A Clarification of the Goal Setting And Appraisal Processes in MBO

Teacher assessment: a review of the performance appraisal literature with special reference to the implications for teacher appraisal

“…According to McConkie (1979), the impact of the management-byobjectives approach has been 'amazingly positive' because it has led to more objectives-centred rather than trait-centred appraisals. McConkie analysed the views of MBO experts (defined as those who had published a book on MBO which had been cited or quoted from in at least three other articles or books and/or had published at least two journal articles cited or quoted from in three or more articles or books).…”

The role and expectancy participation model: An empirical assessement and extension

“…Finally, a focus on theory building and empirical research using the attributes of job objectives approach may provide the linkages needed to integrate two other closely related models and streams of research, management by objectives (McConkie, 1979) and goal-setting (Locke and Latham, 1984), with the role and expectancy participation model (Mitchell, 1973;Schuler, 1980). The management by objectives (MBO) model is primarily a normative model of management.…”

“…Job objectives and job goals are used interchangeably in this study. Numerous studies have examined the relationship between the setting of objectives (goals) and the resulting impact on individual performance, unit performance and employee attitudes (Ivancevich, 1977;Ivancevich and McMahon, 1982;Latham and Yukl, 1975;Lock, Bobko, Frederick and Buckner, 1984a;Locke, Cartledge and Kneer, 1970;Locke, Saari, Shaw and Latham, 1981;McConkie, 1979;Quick, 1979;Schuler, 1980;Steers, 1976;Steers and Porter, 1974;Tolchinsky and King, 1980). The objective (goal) setting literature clearly suggests that the establishment of job-related objectives (goals) should impact directly, and at times indirectly through intervening variables, on outcome variables (Locke and Latham, 1984;Richards, 1986).…”

Simulation methods for teaching the performance appraisal interview

“…(Holloway & Wampold, 1983); (3) evaluate the performance in terms such as "good," "bad," or "correctable" (the explanation which an interviewee provides in step two above may change the evaluation which was originally established in step one); (4) engage in interviewee in constructing hypothetical recommendations and suggestions for change or maintenance in the performance (Wexley, Singh, & Yukl, 1973;Greller, 1978); and (5) establish hypothetical performance objectives with the employee which should be accomplished by the next appraisal session ("What do you think would be a realistic sales figure to shoot for by August?") (McConkie, 1979;Burke, Weitzel, & Weir, 1978;Nemeroff & Wexley, 1977).…”

“…Among the many things which could be evaluated are the interviewer's ability to: (1) provide a clearly discernable introduction, body and conclusion; (2) include greeting behavior in the introduction which establishes a favorable atmosphere for the interview and reduces anxiety for the interviewee; (3) include orienting behavior which explains who will structure the interview and how it will be structured, explains the purpose and nature of the interview, and establishes proper rapport with the interviewee; (4) probe for specific information on each topic introduced; (5) provide specific plans of action for improving job deficiencies and set work objectives which should be met prior to the next appraisal interview (McConkie, 1979;Greller, 1975;Nemeroff & Wexley, 1977); (6) provide the interviewee with the opportunity to make suggestions and seek information (Wexley, Singh, & Yukl, 1973); (7) include at least four of the following types of questions: open, closed, probe, leading, and mirror;^ (8) make specific references to the job evaluation form; (9) maintain appropriate verbal and non-verbal behaviors which maintain an open climate, demonstrate active listening, communicate empathy and enhance credibility (Burke & Wilcox, 1969;Kay, Meyer, & French, 1965;Nemeroff & Wexley, 1977); (10) phrase interview questions appropriately according to language, information level of the respondent and complexity; (11) specify when the next appraisal interview will take place; (12) maintain spontaneity; and (13) complete the interview within a time frame of 12-15 minutes.…”