Educators' perceptions on factors influencing performance appraisal systems

• Main Author: Pillay, Shamala
• Published: 2012
• Subjects: Teachers - Rating of - South Africa
• Online Access: http://hdl.handle.net/10210/5447

M. Ed. === The purpose of performance appraisal can be seen as a means to improve the organization's performance through the enhanced performance of individuals. When people think about performance appraisal, they often refer to a number of more specific positive objectives such as, (Fisher, 1996:11): to review past performance; to assess training needs; to help develop individuals; to audit the skills within the organization; to set targets for future performance; and to identify potential for promotion. The problem, however, often stems from the negative perception of individuals that may believe that performance appraisal is simply used by an organization to apportion blame and to provide a basis for disciplinary action, or to demote or find fault with employees. Some people see it as a stick (Fisher, 1996:11) that management has introduced with which to beat people. And if that is their attitude — with or without cause, performance appraisal is doomed to failure. Improvement in performance (Redfern, 1984:1) is widely acclaimed as a most desirable goal of personal evaluation or appraisal, yet the types and kinds of evaluation procedures developed often make the attainment of this goal very difficult. A performance appraisal provides a periodic opportunity for communication between the person who assigns the work, and the person who performs it, to discuss what they expect from the others and how well those expectations are being met (Maddux, 1986:9). Performance appraisals are not hostile proceedings, nor for that matter are they social chitchat. They are an essential communication link between two people with a common purpose. Leading these discussions is not always easy, but the principles and techniques for effective sessions can be learned and applied by everyone. Too often appraisals are left until the last minute and then done in a hasty and unprofessional manner. When this occurs, the results are poor. The superior feels guilty and the employee unimportant and let down. The Government's educational reforms have created an unprecedented rate of change in schools (Healy, 1994: 9). They have also raised basic questions about the purpose of education and the nature of school management and leadership. In this context, there is an urgent need for all of us with an interest in education to step back and reflect on recent educational reforms, to reaffirm old truths and successful practice where appropriate. We need to sift out and implement the best of new ideas, modifying or abandoning those, which are a distraction from the central purpose of schools. This will ensure that an education of high quality is a guaranteed opportunity for all children and young people. Few in education would seriously question the principle of appraising the performance of educators. It is clear that leadership of high quality is a crucial ingredient of successful schools. We should therefore be seeking new insights into ideas, which contribute to effective leadership and making sure that we learn the lessons when things go wrong.