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16 F: Three-hundred-sixty-degree feedback systems are most effective for individuals who perceive a need to change.

16 F: Three-hundred-sixty-degree feedback systems are most effective for individuals who perceive a need to change.

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Chapter 8



Prof. Developmental

Needs



Resources/Support

Needed



Target

Date



Evidence of Goal Completion



This plan contains all of the elements of a good developmental plan: listing the

need, listing the resources needed to meet the need, the date when the goal will be

completed, and evidence regarding how the goal was met. The goals included on

the form should include goals that the employee and supervisor agree on. In

addition, the goals need to be set to accomplish employee and organizational

goals.

8.40



Answering the following questions can give a good indication whether

implementing a 360-degree system would be beneficial in a specific organization:

1. Are decisions that are made about rewards and promotion fairly free of

favoritism?

2. Are decisions made that take into account the input of people affected by such

decisions?

3. Do people from across departments usually cooperate with one another and

help one another out?

4. Is there little or no fear of speaking up?

5. Do people believe that their peers and subordinates can provide valuable

information about their performance?

6. Are employees trusted to get the job done?

7. Do people want to improve their performance?



8.41 The recommendation is that the firm look for a system with the following

characteristics:

• Anonymity. In good systems, feedback is anonymous and confidential.

• Observation of employee performance. Only those with good knowledge and

firsthand experience with the person being rated should participate in the

process.

• Feedback interpretation. Good systems allow the person being rated to

discuss the feedback received with a person interested in the employee’s

development.

• Follow-up. Once feedback is received, it is essential that a developmental plan

is created right away.

• Use for developmental purposes only. The information collected should not be

used for making reward allocations or any other administrative decisions.

• Avoidance of survey fatigue. Survey fatigue can be avoided if individuals are

not asked to rate too many employees at the same time.



Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall



Part III: Employee Development____________________________________________________________











Emphasis on behaviors. Focusing on behaviors can lead to the identification

of concrete actions the person rated can take to improve performance.

Raters go beyond ratings. In addition to providing scores on the various

dimensions, raters should also provide written descriptive feedback that gives

detailed and constructive comments on how to improve performance.

Raters are trained. Mainly, this includes skills to discriminate good from poor

performance and how to provide feedback in a constructive manner.



8.42



A developmental plan should have the following specific objectives:

A. Improve performance in current job.

B. Sustain performance in current job.

C. Prepare employees for advancement.

D. Enrich the employee’s work experience.



8.43



The objectives of a developmental plan should include: the end product (the skill

to be learned) as well as a completion date and a measurement to be used to

ensure that the end product has been achieved. Good plan objectives are practical,

specific, time-oriented, linked to a standard, and developed jointly between the

supervisor and employee.



8.44



The needs of both the employee and the organization dictate the developmental

plan. The plan must enrich the employee’s work experience while meeting

organizational goals.



8.45



Possible developmental activities include:

A. On-the-job training

B. Educational courses

C. Self-guided training

D. Mentoring

E. Attending a conference

F. Getting a degree

G. Job rotation

H. Temporary assignments

I. Membership in professional or trade organizations



8.46



The direct supervisor has the following role in the creation of a developmental

plan:

1. Describe the steps that would be required for an employee to achieve the

desired performance level.

2. Refer employees to appropriate developmental activities that will help them

achieve the specific goals.

3. Review and make suggestions about the specific developmental objectives.

4. Check on the progress of achieving goals.

5. Provide reinforcement for goals achieved.



Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall



Chapter 8



8.47



A 360-degree feedback system works best in organizations with cultures that

support open and honest feedback and those with participatory as opposed to

authoritarian leadership styles.



8.48



The benefits of a 360-degree feedback system include:

A. Decreased possibility of biases

B. Increased awareness of expectations

C. Increased commitment to improve

D. Improved self-perception of performance

E. Improvement of performance

F. Reduction of “undiscussables”

G. Helps employees take control of their careers



8.49



The disadvantages of a 360-degree feedback system are:

A. Negative feedback can be hurtful, especially if it is not offered in a

constructive way.

B. The system is only useful if participants trust that they will be rated honestly

and treated fairly.

C. Anonymity may be compromised if there are only a few raters.

D. When anonymity is not guaranteed, raters are more likely to distort the

feedback they give.

E. Raters may become overloaded with forms to fill out because they are to

provide feedback for too many people.



8.50



The characteristics of a good 360-degree feedback system are:

A. Anonymity

B. Observation of employee performance (by raters)

C. Feedback interpretation

D. Follow-up

E. Used for developmental purposes only

F. Avoidance of survey fatigue

G. Emphasis on behaviors

H. Raters go beyond ratings and provide explanations

I. Raters are trained



8.51



Mentoring is the process by which a senior (mentor) employee and a junior

(protégé) employee enter into a one-on-one relationship with the mentor acting as

a role model for the types of behaviors that are required to be successful in the

organization. Mentoring works best when the mentor and protégé choose each

other rather than being arbitrarily assigned to each other.



8.52



Step 1: Eliciting a success story is important because this allows the manager to

identify a positive situation so that the employee can identify the behaviors and

skills that allowed the employee to be successful. This is essential for the

remaining two steps of the of the feedforward interview.



Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall



Part III: Employee Development____________________________________________________________



Step 2: It is important to uncover the underlying success factors because this will

allow the manager to focus on the employee’s behaviors and skills that have led

and may continue to lead to the employee’s success.

Step 3: Extrapolating the past into the future is important because it allows the

employee to see the conditions that are likely to lead to the employee’s success,

and it will encourage the employee to continue to demonstrate success.



Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall



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