scholarly journals Implementation of PROMETHEE Method for Employee Performance Assessment System

2021 ◽  
Vol 1783 (1) ◽  
pp. 012025
Author(s):  
Leni Natalia Zulita ◽  
Tengku Mohd Diansyah ◽  
Rachmat Aulia
IEEE Access ◽  
2020 ◽  
Vol 8 ◽  
pp. 99528-99539 ◽  
Author(s):  
Emmanuel Boateng Sifah ◽  
Hu Xia ◽  
Christian Nii Aflah Cobblah ◽  
Qi Xia ◽  
Jianbin Gao ◽  
...  

2020 ◽  
Vol 5 (2) ◽  
pp. 208-227
Author(s):  
Shela Marlian ◽  
Deasy Silvya Sari

The urgency of performance assessment in ASN management has led to innovations in employee performance assessment based on information technology. This article aims to describe the implementation condition of Sabilulungan Employee Performance Assessment System (SASIKAP) policy as a technology-based performance assessment instrument for the State Civil Service Apparatus (ASN), from various aspects such as policy, implementation and the environment. This is related to the phenomenon that there are still employees who do not fill out the application themselves, the inconsistency between individual work targets and organizational work targets and the lack of optimal performance monitoring and appraisal processes by appraisers. The authors use a descriptive qualitative method and examines the four locus of Regional Apparatus which have different characteristics and conditions in Bandung Regency Government. The authors found that: SASIKAP policy standards and objectives have been listed in the form of Bandung Regent Regulation Number 18 of 2019 and its technical guidelines; Human resources and infrastructure in Bandung Regency Government has supported the operationalization of SASIKAP; Communication between organizations and implementation activities is running properly; there is an executing agent that makes SASIKAP easier to operate; The economic, social and political environment supports the implementation of SASIKAP policies; and The implementation of SASIKAP policy has generally been responded positively by ASN within the Bandung Regency Government.  


Author(s):  
James H. Kleiger ◽  
Joni L. Mihura

Abstract. In its first 100 years, the Rorschach has been heralded as a valuable method for investigating disturbances in thought organization and reasoning. It has survived periods of intense scrutiny and criticism, as contemporary researchers continued to demonstrate the empirical validity of the Rorschach as a measure of disordered thinking ( Mihura et al., 2013 ). It is fitting to mark the centenary of Rorschach’s “experiment” by summarizing contemporary contributions of the Rorschach Performance Assessment System (R-PAS) and reviewing the empirical and conceptual bases for using the inkblots to assess disordered thinking and communication.


2010 ◽  
Author(s):  
Yifeng Wang ◽  
Amy Cha-Tien Sun ◽  
Jerry A. McNeish ◽  
Thomas A. Dewers ◽  
Teklu Hadgu ◽  
...  

Author(s):  
Hanne Mawhinney

Recent evidence of the adoption of technologically mediated systems of knowledge management as part of the trend to accountability in the Institutions of Higher Education around the world has been widely disseminated in World Bank and UNESCO reports, and the effects of assessment driven accountability on preparation programs extensively debated in scholarly communities. Less scholarly attention has been paid to the institutional effects of the technology enhanced performance assessment evidentiary demands on university programs undergoing review by national accrediting bodies. The lack of scholarly attention is addressed by presenting a case study examining the institutional dynamics of accreditation review experienced by faculty in one department that offered graduate programs leading to certification for education leaders. Drawing from institutional analysis (Scott, 2008a, 2008b) a conceptual framework is established in a discussion of conditions of enactment of the regulative, normative and cognitive facets of the institutional dynamics evident in the implementation ecology of accountability systems. The case study analysis outlines four phases of development of the essential elements of a web-based assessment system, and describes the questions raised by faculty about performance evidence, the assessment of that evidence, and the nature of measures of program outcome effectiveness. Classic theories of organizations fail to fully explain the concerns and questions that were raised by faculty. In contrast, Engeström’s (1999, 2001, 2008) theory of expansive learning grounded in Cultural Historical Activity Theory (CHAT) provides insights into faculty responses to questions raised by the criteria for program review established by the accrediting body. Artifacts of expansive learning evident in the development of a performance assessment system can be viewed as reflecting institutionalization of regulative, normative, and cognitive dimensions of the emergent evaluative state of leadership preparation around the world. Implications are suggested for understanding the development of information technology (IT) enhanced knowledge management systems (KMS).


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