Performance Evaluation

Authored By: Guided By:

MSE 608B
Shirish Agarwal Prof. Mark Rajai
Group Research Project
Manikant S Vittal
Amitash Singh
Chirag Dave
 Performance Evaluation

Aziz Maredia

Key Learning’s

• Areas in which performance evaluation is performed

• New introduced methods of performance evaluation

• Criteria for performance evaluation

Objective

Since a long time performance evaluation has been a major concern among organizations, teams
and individuals. A properly conducted performance evaluation is desired by all. [1]

One talented employee is worth more than ten inefficient employees. And to find this one
talented employee a proper performance evaluation is needed.

The purpose of this report is to identify different categories in which performance can be
evaluated and methods by which performance evaluation can be performed.

Performance Evaluation is performed mainly in three different sectors, such as:

1) An individual

2) A team

3) An organization

Introduction

Performance Evaluation is a continuous process of analyzing, identifying and measuring a team,

an individual or an organizations performance.

Consider following scenario:

A Project Manager asks his subordinates to give peer review. The team member’s being good
friends of each other give everyone a high ranking even though a lot of them did not deserve that
ranking. This performance evaluation would be considered as of no use and won’t be useful in
determining any right conclusion or measuring an individual’s capabilities.

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 Performance Evaluation

In performance evaluation both the employee and the manager are involved in evaluating and
measuring an individual’s performance. [2]

A good performance evaluation is necessary to retain good employees, as until an employee gets
credit for his work and a proper appraisal he won’t be eager enough to stay and continue with the
same organization or under same manager (figure 1).

Figure 1: Striving for Excellence

Methods of Performance Evaluation

As said by Dr. Mark Rajai “Performance Evaluation is one of the most critical and unsolved
job”. It is very difficult to have a proper, unbiased, right performance evaluation. [1, 2]

There are cases when we know an individual personally and this tends to make us biased when
evaluating a person, since he becomes our good friend. To stay away from such situations work
and personal life should be separated. Even if we know the individual personally we should not
bring the personal friendship in between the work scenarios. That is if even our friend is wrong at
job we should rate his and evaluate him relative to his peers. [1]

Here we have divided the methods of Performance Evaluation in two categories:

1) New Proposed ideas.

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 Performance Evaluation

2) Methods already being implemented.

New Proposed Ideas

1) Team Evaluation Techniques:

Apart from Techniques that have always been followed by everyone, we have tried to
introduce some new methodologies for Team evaluation.

Team evaluation has always been an issue amongst a team evaluating a member unbiased.
There are several scenarios in which due to lack of efforts of few of the team member’s
whole team has to suffer and nobody even cares to ask them as they are friends or are scared
that telling about those team members might affect the team spirit and overall evaluated
grades. To overcome these issues and provide the team with unbiased grades following steps
can be adapted.

1) Telling the team to communicate through emails so that it can be checked later on, if
required, to see how much and how efficiently each team member contributed.

2) Using relative individual evaluation while evaluating one person of the team.

3) Checking on an individual’s contribution to the project and evaluating that part of project
along with whole team effort.

4) Giving a strong and complicated peer review to dig out the facts about all the team
members.

5) Evaluating each team member’s knowledge of complete project individually and

comparing it with the rest of team member’s answers.

6) Evaluating an individual based on the complication of his work and the time required for
completing it.

2) Relative Evaluation:

There can be certain scenarios when we know a person personally and tend to evaluate him
liberally even though we know he is not good at his work. To avoid this, following steps can
be followed:

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 Performance Evaluation

1) Conceal the name and other personal identification details of every employee while
evaluating.

2) Avoid mixing while at work and personal interaction.

3) Provide some internal certifications for both technical and domain knowledge to all
so that every individual’s knowledge can be identified to some extent through it.

4) Perform a relative evaluation of every employee. Here work of every employee

should be taken in to consideration, including their peer reviews, their certification
knowledge details and also their evaluation forms. Based on all a set of rankings
should be defined and given to each employee. This way every employee would
know their standings.

Methods already being implemented

3) Balanced Scorecard[3]:

The Balanced Scorecard (BSC) methodology introduced by Robert Kaplan and David Norton
in early 1990s, is a system which enables organizations to measure and manage corporate
performance. It is defined as "a strategic planning and management system that is used to
align business activities to the vision and strategy of an organization, improve internal and
external communications, and monitor organization's performance against strategic goals".
The BSC is a tool whose ultimate purpose is assisting value-based management to implement
strategy at all levels of the organization. It is a top-down approach to business performance
management. The BSC is unique in that it combines traditional financial measures with
nonfinancial (operational) measures to measure the health of the company from the following
four equally important perspectives :

Financial
Measures the impact of the economic functions on growth, profitability and risk from
shareholder's perspective (sales growth, net income, return on investment, return on assets,
cash flow, etc.).

Customer
Measures the ability of an organization to provide quality goods/services that meet customer
expectations (satisfaction, customer retention, loyalty, market share, etc.)

Internal Business Process

Measures the internal business processes that create customer and shareholder satisfaction
(project management, total quality management, cycle time, costs,etc.).

Learning and Growth

Measures the organization environment that fosters change, innovation, information sharing

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 Performance Evaluation

and growth (staff morale, job satisfaction, skill sets, training, knowledge sharing, innovation,
employee retention, etc.).

The BSC approach involves creating a set of measurements for the above four strategic
perspectives. Although the focus of each perspective is distinctly different, there is a
universal linkage between the four perspectives. For example, if a company invests in
learning and growth to improve employee skills and elevate morale, then those results will be
translated into improved internal business processes. These activities will then result in
superior quality products and services for the customer, which in turn drive increased sales
and an improved financial bottom line.

Balanced scorecard should be used as a communication, informing and learning system, not
as a controlling system. Implementing the BSC system company-wide should be the key to
the successful realization of the strategic plan/vision. A BSC should result in :

• Motivated/knowledgeable employees (figure 2)

• Enhanced information system
• Improved processes
• Monitored progress
• Greater customer satisfaction
• Increased financial results.

Figure 2: Motivation through appraisals

4) 180 Degree Evaluation [4, 5]

In a 180 degree performance evaluation feedback and opinion regarding any individual is taken
from supervisor or higher authorities only.

5) 360 Degree Evaluation [5]

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 Performance Evaluation

In a 360 degree performance evaluation feedback and opinion for any individual is taken from
his seniors, peers and juniors as well. This gives detailed information regarding that individual in
every circumstance and from every perspective.

6) Follow-up mechanisms for all activities

Follow up mechanism can be termed as reporting. Here the employee or an individual reports to
his supervisor after completion of every work giving details about the complexity of work and
the time required to complete the work. The supervisor can then check the quality of the finished
work and evaluate the person on a pro data basis.

5) Direct observation [5]

Here for an evaluation of any individual within an organization or a team, the supervisor should
keep a direct check on the employee apart from taking peer reviews. Direct observation helps a
lot in knowing the person and his faults clearly than knowing it through someone else’s
experience.

7) Achieved expectations and outcomes

This methodology is the simplest one. Here the supervisor has his own set of expectations from
an individual and sets a goal for him which he discloses to him. Now it’s on the employee’s part
to work well and achieve all the expectations. Evaluation is then done on the basis of set goals
and fulfillment of targets. The quality of work and the time required to complete it is always
kept in handy while evaluating.

8) Written evaluation

In a written evaluation a performance evaluation form should be distributed to the employees

or individual whose performance has to be evaluated. The employee/individual is then

expected to fill up the form and submit it back. Following steps are then needed to be taken by

the supervisor for evaluation.

1) Consider all facts from previous performance evaluation to do a background check.

2) Provide expectation and goals for next appraisal period.

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 Performance Evaluation

3) Perform final evaluation discussion which is employee signoff. Here the ratings and
the evaluated performance is shared with the employee to tell him his shortcomings
and the positive points too.

9) Performance Management Process [5, 6]

A lot of organizations follow Performance Management Process (PMP).

Features of the PMP

Here is a look at the main features of the PMP:

• Year-round process. The PMP involves feedback between the supervisor and employee
throughout the year, not just at the end of the year. A special emphasis is placed on the
supervisor’s coaching of the employee so that they can fulfill the expectations set forth at
the beginning of the year.
• “Numberless” ratings. The PMP is a “numberless” system. On each Accountability, an
employee will receive one of the following ratings: Does Not Meet Standards, Needs
Improvement, Meets Standards or Exceeds Standards.
• Introduction of Behaviors. Many agencies have developed their own performance
appraisal systems and have rated employees on factors like customer service that affect
their performance. With the PMP, all employees have a chance to be rated on the
following Behaviors: Customer Service Orientation, Teamwork, Problem-Solving
Initiative, Leadership (if applicable), and Observing Work Hours/Using Leave. The
Behaviors will be rated Does Not Meet Standards, Meets Standards or Exceeds
Standards, except for Observing Work Hours/Using Leave, which won’t have an option
for Exceeds Standards.
• Partnership. The PMP encourages a partnership between the supervisor and employee,
focusing on regular discussions about Accountabilities, performance expectations and
development plans. The supervisor and employee begin the year with an extensive
discussion of the Accountabilities and what is expected from the employee. Both the
supervisor and employee have a responsibility to initiate conversations about
performance throughout the year.
• Training for supervisors. All supervisors will be required to go through a training
program before they do any performance appraisals with the PMP. They will be provided
with additional training materials, resource guides and definitions of Behaviors so they
can do a good job of assessing employees’ performance and helping them improve. When
supervisors receive their own evaluation at the end of the year, a mandatory
Accountability will be on Performance Management, so supervisors have an incentive to
follow through with their commitment to coach employees.
.

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 Performance Evaluation

Figure 3: Appraisals and relation with managers.

Roles of Supervisors, Employees and Reviewers in the PMP

Several people share the responsibility in the coaching, development and feedback involved in
the PMP. Following are descriptions of the roles played by various people(figure 3):
Supervisor’s Role in the PMP:
Planning:
o Explain to the employee how they help the agency provide services to the public and
other agencies.
o Work with the employee to define Accountabilities and performance standards.
o Make sure they understand the Accountabilities and expectations about their work.
o Explain the five Behaviors, what is expected from the employee and why.
o Let the employee know they are responsible for taking an active role in managing and
assessing their performance throughout the year.
Coaching:
o Provide frequent informal coaching. Point out the good work that the employee is doing.
Help the employee whose performance is lagging to bring their work up to par.
o Identify ways that the employee can develop and improve, and work with the employee
to create development plans. Ask the employee for suggestions, so that they are
encouraged to take an active role.
o Promptly communicate new opportunities and changes that affect the employee’s work.
o Identify observable actions that the employee should take so that your suggestions are
concrete and can be implemented.
o Make informal notes (perhaps on a calendar) when the employee does a good job, follow
through on development plans, or have problems doing so. These notes will help the
supervisor with the Mid-Year Review and the completion of the PMP form.
o Keep track of praise or complaints from customers regarding an employee’s work.

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Review:
o Put together all saved notes or documents about the employee’s performance and assess
their performance on Accountabilities and Behaviors.
o Ask the employee for feedback about how they performed during the year.
o They may remind the supervisor of particular instances of good performance or problems
outside their control that hurt their ability to do their job well.
o Complete PMP form, then discuss ratings and comments with the employee.

Figure 4: Telling scope of improvement to employees

Employee’s Role in the PMP:

Planning:
o Meet with your supervisor at the beginning of the PMP year (figure 4). Discuss your
Accountabilities and how they fit into the agency’s goals for successful operation. Make
suggestions on how to improve the description of the Accountabilities.
o Ask the supervisor questions until it is clear what is expected from you on all
Accountabilities and Behaviors.
o Tell your supervisor how you view the Accountabilities and Behaviors so that you can
clear up any possible misunderstandings about what is expected.
o Discuss customers’ expectations, the supervisor’s priorities, budget and anything else you
can think of that relates to getting the job done.
Coaching:
o Take responsibility for your own continuous performance improvement and development.
o Make plans and follow through to meet the requirements of your Accountabilities and
Behaviors.

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o Periodically throughout the year, ask the supervisor for feedback on your performance.
Consider the feedback you receive to be suggestions for improving performance, not
personal criticisms. Try to follow through on suggestions for improvement and
development of new skills.
o Talk to the supervisor about your progress as well as any obstacles to improvement, so
that the supervisor can help remove the barriers to good performance.
o Write down when you do well on Accountabilities and Behaviors so that you can make
sure your supervisor knows about your accomplishments.
o Request a brief meeting with your supervisor, if needed, to ask for direction or a refresher
discussion on Accountabilities and Behaviors.
o Occasionally re-read the Accountabilities and Behaviors that were discussed in the
Planning meeting at the beginning of the year.
Review:
o Monitor your performance by asking others to tell you how you’re doing and by keeping
notes on your progress.
o Prepare for the review discussion by collecting your notes on your performance.
o Participate in the review meeting by showing your supervisor any notes you’ve made
about your accomplishments and by suggesting things that might help you during the next
PMP year.

Reviewer’s Role in the PMP:

Planning:
o Read the PMP form before and after the supervisor and employee have had their Planning
session. Talk to the supervisor about plans for the meeting, as well as checking afterward
on how the meeting went.
o Check on whether the Accountabilities include statements of performance standards --
that is, statements describing what it would take to receive a rating of Meets Standards.
o Talk to the supervisor and make sure the expectations for the Accountabilities and
Behaviors were communicated clearly. Discuss any points of disagreement that may have
arisen during the Planning session.
Coaching:
o Ask the supervisor periodically if informal discussions or coaching sessions have taken
place.
o Ask the supervisor how various employees are doing on the job. If the answer seems
weak, you may need to encourage the supervisor to talk to employees more frequently
about their performance.
Review:
o Talk to the supervisor before and after the Mid-Year Review. Check in advance on the
kind of feedback the supervisor plans to give. Afterward, find out how the meeting went.
o After the Planning meeting, the Mid-Year Review, and Year-End Review, sign the
section of the PMP form titled “Record of Meetings/Discussions.” The same kinds of
questions you posed to the supervisor after the Planning session should be asked after
each review session.
o Look over the fully completed form. Re-read how the supervisor and employee wrote the
Accountabilities and Behaviors, then look at the results and ratings.

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o Talk to the supervisor about how well the process went and how it might go better in the
future.
o Make sure that the supervisor has explained each rating with written comments in the
results section. (Written results are required for all ratings except Meets Standards.)
o Check for a given supervisor’s consistency in managing the performance of a number of
employees. Check for consistency between supervisors in the use of the PMP. A given
supervisor should be consistent in the interpretation of the meaning of ratings and other
facets of the PMP, and a number of supervisors with similar employees should be
consistent in their understanding and use of the system.
o Discuss with the supervisor whether verbal or written feedback is being given to
employees. A supervisor who is not used to praising employees may need to be reminded
of its importance.

Here are some ways of collecting information: [7]

• Direct Observation - Observing the employee while they perform day-to-day activities.
• Written Material - Any form of written material that the employee creates, generates or
reviews, such as letters, reports or forms that are used as part of the job.
• Notes from Customers - The supervisor should keep a copy of any notes that customers
have written about the employee. These notes may be part of a system of monitoring the
services being provided, or they may be specific to a situation.
• Notes from the Employee - The employee is supposed to keep the supervisor informed
of their progress and any problems that might be keeping them from doing their job as
well as they would like. At the end of the year, these notes can help a supervisor
remember a specific situation where the job performance was excellent or unacceptable.

• Supervisor’s own notes - If the supervisor notices an accomplishment or a problem, but

doesn’t have the time at the moment to have a brief Coaching session, the supervisor may
write a note and put it in a file to refer to later.

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Evaluation forms

Rating: 1 – 5, 1 being poorest and 5 best.

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Team (Peer) Evaluation form

Team member
name

Attendance in
team meetings

% of total project
work taken

Complexity of
project work

Criticality of
project work

Made
contributions and
updates through
email or any
communication
form that can be
monitored

Team etiquette

Class room
presence

Overall Project
knowledge

Total Score

Presentation Evaluation form

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Team member
name

Complexity of part
of presentation
being presented

Keeping the
audience
interested

Delivery of
content

Presence during
presentation

Use of allotted
time

Answering
Questions

Co-ordination

Confidence

Total Score

Comments

A sample performance evaluation form of an organization is shown below [3]:

valid
Job Profil responsi
from
e ble:
:
This job profile is not applicable for position or task evaluation. In different
countries the corresponding legal norms, agreements and/or guidelines apply
to the evaluation.

Scrum Team
Basic

Name of Dept. /
Member - Member HS Soarian
Function Role Location
PM: Project IC: Individual CKF: Corporate RKF: Regional Key
Mgt: Management GKF: Group Key Function <5 <5-5 5 5-4 4 4-3 3 3-2 2 2-1 1
Management Contributor Key Function Function

Function Research&Developm Function IC: Position <5

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Individual
Area ent Type Contributor
Level
CAPRi Busines Solution
Job Title s Type Business
Na Inter
Division/Grou Division/Group Customers/Partner/Asso Product
Corporate Division/Group Regions tio natio System Business Project Business Solution Business Service Business
p-Corporate -Sales Regions ciations Business
nal nal

Missi A Scrum Team Member is a member of a cross-functional group in Soarian with all
on the different skills that are needed to turn requirements into something that is an
of increment of potentially shippable functionality. The team members organize
Functi themselves and their work and demo results to the Product Owner and stakeholders.
on

Dime
Data

nsion
s
of
Functi
on

Cont
acts
(inter
nal /
exter
nal)
Tasks

Areas of Responsibility / Tasks

%
Pri Respo of Measur
orit What - How - Why nsibilit tot ement
y y al criteria
job
Scrum Team Member: support the success of the Scrum
team by taking on any tasks necessary to accomplish the
Sprint Goals. Perform all tasks in a manner that supports and
is consistent with professional development ethics (e.g.,
raising awareness of unnecessary risk regarding software
product quality) and takes all due care to ensure that no one
comes to harm as a result of our applications.
Sprint Planning: Create Sprint Backlog and Sprint Goals.
Define tasks and volunteer for backlog tasks. Participate in
self-organizing team. Work with stakeholders as required.
Sprinting: Analysis, design, modeling, code, Test (Unit Test,
Software Check-in), Continuous Integration, Software
Promotion, Customer Interaction, Development of
Documentation – User Guides, Install Guides, etc,
Development of Education materials, Identification and
development of Test scripts and work flows, Requirements
Tracing, Gathering of product requirements for Product
Management backlog review.
Daily Scrum Meeting : Discuss what was done yesterday,
what is planned for today and what are the barriers. Identify
and escalate barriers, meet burn down or burn up goals,
proactively volunteer to take on other backlog tasks to meet
sprint goals (suggestion to remove this based upon
feedback from Agile training). Also participate in Scrum of
Scrum meetings (S2) (technical or management) as often as
necessary to explore and resolve cross-team related issues.

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Sprint Review: Deliver working code, assess success

against sprint goals (incomplete items go back on backlog –
new items added to backlog), user validation, demonstrate
sprint outcome with live software. Work with stakeholders
as required.
Sprint Retrospective: Assess team effectiveness in terms
of communication, decision making, conflict resolution, and
cohesiveness. Identify areas for improvement and define
team objectives and action plans to address those areas.
Analyst: define requirements, create user stories and
acceptance criteria, manage steel threads, provide
knowledge transfers as needed. Decomposing and
describing complex requirements in the form of story cards
and narratives.
Creating explicit acceptance criteria for the stories in a way
that can easily be translated into tests.
Assess and define potential hazards associated with the
requirement.
Continually refine and restate those requirements through
the course of the iterative development lifecycle.
Continually decompose tasks and validate that they are
within the scope of the story currently being implemented.
Maintain traceability from the business level requirements
into the defined functional and technical stories.
Developer: design complex systems, modules or
approaches. Design review. Software check-in, turn
requirements into demonstratable working code, package
software, unit testing. Estimating work and supporting the
breakdown of stories into manageable tasks.
Working collaboratively with team members to solve
technical issues and produce efficient designs.
Being familiar with/employing xP engineering practices such
as test-driven development, pair programming, continuous
integration, automated testing.
Tester: requirements/hazards analysis, estimation,
education & communication, test design, test execution.
Familiarity with "black-box" testing techniques and creating
automated test frameworks.

Documenter: create on-line help, install documentation,

package end-user documentation, release notes, install
instructions, Porting installation manual, report design
instructions, interface setup manuals, data dictionary,
configuration manual
Trainer: assist instructional designers in creating
education materials for installers, development partners, and
customers. Subject Matter Experts for Education Services
instructional designers during the creation/design and
development of education materials. (Removed reference
to providing education for Beta, as Beta creates/validates
their own material between the R4 and RL checkpoints).
C o m p e t e n c i e s
Knowled

Fu
Le Bus
ines tur
Techniques (Technologies / Methodologies ve s e
Processes / Markets l Rel
/ Professional Knowledge) Tr
B/A eva
/E en
n.
d
Method Development of User Stories ad

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 Performance Evaluation

ologies va
: nc.
Method
Identification and development of ba
ologies
innovations – patent submissions sic
:
Profess
ba
. Clinical Workflow Knowledge
sic
Knowl.:
Profess ad
S/W configuration management tools
. va
(RationalClearcase/Rose)
Knowl.: nc.
Profess ad
knowledge of tools and processes
. va
(Continuous Integration)
Knowl.: nc.
Method ad
Agile / Scrum software development
ologies va
methodology (XML)
: nc.
ge

Method
Software Development/Distribution ba
ologies
Methodologies sic
:
ad
Techno Defect management/reporting tools:
va
logies: CharmNT
nc.
ad
Techno Microsoft platforms - Windows 2000 &
va
logies: 2003
nc.
Method ad
Quality Management Tools and
ologies va
Methodologies
: nc.

Essential (today and in future)

Professi
onal
Variety of
Business
Experience

Project /
Process
Variety of
Function
Areas
Leaders
hip
Variety of
Function
Types
Intercult
ural
Variety of
Cultures
Ca

Senior For these functions, the five Leadership Capabilities Edge,

Management Energy, Energize, Execute and Passion are mandatory

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Functions:
All other functions: Please mark a maximum of six critical capabilities for this
function.
Execu
Edge Energy Energize Passion
te
pabilities

Unlimited Communic Analyti Customer

Initiative
Thinking ation Skills cs Focus

Entrepre Network Decisio

Change Professional
neurial built on n
Orientation Ethics
Spirit trust making
Result
Self Coaching and
Siemens
determin Learning and Quality
values
ation Mentoring orienta
tion
Strategic
judgment Business
Team
and risk competenc
Player
manage e
ment

A d d i t i o n a l R e q u i r e m e n t s
sA d d i t i o n

Sample evaluation form for an oral presentation is given below [1, 2]:

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Sample evaluation form for a team peer review is given below [1, 2]:

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Figure 5: Criteria for performance evaluation

Criteria for performance evaluation

Some of the criteria’s for performance evaluation are:

• Communication

• Job Knowledge

• Productivity

• Customer focus

• Technology Skills

• Problem solving

• Interpersonal Relationship

• Teamwork

• Flexibility

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• Creativity

• Dependability

The Rating differences can be identified as:

• Exceeds Expectations

• Meets Expectations

• Partially Meets Expectations

• Does not meet Expectations

The equation for value of a work can be given as [4]:

Value = Quality/Cost * Time

Where, quality is the quality of work produced, Cost is the money required for completing the
project, and time is the time required to complete the project.

This value of work can be used to compare and check which work is more worth and which is
not.

Everywhere evaluating an individual or an organization has been found out to be much

easier than evaluating a Team as a whole. All the methods discussed above can be applied
for both individual and organization. Apart from all those methods we need to put some
more light on how to evaluate a team’s performance. In the following text we would be
learning how Team performance evaluation.[8]

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[8]

Figure 6: Team work

Team Performance Evaluation

Team Evaluation has always been a critical level of measurement. Measuring a team and all its
individuals is a difficult task.

The following table defines a relation between performance evaluation measure’s and the level to
which it is being evaluated for (team or individual). [4, 7]

Measure Level of Source of Description

observation data
Performance Outcome team Observer Behaviorally anchored ratings
of quality of aspects and overall
team performance
Teamwork team Observer Behaviorally anchored ratings
of quality of six dimensions of
teamwork processes:
communication, monitoring,
feedback, back-up,
coordination, and team
orientation.

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Team Processes and Individual, team Participant Enumeration of unobservable

Dynamics individual and team factors
underlying team processes
derived from scenario-based
structured interviews
Verbal Communication Individual Observer Records of type, sender and
recipient, type and time of
communications.
Workload Individual, team Participant Assessment of individual
workload for self and others;
global assessment of team
workload
Mutual mental model Individual, team Participant Assessment of the congruence
congruence of models team members hold
of one another
Organizational Individual Participant Assessment of the accuracy or
awareness congruence of team members’
situational and mutual mental
models
Scenario and tools Individual, team Participant Ratings of aspects of scenario
evaluation including level of difficulty,
complexity, uncertainty,
ambiguity for self, others,
and/or team as a whole
Attitude evaluation Individual, team Participant Ratings of attitudes, feelings,
and opinions pertaining to
selected issues or topics

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[8]

Figure 7: Stay effective at work

The system evaluates:

1) The team’s work effectiveness

2) The consent between the team and the expectations of the system.

3) The value of the team’s outcomes.

4) The contribution of the team to systems value.

The team evaluates: [5]

1) Its functional proficiency.

2) The member’s ability to work together.

3) The collective outcome of the team’s work.

4) The ability of each team member to contribute to the team’s work.

Evaluation skills are essential to the effectiveness of teams. Evaluation is done by outcomes and
makes a format for measurement. Members must be able to:

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1) Suspend personal judgment.

2) Listen carefully to critical process.

3) Focus on the results of task, not the process alone.

4) Focus on teamwork, not individual activities.

5) Combine each person’s actions into expectations of team.

6) Solve all problems together.

Team based evaluation can be shown by following diagram: [6]

Individual
Performa
nce

Integratio
n of Work

Relations
hip of
Members

Common
Outcomes

Figure 8: Team Evaluation

Conclusion

Performance evaluation is very important for an individual, organization and a team. An

unbiased effective performance evaluation is what desired by all. In the given report, methods for
evaluating performance have been identified. Special emphasis has been laid on team
performance evaluation and its every perspective has been considered. Apart from the methods
that have been always followed; some new methods have been introduced which might be
helpful in solving the ever recurring unbiased performance evaluation problem.

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 Performance Evaluation

References

1. Inputs given by Dr. Mark Rajai.

2. Material provided by Dr. Mark Rajai.

3. Friends and family from different organizations.

4. “Performance Evaluation” by Herman Aguinis provided by Dr. Mark Rajai.

5. Website : humanresources.about.com

6. Website : www.ehow.com

7. Website : e.wikipedia.org

8. Website : www.cartoonstock.com

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