Designing an effective 360-degree appraisal feedback process

Antonioni, David

doi:10.1016/s0090-2616(96)90023-6

Cited by 154 publications

(120 citation statements)

References 4 publications

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“…In 90% of these companies peer evaluation partially determines personnel decisions regarding promotions and performance pay (Bohl 1996). A similar percentage of peer evaluation usage is found in another sample of 280 USbased …rms (Antonioni 1996).…”

Section: Introductionmentioning

confidence: 55%

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Peer Evaluation: Incentives and Co-Worker Relations

Sol

2010

SSRN Journal

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In many workplaces co-workers have the best information about each other's e¤ort. Managers may attempt to exploit this information through peer evaluation. I study peer evaluation in a pure moral hazard model of production by two limitedly liable agents. Agents receive a signal about their colleague's e¤ort level, and are asked to report it to the principal. The principal may give an individual bonus for the receipt of a positive evaluation by a colleague, which stimulates e¤ort as long as signals are revealed truthfully. A cost of lying ascertains that there can be truthful revelation. I show that interpersonal relations between colleagues constrain the bonus for receiving a positive evaluation in order to keep evaluations truthful. Still, the principal will always include such a bonus in the optimal contract, and possibly complement it with a team bonus. Co-worker relations have non-monotic e¤ects on pro…ts in the optimal contract. JEL-codes: D86, J33, M50.

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Section: Introductionmentioning

confidence: 55%

“…Barron and Gupte show that, in a Ma-type of lottery for truthtelling, agents need a higher compensation to report shirking by a colleague. 1 Peer evaluation is no longer guaranteed to be pro…table under these adverse e¤ects of a negative appraisal, instead pro…tability depends on the quality of signals among peers.…”

Section: Related Literaturementioning

confidence: 99%

Peer Evaluation: Incentives and Co-Worker Relations

Sol

2010

SSRN Journal

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“…First, developing the coaching as used in this study may help overcome some of the problems associated with 360s such as processing the feedback information, dealing with the self and other discrepancies, and what to do with the information to become more effective (Antonioni, 1996;DeNisi & Griffin, 2001;Stajkovic, 2003;Waldman et al, 1998). Second, showing that feedback-coaching had a positive effect on work attitudes and intentions to quit can help managers not only meet the challenge of improving 360-degree programs, but also reduce cost through decreased turnover and improved job satisfaction and organizational commitment that are related to performance.…”

Section: Practical Implications For Performance Improvementmentioning

confidence: 99%

360‐degree feedback with systematic coaching: Empirical analysis suggests a winning combination

Luthans¹,

Peterson

2003

Human Resource Management

170

105

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Wanted: High-performance work practices to gain a competitive advantage. An increasingly common answer to this desperate call is 360-degree programs; unfortunately, they have, at best, mixed reviews when empirically assessed. This study found that a way to improve the effectiveness of 360s may be to combine them with coaching focused on enhanced self-awareness and behavioral management. In a small manufacturer, this feedback-coaching resulted in improved manager and employee satisfaction, commitment, intentions to turnover, and at least indirectly, this firm's performance. This feedback-coaching may be a winning combination to help in the competitive battles in today's global economy.

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“…The 360-degree evaluation is a multirater feedback system primarily designed for acquisition of feedback from all components of a person's sphere of influence. 37,38 In the clinical setting the 360-degree evaluation can also be performed using techniques such as clinical work sampling, 39 and evaluations from important adjunct members of the health care team, such as nurses. 40 Other less well-studied modalities were identified that could be very useful in EM and may address the C-IP competency all or in part.…”

Section: Summary Of Assessment Methodsmentioning

confidence: 99%

Assessment of Communication and Interpersonal Skills Competencies

Hobgood

Riviello

Jourıles

et al. 2002

Academic Emergency Medicine

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Excellent communication and interpersonal (C-IP) skills are a universal requirement for a well-rounded emergency physician. This requirement for C-IP skill excellence is a direct outgrowth of the expectations of our patients and a prerequisite to working in the increasingly complex emergency department environment. Directed education and assessment of C-IP skills are critical components of all emergency medicine (EM) training programs and now are a requirement of the Accreditation Council for Graduate Medical Education (ACGME) Outcome Project. In keeping with its mission to improve the quality of EM education and in response to the ACGME Outcome Project, the Council of Emergency Medicine Residency Directors (CORD-EM) hosted a consensus conference focusing on the application of the six core competencies to EM. The objective of this article is to report the results of this consensus conference as it relates to the C-IP competency. There were four primary goals: 1) define the C-IP skills competency for EM, 2) define the assessment methods currently used in other specialties, 3) identify the methods suggested by the ACGME for use in C-IP skills, and 4) analyze the applicability of these assessment techniques to EM. Ten specific communication competencies are defined for EM. Assessment techniques for evaluation of these C-IP competencies and a timeline for implementation are also defined. Standardized patients and direct observation were identified as the criterion standard assessment methods of C-IP skills; however, other methods for assessment are also discussed. Key words: communication; interpersonal skills; core competency; assessment. ACADEMIC EMERGENCY MEDICINE 2002; 9:1257-1269 Emergency department (ED) patient encounters are unique in medicine. They are often a single encounter for a new/unknown patient, and the duration and quality of the encounter are influenced by time pressures. As such, the emergency physician (EP) must quickly establish rapport and trust with the patient, gather information, assess the cause of the emergency, and design a treatment plan. The EP must also be able to effectively communicate findings and plans with the patient, the family, and other members of the health care team. Communication and interpersonal (C-IP) skills are a key component of a well-rounded EP. These skills

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Designing an effective 360-degree appraisal feedback process

Cited by 154 publications

References 4 publications

Peer Evaluation: Incentives and Co-Worker Relations

Peer Evaluation: Incentives and Co-Worker Relations

360‐degree feedback with systematic coaching: Empirical analysis suggests a winning combination

Assessment of Communication and Interpersonal Skills Competencies

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