performance appraisals performance appraisals, performanceevaluation and assessment of jobskills, personality and behaviour - andtips for '360 degree feedback' and'360° appraisals'
Performance appraisals are essential for the effective managementand evaluation of staff. Appraisals help develop individuals, improveorganizational performance, and feed into business planning. Formalperformance appraisals are generally conducted annually for all staff inthe organization. Each staff member is appraised by their linemanager. (Directors are appraised by the CEO, who is appraised by thechairman or company owners, depending on the size and structure of the organization). Annual performance appraisals enable managementand monitoring of standards, agreeing expectations and objectives,and delegation of responsibilities and tasks. Staff performanceappraisals also establish individual training needs and enableorganizational training needs analysis and planning. Performanceappraisals data feeds into organizational annual pay and gradingreviews, and coincides with the business planning for the next tradingyear. Performance appraisals generally review each individual'sperformance against objectives and standards for the trading year,agreed at the previous appraisal meeting. Performance appraisals arealso essential for career and succession planning. Performanceappraisals are important for staff motivation, attitude and behaviourdevelopment, communicating organizational aims, and fosteringpositive relationships between management and staff. Performanceappraisals provide a formal, recorded, regular review of an individual'sperformance, and a plan for future development. In short, performanceand job appraisals are vital for managing the performance of peopleand organizations. are performance appraisals trulybeneficial?
It is sometimes fashionable in the 'modern age' to dismiss traditionalprocesses such as performance appraisals as being irrelevant or unhelpful. Be very wary however if considering to remove appraisalsfrom your own organisational practices. It is likely that the critics of theappraisal process are the people who can't conduct them very well. It'sa common human response to want to jettison something that onefinds 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 andcontribute to when they are properly managed, for example:
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performance measurement - transparent, short, medium andlong term
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clarifying, defining, redefining priorities and objectives
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motivation through agreeing helpful aims and targets
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motivation though achievement and feedback
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training needs and learning desires - assessment and agreement
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identification of personal strengths and direction - includingunused hidden strengths
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career and succession planning - personal and organisational
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team roles clarification and team building
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organisational training needs assessment and analysis
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appraisee and manager mutual awareness, understanding andrelationship
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resolving confusions and misunderstandings
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reinforcing and cascading organisational philosophies, values,aims, strategies, priorities, etc
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delegation, additional responsibilities, employee growth anddevelopment
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counselling and feedback
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manager development - all good managers should be able toconduct appraisals well - it's a fundamental process
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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 thesevaluable face-to-face opportunities. My advice is to hold on to andnurture these situations, and if you are under pressure to replaceperformance appraisals with some sort of (apparently) more efficientand cost effective methods, be very sure that you can safely cover allthe 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, andideas change over time as to what are the most effective appraisalsmethods and systems. Some people advocate traditional appraisals and forms; others prefer 360-degree-type appraisals; others suggestusing little more than a blank sheet of paper.In fact performance appraisals of all types are effective if theyare 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 howto conduct appraisals properly
. Especially the detractors and thecritics. Help anxious managers (and directors) develop and adaptappraisals methods that work for them. Be flexible. There are lots of ways to conduct appraisals, and particularly lots of ways to diffuseapprehension and fear - for managers and appraisees alike. Particularly- encourage people to sit down together and review informally and often - this removes much of the pressure for managers andappraisees at formal appraisals times. Leaving everything to a singlemake-or-break discussion once a year is asking for trouble andtrepidation.Look out especially for the warning signs of
'negative cascadedattitudes' towards appraisals. This is most often found where a seniormanager or director hates conducting appraisals, usually because theyare uncomfortable and inexperienced in conducting them. The seniormanager/director typically will be heard to say that appraisals don'twork and are a waste of time, which for them becomes a self-fulfillingprophecy. This attitude and behaviour then cascades down to theirappraisees (all the people in their team) who then not surprisingly alsoapply the same 'no good - not doing it' negative attitude to their ownappraisals responsibilities (teams). And so it goes. A 'no good - notdoing it' attitude in the middle ranks is almost invariably traceableback to a senior manager or director who holds the same view. As withanything, where people need help doing the right thing, help them.
All that said, performance appraisals that are administered withouttraining (for those who need it), without explanation orconsultation, and conducted poorly will be counter-productiveand are a waste of everyone's time
.
Well-prepared and well-conducted performance appraisals provide unique opportunities to help appraisees and managersimprove and develop
, and thereby also the organisations for whomthey work.
Just like any other process, if performance appraisals aren'tworking, don't blame the process, ask yourself whether it isbeing properly trained, explained, agreed and conducted
.
effective performance appraisals
Aside from formal traditional (annual, six-monthly, quarterly, ormonthly) performance appraisals, there are many different methods of performance evaluation. The use of any of these methods depends onthe purpose of the evaluation, the individual, the assessor, and theenvironment.The formal annual performance appraisal is generally the over-ridinginstrument which gathers together and reviews all other performancedata for the previous year.Performance appraisals should be positive experiences. The appraisalsprocess provides the platform for development and motivation, soorganizations should foster a feeling that performance appraisals arepositive opportunities, in order to get the best out of the people andthe process. In certain organizations, performance appraisals arewidely regarded as something rather less welcoming ('bollockingsessions' is not an unusual description), which provides a basis only onwhich to develop fear and resentment, so never, never, never use astaff performance appraisal to handle matters of discipline oradmonishment, which should instead be handled via separatelyarranged meetings. types of performance and aptitudeassessments, including formalperformance appraisals
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Formal annual performance appraisals
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Probationary reviews
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Informal one-to-one review discussions
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Counselling meetings
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Observation on the job
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Skill- or job-related tests
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Assignment or task followed by review, including secondments(temporary job cover or transfer)
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Assessment centres, including observed group exercises, testspresentations, etc.
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Survey of opinion of others who have dealings with the individual
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Psychometric tests and other behavioural assessments
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Graphology (handwriting analysis)
None of these methods is mutually exclusive. All of these performanceassessment methods can be used in conjunction with others in the list,depending on situation and organizational policy. Where any of theseprocesses is used, the manager must keep a written record, and mustensure agreed actions are followed up. The notes of all reviewsituations can then be referred to at the formal appraisal.Holding regular informal one-to-one review meetings greatly reducesthe pressure and time required for the annual formal appraisalmeeting. Holding informal reviews every month is ideal all staff. Thereare several benefits of reviewing frequently and informally:
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The manager is better informed and more up-to-date with his orher people's activities (and more in touch with what lies beyond,e.g., customers, suppliers, competitors, markets, etc)
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Difficult issues can be identified, discussed and resolved quickly,before they become more serious.
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Help can be given more readily - people rarely ask unless theysee a good opportunity to do so - the regular informal reviewprovides just this.
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Assignments, tasks and objectives can be agreed completed andreviewed quickly - leaving actions more than a few weeksreduces completion rates significantly for all but the most seniorand experienced people.
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Objectives, direction, and purpose is more up-to-date - modernorganizations demand more flexibility than a single annualreview allows - priorities often change through the year, sopeople need to be re-directed and re-focused.
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Training and development actions can be broken down intosmaller more digestible chunks, increasing success rates andmotivational effect as a result.
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The 'fear factor', often associated by many with formalappraisals, is greatly reduced because people become morecomfortable with the review process.
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Relationships and mutual understanding develops more quicklywith greater frequency of meetings between manager and staff member.
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Staff members can be better prepared for the formal appraisal,giving better results, and saving management time.
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Much of the review has already been covered throughout theyear by the time comes for the formal appraisal.
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Frequent review meetings increase the reliability of notes andperformance data, and reduces the chances of overlookingthings at the formal appraisal. performance appraisals process
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Prepare
- prepare all materials, notes agreed tasks and recordsof performance, achievements, incidents, reports etc - anythingpertaining to performance and achievement - obviously includethe previous performance appraisal documents and a current jobdescription. A good appraisal form will provide a good naturalorder for proceedings, so use one. If your organization doesn'thave a standard appraisal form then locate one, or use thetemplate below to create one, or download thenew performanceappraisal formfrom thefree resources section, (which alsocontains other useful tools for appraisals and developing people -you'll need Acrobat Reader to view and download, available freefrom Adobe.com). Theappraisal form is also available free inMSWord. Whatever you use, ensure you have the necessaryapproval from your organization, and understand how it works.Organize your paperwork to reflect the order of the appraisal andwrite down the sequence of items to be covered. If the appraisalform includes a self assessment section and/or feedback section(good ones do) ensure this is passed to the appraisee suitably inadvance of the appraisal with relevant guidance for completion.A sample performance appraisal template is available free below,which you can use as is or adapt to create your own form.
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Inform
- inform the appraisee - ensure the appraisee is informedof a suitable time and place (change it if necessary), and clarifypurpose and type of appraisal - give the appraisee the chance toassemble data and relevant performance and achievementrecords and materials. If the appraisal form does not imply anatural order for the discussion then provide an agenda of itemsto be covered.
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Venue
- ensure a suitable venue is planned and available -private and free from interruptions - observe the same rules aswith recruitment interviewing - avoid hotel lobbies, publiclounges, canteens - privacy is absolutely essential (it follows alsothat planes, trains and automobiles are entirely unsuitablevenues for performance appraisals......)
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Layout
- room layout and and seating are important elements toprepare also - don't simply accept whatever layout happens toexist in a borrowed or hired room - layout has a huge influenceon atmosphere and mood - irrespective of content, theatmosphere and mood must be relaxed and informal - removebarriers - don't sit in the boss's chair with the other personpositioned humbly on the other side of the desk; you must createa relaxed situation, preferably at a meeting table or in easy

chairs - sit at an angle to each other, 90 degrees ideally - avoidface to face, it's confrontational.
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Introduction
- relax the appraisee - open with a positivestatement, smile, be warm and friendly - the appraisee may wellbe terrified; it's your responsibility to create a calm and non-threatening atmosphere. Set the scene - simply explain what willhappen - encourage a discussion and as much input as possiblefrom the appraisee - tell them it's their meeting not yours.Confirm the timings, especially finishing time. If helpful andappropriate begin with some general discussion about howthings have been going, but avoid getting into specifics, whichare covered next (and you can say so). Ask if there are anyadditional points to cover and note them down so as to includethem when appropriate.
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Review and measure
- review the activities, tasks, objectivesand achievements one by one, keeping to distinct separate itemsone by one - avoid going off on tangents or vague unspecificviews. If you've done your preparation correctly you will have anorder to follow. If something off-subject comes up then note itdown and say you'll return to it later (and ensure you do).Concentrate on hard facts and figures, solid evidence - avoidconjecture, anecdotal or non-specific opinions, especially aboutthe appraisee. Being objective is one of the greatest challengesfor the appraiser - as with interviewing, resist judging theappraisee in your own image, according to your own style andapproach - facts and figures are the acid test and provide a goodneutral basis for the discussion, free of bias and personal views.For each item agree a measure of competence or achievementas relevant, and according to whatever measure or scoringsystem is built into the appraisal system. This might be simply ayes or no, or it might be a percentage or a mark out of ten, or anA, B, C. Reliable review and measurement requires reliable data -if you don't have the reliable data you can't review and youmight as well re-arrange the appraisal meeting. If a point of dispute arises, you must get the facts straightened out beforemaking an important decision or judgement, and if necessarydefer to a later date.
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Agree an action plan
- An overall plan should be agreed withthe appraisee, which should take account of the jobresponsibilities, the appraisee's career aspirations, thedepartmental and whole organization's priorities, and thereviewed strengths and weaknesses. The plan can be staged if necessary with short, medium and long term aspects, butimportantly it must be agreed and realistic.
•
Agree specific objectives
- These are the specific actions andtargets that together form the action plan. As with any delegated task or agreed objective these must adhere to the SMARTERrules - specific, measurable, agreed, realistic, time-bound,enjoyable, recorded. If not, don't bother. The objectives can beanything that will benefit the individual, and that the person ishappy to commit to. When helping people to develop, you arenot restricted to job-related objectives, although typically mostobjectives will be.
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Agree necessary support
- This is the support required for theappraisee to achieve the objectives, and can include training of various sorts (external courses and seminars, internal courses,coaching, mentoring, secondment, shadowing, distance-learning,reading, watching videos, attending meetings and workshops,workbooks, manuals and guides; anything relevant and helpfulthat will help the person develop towards the standard andagreed task. Be careful to avoid committing to trainingexpenditure before suitable approval, permission or availabilityhas been confirmed - if necessary discuss likely trainingrequirements with the relevant authority before the appraisal tocheck. Raising false hopes is not helpful to the process.
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Invite any other points or questions
- make sure you captureany other concerns.
•
Close positively
- Thank the appraisee for their contribution tothe meeting and their effort through the year, and commit tohelping in any way you can.
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Record main points, agreed actions and follow-up
- Swiftlyfollow-up the meeting with all necessary copies andconfirmations, and ensure documents are filed and copied torelevant departments, (HR, and your own line managertypically). performance appraisal form template
This performance appraisal template has been specially developed toadapt for your own situation. For many situations the example willserve perfectly well without amending. Obviously you'll need to createa bit of space for the answers to the questions. Here is afreeperformance appraisal form in pdf format, and here is the sameperformnce appraisal form in MSWord format. These free forms arebased on the template below.

performance appraisal formtemplate/sample organization, division and department:year or period covered:name:age:position:location/site/based at:months in present position:length of service:
Part A
(to be completed by the appraisee before the interview andsent to the appraiser x days before the appraisal)
A1
State your understanding of your duties and responsibilities.
A2 Discussion points:
(not exhaustive or definitive - for more ideaslook at theinterviews questions)
1.
Has the past year been good/bad/satisfactory or otherwise foryou, and why?
2.
What do you consider to be your most important achievementsof the past year?
3.
What do you like and dislike about working for this organization?
4.
What elements of your job do you find most difficult?
5.
What elements of your job interest you the most, and least?
6.
What do you consider to be your most important tasks in thenext year?
7.
What action could be taken to improve your performance in yourcurrent position by you, and your boss?
8.
What kind of work or job would you like to be doing inone/two/five years time?
9.
What sort of training/experience would benefit you in the nextyear?
A3
List the objectives you set out to achieve in the past 12 months (orthe period covered by this appraisal) with the measures or standards

agreed - against each comment on achievement or otherwise, withreasons where appropriate. Score the performance against eachobjective (1-3 = poor, 4-6 = satisfactory, 7-9 = good, 10 = excellent):
A4
Score your own capability or knowledge in the following areas interms of your current role requirements (1-3 = poor, 4-6 =satisfactory, 7-9 = good, 10 = excellent). If appropriate bring evidencewith you to the appraisal to support your assessment. (NB This list isnot exhaustive or definitive - the list should reflect the requirements of the job and the career path. See also theskills and behaviourassessment toolfor other aspects to include in this list.)
1.
commercial judgement
2.
product/technical knowledge
3.
time management
4.
planning, budgeting and forecasting
5.
reporting and administration
6.
communication skills
7.
delegation skills
8.
IT/equipment/machinery skills
9.
meeting expectations, deadlines and commitments
10.
creativity
11.
problem-solving and decision-making
12.
team-working and developing/helping others
13.
energy, determination and work-rate
14.
steadiness under pressure
15.
leadership and integrity
16.
adaptability, flexibility, and mobility
17.
personal appearance and image
A5
In light of your current capabilities, your performance against pastobjectives, and your future personal growth and/or job aspirations,what activities and tasks would you like to focus on during the nextyear.
Part B
(to be completed during the appraisal by the appraiser - whereappropriate and safe to do so, certain items can completed by theappraiser before the appraisal, and then discussed and validated oramended in discussion with the appraisee during the appraisal.)name of appraiser:position:time managing appraisee:

B1
Describe the purpose of the appraisee's job.
Discuss andcompare with self-appraisal entry in A1. Clarify job purposeand priorities where necessary.B2 Review discussion points in A2, and note the points of interest and action
.
B3
List the objectives that the appraisee set out to achieve in the past12 months (or the period covered by this appraisal - typically theseobjectives will have been carried forward from the previous appraisalrecord) with the measures or standards agreed - against eachcomment on achievement or otherwise, with reasons whereappropriate. Score the performance against each objective (1-3 =poor, 4-6 = satisfactory, 7-9 = good, 10 = excellent).
Compare withthe self-appraisal in B3. Discuss and note points of interestand action, particularly training and development needs andwishes.B4
Score the appraisee's capability or knowledge in the following areasin terms of their current (and if known, next) role requirements (1-3 =poor, 4-6 = satisfactory, 7-9 = good, 10 = excellent). (NB This list isnot exhaustive or definitive - the list should reflect the requirements of the job and the career path. See also theskills and behaviourassessment toolfor other aspects to include in this list.)
Comparewith the self-appraisal in B4. Discuss and note points of interest and action, particularly training and developmentneeds and wishes.
1.
commercial judgement
2.
product/technical knowledge
3.
time management
4.
planning, budgeting and forecasting
5.
reporting and administration
6.
communication skills
7.
delegation skills
8.
IT/equipment/machinery skills
9.
meeting expectations, deadlines and commitments
10.
creativity
11.
problem-solving and decision-making
12.
team-working and developing/helping others
13.
energy, determination and work-rate
14.
steadiness under pressure
15.
leadership and integrity
16.
adaptability, flexibility, and mobility
17.
personal appearance and image

B5
Discuss and agree the appraisee's career direction options andwishes, and readiness for promotion, and compare with and discussthe self-appraisal entry in A5.
(Some people do not wish forpromotion, but everyone is capable of, and generally benefits from,personal development - development and growth should be availableto all, not just the ambitious).
B6
Discuss and agree the skills, capabilities and experience requiredfor competence in current role, and if appropriate for readiness toprogress to the next role or roles. (It is usually helpful to refer to theskill-set or similar to that shown in A/B4, in order to accurately identifyall development areas, whether for competence at current level orreadiness to progress to next job level/type.)
B7
Discuss and agree the specific objectives that will enable theappraisee to reach competence and to meet required performance incurrent job. These must adhere to the SMARTER rules - specific,measurable, agreed, realistic, time-bound, enjoyable, recorded.
B8
Discuss and agree the specific objectives that will enable theappraisee to move towards, or achieve readiness for, the next joblevel/type, or if no particular next role is identified or sought, toachieve the desired personal growth or experience. Must also adhereto SMARTER rules.
B9
Discuss and agree as far as is possible (given budgetary,availability and authorisation considerations) the training anddevelopment support to be given to help the appraisee meet the agreeobjectives.NB Appraisers should note that personal development and supportmust be offered to all employees, not just the ambitious. Training isn'trestricted to sending someone on an external course - it includesinternal courses, coaching, mentoring (mentoring someone else andwell as being mentored), secondment to another role (eg deputising forsomeone while they are away on holiday), shadowing, distance-learning, reading books, watching videos, attending meetings andworkshops, workbooks, manuals and guides, researching, givingpresentations; anything relevant and helpful that will help the persondevelop towards the standard and agreed task. Be careful to avoidcommitting to training expenditure before suitable approval,permission or availability has been confirmed - if necessary discusslikely training requirements with the relevant authority before theappraisal to check. Raising false hopes is not helpful to the process.
B10
Any other issues (Ideally and hopefully none, but it's important tooffer the opportunity to the appraisee to raise any other points, even if they need to be discussed at another meeting, outside of the appraisalprocess, which would generally be the case.)Signed and dated appraiser and appraisee:(Finally it's advisable to show instructions as to the distribution of copies of the completed form, a reminder of its confidential nature, anda statement as to the individual's rights under the data protection lawsapplicable.) appraisals references and tools
Some of these are pdf files, available to view and download free - forwhich you'll need Adobe Acrobat Reader - available free fromadobe.com.performance appraisal form sample/template- downloadable pdf skill set and behaviour set assessment tool- see instructions for usebelowtraining needs analysis tool- see instructions for use below - alsomanagement training needs analysis spreadsheet tool in Excelcoaching and training process flow diagramdelegation/objectives SMART tooltraining planner toolKolb learning styles theory and diagramempathy to build trust and diffuse conflicttransactional analysis- for better communicating and understandingdelegation- how toAdams equity theory on job motivation and diagram

job interviewing(the process is similar to appraisals and many of thequestions are useful and can be adapted for the appraisal meeting orthe appraisal form itself)leadership tipsjob descriptions(helpful at appraisals) how to use skill-set assessments andtraining needs analysis tools
The skill/behaviour set and training needs analysis tools (available inpdf and working file MSExcel formats from thefree resources section)are simple, effective and flexible assessments and analysis tools forperforming individual and group Training Needs Analysis.The Training Needs Analysis (TNA) spreadsheet in its two differentvariations (sales/commercial, and management) is a free and yetimmensely powerful tool for identifying, assessing, analysing,prioritising and planning trining needs, for small teams, and very largeorganisationsHere is afree working example of a Skill Set Assessment for acommercial/sales role, in MSExcel.Here is afree working example of the Training Needs Analysis Tool forthe sales/commercial role, in MSExcel.Also:Manager Skill Set Assessment Tool in Excel,andTraining Needs Analysis Tool for Management Role in Excel.You can use the tools as they are or adapt them to suit your situation.Obviously ensure that the skill descriptions are consistent throughoutthe individual assessment tool and the Training Needs Analysis tool,although it is entirely possible to include a variety of skill-sets on asingle TNA spreadsheet.You can use whatever scoring system suits you and your situation,although number scoring (rather than words or letters) isnecessary for spreadsheet analysis
.

A 1-4 scoring system generally works well, since it gives lessopportunity for middling, non-committal answers. Primarily we need toknow simply whether capability is adequate for the role or not
.Ensure you identify clear definitions for the scoring, particularly if comparing or analysing different people's scores, where consistency of measurement is important, eg:
•
1 = little or no competence
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2 = some competence, but below level required for role
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3 = competence at required level for role
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4 = competence exceeds level required for role
Or:

1 = never meets standard

2 = sometimes meets standard

3 = often meets standard

4 = always meets standard
For self-use: The skills/behaviour set assessments require someinterpretation and ideally discussion with a trusted friend, colleague orboss to establish the 2nd view validation. As well as encouraging self-awareness development and simply thinking about one's own feelingsand aptitudes, the assessment and reflection are an interesting andviable basis for assessing/discussing/reviewing personal developmentand career focus. When the scoring is completed you can prioritiseyour development needs (essential skills with the lowest scores).For use with others as development tool: The skill/behaviour set is aneffective tool for recruitment, appraisals and ongoing development andtraining. It can be adapted for different roles, and if used with existingstaff ideally the person performing the role must have input to the skilland behavioural criteria listed, and the importance (essential ordesirable) for each characteristic in the role. Working with a group toadapt the skillset criteria according to the people's jobs makes aninteresting workshop and team building session: involving people indeveloping the system creates a sense of ownership and commitmentto using the assessment method itself. The skillset/behavioural testscan be used in conjunction with the Training Needs Analysis toolavailable from the website as a pdf or as a working Excel file from thefree resources section. Assessment can be carried out formally one-to-one as part of an appraisal or review meeting, referring to evidence if appropriate, or informally in a workshop situation as a group exercise(assessment in pairs, with partners helping to establish the 2nd viewvalidation for each other). Whether informally or formally assessed, the

results for a group can be transferred to the Training Needs Analysistool, to identify group training priorities. Training priorities are theessential skills with the lowest average scores.Informal assessments in a workshop situation also enable animmediate 'straw poll' analysis of group training needs, and as suchprovide an excellent method for quickly identifying and agreeingtraining and development needs for a group. tips on scoring systems for skills audits,appraisals and training needs analysis
Scoring and measuring system suitability is critical, especially if youare making big decisions on the outcomes, which require clear scoredefinitions and implications (explain to participants thejudgements/actions which will stem from the scoring).Generally a score range of 1-3 is too narrow. Not only because life isn'tthat simple, but mainly because the mid-way 2 option encouragesfence-sitting which inhibits clarity of individual and overall results (asany odd number score range tends to do). 1-3 or 1-5 virtually ensuresyou end up with a cloudy result because so many answers are in themiddle.If you need to change from a 3 or 5 point system, this objective-scientific angle might provide you with the best lever to do so. 1-4 ismuch better because people have to decide whether the ability is tostandard or not - there's not an automatic average or mid-way for the'don't knows'.If you have to stick with 1-3 then ensure the meanings are such as toensure black or white answers.'Grey' answers at number 2 in a 1-3 scale, eg., average, medium,satisfactory, etc., aren't really any help. Nor are the typical definitionsfound at number three in a 1-5 scale.A way of making a 1-3 scale acceptable is:
•
1 - needs improving
•
2 - good
•
3 - excellent
Here the 1-3 is effectively turned into a 1-2 (yes/no or is/isn't) scoringsystem (whereby 1 & 2 = above standard; 3 = below standard) whichat least enables a clear decision, albeit just yes or no, which in actualfact is all that's necessary for many TNA's.Tight scales are fine - in fact in some ways easier - for a group trainingneeds analysis, but are not good for individual skills audits or trainingneeds analysis, where the question of degree is more important forindividual task direction and development planning, and to enablemore reliable comparison between individuals.The accuracy and reliability of any scoring system increases with fulldescription/definitions, and better still with examples for each scoreband. This gives everyone the same objective-scientific referencepoints, and reduces subjectivity. tips on 360 degree feedback and 360appraisals
360 degree appraisals are a powerful developmental method and quitedifferent to traditional manager-subordinate appraisals (which fulfildifferent purposes). As such a 360 degree process does not replace thetraditional one-to-one process - it augments it, and can be used as astand-alone development method.360 degree appraisals involve the appraisee receiving feedback frompeople (named or anonymous) whose views are considered helpful andrelevant. The feedback is typically provided on a form showing jobskills/abilities/attitudinal/behavioural criteria and some sort of scoringor value judgement system. The appraisee should also assessthemselves using the same feedback instrument or form.360 degree respondents can be the appraisee's peers, up-linemanagers/execs, subordinate staff, team members, other staff,customers, suppliers - anyone who comes into contact with theappraisee and has opinions/views/reactions of and to the appraisee.Numerous systems and providers are available - I wouldn't recommendany in particular because my view about this process is that you shoulddevelop a process and materials for your own situation, preferablyinvolving the appraisees in this, which like all participative approaches,often works well.
You can develop your own 360 degree feedback system by running ahalf-day or full dayworkshop(depending on extent and complexity of the required process) involving the appraisees or a sample group,during which process and materials can be created and provisionallydrafted. The participative workshop approach as ever will give yousomething that's wholly appropriate and 'owned' instead of somethingoff-the-shelf or adapted, which would be arbitrary, mostlyinappropriate and impracticable (in terms of criteria and process), and'not invented here', ie., imposed rather than owned.I would recommend against restricting the 360 feedback to peers andmanagers only - it's a waste of the potential of the 360 degreeappraisal method. To use the feedback process for its fullest '360degree' benefit involve customers (in the broadest sense - could bepatients, students, users, depending on the organization), staff,suppliers, inspectors, contractors, and others for whom good workingrelationships and understanding with the appraisee affect overall jobperformance, quality, service, etc.Developing 360 degree appraisals systems process make idealsubjects for aworkshops, which in itself contains some very helpfuldevelopmental benefits and experience for all involved. If you're notable to get everyone together for a workshop you should solicit inputand ideas - particularly about appraisal criteria and respondents andanonymity - then draft out process and materials - then issue forapproval, then pilot, review, adapt and then implement. Adapt,improve and develop on an ongoing basis.It is my view that no aspects of 360 feedback should ever bemandatory for any appraisee or respondent. Given more than three orfour similar role-types being appraised it's not sensible to produceindividually tailored criteria, in which case when it comes to therespondents completing the feedback not all the criteria will beapplicable for all respondents, nor for all appraisees either. By thesame when designing the feedback instruments (whether hard-copydocuments or online materials), it's useful to allow space for several'other' aspects that the appraisee might wish to add to the standardcriteria, and space for respondents to add 'other' comments. Openhonest feedback can touch sensitivities, so be sure that appraiseesunderstand and agree to the criteria, respondents (by type, if notnamed) and process.Ensure suitable and sensitive counselling is provided as part of theinforming of feedback results.

If 360 degree feedback results are to be analysed collectively toindicate the overall/total situation (ie., to assist in determiningorganizational training and development needs for instance), thinkcarefully about the feedback form scoring system and particularly itssuitability for input to some sort of analysis tool, which could be aspreadsheet, and therefore numerically based requiring numericalscores, rather than words, (words of course are more difficult to countand measure, and while words and description assessment enablesmore subtlety, they also allow more room for misunderstanding andmisinterpretation).For guidance have a look at theskills and behavioural assessment tool - it's not a 360 degree tool, but is an example of the basis of one, andsome of the skills elements that can be included in a 360 degreeappraisals form.Similarly the training needs analysis tool is an example of a collectiveor organizational measurement tool, based on the input of a number of individual feedback assessments. This tool can easily be adapted toanalyse a number of 360 degree responses.Now available:free 360 degree appraisals form template in MSWord formatfree 360 degree appraisals form template in MSExcel format introduction of 360 degree appraisals
Here is a simple guide for introducing 360 degree appraisals into anorganization (and any other management system for that matter):
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Choose/design a system (or system provider), ie., research andinvestigate your options (other local or same-sector companiesusing 360 already are a helpful reference point, or your tradeassociation HR group, or a specialist HR advisory body such asCIPD in the UK if you are a member).
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When you've decided on a system, pilot it with a few people tomake sure it does what you expect. (It's best to establish somesimple parameters or KPI's by which you can make thisassessment, rather than basing success on instinct or subjectiveviews.)

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When satisfied with the system, launch it via a seminar orworkshop, preferably including role-plays and/or practicaldemonstration.
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Support the implementation with ongoing training, (include anoverview in your induction training as well), a written processguide/booklet, and also publish process and standards on yourintranet if you have one.
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Establish review and monitoring responsibility.
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Ensure any 360 degree appraisal system system is applied fromtop down, not bottom up, so everyone can see that the CEO ishappy to undertake what he/she expects all the other staff to do.(As with anything else, if the CEO and board agrees to undertakeit first, the system will have much stronger take-up andcredibility.)
360 degree appraisal form design -template guidelines
Job descriptions are also a useful starting point for (but by no meansthe full extent of) establishing feedback criteria, as are customer/staff survey findings in which expectations/needs/priorities of appraiseeperformance are indicated or implied.A 360 degree appraisal template typically contains these columnheadings or fields, also shwon in the template example below:
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Key skill/capability type (eg communications, planning, reporting,creativity and problem solving, etc - whatever the relevant keyskills and capabilities are for the role in question).
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Skill component/element (eg 'active listening and understanding'[within a 'communications' key skill], or 'generates ideas/options'[within a 'creativity/problem solving' key skill]). The number of elements per key skill varies - for some key skills there could bejust one element; for others there could be five or six, which I'drecommend be the maximum. Break down the key skill if thereare more than six elements - big lists and groups are less easy towork with.
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question number (purely for reference and ease of analysis)
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specific feedback question (relating to skill component, eg doesthe person take care to listen and understand properly whenyou/others are speaking to him/her? [for the active listeningskill])
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tick-box or grade box (ideally a,b,c,d or excellent, good, notgood, poor, or rate out of 5 or 10 - N.B. clarification anddefinitions of ratings system to participants and respondents is crucial, especially if analysing or comparing results within agroup, when obviously consistency of interpretation of scoring isimportant)
360 degree feedback form templateexample
A typical 360 degree feedback form template would look like this. Thistemplate allows a mixture of key skills comprising one, two, three,four, and up to six elements. The number of elements per keyskill/capability would vary of course, so if necessary adjust the size of the boxes in the first column accordingly to accommodate more or lesselements. See the notes directly above for more explanation about thepurpose of each column and heading, and the feedback scoringmethod.
Feedback Form headings and instructions: appraisee name,date, feedback respondent name, position (if applicable) pluslocal instructions and guidelines for completion, etc. keyskill/capabilityareaskill/capabilityelementquestionnumberfeedback questionfeedbackscore
1234567891011

12131415161718192021222324252627282930
Optional section: for additional feedback comments about theappraisee (if you provide this option it is advisable to ask respondents to be as constructive as possible.....)
Now available:free 360 degree appraisals form template in MSWord formatfree 360 degree appraisals form template in MSExcel format

You can see from this that the process of designing the feedbackdocument (essentially a questionnaire) is to build it from the role's keyskill areas, break down these into elements, and measure each viacarefully worded questions, which the respondents answer and therebygrade the performance - ie., give feedback - in respect of the person inquestion.The question as to anonymity of respondents is up to you. A grown-uporganization with grown-up people should be able to cope with, andderive more benefit from, operating the process transparently - butyou need to decide this. Some people are happier giving feedbackanonymously. And some people are not able to deal particularly wellwith criticism from a named person. For more information andguidance about handling and explaining this particular aspect refer totheJohari Window model- it's a powerful and helpful concept to usealongside the 360 degree feedback/appraisal process.As mentioned above, workshops are a good way to devise thesequestionnaires, especially the questions to assess each skill orbehavioural element.Analysis of group results is much easier if you use a numerical ratingsystem. Thefree training needs analysis spreadsheet toolcan easily beadapted for analysis of 360 degree feedback results, which can thenfeed into the analysis of training needs. Thistraining needs analysistool is also available in pdf format. tips on completing your own self-assessment appraisal form, andpreparing for your appraisal
Be as truthful as you can without exposing yourself unnecessarily.Obviously if your company and/or boss does not have a positive andfair approach be careful not to create vulnerabilities for yourself.Always be positive, never negative - don't complain, don't point outproblems, avoid making personal attacks on anyone or their abilities. If there are problems express them as opportunities to develop or

improve, an if possible suggest or recommend how theseimprovements can be made.Ask for help and training and coaching and development in areas thatyou believe will improve your productivity and value to theorganization.Use the list or skill categories on the appraisal form to assess yourcapabilities and behaviours one by one - be specific, objective and beable to reference examples and evidence. This is an important area forthe appraisal meeting itself so think about it and if necessary askothers for feedback to help you gather examples and form a reliableview of your competence in each category listed. If the appraisal fordoes not have a list of skills and behaviours create your own (use yourjob description for a basis).Assess your performance for the appraisal period (normally the pastyear) in each of your areas of responsibility; if there are no specificresponsibilities or objectives brought forward from your previousappraisal or on-going meetings with your manager again use your jobdescription as a basis for assessing your performance, competenceand achievements.Identify objectives for yourself for the next year. These should berelated to your current job responsibilities and your intended personaldevelopment, and be a mixture of short, medium and long-term aims(ie, days or weeks, months, and a year or more). Attach actions andmeasurable outputs to these aims and objectives -this is acommitment to change and improve which demonstrates a veryresponsible and mature attitude.If your aims and actions require training or coaching or other supportthen state this, but do not assume you have a right to receive it - thesethings cost money and your manager may not be able to commit tothem without seeking higher approval