For This Discussion Your Instructor Will Divide The Class In

For This Discussion Your Instructor Will Divide The Class Into Groups

For this discussion, your instructor will divide the class into groups of four to five students. Place yourself in the role of an employee named Tyler Cahill, whose annual evaluation has just been completed. As you review the annual performance evaluation, you believe that it was partly based on judgment and not evidence. However, you realize there are some gaps in your performance. Up to this point, you felt like you had a good working relationship with your manager.

For your initial post, answer the following questions based on the Annual Performance Evaluation document. What are some examples in the performance evaluation document that are based on judgment and not evidence? In a forthcoming meeting with your manager, what is your plan to address that you believe part of the evaluation was not based on evidence? How will you explain to your manager why it is important for a manager and employee to agree on performance gaps based on evidence? Use the information from the readings for this module to support your plan. Please see attachment 2 paragraphs.

Paper For Above instruction

In the context of performance evaluations, it is common to encounter assessments that are influenced by subjective judgment rather than objective evidence. For Tyler Cahill, identifying specific examples where evaluations were based on perception rather than measurable performance metrics is essential for fostering a transparent dialogue with his manager. Such examples might include statements like “he shows a lack of initiative,” or “he does not collaborate well with team members,” which are broad and lack concrete data or examples to substantiate these claims. These judgments, while potentially true, can be biased or incomplete if not supported by specific instances, such as project outcomes, punctuality records, or peer feedback. Recognizing these instances allows for a more balanced discussion focused on measurable performance, rather than vague criticisms.

Preparing for the forthcoming meeting involves developing a clear plan to address perceived gaps rooted in subjective assessments. Tyler could start by reviewing his recent work records, project contributions, and feedback from colleagues to gather objective evidence that supports his performance. During the meeting, he should respectfully express his appreciation for the evaluation process, then assert his perspective that certain judgments lack supporting evidence. For example, he might say, “I understand the concerns raised, but I believe some points could be better supported with specific examples or data.” Presenting documented evidence of his accomplishments and efforts can help shift the conversation from subjective impressions to factual performance metrics. Additionally, requesting specific, measurable goals for improvement can foster collaborative goal setting and minimize misunderstandings.

Explaining to the manager why alignment based on evidence is vital aligns with principles from contemporary performance management literature. Evidence-based evaluations promote fairness, reduce bias, and create a more accurate picture of an employee’s capabilities. When both manager and employee agree on performance gaps supported by objective data, it facilitates targeted development plans and boosts employee engagement. Furthermore, it enhances trust, as the employee perceives the review as transparent and impartial. As noted in the literature, objective performance discussions decrease defensiveness and promote a growth-oriented environment. Therefore, Tyler should emphasize that establishing assessment criteria rooted in clear evidence not only upholds fairness but also encourages continuous improvement and mutual understanding.

References

• Aguinis, H. (2019). Performance Management. Chicago: University of Chicago Press.
• Cascio, W. F., & Boudreau, J. W. (2016). The Search for Human Capital and the New Human Resource Management. Human Resource Management, 55(2), 229–245.
• Fletcher, C. (2014). Appraisal, Review, and Performance Management. In J. Storey (Ed.), Human Resource Management (pp. 181–204). Routledge.
• Pulakos, E. D. (2009). Performance Management: A New Approach for Driving Business Results. Wiley-Blackwell.
• DeNisi, A., & Williams, K. J. (2018). Performance Appraisal and Management. In M. G. Rumsey (Ed.), The Oxford Handbook of Social Cognition (pp. 232–259). Oxford University Press.
• Martocchio, J. J. (2017). Strategic Compensation: A Human Resource Management Approach. Pearson.
• Mathis, R. L., & Jackson, J. H. (2019). Human Resource Management. Cengage Learning.
• London, M. (2014). Performance Management: Putting Research into Action. Routledge.
• Roberts, K. (2016). Evidence-Based Human Resource Management. Human Resource Development Quarterly, 27(1), 27–52.
• Stone, D. L., & Deadrick, D. L. (2015). Challenges and Opportunities Affecting the Future of Human Resource Management. Human Resource Management Review, 25(2), 139–145.