绩效评价外文翻译电子教案
绩效评估中英文资料外文翻译文献
绩效评估中英文资料外文翻译文献绩效评估在组织管理中起着重要的作用，它帮助机构确定员工的工作绩效，以便提供具体的反馈和制定相应的奖励和激励措施。
为了进一步深入了解绩效评估的相关内容，本文提供了一些中英文资料的外文翻译文献。
1. 文献标题：《绩效评估：理论与实践》英文标题："Performance Evaluation: Theory and Practice"摘要：该文献探讨了绩效评估的理论基础和实际应用，介绍了不同的绩效评估方法和工具，并探讨了评估结果对员工激励和组织发展的影响。
2. 文献标题：《绩效评估的关键成功因素》英文标题："Key Success Factors in Performance Evaluation"摘要：该文献分析了绩效评估的关键成功因素，包括目标设定、反馈机制、评估标准和评估者的素质等。
研究结果可以帮助机构提高绩效评估的有效性和准确性。
3. 文献标题：《绩效评估的最佳实践》英文标题："Best Practices in Performance Evaluation"摘要：该文献介绍了绩效评估的最佳实践，包括定期评估、360度评估、绩效目标的设定和沟通等方面。
这些实践可以帮助机构建立有效的绩效评估制度，以实现组织发展的目标。
4. 文献标题：《绩效评估的技术支持》英文标题："Technological Support for Performance Evaluation"摘要：该文献介绍了利用技术手段支持绩效评估的方法和工具，包括绩效管理软件、在线评估平台和数据分析工具等。
这些技术支持可以提高绩效评估的效率和准确性。
这些外文文献提供了关于绩效评估的理论基础、实践经验和最佳实践，可以为机构设计和实施绩效评估方案提供有益的参考。
绩效评估-中英文对照
GPSG oalsÖP erformanceÖS uccessHandbook(This page is intentionally blank.)Table of Contents1. Introduction to Performance Management 4Started 62. Getting3. Job Family Compass Guides and Success Factors 67Self-Appraisal4. TheEvaluation 8 5. The8Setting6. Goal7. Workplace Learning and Performance 118. Diversity 119. Evaluating Employees in Supervisory Roles 1212Improvement10.PerformanceSupporting Performance Improvement13IncreasesAnnualMerit11.MonthFollow-ups 13 Six12.toAvoid 14 Things13.Questions 14 Asked14.FrequentlyIntroduction to Performance Management (PM)The performance appraisal process at Lehigh University is designed to be a formal part of the ongoing two-way conversation between the employee and the supervisor. Appraising employee performance is one of the most important job responsibilities associated with the role of supervision. An effective appraisal requires the supervisor to set performance standards and goals, clearly communicate performance expectations, support employees in accomplishing set goals, and evaluate the impact/outcome of employees’ performance. This is referred to as performance management (PM). The supervisor’s role in performance management and in the performance appraisal process is that of a coach.There are three components of the ongoing performance management process:1.Setting expectations (goals and objectives)2.Ongoing tracking and feedback3.Reviewing results.Setting expectations begins when an employee is hired, transferred, or promoted to another position at Lehigh. All classified staff positions at Lehigh have position descriptions (PDs). Managers and supervisors are responsible for providing new employees with their position description. The provisional period of employment (90 days for most staff positions) is the initial opportunity to set expectations and establish goals and objectives. Beyond the provisional period, goals need to be established annually and reviewed and updated as necessary. Individual goals should align with area and University goals. It is good practice to review goals at the mid-year point in the performance management cycle.Staff members are responsible for tracking progress toward established goals and discussing progress with their supervisor. The supervisor’s role is to provide balanced feedback and coach staff to enhance performance. Performance discussions need to occur on a regular basis. Staff members should track progress throughout the year so that the information can be used for the self-appraisal.Reviewing results is the culmination of the performance management cycle. Performance is formally evaluated based on results and outcomes of the established goals documented in the Goals→Performance→Success(GPS) online tool, and discussed by the staff member and the supervisor. This is also the time new goals are established for the next evaluation period.The performance appraisal is the third phase of performance management – reviewing results. It is also the first phase – setting expectations. It is not only to look back over the past year, but more importantly, to look forward to the coming year, to discuss what needs to be accomplished professionally, and how the employee will contribute to the departmental goals. The supervisor and employee should also discuss and identify workplace learning programs necessary to enhance and expand the employee’s skills in order to ensure the completion of departmental goals and the stem’s strategic plan.About GPSIn 2006, the University launched the Performance Management Project. A steering committee comprised of staff representing most University stems, was appointed and designed a newprocess for evaluating staff performance. The new process is called GPS for Goals→Performance→Success.The GPS process is based on job accountabilities and related goals. Key accountabilities were established in the PDs created a few years ago. Goals and objectives established for employees during last year’s process will be included in the evaluation and linked to the key accountabilities. GPS is a process of shared responsibility between the supervisor and the staff member. The GPS online tool displays a workflow that will help guide staff members and supervisors through the process. Quick guides, user guides and online presentations will be available in addition to hands on GPS training sessions.In addition to key job accountabilities, the following aspects are important in the appraisal process:1.Setting Goals and Objectives: The full implementation of GPS in 2008 is heavilydependent on goals established during last year’s appraisal process. In addition toproviding the framework for next year’s appraisal, setting goals and objectives providesthe opportunity for employees to understand how their individual goals link to thestrategic plan for the department and the stem. Goals and objectives established duringthis performance cycle will be reviewed and evaluated in next year’s performanceprocess.2.Self-appraisals have always been a recommended part of the appraisal process but nowthey become even more important. Employees who complete a self-appraisal demonstrate the fourth Core Success Factor: Take ownership for personal learning and development.(See page 5 for more information on success factors.)3.Workplace Learning and Performance was previously referred to as “training anddevelopment” and identifies the resources that aid employees in meeting their job goalsand stretching their job knowledge.Performance management is an ongoing process, not a one-time discussion. A six-month follow-up to the annual appraisal is encouraged, but it is important to monitor performance and provide timely, specific, and balanced feedback when appropriate.Performance planning gives meaning to what people do and it makes their work more interesting. During the Lehigh All-Staff Employment Rewards (LASER) project launched in 2005, Lehigh staff members affirmed that they wanted interesting and engaging work. One planning tool available to managers and supervisors is the performance appraisal process. Performance planning also ensures that we all work toward the same goal. Employees may not understand how their work contributes to achieving the department and stem goals. It is the supervisor’s responsibility to communicate and act as a catalyst so the employee understands his or her role in achieving the institutional goals.Feedback is an integral part of performance management. As mentioned above, feedback needs to be timely, specific, and given frequently. Therefore the performance appraisal should be a review of feedback given throughout the year. Feedback is a motivational tool. When employees are told specifically how they did a good job, it emphasizes the desired level of performance and motivates employees to achieve that same level in other areas of their work. Feedback can also be a motivational tool for the employee who has not been performing at the expected level. Themanager should discuss the current level of performance, the expected level of performance, and ask the employee to develop a plan for achieving the desired level of performance. Feedback on significant and incremental improvement is equally important to the employee’s growth and professional development.“No news is good news” does not apply to the performance management process. When an individual does not receive a performance appraisal, the communicated message is not a positive one. At the onset of the performance appraisal process, the president, provost, vice presidents, and deans communicate that performance appraisals are mandatory for exempt and nonexempt staff. HR tracks the return of performance appraisals and contacts the immediate supervisor and the appropriate dean or vice president when appraisals are not returned. Surprising as it may seem, most individuals would rather learn if their performance is less than satisfactory and why, than to not receive any appraisal.When a supervisor meets with employees regularly to discuss performance and provide feedback and keeps a record of accomplishments, completing the annual performance appraisal should not be an arduous task.Getting StartedWhere to start can be difficult, but there are a number of ways to prepare to evaluate an employee’s performance over the past year. Supervisors should consider reviewing one or more of the following:•Position description•Job Family Compass Guide (can be found on the Campus Portal or obtained from HR)•Employee’s self-appraisal•Notes from meetings with the employee•Feedback from key people with whom the employee interacts regularly (contact HR for suggestions in doing so)•Last year’s performance appraisal which may contain goals for the current performance cycle.Job Family Compass Guides and Success FactorsThe Compass Initiative paved the way for the Performance Management project with the completion of the Job Family Compass Guides. The Job Family Compass Guides provide several tools to aid managers in the performance management process. Managers can refer to the Compass Guide for information on key accountabilities and knowledge, skills, and abilities for the job. Key accountabilities describe what needs to be accomplished in the position. Each Compass Guide includes the Core and Managerial Success Factors as well as Functional Success Factors developed by and for members of the job family. Core and Managerial Success Factors are listed on page 7. Success factors describe how to perform the key accountabilities of the job. The Staff Development Resource Guide provides information for workplace learning and professional development. Job Family Compass Guides are available on the Campus Portal.Core Success Factors: Managerial Success Factors:1.Support Lehigh’s Mission and Goals2.Embrace and Adapt to Change3.Accountability for Work Achievements4.Take Ownership for Personal Learningand Developmentmunicate Effectively6.Demonstrate Creativity and Innovation 1.Build a Community2.Set a Strategic Vision3.Manage and Facilitate Change4.Coach Staff for Excellent Performance5.Foster a Learning Environmentmunicate to Ensure EffectivenessThe Self-AppraisalSelf-appraisals have always been a recommended part of the appraisal process due to the importance of understanding how the employee views his or her performance. The completion of self-appraisals by all employees was a key goal in the 2007 process and is equally important in the 2008 process and beyond. When employees complete self-appraisals, they demonstrate Core Success Factor #3, which states: Take accountability for work achievements. The self-appraisal can easily be accomplished by asking the employee to complete the “Progress and Outcomes” and “Comments” areas on the GPS online tool. Employees may also rate their performance for each key accountability as part of the self-appraisal. Asking employees to list goals and objectives and workplace learning suggestions for the upcoming year allows them the opportunity to express interest in their career development.It is important that employees know what is expected of them and by when. An early start ensures time for employees to complete a self-appraisal, allows time for employees to digest the appraisal prepared by the supervisor, and also allows time for the employee to respond to the appraisal in the “Performance Summary” section on the GPS online tool before returning the completed form to the supervisor. Schedules will vary by stem. Supervisors should consult their stem leadership. A sample schedule follows.Sample departmental schedule:December 8 Start of performance appraisal process. Supervisor requests all employees complete self-appraisals using the online GPS tool. Supervisor identifies adue date of January 9, 2009.January 9 Date self-appraisals are to be forwarded to the supervisor.January 12 – 23 Supervisor reviews self-appraisals, completes performance appraisals for all staff members, and reviews performance appraisals with next levelsupervisor (if necessary).January 26 – 30 Supervisor schedules performance meeting allowing sufficient time to review all completed sections of the appraisal. (HR recommends 90minutes.) When a supervisor forwards the online appraisal to the“Performance Meeting” step it becomes available for the employee toreview the supervisor’s ratings and comments. Supervisor and employeemeet to discuss the appraisal.February 2 – 6 Employee completes the “Summary Statement” section and finalizes “2009 Performance Goals and Objectives.”The EvaluationThe supervisor’s evaluation of the staff member takes place following the completion of the self-appraisal. Using the workflow established in the GPS online tool, the staff member will forward the self-appraisal to his or her supervisor. The supervisor will select a rating from the drop down menu that best reflects the direct report’s level of performance for each key accountability and related goal(s). Supervisors are encouraged to add comments and enter or edit weights for the key accountabilities and special projects (if applicable). Supervisors are also encouraged to set goals for the next performance cycle and identify workplace learningfor the employee.Goal SettingGoal setting is a very important part of the performance appraisal process and identifies where employees should focus their efforts to effectively meet objectives during the course of the year. This is the first step in completing the performance appraisal. Look at goals and objectives from the prior year and comment on the results. Many of Lehigh’s stems and colleges have prepared strategic plans.The achievement of goals and objectives is important but goals and objectives are a plan and need to be flexible to accommodate change in workplace priorities. In many cases unexpected activities or significant changes affect the employee’s ability to complete the goal. If a goal from the previous year was not completed, document the reasons why. These circumstances can be noted directly on the GPS online tool in the “Progress and Outcomes” area for the related key accountability and associate goal. Notes can also be made in the “Notes” function of the PM form.Use the S.M.A.R.T. goal-setting process to establish goals and objectives. This process helps ensure that both supervisors and staff members share the same understanding and clarity on goals set during the performance management cycle.Differentiating between a goal and an accountability:y An accountability is a statement about normal work output… a clearly defined and established ongoing responsibility or requirement of a job. Accountabilities and associated supporting activities are found on the position description. They describe what the person in that position is responsible for regularly producing or providing. Ask, “What are the normal expected outcomes of the position?”y A goal is a general statement about a desired outcome with one or more specific objectives that define in precise terms what is to be accomplished within a designated time frame. A goal may be performance-related, developmental, a special project, or some combination.Types of performance, developmental, and special project goals:y A performance goal is usually linked to an accountability and could involve problem-solving, innovating, or implementing some type of improvement.y A developmental goal may serve to enhance performance in the current role (greater depth of knowledge/skills) or prepare for a new or future role.y Special projects could include a “stretch” assignment (build experience), be based on the departmental plan, or meet a particular organizational need.Setting S.M.A.R.T. Goals:Goals should describe accomplishments, not activities. First,let’s look at what the S.M.A.R.T. acronym means …Specific: Goal objectives should address the … who, what, when, where, and how. Make sure the goal specifies what needs to be done, with a timeframe for completion. Use action verbs … create, design, develop, implement, produce, etc. Example: Resolve accounting discrepancies within 48 hours.Measurable: Goal objectives should include numeric or descriptive measures that define quantity, quality, cost, etc. How will you and your staff member know when the goal has been successfully met? Focus on elements such as observable actions, quantity, quality, cycle time, efficiency, and/or flexibility to measure outcomes, not activities. Example: Secure pledges from ten new donors by the end of each week.Achievable: Goal objectives should be within the staff member’s control and influence; a goal may be a “stretch” but still feasible. Is the goal achievable with the available resources? Is the goal achievable within the timeframe originally outlined? Consider authority or control, influence, resources, and work environment support to meet the goal. Example: Obtain the XYZ professional certification within two years.Relevant: Goals should be instrumental to the mission of the department (and ultimately, the institution). Why is the goal important? How will the goal help the department achieve its objectives? Develop goals that relate to the staff member’s key accountabilities or link with departmental goals that align with the institutional agenda. Example: Develop and implement a diversity recruitment plan that increases the number of diversity candidates by ten percent.Time-bound: Goal objectives should identify a target date for completion and/or frequencies for specific action steps that are important for achieving the goal. How often should the staff member work on this assignment? By when should this goal be accomplished? Incorporatespecific dates, calendar milestones, or timeframes that are relative to the achievement of another result (i.e., dependencies and linkages to other projects). Example: Check the fire alarms and emergency lighting in all buildings every six months.Let’s look at some more examples:For an organization or department…Not SMART “Improve our student service.”SMART “Achieve and maintain an average student service rating of at least 4.0 (out ofa possible 5.0) on our annual survey by 11/20/09.”For an exempt staff member…Not SMART “Create departmental plan.”SMART “Create a 2009 operational plan for the new departmental initiative. Obtain final approval from stem leadership and discuss it with our department soindividuals can begin setting their performance objectives by 1-29-09.”Not SMART “Improve project management skills.”SMART“Take the Project Management Essentials workshop on 10-18-2008, report what was learned to our team by 11-01-2008, and apply the relevant conceptswhile implementing our 2009 marketing plan.”For a nonexempt staff member…Not SMART “Send out welcome letters to our new students.”SMART “Produce and distribute personalized welcome letters, error-free, to all new students in our department by 9-26-09.”Not SMART “Be more receptive to coaching suggestions and feedback.”SMART “At our monthly progress meetings, ask for feedback on what is going well and what things to improve. Keep a notebook with this information, try outthe suggestions, and document each week what worked and what didn’t.”For an exempt or nonexempt staff member…Not SMART “Keep our department’s Website up-to-date.”SMART “Solicit updates and new material for the Website from our department managers on the first Friday of each month; publish this new material by thefollowing Friday. Each time material is published, review the Website formaterial that is out-of-date and delete or archive that material.”Remember the S.M.A.R.T. acronym when establishing goals and objectives. This formula for goal-setting helps ensure that both supervisors and staff members share the same understanding and clarity on goals set during the performance management cycle.Workplace Learning and PerformanceGPS ProcessWorkplace learning is an important tool that enhances professional growth and development for all staff members regardless of position or grade. All supervisors are encouraged to identify one or two training programs related to a goal for each employee or to support requests for job-related training made by employees. The online GPS tool has two sections for workplace learning. The purpose of the first section (year being appraised) is to list any courses, seminars, or workshops attended during the year. The second Workplace Learning section is to identify seminars or workshops for the coming year. Workplace learning activities are generally linked to a key accountability and associated goal.Example from Online GPS Tool: 2009 Workplace Learning Section:Consult the Staff Development Resource section in the respective Job Family Compass Guide and refer to the Individual Development Plan to assist with these areas of the performance appraisal online tool. Training programs offered through Human Resources at Lehigh can be found at /~inhro/PerformanceManagementDirectory.htm.Diversity“Lehigh University actively promotes an inclusive community that values, affirms, and advances the diverse backgrounds, interests, experiences, and aspirations of all its members.” This is a sentence from the Diversity Initiative Mission Statement. Lehigh University is committed to diversity and to building a community that is more reflective of society.Diversity will always be a very important aspect of performance management at Lehigh and is part of our everyday work life. It is applicable to everyone, not just those who supervise. Behaviors demonstrate standards of professional conduct. Desired behaviors in the Lehigh workplace are described in the Core and Managerial Success Factors. “Supporting Lehigh’smission and goals” and “building a community” are success factors supporting diversity. Employees who are thoughtful in what they say and do exhibit an awareness and adherence to Lehigh policies and goals, thereby contributing to an inclusive and productive workplace. How an employee accomplishes key accountabilities and associated goals should be noted on the performance appraisal. This GPS online tool provides “Comments” areas for each key accountability and associated goal(s). The tool also has a “Notes” feature that can be used to document how an employee performs relative to the core, managerial, and/or functional success factors.Evaluating Employees in Supervisory RolesEmployees who supervise other exempt and nonexempt employees need to be evaluated regarding their effectiveness as a manager or supervisor. In the GPS process the supervisory role will be addressed as a key accountability. If an employee supervises other nonexempt or exempt employees, one of his/her key accountabilities should be supervision.The GPS online tool has a “Get Feedback” function. Be advised that feedback received using this function will remain on the performance appraisal tool and printed form. Those who evaluate employees in supervisory roles should seek feedback from the employee’s direct reports. For more information on how to obtain this feedback, contact Human Resources.Performance ImprovementSupporting Performance ImprovementIf an employee’s overall appraisal is rated “needs improvement,” “below most expectations,” or “unsatisfactory,” the supervisor needs to complete the Performance Improvement form. The Performance Improvement form is not part of the GPS online tool. It is a separate paper form and is available at /~inhro/forms.html.In completing the Performance Improvement form, supervisors should also consider the employee’s level of performance in comparison to the previous year. If, for example, an employee had an unsatisfactory rating last year, the supervisor should identify where progress has been made. By doing this the supervisor reinforces significant or complete improvement.If some improvement has occurred, the supervisor still needs to reinforce the improvement and focus on further improvement.If significant progress has not been made, the supervisor should contact HR in order to be prepared to discuss the employee’s lack of improvement and a course of action.An example of the Performance Improvement form is shown on page 13.Example of the Performance Improvement form:Improvement Area Expected Results Time Frame Support ActionsImproved sense of urgency when dealing with walk-in or telephone customers.Walk-in customers areto be assistedimmediately.Telephone calls shouldbe answered by thethird ring.March 2009If you are with another customeror on the telephone, establishimmediate eye contact and say, “Iwill be with you shortly.”If several phones ring at the sametime, ask customers to hold.Request assistance from otherstaff if necessary.Annual Merit IncreasesThe annual staff salary increases are merit-based. Appraisals are to be completed by February 28, 2009 so they can be reviewed by the dean, vice president, or other designate to ensure there is an appropriate relationship between the appraisal and the recommended merit increase. The Board of Trustees approves the budget parameters including the merit increase guidelines at their February board meeting. Recommended merit increases are then sent to the Budget Office for the budget process. The Budget Office will provide the earliest date employees receiving a merit increase may be notified of their new salary. The new salary is effective July 1, 2009 or when the employee returns to Lehigh if working less than 12 months.Six-Month Follow-UpThe timeframe for completion of performance appraisals is October 1, 2008 through February 28, 2009. Performance is an ongoing process, therefore appraising performance also needs to be an ongoing process. Now that you’ve established goals for your employees, check back periodically to see what progress has been made toward the goals. Quarterly checkups are ideal. HR recommends following up to the performance review in July or August. This is an informal review where the supervisor discusses with the employee his or her progress toward the goals. It is also an opportunity to discuss whether goals have changed in priority or whether new goals and priorities have emerged. The online GPS form for 2009 will be available early in 2009 to note progress, comments, or edit/change goals.Things to AvoidHere are some helpful hints in completing the performance appraisal: Pitfall How to addressAn aspect of the employee’s performance is either very good or very poor just before the performance appraisal. The supervisor allows this event to overshadow the year. This is sometimes referred to as “three-week memory” or the “horn/halo effect.” Provide timely feedback to the employee and comment on the event in the appraisal, but be sure to consider all other aspects of the employee’s performance throughout the year.An employee is absent for several weeks and the absence is covered by short-term disability or the Family Medical Leave Act. The supervisor documents in the appraisal that performance could have been better if the employee were not out for such a long period of time.Attendance issues related to the Family Medical Leave Act or short-term disability, such as pregnancy, should not be documented or discussed in the performance appraisal. Contact Human Resources for more information.The supervisor includes information in the performance appraisal that has not been discussed with the employee.The appraisal is intended to review the year but there should not be any surprises for the employee. Also, the appraisal should not be used as a disciplinary tool.Frequently Asked Questions•I have a new employee just completing the provisional period. Should I prepare an appraisal?For employees with a hire date of October 1, 2008 or later it is best to complete the GPS online Provisional Period Report, which will be sent to the supervisor from HR. It will help the employee know what is expected during the year and will help you with the appraisal next year.•Is it a good idea to solicit feedback from others with whom the employee works closely?Within the department? Outside the department?Yes. This is important because there are aspects of performance that you may not be able to observe. This can be done informally through conversations or in writing (email, memo, etc.) or by using the “Notes” feature of the online GPS tool. It can be accomplished formally by using the “Get Feedback” function of the GPS tool. Be advised that comments made using the “Get Feedback” function become a part of the appraisal and printed form. If you want to weigh what others tell you and summarize it in a way that can be useful for the recipient, use an informal method as described above. Include examples of behaviors if known.•If I solicit feedback from others, must I identify who provided the feedback?If it’s good, absolutely! If it’s negative, you may choose to summarize information from several individuals. It is best to try to frame it from your perspective if you have first-hand knowledge or have observed it. There are two sides to every situation and knowing both may。
绩效考核中英文对照外文翻译文献
绩效考核中英文对照外文翻译文献(文档含英文原文和中文翻译)绩效考核与员工满意摘要：绩效考核通常也称为业绩考评或“考绩”，是针对企业中每个职工所承担的工作，应用各种科学的定性定量的方法，对职工行为的实际效果及其对企业的贡献或价值进行考评。
绩效考核作为一种有效的企业管理手段，在企业管理中发挥着非常重要的作用，是企业人力资源管理的核心。
本文对当前我国绩效考核中存在的问题做了详细的分析。
针对问题，文章提出从绩效考核的各个角度进行控制，从而确保绩效考核高效到位，最终发挥人力资源管理的作用。
关键词：绩效考核问题分析建议21世纪是知识经济时代，随着经济竞争的加剧，人们越来越认识到人力资源是当今时代经济发展的第一资源。
随着人力资源管理在中国企业的发展的日趋成熟,绩效管理作为人力资源管理的重要组成部分在企业内部的地位也越发重要。
绩效考核是人力资源管理的核心问题之一，是保障并促进企业内部管理机制有序运转，实现企业各项经营管理目标所必须进行的一种管理行为。
美国组织行为学家约翰·伊凡斯维其认为，绩效考核可以达到以下八个方面的目的：为员工的晋升、降职、调职和离职进行评估；组织对员工的绩效考评的反馈；对员工和团队对组织的贡献进行评估；为员工的薪酬决策提供依据；对招聘选择和工作分配的决策进行评估；了解员工和团队的培训和教育的需要；了解员工和团队的培训和教育的需要；对工作计划、预算评估和人力资源规划提供信息。
绩效考核是企业管理员工的有效手段,也是主要途径,在企业管理中具有不可替代的核心地位。
但是,现在有很多企业的绩效考核与企业的发展策略相脱节,企业绩效考核体系也只是一个空壳而已,根本达不到对员工进行考核的目的,甚至还适得其反,导致人才流失。
因此，对企业的绩效考核工作进行分析，找出存在的问题，并解决这些问题成为企业势在必行的工作。
1当前绩效考核中存在问题及原因分析1.1对绩效考核的认识不充分（1）认为绩效考核只是人力资源部的事。
绩效考核英文
绩效考核英文篇一：浅谈人力资源管理中的绩效考核管理中英文翻译//浅谈人力资源管理中的绩效考核管理中英文翻译introductiontohumanresourcemanagementintheperformanceappraisalman agementinbothchineseandEnglishtranslation摘要：人力资源管理已经随着时代的发展在企事业单位所占的位置越来越重要，企事业单位的发展无处不需要员工的劳动和贡献，在以人为本的社会体制下，要对人力资源进行有效的管理就需要建立良好的绩效管理制度，通过绩效考核来促进企业内部人力资源的良性发展，从而最大限度上为企业的反正提供动力。
本文主要论述人力资源中的绩效管理中需要注意的问题。
abstract:humanresourcemanagementhasalongwiththedevelopmentoftheera ofmoreandmoreimportantinenterprisesandinstitutionsoftheposition,thedev elopmentoftheenterprisesandinstitutionsisnotneedtoemployeesandthecontr ibutionoflabor,underthesocialsystemofpeople-oriented,tocarriesontheeffec tivemanagementofhumanresourceswillneedtosetupagoodperformanceman agementsystem,throughtheperformanceevaluationtopromotethevirtuousde velopmentoftheenterpriseinternalhumanresources,soastomaximizetheany way,providepowerfortheenterprise.Thispapermainlydiscussesproblemsneedtopayattentiontointheperformancemanagementofhumanresources.关键词：人力资源管理绩效考核管理策略Keywords:humanresourcemanagement,performanceappraisalmanagement strategy世界经济发展正朝着一体化方向迈进，我国的企业管理模式改革也应该紧紧跟上世界经济发展的部分，进行系统的改变，把人力资源当做发展的重中之重，通过加强人力资源管理中的绩效考核实施力度，将人力资源管理推上新的台阶，为企事业单位发展提供充足的动力保障。
绩效评价外文翻译[整理版]
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公共部门中的绩效悖论一、引言现在，国家投入了比以往任何时候都要多的注意力、时间和金钱在公共部门的绩效衡量和评价上（经济合作与发展组织［OECD］，1996；Pollitt & Bouckaert，2000；p.87；Power，1997）。
基于结果的管理是各级公共部门一整天的话题，从地方、区域、国家，甚至前国家。
学校和大学，地方政府，其他行政组织，发展援助机构（非政府组织和国际非政府组织），和组织，世界银行都参与绩效结果上的数据和信息制造，如果可能的话，也包括对绩效结果的影响。
Power（1994，1997，2000）甚至提到“审计爆炸”或“审计的社会”。
新公共管理领域的信徒将一个高度优先事项归于计量产出和成果。
他们旨在根据这种理想信息基础上的新政策和管理活动，使得政策的执行更有效率和效力。
但是，评价研究表明，很多试图引进基于结果的管理方式最后仍然不成功（例如Leeuw & V an Gils, 1999, 荷兰研究述评）。
不过，衡量产出、成果、和评价活动的需要在政治家和行政人员发表的改善政府工作表现的声明中仍然是一个重要的组成部分。
下面，我们将表明以下观点：公共部门产出计量的增加会导致某些意想不到的后果，不仅可能会废止公共部门绩效的结论，也会消极地影响这个绩效。
我们将通过一些不同的例子表明，公共部门的一些特征在发展和使用绩效指标之后还会适得其反。
最后，我们将就如何处理公共部门中运用绩效评估造成的问题提出一些建议。
我们认为，这个问题非常重要。
因为，尽管存在问题，绩效衡量仍对公共部门的日常运作，特别是公共支出，存在不菲的价值。
二、公共部门中的绩效考核随着行政改革的崛起，公共部门中的绩效考核得到了愈来愈多的关注（cf.power,2000）。
在上世纪80年代，大多数西方国家由于经济衰退和国际竞争加剧，逐渐引发了这种改革。
而这场改革的口号便是“新公共管理”。
它的目标是双重的：削减预算，并提高政府官僚机构的效力和效率。
绩效评估报告范本英文
绩效评估报告范本英文Performance Evaluation Report1. IntroductionThe purpose of this report is to assess the performance of the individual/team/department/company for the period of [specific time period]. The evaluation will be based on [specific criteria, such as goals, objectives, key performance indicators].2. Overview of PerformanceProvide a brief summary of the performance during the evaluation period. Include information on achievements, areas of improvement, and any challenges faced.3. Goals and ObjectivesReview the goals and objectives that were set for the evaluation period. Evaluate the extent to which they were achieved and provide specific examples of accomplishments.4. Key Performance IndicatorsAssess the performance using key performance indicators (KPIs) that were established. Compare the actual performance against the targetsset for each KPI. Identify any areas where performance fell short or exceeded expectations.5. Competencies and SkillsEvaluate the competencies and skills of theindividual/team/department/company. Assess the strengths and weaknesses in areas such as communication, teamwork, problem-solving, leadership, and technical skills. Provide specific examples that support the evaluation.6. Growth and DevelopmentAssess the growth and development opportunities provided during the evaluation period. Evaluate the individual/team/department/company's commitment to personal and professional development. Mention any training programs, courses, or workshops attended and their impact on performance.7. Performance FeedbackInclude feedback from supervisors, peers, and/or clients. Highlight any positive feedback received and areas identified for improvement. Discuss any actions taken based on the feedback and the impact on performance.8. Overall Performance RatingProvide an overall performance rating based on the evaluation. This could be a numerical rating, a rating scale (e.g., poor, satisfactory, outstanding), or any other rating system used by your organization. Justify the rating by referring to specific achievements, areas of improvement, and feedback received.9. Recommendations for ImprovementIdentify areas for improvement and provide recommendations to enhance performance. These recommendations should be specific, actionable, and measurable.10. ConclusionSummarize the main findings of the evaluation and restate the overall performance rating. Briefly mention the significance of the evaluation in terms of future growth and development.11. AppendixInclude any supporting documents, such as performance metrics, feedback forms, or performance improvement plans.Note: This is a generic template and may need to be customized based on the specific requirements of your organization or industry.。
绩效考评英文版课件
The courseware covers a wide range of topics, including the importance of performance evaluation in organizational management, different performance evaluation methods and their characteristics, as well as practical cases and experiences in performance evaluation
Performance monitoring
Regular track progress towards performance goals and identifying any issues or challenges that may arise
Feedback session
01
Hold regular feedback sessions to discuss performance, provide constructive criticism, and offer guidance on improvement
To provide feedback and guidance to employees on their performance: Performance evaluations allow employees to understand how their work is being evaluated and identified as where they excel and where they need to improve This feedback can help employees set goals and develop action plans for professional development
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。
(完整word版)绩效考核外文文献及翻译
绩效考核外文文献及翻译外文文献1.Performance appraisals - purpose and how to make it easier Performance appraisals are essential for the effective management and evaluation of staff. Appraisals help develop individuals, improve organizational performance, and feed into business planning. Formal performance appraisals are generally conducted annually for all staff in the organization. His or her line manager appraises each staff member. Directors are appraised by the CEO, who is appraised by the chairman or company owners, depending on the size and structure of the organization. Annual performance appraisals enable management and monitoring of standards, agreeing expectations and objectives, and delegation of responsibilities and tasks. Staff performance appraisals also establish individual training needs and enable organizational training needs analysis and planning. Performance appraisals also typically feed into organizational annual pay and grading reviews, which commonly also coincide with the business planning for the next trading year. Performance appraisals generally review each individual's performance against objectives and standards for the trading year, agreed at the previous appraisal meeting. Performance appraisals are also essential for career and succession planning - for individuals, crucial jobs, and for the organization as a whole. Performance appraisals are important for staff motivation, attitude and behavior development, communicating and aligning individual and organizational aims, and fostering positive relationships between management and staff. Performance appraisals provide a formal, recorded, regular review of an individual's performance, and a plan for future development. Job performance appraisals - in whatever form they take - are therefore vital for managing the performance of people and organizations. Managers and appraises commonly dislike appraisals and try to avoid them. To these people the appraisal is daunting and time-consuming. The process is seen as a difficult administrative chore and emotionally challenging. The annual appraisal is maybe the only time since last year that the two people have sat down together for a meaningful one-to-one discussion. No wonder then that appraisals are stressful - which then defeats the whole purpose. Appraisals are much easier, and especially more relaxed, if the boss meets each of the team members individually and regularly for one-to-one discussion throughout the year. Meaningful regular discussion about work, career, aims, progress, development, hopes and dreams, life, the universe, the TV, common interests, etc., whatever, makes appraisals so much easier because people then know and trust each other - which reduces all the stress and the uncertainty. Put off discussions and of course they loom very large. So don't wait for the annual appraisal to sit down and talk. The boss or the appraises can instigate this. If you are an employee with a shy boss, then take the lead. If you are a boss who rarely sits down and talks with people - or whose people are not used to talking with their boss - then set about relaxing the atmosphere and improving relationships. Appraisals (and work) all tend to be easier when people communicate well and know each other. So sit down together and talk as often as you can, and then when the actual formal appraisals are due everyone will find the whole process to be far more natural, quick, and easy - and a lot more productive too. 2.Appraisals, social responsibility and whole-person development There is increasingly a need for performance appraisals of staff and especially managers, directors and CEO's, to include accountabilities relating to corporate responsibility, represented by various converging corporate responsibility concepts including: the “Triple Bottom Line”; corporate so cial responsibility (CSR); Sustainability; corporate integrity and ethics; Fair Trade, etc. The organization must decide the extent to which these accountabilities are reflected in job responsibilities, which would thennaturally feature accordingly in performance appraisals. More about this aspect of responsibility is in the directors’ job descriptions section. Significantly also, while this appraisal outline is necessarily a formal structure this does not mean that the development discussed with the appraises must be formal and constrained. In fact the opposite applies. Appraisals must address “whole person” development - not just job skills or the skills required for the next promotion. Appraisals must not discriminate against anyone on the grounds of age, gender, sexual orientation, race, religion, disability, etc. The UK Employment Equality (Age) Regulations 2006, (consistent with Europe), effective from 1st October 2006, make it particularly important to avoid any comments, judgments, suggestions, questions or decisions which might be perceived by the appraises to be based on age. This means people who are young as well as old. Age, along with other characteristics stated above, is not a lawful basis for assessing and managing people, unless proper 'objective justification' can be proven. See the Age Diversity information. When designing or planning and conducting appraisals, seek to help the 'whole-person' to grow in whatever direction they want, not just to identify obviously relevant work skills training. Increasingly, the best employers recognize that growing the 'whole person' promotes positive attitudes, advancement, motivation, and also develops lots of new skills that can be surprisingly relevant to working productively and effectively in any sort of organization. Developing the whole-person is also an important aspect of modern corporate responsibility, and separately (if you needed a purely business-driven incentive for adopting these principles), whole-person development is a crucial advantage in the employment market, in which all employers compete to attract the best recruits, and to retain the best staff. Therefore in appraisals, be creative and imaginative in discussing, discovering and agreeing 'whole-person' development that people will respond to, beyond the usual job skill-set, and incorporate this sort of development into the appraisal process. Abraham Maslow recognized this over fifty years ago. If you are an employee and your employer has yet to embrace or even acknowledge these concepts, do them a favor at your own appraisal and suggest they look at these ideas, or maybe mention it at your exit interview prior to joining a better employer who cares about the people, not just the work. Incidentally the Multiple Intelligences test and V AK Learning Styles test are extremely useful tools for appraisals, before or after, to help people understand their natural potential and strengths and to help managers understand this about their people too. There are a lot of people out there who are in jobs which don't allow them to use and develop their greatest strengths; so the more we can help folk understand their own special potential, and find roles that really fit well, the happier we shall all be. 3 .Are performance appraisals still beneficial and appropriate It is sometimes fashionable in the 'modern age' to dismiss traditional processes such as performance appraisals as being irrelevant or unhelpful. Be very wary however if considering removing appraisals from your own organizational practices. It is likely that the critics of the appraisal process are the people who can't conduct them very well. It's a common human response to want to jettison something that one finds difficult. Appraisals - in whatever form, and there are various - have been a mainstay of management for decades, for good reasons. Think about everything that performance appraisals can achieve and contribute to when they are properly managed, for example: (1)performance measurement - transparent, short, medium and long term (2)clarifying, defining, redefining priorities and objectives (3)motivation through agreeing helpful aims and targets (4)motivation though achievement and feedback (5)training needs and learning desires - assessment and agreement (6)identification of personal strengths and direction - including unused hidden strengths (7)career and succession planning -personal and organizational (8)team roles clarification and team building (9)organizational training needs assessment and analysis (10)appraise and manager mutual awareness, understanding and relationship (11)resolving confusions and misunderstandings (12)reinforcing and cascading organizational philosophies, values, aims, strategies, priorities, etc (13)delegation, additional responsibilities, employee growth and development (14)counseling and feedback (15)manager development - all good managers should be able to conduct appraisals well - it's a fundamental process (16)the list goes on People have less and less face-to-face time together these days. Performance appraisals offer a way to protect and manage these valuable face-to-face opportunities. My advice is to hold on to and nurture these situations, and if you are under pressure to replace performance appraisals with some sort of (apparently) more efficient and cost effective methods, be very sure that you can safely cover all the aspects of performance and attitudinal development that a well-run performance appraisals system is naturally designed to achieve. There are various ways of conducting performance appraisals, and ideas change over time as to what are the most effective appraisals methods and systems. Some people advocate traditional appraisals and forms; others prefer 360-degree-type appraisals; others suggest using little more than a blank sheet of paper. In fact performance appraisals of all types are effective if they are conducted properly, and better still if the appraisal process is clearly explained to, agreed by, the people involved. Managers need guidance, training and encouragement in how to conduct appraisals properly. Especially the detractors and the critics. Help anxious managers (and directors) develop and adapt appraisals methods that work for them. Be flexible. There are lots of ways to conduct appraisals, and particularly lots of ways to diffuse apprehension and fear - for managers and appraises alike. Particularly - encourage people to sit down together and review informally and often - this removes much of the pressure for managers and appraises at formal appraisals times. Leaving everything to a single make-or-break discussion once a year is asking for trouble and trepidation. Look out especially for the warning signs of 'negative cascaded attitudes' towards appraisals. This is most often found where a senior manager or director hates conducting appraisals, usually because they are uncomfortable and inexperienced in conducting them. The senior manager/director typically will be heard to say that appraisals don't work and are a waste of time, which for them becomes a self-fulfilling prophecy. All that said, performance appraisals that are administered without training (for those who need it), without explanation or consultation, and conducted poorly will be counter-productive and is a waste of everyone's time. Well-prepared and well-conducted performance appraisals provide unique opportunities to help appraise and managers improve and develop, and thereby also the organizations for whom they work. Just like any other process, if performance appraisals aren't working, don't blame the process, ask yourself whether it is being properly trained, explained, agreed and conducted. 4. Effective performance appraisals Aside from formal traditional (annual, six-monthly, quarterly, or monthly) performance appraisals, there are many different methods of performance evaluation. The use of any of these methods depends on the purpose of the evaluation, the individual, the assessor, and the environment. The formal annual performance appraisal is generally the over-riding instrument, which gathers together and reviews all other performance data for the previous year. Performance appraisals should be positive experiences. The appraisals process provides the platform for development and motivation, so organizations should foster a feeling that performance appraisals are positive opportunities, in order to get the best out of the people and the process. In certain organizations, performance appraisals are widely regarded as something rather less welcoming('blocking sessions' is not an unusual description), which provides a basis only on which to develop fear and resentment, so never, never, never use a staff performance appraisal to handle matters of discipline or admonishment, which should instead be handled via separately arranged meetings. 5. Types of performance and aptitude assessments (1)Formal annual performance appraisals (2)Probationary reviews (3)Informal one-to-one review discussions (4)Counseling meetings (5) Observation post (6) Skills or career-related tests (7) Assignment or task to follow the review, including the secondment (8)Assessment Centre, including the observation group exercises, presentations and other tests (9)Communicate with people who investigate the views of others (10) Acts of psychological tests and other assessment (11)Handwriting analysis 外文文献译文1、考绩考核的用途和如何使其易于实现绩效考核根本上是对职员有效的管理和评估。
绩效评估-英文
- Targeted action- Organization, priority management - Independence - Commitment - Adaptability- Foucs on customers O i z n- Innovation - Initiative - Continuous improvement- - Building Relationships- Communication - Health, Safety and Environment R s- Leadership - Strategic Thinking绩效评估使用指南PERFORMANCE APPRAISAL GUIDE公司政策规定每位员工都有机会每年至少一次与主管讨论其每年的业绩。
此绩效评估表体现了此政策。
It is our policy to provide every employee the opportunity to discuss performance with his/her supervisor at least once a year. The annual appraisal ensures that opportunity.此年度评估是员工和管理人员的直接对话，是双方有效沟通的一部分。
The annual appraisal is a dialogue between employees and management. It is part of the ongoing communication process between the two parties. 基本评估原则Basic appraisal principles∙此评估必须建立在双方相互尊重和聆听基础上，以达成一致。
The appraisal must be conducted in a spirit of mutual respect and listening, with a view to reaching a consensus.∙此评估的目标是根据事实评定一段时期内员工的表现，而不是根据对员工的印象，看法或个性而做出评定。
绩效考核与管理外文翻译文献
绩效考核与管理外文翻译文献(文档含中英文对照即英文原文和中文翻译)原文：The Dilemma of Performance AppraisalPeter Prowse and Julie ProwseMeasuring Business Excellence,V ol.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.13.1IntroductionThis paper will define and outline performance management and appraisal. It will start byevaluating what form of performance is evaluated, then develop links to the development of different performance traditions (Psychological tradition, Management by Objectives, Motivation and Development).It will outline the historical development of performance management then evaluate high performance strategies using performance appraisal. It will evaluate the continuing issue of subjectivity and ethical dilemmas regarding measurement and assessment of performance. The paper will then examine how organisations measure performance before evaluation of research on some recent trends in performance appraisal.This chapter will evaluate the historical development of performance appraisal from management by objectives (MBO) literature before evaluating the debates between linkages between performance management and appraisal. It will outline the development of individual performance before linking to performance management in organizations. The outcomes of techniques to increase organizational commitment, increase job satisfaction will be critically evaluated. It will further examine the transatlantic debates between literature on efficiency and effectiveness in the North American and the United Kingdom) evidence to evaluate the HRM development and contribution of performance appraisal to individual and organizational performance.13.2 What is Performance Management?The first is sue to discuss is the difficulty of definition of Performance Management. Armstrong and Barron(1998:8) define performance management as: A strategic and integrated approach to delivering sustained success to organisations by Improving performance of people who work in them by developing the capabilities of teams And individual performance.13.2.1 Performance AppraisalAppraisal potentially is a key tool in making the most of an organisation’s human resources. The use of appraisal is widespread estimated that 80–90%of organizations in the USA and UK were using appraisal and an increase from 69 to 87% of organisations between 1998 and 2004 reported a formal performance management system (Armstrong and Baron, 1998:200).There has been little evidence of the evaluation of the effectiveness of appraisal but more on the development in its use. Between 1998 and 2004 a sample from the Chartered Institute of Personnel and Development (CIPD, 2007) of 562 firms found 506 were using performance appraisal in UK.What is also vital to emphasise is the rising use of performance appraisal feedback beyond performance for professionals and managers to nearly 95% of workplaces in the 2004 WERS survey (seeTable 13.1).Clearly the use of Appraisals has been the development and extension of appraisals to cover a large proportion of the UK workforce and the coverage of non managerial occupations and the extended use in private and public sectors.13.2.2 The Purpose of AppraisalsThe critical issue is what is the purpose of appraisals and how effective is it ？Researched and used in practice throughout organizations? The purpose of appraisals needs to be clearly identified. Firstly their purpose. Randell (1994) states they are a systematic evaluation of individual performance linked to workplace behaviour and/or specific criteria. Appraisals often take the form of an appraisal interview,usually annual,supported by standardised forms/paperwork.The key objective of appraisal is to provide feedback for performance is provided by the linemanager.The three key questions for quality of feedback:1. What and how are observations on performance made?2. Why and how are they discussed?3. What determines the level of performance in the job?It has been argued by one school of thought that these process cannot be performed effectively unless the line manager of person providing feedback has the interpersonal interviewing skills to providethat feedback to people being appraised. This has been defined as the “Bradford Approach” which places a high priority on appraisal skills development (Randell, 1994). This approach is outlined in Fig. 13.1 whichidentifies the linkages betweeninvolving,developing, rewarding and valuing people at work..13.2.3 Historical Development of AppraisalThe historical development of performance feedback has developed from a range of ap proaches.Formal observation of individual work performance was reported in Robert Owens’s Scottish factory inNew Lanarkin the early 1800s (Cole, 1925). Owen hung over machines a piece of coloured wood over machines to indicate the Super intendent’s assessment of the previous day’s conduct (white forexcellent, yellow, blue and then black for poor performance).The twentieth centuryled to F.W. Taylor and his measured performance and the scientific management movement (Taylor, 1964). The 1930sTraits Approaches identified personality and performance and used feedback using graphic rating scales, a mixed standard of performance scales noting behaviour in likert scale ratings.This was used to recruit and identify management potential in the field of selection. Later developments to prevent a middle scale from 5 scales then developed into a forced-choice scale which forced the judgement to avoid central ratings.The evaluation also included narrative statements and comments to support the ratings (Mair, 1958).In the 1940s Behavioural Methods were developed. These included Behavioural Anchored Rating Scales (BARS); Behavioural Observation Scales (BOS); Behavioural Evaluation Scales (BES); critical incident;job simulation. All these judgements were used to determine the specific levels of performance criteria to specific issues such as customer service and rated in factors such asexcellent,average or needs to improve or poor.These ratings are assigned numerical values and added to a statement or narrative comment by the assessor. It would also lead to identify any potential need for training and more importantly to identify talent for careers in linemanagement supervision and future managerial potential.Post1945 developed into the Results-oriented approaches and led to the development of management by objectives (MBO). This provided aims and specific targets to be achievedand with in time frames such as pecific sales, profitability,and deadlines with feedback on previous performance (Wherry, 1957).The deadlines may have required alteration and led to specific performance rankings of staff. It also provided a forced distributionof rankingsof comparative performance and paired comparison ranking of performance and setting and achieving objectives.In the 1960s the developmentof Self-appraisal by discussion led to specific time and opportunity for the appraisee to reflectively evaluate their performance in the discussion and the interview developed into a conversation on a range of topics that the appraise needed to discuss in the interview. Until this period the success of the appraisal was dependent on skill of interviewer.In the 1990s the development of 360-degree appraisal developed where information was sought from a wider range of sources and the feedback was no longer dependent on the manager-subordinate powerrelationship but included groups appraising the performance of line managers and peer feedback from peer groups on individual performance (Redman and Snape, 1992). The final development of appraisal interviews developed in the 1990s with the emphasis on the linking performance with financial reward which will be discussed later in the paper.13.2.4 Measures of PerformanceThe dilemma of appraisal has always to develop performance measures and the use of appraisal is the key part of this process. Quantitative measure of performance communicated as standards in the business and industry level standards translated to individual performance. The introduction of techniques such as the balanced score card developed by Kaplan and Norton (1992).Performance measures and evaluation included financial, customer evaluation, feedback on internal processes and Learning and Growth. Performance standards also included qualitative measures Which argue that there is an over emphasis on metrics of quantitative approach above the definitions of quality services and total quality management.In terms of performance measures there has been a transformation in literature and a move in the 1990s to the financial rewards linked to the level of performance.The debates will be discussed later in the paper.13.3 Criticism of AppraisalsCritiques of appraisal have continued as appraisal shave increased in use and scope across sectors and occupations. The dominant critique is the management framework using appraisal as an orthodox technique that seeks to remedy the weakness and propose of appraisals as a system to develop performance.This “orthodox” approach argues there are conflicting purposes of appraisal (Strebler et al, 2001). Appraisal can motivate staff by clarifying objectives and setting clear future objectives with provision for training and development needs to establish the performance objective. These conflicts with assessing past performance and distribution of rewards based on past performance (Bach, 2005:301).Employees are reluctant to confide any limitations and concerns on their current performance as this could impact on their merit related reward or promotion opportunities(Newton and Findley, 1996:43).This conflicts with performance as a continuum as appraisers are challenged with differing roles as both monitors and judges of performance but an understanding counsell or which Randell(1994)argues few manager shave not received the raining to perform.Appraisal Manager’s reluctance to criticise also stems from classic evidence fromMcGregor that managers are reluctant to make an egative judgement on an individual’s performance a si t could be demotivating,leadto accusationsoftheirown supportand contributiontoindividual poor performance and to also avoid interpersonal conflict (McGregor, 1957).One consequence of this avoidance of conflict is to rate all criterion as central and avoid any conflict known as the central tendency.In a study of senior managers by Long neckeretal.(1987),they found organisational politics influenced ratings of 60 senior executives.The findings were that politics involved deliberate attempts by individuals to enhance or protect self-interests when conflicting courses of action are possible and that ratings and decisions were affected by potential sources of bias or inaccuracy in their appraisal ratings (Longeneckeret al., 1987).There are methods of further bias beyond Longenecker’s evidence. The political judgements andthey have been distorted further by overrating some clear competencies in performance rather than being critical across all rated competencies known as the halo effect and if some competencies arelower they may prejudice the judgment acrossthe positive reviews known as the horns effect (ACAS, 1996).Some ratings may only cinclude recent events and these are known as the recency effects. In this case only recent events are noted compared to managers gathering and using data throughout the appraisal period .A particular concern is the equity of appraisal for ratings which may be distorted by gender ,ethnicity and the ratings of appraisers themselves .A range of studies in both the US and UK have highlighted subjectivity in terms of gender (Alimo-Metcalf, 1991;White, 1999) and ethnicity of the appraise and appraiser(Geddes and Konrad, 2003). Suggestions and solutions on resolving bias will be reviewed later.The second analysis is the radical critique of appraisal. This is the more critical management literature that argues that appraisal and performance management are about management control(Newton and Findley, 1996;Townley, 1993). It argues that tighter management control over employee behaviour can be achieved by the extension of appraisal to manual workers, professional as means to control. This develops the literature of Foucault using power and surveillance. This literature uses cases in examples of public service control on professionals such a teachers (Healy, 1997) and University professionals(Townley, 1990).This evidence argues the increased control of public services using appraisal as a method of control and that the outcome of managerial objectives ignores the developmental role of appraisal and ratings are awarded for people who accept and embrace the culture and organizational values . However, this literature ignores the employee resistance and the use of professional unions to challenge the attempts to exert control over professionals and staff in the appraisal process (Bach, 2005:306).One of the different issues of removing bias was the use of the test metaphor (Folgeretal.,1992).This was based on the assumption that appraisal ratings were a technical question of assessing “true” performance and there needed to be increased reliability and validity of appraisal as an instrument to develop motivation and performance. The sources of rater bias and errors can be resolved by improved organisational justice and increasing reliability of appraiser’s judgement.However there were problems such as an assumption that you can state job requirements clearly and the org anization is “rational” with objectives that reflect values and that the judgment by appraisers’ are value free from political agendas and personal objectives. Secondly there is the second issue of subjectivity if appraisal ratings where decisions on appra isal are rated by a “political metaphor”(Hartle, 1995).This “political view” argues that a appraisal is often done badly because there is a lack of training for appraisers and appraisers may see the appraisal as a waste of time. This becomes a process which managers have to perform and not as a potential to improve employee performance .Organisations in this context are “political” and the appraisers seek to maintain performance from subordinates and view appraises as internal customers to satisfy. This means managers use appraisal to avoid interpersonal conflict and develop strategies for their own personal advancement and seek a quiet life by avoiding censure from higher managers.This perception means managers also see appraisee seeks good rating and genuine feedback and career development by seeking evidence of combining employee promotion and pay rise.This means appraisal ratings become political judgements and seek to avoid interpersonal conflicts. The approaches of the “test” and “political” metapho rs of appraisal are inaccurate and lack objectivity and judgement ofemployee performance is inaccurate and accuracy is avoided.The issue is how can organisations resolve this lack of objectivity?13.3.1 Solutions to Lack of Objectivity of AppraisalGrin t(1993)argues that the solutions to objectivity lies in part with McGregor’s (1957) classic critique by retraining and removal of “top down” ratings by managers and replacement with multiple rater evaluation which removes bias and the objectivity by upward performance appraisal. The validity of upward appraisal means there moval of subjective appraisal ratings.This approach is also suggested to remove gender bias in appraisal ratings against women in appraisals (Fletcher, 1999). The solution of multiple reporting(internal colleagues, customers and recipients of services) will reduce subjectivity and inequity of appraisal ratings. This argument develops further by the rise in the need to evaluate project teams and increasing levels of teamwork to include peer assessment. The solutions also in theory mean increased closer contact with individual manager and appraises and increasing services linked to customer facing evaluations.However, negative feedback still demotivates and plenty of feedback and explanation by manager who collates feedback rather than judges performance andfail to summarise evaluations.There are however still problems with accuracy of appraisal objectivity asWalker and Smither (1999)5year studyof 252 managers over 5 year period still identified issues with subjective ratings in 360 degree appraisals.There are still issues on the subjectivity of appraisals beyond the areas of lack of training.The contribution of appraisal is strongly related to employee attitudes and strong relationships with job satisfaction(Fletcher and Williams, 1996). The evidence on appraisal still remains positive in terms of reinvigo rating social relationships at work (Townley,1993)and the widespread adoption in large public services in the UK such as the national health Service (NHS)is the valuable contribution to line managers discussion with staff on their past performance, discussing personal development plans and training and development as positive issues.One further concern is the openness of appraisal related to employee reward which we now discuss.13.3.2 Linking Appraisals with Reward ManagementAppraisal and performance management have been inextricably linked to employee reward since the development of strategic human resource management in the 1980s. The early literature on appraisal linked appraisal with employee control (Randell, 1994;Grint, 1993;Townley, 1993, 1999) and discussed the use of performance related reward to appraisals. However therecent literature has substituted the chapter titles employ ee “appraisal” with “performance management”(Bach, 2005; Storey, 2007) and moved the focus on performance and performance pay and the limits of employee appraisal. The appraisal and performance pay link has developed into debates to three key issues:The first issue is has performance pay related to appraisal grown in use?The second issue is what type of performance do we reward?and the final issue is who judges management standards?The first discussion on influences of growth of performance pay schemes is the assumption that increasing linkage between individual effort and financial reward increases performance levels. This linkage between effort and financial reward increasing levels of performance has proved an increasing trend in the public and private sector (Bevan and Thompson, 1992;Armstrong and Baron, 1998). The drive to increase public sector performance effort and setting of targets may even be inconsistent in the experiences of some organizational settings aimed at achieving long-term targets(Kessler and Purcell,1992;Marsden, 2007). The development of merit based pay based on performance assessed by a manager is rising in the UK Marsden (2007)reported that the: Use of performance appraisals as a basis for merit pay are used in65 percent of public sector and 69 percent of the private sector employees where appraisal covered all nonmanagerial staff(p.109).Merit pay has also grown in use as in 1998 20% of workplaces used performance related schemes compared to 32% in the same organizations 2004 (Kersley et al., 2006:191). The achievements of satisfactory ratings or above satisfactory performance averages were used as evidence to reward individual performance ratings in the UK Civil Service (Marsden, 2007).Table 13.2 outlines the extent of merit pay in 2004.The second issue is what forms of performance is rewarded. The use of past appraisal ratings as evidence of achieving merit-related payments linked to achieving higher performance was the predominant factor developed in the public services. The evidence on Setting performance targets have been as Kessler (2000:280) reported “inconsistent within organizations and problematic for certain professional or less skilled occupations where goals have not been easily formulated”. There has been inconclusive evidence from organizations on the impact of performance pay and its effectiveness in improving performance. Evidence from a number of individual performance pay schemes report organizations suspending or reviewing them on the grounds that individual performance reward has produced no effect in performance or even demotivates staff(Kessler, 2000:281).More in-depth studies setting performance goals followed by appraisal on how well they were resulted in loss of motivation whilst maintaining productivity and achieved managers using imposing increased performance standards (Marsden and Richardson, 1994). As Randell(1994) had highlighted earlier, the potential objectivity and self-criticism in appraisal reviews become areas that appraisees refuse to acknowledge as weaknesses with appraisers if this leads to a reduction in their merit pay.Objectivity and self reflection for development becomes a weakness that appraises fail to acknowledge as a developmental issue if it reduces their chances of a reduced evaluation that will reduce their merit reward. The review of civil service merit pay (Makinson, 2000)reported from 4 major UK Civil Service Agencies and the National Health Service concluded that existing forms of performance pay and performance management had failed to motivate many staff.The conclusions were that employees found individual performance pay divisive and led to reduced willingness to co-operate with management ,citing managerial favorites and manipulation of appraisal scores to lower ratings to save paying rewards to staff (Marsden and French, 1998).This has clear implications on the relationship between line managers and appraises and the demotivational consequences and reduced commitment provide clear evidence of the danger to linking individual performance appraisal to reward in the public services. Employees focus on the issues that gain key performance focus by focusing on specific objectives related to key performance indicators rather than all personal objectives. A study of banking performance pay by Lewis(1998)highlighted imposed targets which were unattainable with a range of 20 performance targets with narrow short term financial orientatated goals. The narrow focus on key targets and neglect of other performance aspects leads to tasks not being delivered.This final issue of judging management standards has already highlighted issues of inequity and bias based on gender (Beyer, 1990; Chen and DiTomasio, 1996; Fletcher, 1999). The suggested solutions to resolved Iscrimination have been proposed as enhanced interpersonal skills training are increased equitable use of 360 degree appraisal as a method to evaluate feedback from colleagues asthis reduces the use of the “political metaphor”(Randell, 1994;Fletcher, 1999).On measures linking performance to improvement require a wider approach to enhanced work design and motivation to develop and enhance employee job satisfaction and the design of linkages between effort and performance are significant in the private sector and feedback and awareness in the public sector (Fletcher and Williams, 1996:176). Where rises be in pay were determined by achieving critical rated appraisal objectives, employees are less self critical and open to any developmental needs in a performance review.13.4 ConclusionAs performance appraisal provides a major potential for employee feedback that could link strongly to increasing motivation ,and a opportunity to clarify goals and achieve long term individual performance and career development why does it still suffers from what Randell describes as a muddle and confusion which still surrounds the theory and practice?There are key issues that require resolution and a great deal depends on the extent to which you have a good relationship with your line manager . Barlow(1989)argued `if you get off badly with your first two managers ,you may just as well forget it (p. 515).The evidence on the continued practice of appraisals is that they are still institutionally elaborated systems of management appraisal and development is significant rhetoric in the apparatus of bureaucratic control by managers (Barlow, 1989). In reality the companies create, review, change and even abolish appraisals if they fail to develop and enhance organisational performance(Kessler, 2000). Despite all the criticism and evidence the critics have failed to suggest an alternative for a process that can provide feedback, develop motivation, identify training and potential and evidence that can justify potential career development and justify reward(Hartle, 1997).译文：绩效考核的困境Peter Prowse and Julie Prowse摘要本文旨在用绩效考核方法来解决绩效管理的困境。
绩效考核外文翻译文献
绩效考核外文翻译文献(文档含中英文对照即英文原文和中文翻译)Performance assessment inquiryAbstractIn the aspect of human resource management, performance appraisal methods of diversity, in the end should adopt what kind of performance evaluation method is more reasonable, performance appraisal should be by what kind of way is easier to implement and achieve the better management results, is a question worth pondering. This paper will focus on the types of performance assessment and its effect, analyze the types of performance assessment, and explore how to correctly and appropriately assess the performance, and do a good job in management.1.Performance appraisals - purpose and how to make it easierPerformance appraisals are essential for the effective management and evaluation of staff. Appraisals help develop individuals, improve organizational performance, and feed into business planning. Formal performance appraisals are generally conducted annually for all staff in the organization. His or her line manager appraises each staff member. Directors are appraised by the CEO, who is appraised by the chairman or company owners, depending on the size and structure of the organization.Annual performance appraisals enable management and monitoring of standards, agreeing expectations and objectives, and delegation of responsibilities and tasks. Staff performance appraisals also establish individual training needs and enable organizational training needs analysis and planning.Performance appraisals also typically feed into organizational annual pay and grading reviews, which commonly also coincide with the business planning for the next trading year.Performance appraisals generally review each individual's performance against objectives and standards for the trading year, agreed at the previous appraisal meeting. Performance appraisals are also essential for career and succession planning - for individuals, crucial jobs, and for the organization as a whole.Performance appraisals are important for staff motivation, attitude and behaviordevelopment, communicating and aligning individual and organizational aims, and fostering positive relationships between management and staff.Performance appraisals provide a formal, recorded, regular review of an individual's performance, and a plan for future development.Job performance appraisals - in whatever form they take - are therefore vital for managing the performance of people and organizations.Managers and appraises commonly dislike appraisals and try to avoid them. To these people the appraisal is daunting and time-consuming. The process is seen as a difficult administrative chore and emotionally challenging. The annual appraisal is maybe the only time since last year that the two people have sat down together for a meaningful one-to-one discussion. No wonder then that appraisals are stressful - which then defeats the whole purpose.Appraisals are much easier, and especially more relaxed, if the boss meets each of the team members individually and regularly for one-to-one discussion throughout the year.Meaningful regular discussion about work, career, aims, progress, development, hopes and dreams, life, the universe, the TV, common interests, etc., whatever, makes appraisals so much easier because people then know and trust each other - which reduces all the stress and the uncertainty.Put off discussions and of course they loom very large. So don't wait for the annual appraisal to sit down and talk. The boss or the appraises can instigate this.If you are an employee with a shy boss, then take the lead. If you are a boss who rarely sits down and talks with people - or whose people are not used to talking with their boss - then set about relaxing the atmosphere and improving relationships. Appraisals (and work) all tend to be easier when people communicate well and know each other.So sit down together and talk as often as you can, and then when the actual formal appraisals are due everyone will find the whole process to be far more natural, quick, and easy - and a lot more productive too.2.Appraisals, social responsibility and whole-person developmentThere is increasingly a need for performance appraisals of staff and especially managers, directors and CEO's, to include accountabilities relating to corporate responsibility, represented by various converging corporate responsibility concepts including: the “Triple Bottom Line”; corporate social responsibility (CSR); Sustainability; corporate integrity and ethics; Fair Trade, etc. The organization must decide the extent to which these accountabilities are reflected in job responsibilities, which would then naturally feature accordingly in performance appraisals. More about this aspect of responsibility is in the directors’job descriptions section.Significantly also, while this appraisal outline is necessarily a formal structure this does not mean that the development discussed with the appraises must be formal and constrained. In fact the opposite applies. Appraisals must address “whole person”development - not just job skills or the skills required for the next promotion.Appraisals must not discriminate against anyone on the grounds of age, gender, sexual orientation, race, religion, disability, etc.The UK Employment Equality (Age) Regulations 2006, (consistent with Europe), effective from 1st October 2006, make it particularly important to avoid any comments, judgments, suggestions, questions or decisions which might be perceived by the appraises to be based on age. This means people who are young as well as old. Age, along with other characteristics stated above, is not a lawful basis for assessing and managing people, unless proper 'objective justification' can be proven. See the Age Diversity information.When designing or planning and conducting appraisals, seek to help the 'whole-person' to grow in whatever direction they want, not just to identify obviously relevant work skills training. Increasingly, the best employers recognize that growing the 'whole person' promotes positive attitudes, advancement, motivation, and also develops lots of new skills that can be surprisingly relevant to working productively and effectively in any sort of organization.Developing the whole-person is also an important aspect of modern corporate responsibility, and separately (if you needed a purely business-driven incentive for adopting these principles), whole-person development is a crucial advantage in theemployment market, in which all employers compete to attract the best recruits, and to retain the best staff.Therefore in appraisals, be creative and imaginative in discussing, discovering and agreeing 'whole-person' development that people will respond to, beyond the usual job skill-set, and incorporate this sort of development into the appraisal process. Abraham Maslow recognized this over fifty years ago.If you are an employee and your employer has yet to embrace or even acknowledge these concepts, do them a favor at your own appraisal and suggest they look at these ideas, or maybe mention it at your exit interview prior to joining a better employer who cares about the people, not just the work.Incidentally the Multiple Intelligences test and V AK Learning Styles test are extremely useful tools for appraisals, before or after, to help people understand their natural potential and strengths and to help managers understand this about their people too. There are a lot of people out there who are in jobs which don't allow them to use and develop their greatest strengths; so the more we can help folk understand their own special potential, and find roles that really fit well, the happier we shall all be.3 .Are performance appraisals still beneficial and appropriateIt is sometimes fashionable in the 'modern age' to dismiss traditional processes such as performance appraisals as being irrelevant or unhelpful. Be very wary however if considering removing appraisals from your own organizational practices. It is likely that the critics of the appraisal process are the people who can't conduct them very well. It's a common human response to want to jettison something that one finds difficult. Appraisals - in whatever form, and there are various - have been a mainstay of management for decades, for good reasons.Think about everything that performance appraisals can achieve and contribute to when they are properly managed, for example:(1)performance measurement - transparent, short, medium and long term(2)clarifying, defining, redefining priorities and objectives(3)motivation through agreeing helpful aims and targets(4)motivation though achievement and feedback(5)training needs and learning desires - assessment and agreement(6)identification of personal strengths and direction - including unused hidden strengths(7)career and succession planning - personal and organizational(8)team roles clarification and team building(9)organizational training needs assessment and analysis(10)appraise and manager mutual awareness, understanding and relationship(11)resolving confusions and misunderstandings(12)reinforcing and cascading organizational philosophies, values, aims, strategies, priorities, etc(13)delegation, additional responsibilities, employee growth and development(14)counseling and feedback(15)manager development - all good managers should be able to conduct appraisals well - it's a fundamental process(16)the list goes onPeople have less and less face-to-face time together these days. Performance appraisals offer a way to protect and manage these valuable face-to-face opportunities. My advice is to hold on to and nurture these situations, and if you are under pressure to replace performance appraisals with some sort of (apparently) more efficient and cost effective methods, be very sure that you can safely cover all the aspects of performance and attitudinal development that a well-run performance appraisals system is naturally designed to achieve.There are various ways of conducting performance appraisals, and ideas change over time as to what are the most effective appraisals methods and systems. Some people advocate traditional appraisals and forms; others prefer 360-degree-type appraisals; others suggest using little more than a blank sheet of paper.In fact performance appraisals of all types are effective if they are conducted properly, and better still if the appraisal process is clearly explained to, agreed by, the people involved.Managers need guidance, training and encouragement in how to conduct appraisals properly. Especially the detractors and the critics. Help anxious managers (and directors) develop and adapt appraisals methods that work for them. Be flexible. There are lots of ways to conduct appraisals, and particularly lots of ways to diffuse apprehension and fear - for managers and appraises alike. Particularly - encourage people to sit down together and review informally and often - this removes much of the pressure for managers and appraises at formal appraisals times. Leaving everything to a single make-or-break discussion once a year is asking for trouble and trepidation.Look out especially for the warning signs of 'negative cascaded attitudes' towards appraisals. This is most often found where a senior manager or director hates conducting appraisals, usually because they are uncomfortable and inexperienced in conducting them. The senior manager/director typically will be heard to say that appraisals don't work and are a waste of time, which for them becomes a self-fulfilling prophecy.All that said, performance appraisals that are administered without training (for those who need it), without explanation or consultation, and conducted poorly will be counter-productive and is a waste of everyone's time.Well-prepared and well-conducted performance appraisals provide unique opportunities to help appraise and managers improve and develop, and thereby also the organizations for whom they work.Just like any other process, if performance appraisals aren't working, don't blame the process, ask yourself whether it is being properly trained, explained, agreed and conducted.4. Effective performance appraisalsAside from formal traditional (annual, six-monthly, quarterly, or monthly) performance appraisals, there are many different methods of performance evaluation. The use of any of these methods depends on the purpose of the evaluation, the individual, the assessor, and the environment.The formal annual performance appraisal is generally the over-riding instrument,which gathers together and reviews all other performance data for the previous year.Performance appraisals should be positive experiences. The appraisals process provides the platform for development and motivation, so organizations should foster a feeling that performance appraisals are positive opportunities, in order to get the best out of the people and the process. In certain organizations, performance appraisals are widely regarded as something rather less welcoming ('blocking sessions' is not an unusual description), which provides a basis only on which to develop fear and resentment, so never, never, never use a staff performance appraisal to handle matters of discipline or admonishment, which should instead be handled via separately arranged meetings.5. Types of performance and aptitude assessments(1)Formal annual performance appraisals(2)Probationary reviews(3)Informal one-to-one review discussions(4)Counseling meetings(5) Observation post(6) Skills or career-related tests(7) Assignment or task to follow the review, including the secondment(8)Assessment Centre, including the observation group exercises, presentations and other tests(9)Communicate with people who investigate the views of others(10) Acts of psychological tests and other assessment(11)Handwriting analysis绩效考核探究摘要在人力资源管理方面，绩效考核的方法多种多样，到底应该采用哪一种绩效考核方法更为合理，绩效考核又应该通过什么样的途径更易于实现并取得更好的管理成效，是一个值得深思的问题。
绩效管理外文翻译--绩效管理——如何考评员工表现
绩效管理外文翻译--绩效管理——如何考评员工表现中文3018字外文文献原稿和译文原稿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 two IntroductionChallenges 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; makemajor 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 tracking progress, 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 must put 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 thebeginning, 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 allcontribute 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 substantiveinterviews,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.译文绩效管理——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。
评职称英文教案范文模板
---Subject: English Language TeachingObjective:- To assess the English proficiency of candidates applying for professional titles.- To provide a structured framework for evaluating candidates' teaching skills and lesson planning abilities.- To ensure a fair and consistent evaluation process for all candidates.Teaching Focus:- Understanding of the English language proficiency standards required for professional titles.- Ability to design effective lesson plans.- Proficiency in using English in a professional teaching context.Teaching Methods:- Oral interviews to assess speaking and listening skills.- Analysis of written lesson plans to evaluate written communication and lesson design.- Role-play exercises to demonstrate teaching techniques and classroom management skills.Teaching Process:I. Introduction (10 minutes)- Briefly introduce the purpose of the assessment.- Explain the criteria for evaluating candidates' English proficiency and teaching skills.II. Oral Interview (20 minutes)- Conduct an interview to assess the candidate's spoken English, including fluency, pronunciation, grammar, and vocabulary.- Ask questions related to teaching experience, methodology, and classroom management.- Observe the candidate's ability to communicate effectively and demonstrate their teaching expertise.III. Lesson Plan Analysis (30 minutes)- Provide candidates with a set of teaching materials or a specifictopic to develop a lesson plan.- Evaluate the following aspects of the lesson plan:- Clarity and organization of the lesson objectives.- Appropriateness of teaching methods and activities.- Alignment of lesson activities with the learning objectives.- Use of English language in lesson materials.- Assessment strategies for evaluating student learning.IV. Role-Play Exercise (20 minutes)- Instruct candidates to present a short teaching segment based on their lesson plan.- Evaluate the following aspects of the role-play:- Engagement with the material and the ability to maintain student interest.- Demonstration of teaching techniques and classroom management skills.- Use of language appropriate for a professional teaching environment.V. Feedback and Conclusion (10 minutes)- Provide immediate feedback on the candidate's performance.- Discuss areas of strength and areas for improvement.- Summarize the assessment process and inform candidates of the next steps in the professional title application process.Assessment Criteria:1. English Proficiency (30%)- Spoken English: 10%- Written English: 10%- Use of language in professional context: 10%2. Teaching Skills (40%)- Lesson planning: 20%- Role-play: 10%- Use of teaching techniques and classroom management: 10%3. Professionalism (30%)- Organization and preparation: 10%- Communication skills: 10%- Professional demeanor: 10%---Additional Notes:- The assessment should be conducted by a panel of qualified assessors.- Candidates should be informed in advance of the assessment criteria and format.- The assessment should be conducted in a fair and unbiased manner, ensuring equal opportunities for all candidates.---This template provides a comprehensive structure for evaluating candidates' English proficiency and teaching skills as part of the professional title assessment process. Adjustments may be made based on specific requirements and the needs of the institution conducting the assessment.。
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公共部门中的绩效悖论一、引言现在，国家投入了比以往任何时候都要多的注意力、时间和金钱在公共部门的绩效衡量和评价上（经济合作与发展组织［OECD］，1996；Pollitt & Bouckaert，2000；p.87；Power，1997）。
基于结果的管理是各级公共部门一整天的话题，从地方、区域、国家，甚至前国家。
学校和大学，地方政府，其他行政组织，发展援助机构（非政府组织和国际非政府组织），和组织，世界银行都参与绩效结果上的数据和信息制造，如果可能的话，也包括对绩效结果的影响。
Power（1994，1997，2000）甚至提到“审计爆炸”或“审计的社会”。
新公共管理领域的信徒将一个高度优先事项归于计量产出和成果。
他们旨在根据这种理想信息基础上的新政策和管理活动，使得政策的执行更有效率和效力。
但是，评价研究表明，很多试图引进基于结果的管理方式最后仍然不成功（例如Leeuw & Van Gils, 1999, 荷兰研究述评）。
不过，衡量产出、成果、和评价活动的需要在政治家和行政人员发表的改善政府工作表现的声明中仍然是一个重要的组成部分。
下面，我们将表明以下观点：公共部门产出计量的增加会导致某些意想不到的后果，不仅可能会废止公共部门绩效的结论，也会消极地影响这个绩效。
我们将通过一些不同的例子表明，公共部门的一些特征在发展和使用绩效指标之后还会适得其反。
最后，我们将就如何处理公共部门中运用绩效评估造成的问题提出一些建议。
我们认为，这个问题非常重要。
因为，尽管存在问题，绩效衡量仍对公共部门的日常运作，特别是公共支出，存在不菲的价值。
二、公共部门中的绩效考核随着行政改革的崛起，公共部门中的绩效考核得到了愈来愈多的关注（cf.power,2000）。
在上世纪80年代，大多数西方国家由于经济衰退和国际竞争加剧，逐渐引发了这种改革。
而这场改革的口号便是“新公共管理”。
它的目标是双重的：削减预算，并提高政府官僚机构的效力和效率。
为了实现后一个目标，市场型的机制，如私有化，和竞争性的招标，都被引进了公共部门。
另外，单位和部门被卖出进入准自治非政府组织。
这种例子比比皆是（对10个OECD 国家的评论，Pollitt & Bouckaert, 2000）。
处于这些变化之下的实践理论是，政治家应该坚持自己的核心业务，即制定新的政策来实现（政治）的目标。
奥斯本和盖布勒（1992）的格言是“指导而不是争吵”。
根据这些新公共管理大师，政策的执行应留给市场，或者，如果这是不可能的，给（半）自治组织运作中的准市场环境（例如，竞争的学校或医院）。
这种分离的政策和管理是通过政府与实施政策的组织之间拟定的合同来提供便利的。
该合同明确什么任务将被执行，哪些代理人将会受到“奖励”。
代理人的业绩表现在绩效指标方面，如产品的数量或提供的服务。
“投入”管理因而也被倾向于注重结果的“产出”管理所取代。
类似的变化同样发生在政府官僚机构，在那里，自我管理和合同管理引入（部分）取代了分层指导。
上述变化导致公共部门采用大量私人机构技术以衡量和改善绩效，如绩效指标。
指标不仅使政治家来衡量和评价公共及私人政策执行组织的业绩，它们也增加了认定业绩的机会——行政改革的另一目标。
显然，所有这些变化都基于一个强有力的信念，即公共部门的绩效是可衡量的。
但是，正如我们下面要讨论的那样，信仰可能过于简单化（cf. Fountain, 2001）。
三、绩效悖论绩效悖论指的是绩效指标和绩效本身之间的薄弱联系（Meyer & Gupta, 1994; Meyer & O'Shaughnessy, 1993）。
这种现象是被绩效指标减少一段运行时间的趋势所引起的。
它们失去了作为绩效衡量的价值，并且不能够区分好和差的业绩。
因此，实际和报告出来的业绩之间的关系便下滑了。
绩效指标的恶化是由四个过程引起的（Meyer & Gupta, 1994, pp. 330-342）。
第一个过程被称为积极的学习，也就是说，业绩的改善时，指标失去了其检测不良业绩的灵敏度。
事实上，当指标过时时，每个人都会做得很好。
第二个进程是所谓的有害学习。
当组织或个人了解到哪些方面的业绩被衡量（哪些不被衡量）的时候，他们可以利用这些信息来操纵他们的评估。
例如，当他们把所有的努力都用到要衡量的方面时，绩效水平就上去了。
但是，总体上可能没有实际的改进，甚至可能是另一方面绩效的恶化（cf. tunnel vision）（Smith, 1995）。
第三个进程，选择，指的是以绩效高的更换绩效低下者，从而降低绩效差异。
第四，当绩效中差异被忽略时，抑制就出现了。
重要的是要认识到，矛盾的是不是业绩本身，而是有关的业绩报告。
与期望相反，指标并没有准确地报告业绩。
这可能意味着绩效比所报告的要差，但也有认为比报告要好的情况。
在后一种情况下，绩效悖论可能被认为没有坏处。
然而，在绩效评估结果是用来评价组织或个人时，出现这些不公正的制裁的情况可能会上升。
破案率下降，表明警方的绩效在不断恶化。
但是，在研究期间内，之前相比，更多的肇事者已被逮捕，起诉和惩罚，这又表明，绩效水平改进了。
Wiebrens 和Essers（1999）表明，在荷兰，犯罪模式走向了废止（国际公认的）指标。
例如，犯罪已经越来越暴力，但是指标却没有区分像重罪和轻罪这类的差别。
此外，更多的犯罪团伙由于一起犯罪被逮捕，比如破坏，这降低了刑事罪行的平均数目。
Wiebrens和Essers得出结论，这不是警方的效果不好，而是指标不好。
因此它应该被取代。
另一个绩效悖论的例子存在于关于超过代表性的事件中，它来自smith （1995）。
在英国国民健康服务中心，与会者一致认为，患者为做手术而等待的时间不得超过2年。
这些项措施似乎取得成功，因为轮候的平均时间减少了。
然而，进一步检查发现，减少是因为等待时间只有在第一次医院协商之后才开始计算，而协商被推迟，以减少等待时间。
事实上，等待时间并没有减少，只是转移了而已。
该指标没有准确地反映业绩；它报告了一个本不存在的改善。
四、公共部门中绩效悖论的发现和预防尽管大多数的读者都承认迄今为止我们已经给的例子，但是在绩效中跟踪绩效悖论仍然不容易。
它不仅可以采取许多不同的形式，也可以无意间导致一些变数，如政府的要求，需要执行的任务的要求，含糊不清或相互矛盾性质的政策目标，以及执行机构的能力。
此外，一个人往往不知道绩效悖论的存在，直到为时已晚。
因为，只要一切顺利，或看似顺利，没有必要进行干预（cf. Leeuw, 1995）。
一个爆竹厂爆炸的例子中发现，调查原因，这场灾难揭示了一系列“小”的问题，这些问题本身并不被视为是灾难性的。
例如，这个事件中明显缺乏地方和中央政府，监察局，消防部门的监督。
缺乏适当的监督，就会阻止对非法活动发生的发现。
因此，在住宅区经营的授权被不公正地无条件延长了。
当火灾在工厂的地面上发生时，社区被摧毁，人丧生。
小问题的积累变成了大问题，但显然没有任何机制或制度，以检测和避免这样的小错误的积累。
当然，当地政客被追究责任，但只能是事后。
这留给我们一个问题，即我们怎样才能检测和预防公共部门中绩效悖论的发生。
一些策略用来跟踪绩效悖论是可行的。
理想的情况下，比较实际的执行情况和报告，是最好的方式。
然而，这种比较一般很难，因为缺乏比较资料。
替代方法是：（1）使用外部来源获得的信息，如国家监察员，基层组织，和客户端小组的工作；（2）从现有的指标制定新的业绩指标，例如，一个百分比评分替代总支出或总产出；或（3）分析的考核体系。
绩效考核体系的分析将不得不把重点放到一些特征上。
首先，指标的数量是重要的，所有需要执行的任务都要求制定相应的指标。
由于很少为总绩效的有限部分制定相应指标，这便促进了绩效悖论的发生。
当指标过时却仍不改变时，这种效果就会加强。
接下来，应注意指标的制定者。
制定自己绩效指标的组织有更多的机会来操纵信息以实现自己的利益，从而引起了绩效悖论（凡泰尔，2001年）。
第三，它需要建立问责制以确定是否所有的要求都得到了满足。
如果没有，就需要知道代理人没报告的业绩及其原因。
绩效报告中的差距可以指向高于或低于绩效方面的表现然后指出绩效方面的矛盾。
最后，应该对行政和组织基础的考核体系进行调查。
公共部门绩效评估不得不将公共服务的性质用记事的方式来表现。
专业服务的方式被生产和消费，并且公共服务的方式被具有影响绩效检测的社会所重视。
在公共部门，消费者参与服务提供过程；影响产出和结果（cf. Fountain, 2001, p.58）。
此外，大部分产品是无形的。
因此，绩效指标应力求反映质量和可靠性，而不是“硬性”的产品属性。
公共服务不仅有关效率和效益，更是关于正义，公平，平等和问责制。
Fountain （2001）警告说，私人部门技术的应用，如绩效指标，不能取代，甚至可能掩盖如公共服务所提供的政治或民主成果。
McGuire（2001）探讨了一个绩效监测框架的例子，似乎考虑到了之前讨论过的一些经验。
这个框架是由生产力委员会为澳大利亚政府理事会制定的，以此为基准，来衡量教育、卫生、住房和社区服务方面的绩效（可以在.au/gsp上查到）。
该框架是澳大利亚所有政府合作制定的，它详细讨论了绩效指标的局限性，以及人类服务提供的复杂性。
它包括程序和业务指标，衡量效率（输出）和有效性（成果）以及一些不同的层面。
定量措施与服务系统的内容分析相结合。
这个COAG绩效信息被政府机构用来评估业绩，并确定需求和资源。
该框架的透明度，改善了业绩和问责制。
然而，这透明度“增加，而不是解决了公共服务分配结果方面的政治冲突”（McGuire, 2001, p. 17）。
因为政治冲突增加了问责制的机会，而这不应视为绩效评估的一种消极后果。
五、结论随着上世纪八十年代和九十年代行政改革的进行，公共部门中绩效评估的增加已经产生了几个意想不到的后果，且威胁到了看不到的绩效和绩效本身。
为了对付这些后果，绩效评估体系应该将公共部门的特殊性质考虑进去。
有争议性的绩效指标需要使用多个指标，即政策执行的不同方面（有形和无形的）和反映各方（政治家，管理人员，供资者，供应商，采购商和消费者）的利益。
此外，必须在太多和没有足够措施的压力两者之间寻求平衡点。
一些新的监督机制的增加，可能有助于打击意想不到的后果，如绩效悖论（cf. also Power, 1997）。
例如，互联网使得公共部门绩效信息可为每个人所知，这增加了作弊的代理人被抓的风险。
第二，公民宪章，开放的政府行为守则的实践和新的申诉程序，增加了不满意的客户投诉处理表现不好的组织的机会。
这些新的，更加横向化的绩效评估将补充公共部门中的绩效评估体系。
最后，学者应该制定和测试能够解释绩效悖论发生和其他不良后果的理论（Scott, 2001）。