Emil Păun and Anca Nedelcu

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IV. 6. Staff Appraisal

Joseph H. Kahle in “Assessing Executive Performance”  (1978, p.178) suggests that "evaluation of the work of practitioners is an established and honored instrument for promoting professional development and has, in fact, been adopted by a number of many helping professions." He also reports that The Committee on the Study of Competence of the National Association of Social Workers begins its “Guidelines for the Assessment of Professional Competence in Social Work” with the following statement: "One of the hallmarks of a profession is its willingness to set standards for its members and to have some mechanisms for designating individuals who are able to meet these norms." The report focuses on defining competence in service activities with individuals, groups, communities, and society at large.

Carlisle (1987, p.389) suggests several significant purposes of performance appraisal: keeping subordinates informed on how they are doing; determining merit pay increases; uncovering training needs; identifying candidates for promotion; recognizing barriers or problems to improved performance; and discussing ways in which performance can be improved both in relation to the individual and the work unit. 

In a guide for executive evaluation, Kahle (1978) presents a comprehensive statement of factors to be covered in evaluation of staff.

I. The purpose of the evaluation this section should state briefly why the evaluation is being conducted, at whose instigation, what it proposes to accomplish, and the time interval since the last evaluation.

II. Responsibilities assigned and carried this section should include a summary of the basic job description that was provided by the board at the time it was recruiting the executive. It should also indicate any new or additional responsibilities that have been added or that have evolved since the beginning of his employment.

III. General aspects of practice (strengths and weaknesses)

A. What is the extent of his professional expertise? Does he attempt to increase his knowledge and keep himself informed of new developments in the field?

B. Has he adequate working knowledge of the problems and structures and of key groups and individuals in his community?

C. What are the quantitative aspects of his performance?

D.    How well does he organize and prepare his work?

IV. Specific (qualitative) aspects of practice (strengths and weaknesses)

A. Service to the board or governing body

        1. Does he relate well to board members?

        2. Does he communicate his ideas clearly and is he receptive to communication from others?

        3. Does he involve board members meaningfully in planning, policy making, interpretation, and in the overall operations of the institution?

        4. Does he keep the board adequately informed of his activities and of the affairs of the institution?

        5. Is his general attitude acceptable to the board?

        6. Does he provide leadership in board activities?

    B. Service to the staff

      1. How well does he relate to staff?

      2. Does he understand their work and the problems that arise from their work?

      3. Does he use personnel appropriately?

      4. Does he delegate authority and responsibility appropriately?

      5. Does he communicate well with staff?

      6. Does he encourage and use staff participation in planning, policy making, and operations?

      7. Does he contribute to staff development?

      8. Is he fair in his actions relating to personnel practices?

C. Service to the community

      1. How effective is he in his relations with funding bodies?

      2. How effective is he in his activities with planning bodies?

      3. How effective is he in his relations with other public voluntary organizations?

      4. How effective is he in community and social action?

      5. Is he effective in public relations and community education?

      6. How is he viewed by his peers in other institutions?

D. Service to the agency program


      1. Does he plan soundly?

      2. Is he creative and innovative?

      3. Does he assume the appropriate responsibility for making decisions?

      4. Does he organize well?

      5. Does he use institution resources well?

      6. Is he effective in keeping the institution's program related to current community needs?

      7. Does he demonstrate effective leadership of the agency staff?

      8. Does he understand and use the budgeting process effectively?

      9. Does he demonstrate ability in developing physical and financial re- sources?

V. Summary and recommendations this section should provide a condensation of the total evaluation; it should indicate the executive's progress toward achieving agency goals, his strengths, his problem areas, and his deficiencies. It should make recommendations for specific changes and indicate when they are expected to be accomplished. The summary should clearly state the board' s satisfaction or dissatisfaction with the executive's performance.(Kahle, p.182-184.)

Various rating forms are utilized in the appraisal of performance of professional staff. Traditional appraisal methods have involved study, observation, and rating of persons in terms of traits they display on the job; in one sense, this is a kind of personality inventory.

Recent methods of appraisal have tended to place more emphasis on results and less on personality traits. What has the worker been able to do, and what is that person doing now? Also, there has been a shift toward more individualization of evaluations, with less rigidity in regard to questions asked and answers obtained. Each person is unique, and each person's job is also unique in some ways that need to be recognized.

A common practice is to share with the worker the evaluation or appraisal that has been prepared. In some agencies, the empozyee is asked to initial the report and is given an opportunity to discuss it, sharing agreements, or disagreements. It is hoped that these interviews will end on a positive note, with the supervisor indicating appreciation, encouragement, and offering comments to improve the worker's motivation.

The employee's role in the process of evaluation is a significant one. Self-evaluation in one sense, is the ultimate in staff evaluation. Competent, caring workers will know what they are doing and will be able to communicate this knowledge to the administrator concerned. The worker is responsible for continuous self-assessment and development. Written self-evaluations are often used in staff appraisal systems. These are then shared and discussed with the supervisor to the mutual advantage of both.

Name:________________________ Job Title:

Department: _______________________ No. of month in position

Circle appropriate rating

 

Unsatisfactory

Fair

Good

Superior

Exceptional

KNOWLEDGE: Extent of knowledge and practical know-how that relates to the job.

1

2

3

4

5

JUDGEMENT: Capacity to analyze facts and to make reasonable decisions.

1

2

3

4

5

ATTITUDE: Cooperative and willing. Loyal to company and enthusiastic about job.

1

2

3

4

5

LEADERSHIP: Sets goals and motivates others to achieve them.

1

2

3

4

5

INITIATIVE: Works independently and strives to improve. Plans and follow through.

1

2

3

4

5

DEPENDABILITY: Trustworthy and reliable in carrying out assignments.

1

2

3

4

5

INTERPERSONAL RELATIONS: Gets along well with associates. Cooperative.

1

2

3

4

5

QUALITY OF WORK: Is accurate and thorough. Work requires little checking.

1

2

3

4

5

QUANTITY OF WORK: Accomplishes required work. Works quickly and achieves goals.

1

2

3

4

5

Comments and Recommendations:

Signed by rater: ___________________________ Employee signature:

Date: ____________________________________ Date: _______

 

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© Universitatea din Bucureşti 2003. All rigths reserved. No part of the text may be reproduced in any form without written permission of the University of Bucharest, except for short quotations with the indication of the website adress and the web page. This book was first published by Editura Universităţii din Bucureşti ISBN: 973-575-815-6
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