Effects of Sex on Raters' Accountability

2003 ◽  
Vol 92 (2) ◽  
pp. 693-702 ◽  
Author(s):  
Ted H. Shore ◽  
Armen Tashchian
Keyword(s):  
Performance Appraisal ◽  
Performance Ratings ◽  
Self Assessment ◽  
Men And Women

The effects of sex (rater and ratee) on raters' accountability in the context of performance appraisal were investigated. The 130 participating undergraduates (men and women) rated a fictitious male or female's performance on a clerical task subsequent to receiving self-assessment information. As expected, raters' knowledge of a high self-assessment was followed by significantly higher performance ratings than after knowledge of a low self-assessment. Contrary to expectations, no differences were found for either raters' or ratees' sex. The results suggest that the sex of the rater or ratee is not associated with raters' accountability.

The Future of Performance Ratings: Collected Thoughts From Six Emerging Scholars

2016 ◽  
Vol 9 (2) ◽  
pp. 334-337
Author(s):  
Andrew M. Bleckman ◽  
Sarah N. Guarino ◽  
Wesley Russell ◽  
Eileen C. Toomey ◽  
Paul M. Werth ◽  
...  
Keyword(s):  
Performance Appraisal ◽  
Work Performance ◽  
Performance Ratings ◽  
Final Examination ◽  
Next Generation ◽  
General Survey ◽  
The Future ◽  
And Performance ◽  
Appraisal Processes

During the fall 2015 semester, I (i.e., the last author of this response) taught a doctoral seminar on performance appraisal. Although this course was a general survey of research and theory regarding work performance and performance appraisal processes and methods, we also talked extensively about the value of performance ratings to organizations, raters, and ratees. It was indeed serendipitous that this focal article came out when it did. As part of the final examination requirements (and, admittedly, as a pedagogical experiment), I asked the six PhD students in this course (i.e., the first six authors of this response) to read and respond to the Adler et al. (2016) debate regarding the relative merits of performance ratings. To highlight the perspectives of this next generation of industrial and organizational psychologists, I have collected here various representative comments offered by each of these emerging scholars on this issue.

A New View: Tele–Intensive Care Unit Competencies

2011 ◽  
Vol 31 (5) ◽  
pp. 17-29 ◽  
Author(s):  
Susan F. Goran
Keyword(s):  
Intensive Care Unit ◽  
Intensive Care ◽  
Performance Appraisal ◽  
Professional Practice ◽  
Competency Assessment ◽  
Self Assessment ◽  
Convenience Sample ◽  
Assessment Program ◽  
Effective Use ◽  
Question Survey

Background Many hospitals have well-planned nursing competency assessment programs, but these are meant to measure competency in traditional bedside roles, not in tele–intensive care unit (tele-ICU) nurses practicing remotely. Objective To determine whether current tele-ICU programs have a formal competency assessment program and to determine when and how competency of tele-ICU nurses is assessed. Method A 20-question survey was provided to a convenience sample of the 44 known tele-ICU programs nationally. Results Of the surveys distributed, 75% were completed and returned. A formal competency assessment policy for assessing nurses’ competency at the time of hire, during orientation, and ongoing was in place at the workplaces of 85% of respondents. The most common methods for competency validation were performance appraisal and observation, although peer review and self-assessment also were used. Respondents identified the following competencies as the highest priorities for defining tele-ICU nurse practice: effective listening, prioritization, collaboration, and effective use of tele-ICU application tools. Conclusion Although awaiting development of professional practice standards, many tele-ICU programs currently measure the competence of tele-ICU nurses through competency programs.

Chinese Men’s Knowledge and Risk Factors of Osteoporosis

2013 ◽  
Vol 8 (2) ◽  
pp. 159-166 ◽  
Author(s):  
Chi Peng Wong ◽  
Mei Kun Lok ◽  
Yuk Tsan Wun ◽  
Sai Meng Pang
Keyword(s):  
Risk Factors ◽  
Assessment Tool ◽  
Body Height ◽  
Self Assessment ◽  
Convenience Sample ◽  
Men And Women ◽  
Osteoporosis Knowledge ◽  
Prevention Of Osteoporosis ◽  
The One ◽  
Men’S Knowledge

Male osteoporosis is underappreciated. Little is known about men’s knowledge of osteoporosis and how much men are at risk. This study surveyed men’s knowledge of osteoporosis and their risk factors with reference to women in the primary care setting in Macau, China. A convenience sample of 302 men and 635 women aged 18 to 90 years completed questionnaires comprising the Osteoporosis Knowledge Assessment Tool and the One-Minute Osteoporosis Risk Test. Their risks of osteoporosis were assessed with the Osteoporosis Self-Assessment Screening Test. Men and women, who were aged 55 years or below, had similarly limited knowledge of osteoporosis. People aged above 55 years had significantly less knowledge; men had less knowledge than women only in this age-group. If questions specific to women or menopause were excluded, men had similar knowledge as women. A higher proportion of men than women had risk factors as more men consumed alcohol or smoked tobacco. Similar proportions of men and women reported a loss of 1 inch in body height after age 40. After age 55, 29.2% men were at medium to high risk of osteoporosis. This study concludes that health education and primary prevention of osteoporosis should be promoted to men starting in middle-age.

scholarly journals Getting Rid of Performance Ratings: Genius or Folly? A Debate

2016 ◽  
Vol 9 (2) ◽  
pp. 219-252 ◽  
Author(s):  
Seymour Adler ◽  
Michael Campion ◽  
Alan Colquitt ◽  
Amy Grubb ◽  
Kevin Murphy ◽  
...  
Keyword(s):  
Performance Management ◽  
Performance Appraisal ◽  
Performance Feedback ◽  
Performance Ratings ◽  
Management Process ◽  
Management Reform ◽  
Research And Practice ◽  
Subsequent Performance ◽  
Weak Relationship ◽  
Effective Performance

Despite years of research and practice, dissatisfaction with performance appraisal is at an all-time high. Organizations are contemplating changes to their performance management systems, the most controversial of which is whether to eliminate performance ratings. The pros and cons of retaining performance ratings were the subject of a lively, standing-room-only debate at the 2015 Society for Industrial and Organizational Psychology conference in Philadelphia (Adler, 2015). Given the high interest in this topic, this article recaps the points made by the panelists who participated in the debate. The arguments for eliminating ratings include these: (a) the disappointing interventions, (b) the disagreement when multiple raters evaluate the same performance, (c) the failure to develop adequate criteria for evaluating ratings, (d) the weak relationship between the performance of ratees and the ratings they receive, (e) the conflicting purposes of performance ratings in organizations, (f) the inconsistent effects of performance feedback on subsequent performance, and (g) the weak relationship between performance rating research and practice in organizations. The arguments for retaining ratings include (a) the recognition that changing the rating process is likely to have minimal effect on the performance management process as a whole, (b) performance is always evaluated in some manner, (c) “too hard” is no excuse for industrial–organizational (I-O) psychology, (d) ratings and differentiated evaluations have many merits for improving organizations, (e) artificial tradeoffs are driving organizations to inappropriately abandon ratings, (f) the alternatives to ratings may be worse, and (g) the better questions are these: How could performance ratings be improved, and are we conducting the entire performance management process properly? The article closes with questions organizational members have found useful for driving effective performance management reform.

scholarly journals THEORETICAL FRAMEWORK FOR TEACHERS SELF- ASSESSMENT TO TEACH 21ST CENTURY SKILLS

2021 ◽  
Vol 2 ◽  
pp. 402-429
Author(s):  
Dace Namsone ◽  
Līga Čakāne ◽  
Dace Eriņa
Keyword(s):  
Education Reform ◽  
Performance Appraisal ◽  
Professional Learning ◽  
21St Century ◽  
21St Century Skills ◽  
Good Practice ◽  
Theoretical Framework ◽  
Assessment Tools ◽  
Learning Progressions ◽  
Self Assessment

The context of educational reforms taking place in many countries gives special relevance, as the curriculum enters the 21st century skills or so-called transversal skills. It is necessary to ascertain how successful the teaching of these skills is already so that the school management together with teachers develop evidence-based or data-driven professional development solutions. The aim of the research is to create a theoretical framework and corresponding self-assessment tools, how the teacher can assess for himself to what extent he has succeeded in achieving the competence to teach students in the 21st century skills required to achieve the goals set by the school in the context of the ongoing education reform in the country. For the self-assessment of teachers’ competencies, performance appraisal is used, comparing to what extent does teaching in a particular case correspond to good practice using performance level descriptors as tools - a set of teachers' learning progressions and tests. The developed set of teachers' professional learning progressions is based on data-based and field-tested analytical descriptions of performance levels from expert work. It includes 17 progressions developed within the framework of categories and criteria, the practical testing of which in school practice is planned in the authors' further research.

Reactions to men’s and women’s counterproductive work behavior

2018 ◽  
Vol 37 (6) ◽  
pp. 582-599 ◽  
Author(s):  
Whitney Botsford Morgan ◽  
Johnathan Nelson ◽  
Eden B. King ◽  
Victor S. Mancini
Keyword(s):  
Performance Management ◽  
Performance Appraisal ◽  
Gender Stereotypes ◽  
Causal Effect ◽  
Counterproductive Work Behavior ◽  
Work Behavior ◽  
Men And Women ◽  
Content Type ◽  
Performance Management Systems ◽  
Appraisal Processes

Purpose The purpose of this paper is to clarify the nature of counterproductive work behavior (CWB) gender stereotypicality, and to consider whether despite efforts to systematically evaluate employees through formalized performance appraisal processes, gender-stereotypic bias is likely to enter into performance management systems. Design/methodology/approach Study 1 used archival data from 197 federal employees to explore actual punishment recommendations allocated to men and women who engaged in a variety of CWBs. Study 2 tested the causal effect of gender stereotypicality on punishment recommendations with 47 EMBA students who participated in a laboratory study. Findings Study 1 revealed an interaction between appellant gender and CWB stereotypicality with regard to termination decisions suggesting that women who engage in stereotypical (i.e. feminine) CWBs and men who engage in stereotypical (i.e. masculine) CWBs are more likely to be terminated than women and men who engage in gender counter-stereotypic CWB. Study 2 revealed that women (not men) tended to receive harsher punishment recommendations for stereotypical (i.e. feminine) CWB than for counter-stereotypical (i.e. masculine) CWB. Practical implications Findings illustrate that punishments are not universally extreme, as men and women are denigrated differentially depending on the stereotypicality of their behavior. The current research affirms that there are social constructions for evaluating performance that may continue to confound evaluations of performance. Originality/value This is one of the first studies to explore the gendered nature of CWB and supports the argument that prescriptive gender stereotypes shape reactions to CWBs.

scholarly journals Preparing Teens for Success: Building 21st Century Skills through a 4-H Work-Based Learning Program

2008 ◽  
Vol 3 (1) ◽  
pp. 25-May ◽  
Author(s):  
Theresa M. Ferrari ◽  
Nate Arnett ◽  
Graham Cochran
Keyword(s):  
Performance Appraisal ◽  
Work Experience ◽  
Learning Program ◽  
Self Assessment ◽  
Job Experience ◽  
Extension Educators ◽  
Written Comments ◽  
Learning Programs ◽  
Workforce Skills ◽  
And Training

There is widespread concern that youth lack the skills essential for job success and are entering the workplace unprepared. To address issues of workforce preparation, Extension educators at an urban 4-H education center created the Job Experience and Training (JET) program, a work-based learning program for teens. JET is conducted over a six-month period, culminating in an eight-week summer work experience in collaboration with a local park district. Supervisors and teens completed a performance appraisal measure based on SCANS workforce skills at two points during the program. Both teens and supervisors provided written comments addressing teens’ strengths and areas for growth, as well as comments on their satisfaction with the program itself. Overall, the experience appears to have produced improvements in teens’ workforce skills, as evidenced by their own self-assessment and that of their supervisors. We conclude with implications for conducting work-based learning programs.

scholarly journals Employee Performance Assessment Decision Support Using Profile Matching Method Compared to Simple Additive Weight Addition at Dharma Buddhi University, Tangerang

bit-Tech ◽  
2019 ◽  
Vol 2 (1) ◽  
pp. 28-42
Author(s):  
Muhammad Subhana ◽  
Yakub Yakub
Keyword(s):  
Performance Evaluation ◽  
Decision Support ◽  
Human Resources ◽  
Performance Appraisal ◽  
Employee Performance ◽  
Performance Ratings ◽  
Matching Method ◽  
Profile Matching ◽  
Weight Method ◽  
One Year

An employee performance evaluation of the Buddhist Dharma University is needed to see the potential of its human resources. To get an employee performance appraisal in one year requires a decision support system that is fast and measurable so that the information obtained is accurate. The method used in assessing employee performance uses profile matching and is compared with the SAW (simple additive weight) method so that the results can be properly compared. The purpose of employee appraisal is so that leaders can easily obtain information about employee performance ratings at Buddhii Dharma University. The results of the value using the profile matching method can be recommended for salary increases and positions of 4 employees. Which can be recommended for salary increases there are 17 employees and those who are not eligible for salary increases and positions are valued at 12 employees. And comparing with the Simple Additive Weight (SAW) method, there are 19 employees who are eligible to raise salaries and 14 employees who are not eligible to raise salaries and positions

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