Police officer performance appraisal systems

Abstract

Constables, sergeants, and staff sergeants (n ¼ 393) representing 15 municipal Canadian police departments completed a survey in which they reported about their organizations' performance appraisal practices. In general, the officers' responses suggested that their organizations' performance appraisal systems were deficient with respect to well-established key components of performance appraisal. Most officers indicated that they, for example, had little or no opportunity for input, did not receive informal feedback on a regular basis, received evaluations that were based on personal traits (as opposed to performance criteria), and their appraisals did not to lead to improved job performance or the identification of career development objectives. Also, the vast majority of officers indicated that supervisors received little or no training. In addition to emphasizing the need for improved supervisor training, the discussion focused on the negative consequences of inadequate performance appraisal at the individual level (e.g. employee development) and the organizational level (e.g. poor utilization of resources and undermining other systems and organizational change strategies).Performance appraisal is one of the most problematic components of human resource (HR) management (e.g. Allen and Mayfield, 1983; Heneman, 1975). All involved parties -supervisors, employees, and HR administratorstypically are dissatisfied with their organization's performance appraisal system (Smith et al., 1996) and view the appraisal process as either a futile bureaucratic exercise or, worse, a destructive influence on the employee-supervisor relationship (e.g. Momeyer, 1986). This is certainly true of police organizations, at least in the USA, wherein surveys typically reveal widespread dissatisfaction with the appraisal process (Huber, 1983;Walsh, 1986). Despite these indictments, managers are reluctant to abandon performance appraisal which they still regard as an essential tool of HR management (Meyer, 1991).Much has been written about the circumscribed purposes served by formal performance appraisal, including its use as the basis for both personnel decisions and personal development feedback to employees. Moreover, performance appraisal is a vital component of a broader set of human resource practices; it

The performance evaluation of teachers of Higher Public Education in East Timor: the need for a new model.The evaluation of the lecturing performance in East Timor

“…Thus, it becomes clear that the evaluation of performance matters to improve the collective performance of teachers (Stronge, 2010), only because all the teachers can improve the quality of teaching practices. Therefore, the teacher performance evaluation is of utmost importance in the field of management of the quality of public education service, on the one hand, and the management of human resources management, on the other (Coutts & Schneider, 2004).…”

“…Performance assessment came play a key role in the provision of basic information supporting decision-making in the management of human resources, particularly in terms of selection and career promotion (for example, determine if the salary increases and provide feedback between supervisors and assessors, and staff) (Coutts & Schneider, 2004). However, as regards Mount (1984) "performance evaluation is one of the most problematic components of human resource management" (Mount, 1984, p.12).…”

“…Hereinafter, performance management becomes a key tool for career management of human resources, the promotion of a culture of merit, development of employees and improving the quality of services provided to citizens, civil society, businesses and the community (Coutts & Schneider, 2004).…”

“…The definition of roles is also important to define what is confidential and for how long, and the availability of time and the experience of assessing evaluated. These are factors that impact the efficiency of the evaluation process of teachers education institutions (Coutts & Schneider, 2004). …”

Predicting State Police Officer Performance in the Field Training Officer Program: What Can We Learn from the Cadet’s Performance in the Training Academy?

“…Further, newly commissioned officers in certain geographic parts of the state may be limited in their practice and experience by the types of crimes that are reported. As summarized by Coutts and Schneider (2004) an effective performance appraisal system: "must focus on performance variables as opposed to personal traits; those evaluated must Am J Crim Just (2011) 36:357-370 367 to move theory into practice. State police agencies make a substantial investment in establishing and refining their training curriculum each year; further, the academy serves as the comprehensive training tool to produce well-prepared, aptly-qualified officers for their agency.…”