销售绩效评估标准英文版
2023年销售绩效评估标准英文版Document Title: 2023 Sales Performance Evaluation CriteriaIn the upcoming year of 2023, the sales performance evaluation criteria will be crucial for assessing the effectiveness and efficiency of the sales team. The evaluation process will focus on key metrics and indicators to measure the success of the sales efforts.The evaluation criteria will include factors such as sales revenue, customer acquisition rate, customer retention rate, sales conversion rate, and overall sales growth. These metrics will provide a comprehensive view of the sales team's performance and highlight areas of strength and improvement.Additionally, the evaluation will consider qualitative factors such as customer satisfaction, feedback from clients, and teamwork within the sales team. These qualitative factors will provide insights into the overall customer experience and the collaborative efforts of the sales team.The evaluation process will be conducted on a quarterly basis to track progress and make any necessary adjustments to sales strategies. The results of the evaluation will be used to identify top performers, provide feedback to underperforming team members, and set goals for the upcoming quarters.Overall, the 2023 sales performance evaluation criteria will be a critical tool for driving sales success and achieving business objectives. By focusing on key metrics and qualitative factors, the evaluation process will help the sales team continuously improve and deliver exceptional results.。
绩效考核办法绩效考核制度中英文
绩效考核办法Performance Appraisal Procedure一、目的Purpose为了调动员工积极性，不断提升工作技能，增强工作责任心，同时实现人员优胜劣汰，特制定绩效考核办法。
In order to mobilize the enthusiasm of employees, constantly improve their work skills, enhance their sense of responsibility, and achieve the survival of the fittest.The Company constituted this procedure.二、考核方式Assessment method以部门为单位组织考核,每月/季度考核一次，年度内所有月度/季度考核得分的平均分作为年度考核得分。
We have annual assessment and monthly departments organizes the assessments each month. The average score of all months assessment scores in the year is taken as the annual assessment score.三、适用范围Scope本办法适用公司所有白领员工以及生产领班。
This procedure covers all HT Solar white collar employees and shift leaders..四、绩效考核管理委员会Performance Appraisal management Committee领导：总经理Committee leader: General Manager成员：行政副总、运营总监、人力资源经理Committee Member: Admin Vice General Manager、Operation Director、HR Manager.五、绩效工资比例及月度绩效工资核算月度绩效工资=工资标准*绩效工资比例*月度绩效得分*100%Monthly performance salary = standard salary * performance salary ratio * monthly performance scores /100六、考核周期：Assessment cycle月度考核：自每月1日到月末最后一天。
绩效管理全英文
绩效管理全英文Steve SherrettaNovember 28, 2018Performance Management:Enhancing Execution Through a Culture of DialoguePeter is Chief Executive Officer for a medical supply multinational thatrecently crafted a new strategy to counter competitive threats. The planstressed the need to cut cycle time, concentrate sales on higher-marginproducts and develop new markets.Four months after circulating the plan, Peter did a “walkaround” to see how things were going. He was appalled. Everywhere Peter turned people, departments—whole business units—simply didn’t “get it.”First surprise: Engineering. The group had cut product design time 30%, meeting its goal to increase speed-to-market. Good. Then Peter asked how manufacturing would be affected. It turned out the new design would take much more time to make. Total cycle time actually increased. “Our strategic plan message is not really getting through,” Peter thought.Second surprise: Sales. The new strategy called for a shift—emphasize high margin sales rather that pushing product down the pipeline as fast as possible. But just about every salesperson Peter spoke to was making transactional sales to high-volume customers; hardly anyone was building relationships with the most profitable prospects.Sales is doing just what it’s always done, Peter thought.Worst surprise: Even his top team, the people who’d helped him craft thestrategy, was not sticking to plan. Peter asked a team member: “Why areyou spending all your time making sure the new machinery is working instead of developing new markets?”“Because my unit’s chief goal was to improve on-time delivery,” he answered.“But what about company goals?” said Peter. “We came up with a good plan and communicated it very cl early. But nowhere it isn’t being carried out. Why?”Many organizations create good strategies, but only the best execute them effectively. Fortune magazine estimates that when CEOs fail, 70% of the time it’s because of bad execution.1Weak execution is pervasive in the business world, but the reasons for it are largely misunderstood. Why is it that no one in Peter’s organization was acting in sync with the strategy? Unless we understand the reasons, we can’t hope to solve the problem.Imagine someo ne hitting a tennis ball. When the brain says “hit the ball,” it doesn’t automatically happen. The message travels through nerve pathways down the arm and crosses gaps between the nerve cells. These gaps, or “synapses,” are potentia l breaks in the conne ction. If neurotransmitters don’t carry the message across the gap, the message never gets through, or it gets distorted. When that happens, either the arm doesn’t move at all, or it moves the wrong way.Creating a “culture of dialogue”Just like a nervous system, organizations also have gaps that block and distort messages. The secret to effective strategy execution lies in crossing hierarchical and functional gaps withclear, consistent messages that relay the strategy throughout the organization. Sou nd simple? It’s not. The reason is that the “neurotransmitters” in organizations are human beings—executive team members, senior managers, middle managers and supervisors—whose job it is to make sure that people’s behavior is aligned with the overall st rategy. Doing what it takes to achieve alignment is very difficult. It is what Ram Charan calls, the “heavy lifting” of management, and it’s the key to executing strategy.As we’ll see later, there is an important difference between companies that succ essfully align behavior with strategy and those that do not. Companies that effectively execute strategy create a “culture of dialogue.” A culture of dialogue encourages pervasive two-way communications where individuals and groups 1) question, challenge, interpret and ultimately clarify strategic objectives; and 2) engage in regular performance dialogue to monitor behavior and ensure it is aligned with strategy.Three keys to managing performanceA culture of dialogue doesn’t happen instantly, any more than a fluid tennis stroke does. It takes practice, persistence and hard work. So how exactly can leaders ensure that strategy messages go all the way down the line—that the tennis ball gets hit correctly? The three keys to managing performance effectively are:1.Achieving radical clarity by decoding strategy at the top. Many organizations think theysend clear signals but don’t. In some cases, managers subordinate broad strategic goals to1“Why CEOs Fail,” by Ram Charan and Geoffrey Colvin,Fortune magazine, June 21, 1999.operational goals within their silos. That’s what happened with Peter’s top team.Elsewhere, top team members often have too many “top” priorities—we’ve seen as many as 100 in one case—which results in mixed signals and blurred focus. Strategy decode requires winnowing priorities down to a manageable number—as little as five.2.Setting up systems and processes to ensure clarity. Once strategy is clear, organizationsmust create processes to ensure that the right strategy messages cascade down theorganization. These include: strategy-centered budget and planning sessions; staff and team meetings to discuss goals; performance management meetings; and talent review sessions.Dialogue drives all these processes. Each represents a “transmitter opportunity,” wherestrategic messages are conveyed and behavior is aligned with goals.3.Aligning and differentiating rewards.Leaders must make sure rewards encouragebehaviors consistent with strategy, which sounds easy but isn’t. Differentiat ion is about making sure that stars get significantly more than poor performers. But almost everywhere managers distribute rewards more or less evenly. As we’ll see, lack of effectiveperformance dialogue is a key contributor to dysfunctional reward schemes.We list these three items separately but they are, of course, interconnected. Systems and processes depend on clarity fromthe top. Differentiation and alignment of rewards depend on managers using performance systems effectively. Dialogue is the glue that holds it all together. But not just any dialogue will do. It must be dialogue with purpose, focused on performance.Link to company valuationCompanies that manage performance well—General Electric comes to mind—have higher market valuations. Why? Because, more and more, institutional investors view strategy execution as a vital factor influencing stock prices.Just a few years ago institutional investors relied almost exclusively on financial measures for company valuations. Now 35% of a market valuation is influenced by non-financial,intangible factors, according to a study by Ernst & Young.2The study showed that “execution of corporate strategy”and “management credibility” ranked number one and number two in importance to institutional investors out of 22 non-financial measures. John Inch, a managing director and analyst at Bear Stearns notes that in some sectors, such as diversified industrial companies, intangibles account for even more—up to half a company’s value. “You can take even a mundane asset and inject good management and have something pretty strong,” say s Inch.2Based on a study conducted by Sarah Mavrinac and T ony Siesfeld for the Ernst & Young Center for Business Innovation.。
Performance Management(绩效管理英文文献)
PERFORMANCE MANAGEMENT POLICYThe Governing Body of Homerton Children’s Centre adoptedthis performance management policy on 31 October 2007.APPLICATION OF THE POLICYThe policy applies to the head teacher and to all teachers employed by the school except teachers on contracts of less than one term, those undergoing induction (ie NQTs) and those who are the subject of capability procedures.PURPOSEThis policy sets out the framework for a clear and consistent assessment of the overall performance of teachers and the head teacher and for supporting their development needs within the context of the school's improvement plan and their own professional needs. Where teachers are eligible for pay progression, the assessment of performance throughout the cycle against the performance criteria specified in the statement will be the basis on which the recommendation is made by the reviewer.This policy should be read in conjunction with the school's pay policy which provides details of the arrangements relating to teacher's pay in accordance with the School Teachers' Pay and Conditions Document.LINKS TO SCHOOL IMPROVEMENT, SCHOOL SELF EVALUATION AND SCHOOL DEVELOPMENT PLANNINGTo comply with the requirement to show how the arrangements for performance management link with those for school improvement, school self-evaluation and school development planning and to minimise workload and bureaucracy the performance management process will be the main source of information as appropriate for school self-evaluation and the wider school improvement process.Similarly, the school improvement and development plan and the school's self evaluation form are key documents for the performance management process.All reviewers are expected to explore the alignment of reviewees' objectives with the school's priorities and plans. The objectives should also reflect reviewees' professional aspirations.CONSISTENCY OF TREATMENT AND FAIRNESSThe Governing Body is committed to ensuring consistency of treatment and fairness in the operation of performance management. To ensure this the following provisions are made in relation to moderation, quality assurance and objective setting.Quality assuranceThe head teacher has determined that she will delegate the reviewer role for some or all teachers for whom she is not the line manager.In these circumstances the head teacher will moderate all the planning statements to check that the plans recorded in the statements of teachers at the school:• are consistent between those who have similar experience and similar levels of responsibility• comply with the school's performance management policy, the regulations and the requirements of equality legislationThe Governing Body will review the quality assurance processes when the performance policy is reviewed.OBJECTIVE SETTINGThe objectives set will be rigorous, challenging, achievable, time-bound, fair and equitable in relation to teachers with similar roles/responsibilities and experience, and wil l have regard to what can reasonably be expected of any teacher in that position given the desirability of the reviewee being able to achieve a satisfactorybalance between the time required to discharge his professional duties and the time required to pursue his personal interests outside work, consistent with the school's strategy for bringing downward pressure on working hours. They shall also take account of the teacher's professional aspirations and any relevant pay progression criteria. They should be such that, if they are achieved, they will contribute to improving the progress of children at the school.The reviewer and reviewee will seek to agree the objectives but where a joint determination cannot be made the reviewer will make the determination.In this school:all teachers, including the head teacher, will have no more than 3 objectivesteachers, including the head teacher, will not necessarily all have the same number of objectivesall teachers, including the head teacher, will have a whole school objective Though performance management is an assessment of overall performance of teachers and the head teacher, objectives cannot cover the full range of a teacher's roles/responsibilities. Objectives will, therefore, focus on the priorities for an individual for the cycle. At the review stage it will be assumed that those aspects of a teacher's roles/responsibilities not covered by the objectives or any amendment tothe statement which may have been necessary in accordance with the provisions of the regulations have been carried out satisfactorily.Reviewing ProgressAt the end of the cyc l e assessment of performance against an objective will be on the basis of the performance criteria set at the beginning of the cycle. Good progress towards the achievement of a challenging objective, even if the performance criteria have not been met in full, will be assessed favourably.The performance management cycle is annual, but on occasions it may be appropriate to set objectives that will cover a period over more than one cycle. In such cases, the basis on which the progress being made towards meeting the performance criteria for the objective will be assessed at the end of the first cycle and will be recorded in the planning and review statement at the beginning of the cycle.APPEALSAt specified points in the performance management process teachers and head teachers have a right of appeal against any of the entries in their planning and review statements. Where a reviewee wishes to appeal on the basis of more than one entry this would constitute one appeal hearing.Details of the appeals process are covered in the school's pay policy.CONFIDENTIALITYThe whole performance management process and the statements generated under it, in particular, will be treated with strict confidentiality at all times. Only the reviewee's line manager or, where she has more than one, each of her line managers will be provided with access to the reviewee's plan recorded in her statement, upon request, where this is necessary to enable the line manager to discharge her line management responsibilities. Reviewees will be told who has requested and has been granted access.TRAINING AND SUPPORTThe school's CPD programme will be informed by the training and development needs identified in the training annex of the reviewees' planning and review statements.The governing body will ensure in the budget planning that, as far as possible, appropriate resources are made available in the school budget for any training and support agreed for reviewees.An account of the training and development needs of teachers in general, including the instances where it did not prove possible to provide any agreed CPD, will form a part of the head teacher's annual report to the governing body about the operation of the per f ormance management in the school.With regard to the provision of CPD in the case of competing demands on the school budget, a decision on relative priority will be taken with regard to the extent to which: (a) the CPD identified is essential for a reviewee to meet their objectives; and (b) the extent to which the training and support will help the school to achieve its priorities. The school's priorities will have precedence. Teachers should not be held accountable for failing to make good progress towards meeting their performance criteria where the support recorded in the planning statement has not been provided.APPOINTMENT OF REVIEWERS FOR THE HEAD TEACHERAppointment of GovernorsThe Governing Body is the reviewer for the head teacher and to discharge this responsibility on its behalf may appoint 2 or 3 governors.Where a head teacher is of the opinion that any of the governors appointed by the governing body under this regulation is unsuitable for professional reasons, s/he may submit a written request to the governing body for that governor to be replaced, stating those reasons.Appointment of School Improvement Partner or External AdviserThe local authority has appointed a School Improvement Partner for the school, who will provide the Governing Body with advice and support in relation to the management and review of the performance of the head teacher.APPOINTMENT OF REVIEWERS FOR TEACHERSIn the case where the head teacher is not the teacher's line manager, the head teacher may delegate the duties imposed upon the reviewer, in their entirety, to the teacher's line manager. In this school the head teacher has decided that:The head teacher will be the reviewer for those teachers she directly line manages and will delegate the role of reviewer, in its entirety, to the relevant line managers for some or all other teachers.Line managers will be the reviewers for all those teachers they line manage.Where a teacher is of the opinion that the person to whom the head teacher has delegated the reviewer's duties is unsuitable for professional reasons, she may submit a written request to the head teacher for that reviewer to be replaced, stating those reasons.Where it becomes apparent that the reviewer will be absent for the majority of the cycle or is unsuitable for professional reasons the head teacher may perform the duties herself or delegate them in their entirety to another teacher. Where this teacher is not the reviewee's line manager the teacher will have an equivalent or higher status in the staffing structure as the teacher's line manager.A performance management cycle will not begin again in the event of the reviewer being changed.All line managers to whom the head teacher has delegated the role of reviewer will receive appropriate preparation for that role.THE PERFORMANCE MANAGEMENT CYCLEThe performance of teachers must be reviewed on an annual basis. Performance planning and reviews must be completed for all teachers by 31 October and for head teachers by 31 December.The performance management cycle in this school, therefore, will run fromthe end of autumn half term to the end of the summer term for teachers, and from the end of autumn term to the end of the summer termfor the head teacher.Teachers who are employed on a fixed term contract of less than one year, will have their performance managed in accordance with the principles underpinning the provisions of this policy. The length of the cycle will be determined by the duration of their contract.Where a teacher starts their employment at the school part-way through a cycle, the head teacher or, the governing body shall determine the length of the first cycle for that teacher, with a view to bringing her cycle into line with the cycle for other teachers at the school as soon as possible.Where a teacher transfers to a new post within the school part-way through a cycle, the head teacher or, the governing body shall determine whether the cycle shall begin again and whether to change the reviewer.RETENTION OF STATEMENTSPerformance management planning and review statements will be retained for aminimum period of 6 years.MONITORING AND EVALUATIONThe governing body will monitor the operation and outcomes of performance management arrangements.The head teacher will provide the governing body with a report on the operation of the school's performance management policy annually. The report will not contain any information which would enable any individual to be identified. The report will include:• the operation of the performance management policy;• the effectiveness of the school's performance management procedures;• teachers' training and development needs.The Governing Body is committed to ensuring that the performance management process is fair and non-discriminatory and the following monitoring data should be included in the head teacher's report because they represent the possible grounds for unlawful discrimination:• Race• Sex• Sexual orientation• Disability• Religion and belief• Age• Part-time contracts• Trade union membership.The head teacher will also report on whether there have been any appeals orrepresentations on an individual or collective basis on the grounds of allegeddiscrimination under any of the categories above.REVIEW OF THE POLICYThe Governing Body will review the performance management policy every school year in the summer term.The Governing Body will take account of the head teacher's report in its review of the performance management policy. The policy will be revised as required to introduce any changes in regulation and statutory guidance to ensure that it is always up to date.The Governing Body will seek to agree any revisions to the policy with the recognised trade unions having regard to the results of the consultation with all teachers.To ensure teachers are fully conversant with the performance management arrangements, all new teachers who join the school will be briefed on them as part of their introduction to the school.ACCESS TO DOCUMENTATIONCopies of the school improvement and development plan and SEF can be obtained from the school office.CLASSROOM OBSERVATION PROTOCOLAll classroom observation will be undertaken in accordance with the performance management regulations,the associated guidance published by the Rewards and Incentives Group and the classroom observation protocol that is appended to this policy in Annex 1.ANNEX 1 - CLASSROOM OBSERVATION PROTOCOLThe Governing Body is committed to ensuring that classroom observation is developmental and supportive and that those involved in the process will:• carry out the role with professionalism, integrity and courtesy;• evaluate objectively;• report accurately and fairly; and• respect the confidentiality of the information gained.The total period for classroom observation arranged for any teacher will not exceed three hours per cycle having regard to the individual circumstances of the teacher. There is no requirement to use all of the three hours. The amount of observation for each teacher should reflect and be proportionate to the needs of the individual.In this school 'proportionate to need' will be determined by the head teacher.The arrangements for classroom observation will be included in the plan in the planning and review statement and will include the amount of observation, specify its primary purpose, any particular aspects of the teacher's performance which will be assessed, the duration of the observation, when during the performance management cycle the observation will take place and who will conduct the observation.Where evidence emerges about the reviewee's teaching performance which gives rise to concern during the cycle classroom observations may be arranged in addition to those recorded at the beginning of the cycle subject to a revision meeting being held in accordance with the Regulations.Information gathered during the observation will be used, as appropriate, for a variety of purposes including informing school self-evaluation and school improvement strategies in accordance with the school's commitment to streamlining data collection and minimising bureaucracy and workload burdens on staff.In keeping with the commitment to supportive and developmental classroom observation those being observed will be notified in advance.Classroom observations will only be undertaken by persons with QTS. In addition, in this school classroom observation will only undertaken by those who have had adequate preparation and the appropriate professional skills to undertake observation and to provide constructive oral and written feedback and support, in the context of professional dialogue between colleagues.Oral feedback will be given as soon as possible after the observation and no later than the end of the following working day. It will be given during directed time in a suitable, private environment.Written feedback will be provided within five working days of the observation taking place. If issues emerged from an observation that were not part of the focus of the observation as recorded in the planning and review statement these should also be covered in the written feedback and the appropriate action taken in accordance with the regulations and guidance.The written record of feedback also includes the date on which the observation took place, the lesson observed and the length of the observation.The teacher has the right to append written comments on the feedback document. No written notes in addition to the written feedback will be kept.A head teacher has a duty to evaluate the standards of teaching and learning and to ensure that proper standards of professional performance are established and maintained. Heads have a right to drop in to inform their monitoring of the quality of learning.Drop ins will only be undertaken by the head teacher.October 20072021年最新整理出品，精品文档，欢迎大家使用。
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Organization Performance Department Performance
Individual Performance
Planing
The Process of Performance Evaluation
Bohai Securities sets up different key performance indicators(KPI) based on the characteristic of every department. Business Order Management Order Quantifiable Indicators Job Satisfaction
The company does not the lowliest place elimination although they have considered it.
Application
Summary
The performance management of Bohai Securities is influenced by the industrial characteristics. Bohai Securities could select appropriate method based on the characteristic of the company in itself. There is some weakness in the process of performance evaluation, mainly in the section of feedback and improvement.
The Process of Performance Evaluation
Planing
Method
Evaluation Subject
Feedback
Improvement
Improvement
The Model of Performance Management
The Process of Performance Evaluation
Strategy
At the beginning of every evaluation cycle, the performance index is assigned to the individual based on the strategy. The planing also includes key performance indicators(KPI), evaluation method and other important progrem.
Bohai securities is the unique comprehensive securities company registered in Tianjin Binhai New Area . At present, the largest shareholder is TEDA Investment Holding Co., Ltd. The business scope of Bohai securities includes securities brokerage, securities investment consulting related to securities trading, securities underwriting and sponsoring and other business approved by CSRC. In 2012,the company obtained the B class BBB in the annual rating. As of December 31, 2012, the company has 50 securities business department Distributed in 12 provinces.
Feedback
The Process of Performance Evaluation
After the performance review conference, the company will take measures to improve performance as to different employees. In terms of the employee whose score is low, the company will analysis the factors which lead to the low performance. If the results caused by knowledge or ability, the employee will be trained to improve their competency. However, if the results caused by attitude or other subjective factors, the company will take measures such as wage cuts, rotation or even lay-off.
Overview of Bohai Securities
The Human Resourse of Bohai Securities
From : the website of Bohai Securities: /departments/default.aspx?Skins=Intro-ywjs-rlzy
Evaluation Subject
The Process of Performance Evaluation
The company does not have the formal interview, just like one-to-one interview. After evaluation, every department will hold a conference named performance review conference. All the problems will be put forward in the conference.
The Performance Management of Bohai Securities Co. ,Ltd.
Content
1
Overview of Bohai Securities
2
The Process of Performance
Evaluation
3
ary
Overview of Bohai Securities
Overview of Bohai Securities
The Organization Structure of Bohai Securities
From : the website of BoHai Securities: /departments/default.aspx?skins=zzjg
Improvement
The Process of Performance Evaluation
The results of performance evaluation are mainly used for compensation, and the bonus is distributed according to the results.
Besides , competency indicators are also used in the process.
Method
The Process of Performance Evaluation
The performance evaluation information mainly comes from performance indicators and the evaluation subject is the human resources department and line managers. In the past, the Bohai securities made use of 360-degree feedback. However, they found that the method was troublesome. Besides, contrary to the low carbon performance, it cost too much. So they gave up this evaluation method.