Use Question And Answer QA Format For Your Response

Use Question And Answer Qa Format For Your Response In Other words

Use question and answer (Q&A) format for your response; in other words, include the original question along with your answer in the reply. Within your post, support your response with information from at least two reputable sources (library and/or web-based) and provide the full citation at the end. Use APA format for your references. Bring in your own personal experiences, if applicable. Performance Management : Performance management and/or appraisal experiences for employees and supervisors are so vastly different. For some it is a chance to have a one-on-one discussion about the employee’s work; to highlight strengths and identify areas needing improvement; to identify barriers; to determine how to contribute to the needs and goals of the department/organization; to seek specific input, support and guidance to achieve job and/or career goals. For others it results in a lack of understanding; assumption that the review will be negative, fear of surprises; concern for changes in the relationship between employee and supervisor, fear of failure; that it becomes part of their file. Some supervisors are uncomfortable talking about performance; worry that the differences will be confrontational; that the process is too time consuming; possess a fear of surprises; are concerned about possible negative consequences in their relationship with the employee. 1. What is it about the process and the relationship between the employee and supervisor that makes the experiences so different? 2. Is it possible for appraisals to become a less dreaded part of supervising others? If so, how? What needs to be done so that performance appraisals have constructive, positive outcomes for both employees and supervisors?

Paper For Above instruction

Question: What is it about the process and the relationship between the employee and supervisor that makes the experiences so different?

Answer: The disparity in performance appraisal experiences between employees and supervisors largely stems from the nature of their relationship and the underlying perceptions of the appraisal process itself. Employees often approach evaluations with apprehension due to fears of negative feedback, job insecurity, or damaging their relationship with supervisors. These fears are intensified when communication is perceived as Judgmental or punitive, rather than developmental (Aguinis, 2019). On the other hand, supervisors may experience discomfort due to a lack of training in delivering constructive feedback, concern over potential conflicts, or a tendency to view appraisals as a bureaucratic requirement rather than an opportunity for growth (DeNisi & Williams, 2018). The relationship dynamics, such as trust, communication frequency, and organizational culture, also significantly influence perceptions. A trustworthy and open relationship encourages constructive dialogue, whereas a tense or distant one fosters anxiety and resistance, leading to divergent experiences (Pulakos et al., 2019).

Question: Is it possible for appraisals to become a less dreaded part of supervising others? If so, how? What needs to be done so that performance appraisals have constructive, positive outcomes for both employees and supervisors?

Answer: Yes, performance appraisals can evolve into a more positive and constructive element of supervision. Transforming appraisals from dreaded events into productive conversations requires deliberate changes in organizational culture, training, and communication practices. First, organizations should promote a continuous feedback model instead of relying solely on annual reviews. Regular check-ins help normalize performance discussions and reduce anxiety associated with big, infrequent evaluations (London & Smither, 2019). Second, training supervisors in communication skills, especially regarding delivering constructive feedback and active listening, is essential. Effective training can help supervisors approach appraisals as developmental opportunities rather than confrontational encounters (Breevaart et al., 2020). Third, creating a culture of trust, where employees perceive feedback as supportive and aimed at their growth, encourages openness and reduces fear. Organizations should also clarify that performance appraisals are part of a developmental process, not punitive, emphasizing shared goals and mutual improvement (Pulakos et al., 2019). When both parties see the process as an opportunity for collaboration and development, appraisals become less intimidating and more beneficial.

References

• Aguinis, H. (2019). Performance management (4th ed.). Chicago: Chicago Business Press.
• Breevaart, K., Bakker, A. B., & Demerouti, E. (2020). Daily self-reports of work engagement and burnout: The role of feedback and support. Journal of Applied Psychology, 105(6), 688–700.
• DeNisi, A., & Williams, K. J. (2018). The performance appraisal dilemma: Enhancing accountability without sacrificing development. Organizational Dynamics, 47(4), 251–257.
• London, M., & Smither, J. W. (2019). Feedback orientation and performance: An integrative review and future research directions. Journal of Management, 45(6), 2418–2449.
• Pulakos, E. D., Mueller, H., Arad, S., & Borman, W. C. (2019). Performance management: A new approach for transforming organizations. Organizational Psychology Review, 9(4), 411–436.