EPM

1. By
Muhammad Shabbir
PhD EPM Scholar
Ph. # 03338484534
Unit # 6

2. 1. Performance evaluation
2. Elements/process of performance evaluation
3. Objectives of evaluation
4. Key performance areas for evaluation
5. Characteristics/principles of effective
performance evaluation
6. Assumptions of evaluation for performance
development
7. Why performance evaluation fail
8. Problems with performance evaluation
9. Efficiency of the personnel

5. ⦁Coaches provide feedback to their team
just as managers provide feedback to their
employees.
⦁Feedback is important so that individuals
know what they are doing well and what
areas they may need to work on.

6. ⦁ Theprocess bywhichanemployee’s contribution to the
organization duringaspecifiedperiodof timeisassessed.
⦁ Lets employeesknowhowwell they haveperformed in
comparisonwiththe standards of theorganization
⦁ PerformanceEvaluationisdefinedasaformalandproductive
proceduretomeasureanemployee'sworkandresultsbasedon
their jobresponsibilities. ... Performance evaluation alsoplaysa
direct role in providing periodicfeedbackto employees,suchthat
theyare moreself-aware in terms of their performancemetrics.

7. 1. Establishing performance standards
2. Communicating performance standards
3. Training of evaluators
4. Measuring actual performance against
expected
5. Comparing actual performance with
standards
6. Identifying gaps in performance
7. Performance discussion
8. Decision making/action plan for future

8. ⦁ To identify strong and weak points and encourage
finding remedies for weak points through training
⦁ To determine career potential
⦁ To plan developmental assignments
⦁ To plan career goals
⦁ To serve as a basis for promotion or demotion
⦁ To serve as a basis for allocating incentives
⦁ To serve as a basis for determining transfers
🞂 To serve as a basis for termination in case of
reduction of staff
⦁ To reduce the grievances of the employees
🞂 To strengthen the relationship and communication
between superior –subordinates and management –
employees.

9. 1. Performance areas for Head Master
i. Improving the image of school
ii. Increasing enrollment of students
iii. Help teachers in monitoring students performance
iv. Help teachers to evolve community based exercises
for teaching
v. Involving the students in more social welfare activities
vi. Understanding a community oriented project
vii. Conducting adult education centers
viii. Personnel management
ix. Financial management
x. Leadership qualities etc.

10. 2. Performance areas for teachers
i. Planning and preparation
🞂 Demonstrating knowledge of content and pedagogy
🞂 Demonstrating knowledge of students
🞂 Setting instructional outcomes
🞂 Demonstrating knowledge of resources
🞂 Designing coherent instructions
🞂 Designing student assessments
ii. The classroom environment
🞂 Creating an environment of respect and rapport
🞂 Establishing a culture for learning
🞂 Managing classroom procedures
🞂 Managing students’ behavior
🞂 Organizing physical space

11. iii. Instruction
🞂 Communication with students
🞂 Using questioning and discussion techniques
🞂 Engaging students in learning
🞂 Using assessments in instruction
🞂 Demonstrating flexibility and responsiveness
iv. Professional responsibilities
🞂 Reflecting on teaching
🞂 Maintaining accurate records
🞂 Communicating with families

12. ⦁ Job relatedness
⦁ Trained appraisers
⦁ Open communication
⦁ Employee access to results
⦁ Management support
⦁ Effectual communication
⦁ Impartiality
⦁ Clarity
⦁ Fairness
⦁ Equity
⦁ Esteem and trust
🞂 Evaluation procedure in delineated, evaluated and
understood
⦁ Use of valid and reliable tool

13. a. Continuous growth and development
b. In the best interest of organization and
persons
c. Organization growth and effectiveness
d. Healthy climate
e. Employees motivation
f. Supervisor responsibility to provide
conditions for growth
g. Review progress periodically
h. Clear direction

15. Objection 1: Once-a-year (or even twice) critiquing (at the
annual appraisal) encourages people to save up and squirrel
away both praise and criticism for months instead of giving it
at the appropriate time.
Objection 2: Managers are cowardly – they know that low
marks are demoralizing so they avoid giving them and hence
a paper trail of the poor performers suggests they are
performing well.
Objection 3: Appraisal confounds different functions:
feedback, coaching, development, pay decisions, legal
documentation.
Objection 4: Appraisal is evaluation by ambush because
employees were encouraged to meet a standard they had not
seen, understood or thought relevant to their job.

16. Objection 5: Appraisals are either too inflexible to force
real differentiation between individuals on trivial criteria or
else so specific that no useful comparative data is
generated.
Objection 6: the appraisal system is not organization-wide; special
groups opt out quite unreasonably and unfairly.
Objection 7: Appraising and giving feedback are skills that needs to
be taught before any system is put in place – ie, the system is not
supported by training.
Objection 8: The rating scale means the numbers and the words do
not match.
Objection 9: A cost-benefit analysis of designing, implementing and
maintain a performance management system implies that, frankly, it
isn’t worth it.
Objection 10: Individual appraisal ruins teamwork and team spirit.
Traditionally appraisal is done on an individual basis: it's the

17. People have different strength and capabilities.
The best management recognizes, utilizes and
develops these strengths for organization.
There are two aspects of effectives
1. Personal effectiveness
2. Role effectiveness

18. Concept of effectiveness
1. Understands his roles and role requirements
2. Sensitive to the outcomes of different actions
3. Knows his strengths and weaknesses and utilizes
his strengths and overcomes his weaknesses.
4. Plans organizes his activities
5. Sensitive to environment, needs and capabilities
of others
6. Forecasting future requirements and creating
favorable and happy climate

19. 1. Personal efficacy
it is the general sense of adequacy in a person. It is
potential covert in inner level and related to self
concept, belief and perception of his strengths.
Efficacy is quantified as Strengths or Multi-
facetedness (different dimensions).
 Goal oriented: they are Guided by action goals.
 Initiative
 Aware of his internal strengths
 Aware of his weaknesses and able to overcome them.
 Problem solver and have positive orientation to
problems

20. 2. Role efficacy
It is important that an employee makes his role
effective in organization.
 Considers his role central
 Considers his role an opportunity to create new
ideas and things
 Can initiate action at his own level without any
pressure
 Enjoys his role
 Know that his role is linked with other roles
 Considers his role as a means of learning and
experiences
 To help others and get help from others
 Considers his role an opportunity for development
 Used to serve his subordinates
 It is an opportunity to influence others

21. Management of Personal and role
efficacy
⦁ Freedom and opportunity to define their own
work
⦁ To set their own goals for work
⦁ Individualized feedback
⦁ Help through continuous feedback, guidance and
review
⦁ Open and non-threatening climate
⦁ Rewarding accomplishments and helping to
overcome weak points
⦁ Discussion and giving new responsibilities
⦁ Supervision
 Selection for training
 evaluation

22. QUESTIONS