project .docx

7/23/2019 Project .docx

http://slidepdf.com/reader/full/project-docx 1/90

A

Project Report

On

“A STUDY OF

PERFORMANCE APPRAISAL

AMONG THE EMPLOYEES

OF BANK OF BARODA

NASIK.

B!

Mr" K#$%&rn' Arc(&n& An'$

PRN) *+,++,-++*/-+-

G#'0e

Dr.A.R. B(&r01&j

M.A.2 M.P.M.2 P(.D.

Y&"(1&ntr&oC(&3&n M&(&r&"(tr& Open Un'3er"'t!2 N&"('%.

St#0! Centre 4 5/*/5

Ye&r 4 *+,*6*+,7

1



A

Project Report

On

“A STUDY OF PERFORMANCE APPRAISAL AMONG

THE EMPLOYEES OF BANK OF BARODA NASIK .

S#89'tte0 'n p&rt'&$ :#$:'$9ent o: t(e re;#'re9ent :or t(e

De<ree “M&"ter o: B#"'ne"" A09'n'"tr&t'on6HR

Y&"(1&ntr&o C(&3&n M&(&r&"(tr& Open Un'3er"'t!2 N&"('%.

YEAR6 *+,*6*+,7

St#0! Centre 4 5/*/5

Prep&re0 8! )6 G#'0e0 8! )6

B! ) Mr". K#$%&rn' Arc(&n& A Dr. A.R. B(&r01&j

MBA II M.A. M.P.M. Ph.D.

Principal,

NSPM’s Late Bindu Ramrao

Deshmukh Arts & ommerce

Mahila Maha!id"ala", Sane

#uru$i Na%ar, ail Road.

PRN' ()*))*+))(-+)+ Research #uide

2



DECLARATION BY THE RESEARCH STUDENT

I hereby declare that this Project Report title “A STUDY OF

PERFORMANCE APPRAISAL AMONG THE EMPLOYEES OF BANK

OF BARODA NASIK . submitted by me is based on actual work carried

out by me under the guidance and supervision of A R BHARADWAJ.

Any reference to work done by other person or institution or any material

obtained from other sources have been duly cited and referenced. It is

further to state that this work is not submitted anywhere else for any

examination.

Arts, ommerce !ahila !rs. "ulkarni Archana Anil

!ahavidyalaya,#ashik Road. PR# #o ()*))*+))(-+)+ entre ode $%&'&%

3



ACKNOWLEDGEMENTS

I am immensely happy to acknowledge personal thanks those

who helped me in the completion of dissertation entitled “A STUDY OF

PERFORMANCE APPRAISAL AMONG THE EMPLOYEES OF BANK

OF BARODA NASIK ..

(hanks goes first to Dr. A. R. Bhardwaj, !.A., !.P.!., Ph. ),

Research *uide, Arts, ommerce !ahila !ahavidyalaya, #ashik Road

and )r. +!rs !runal A. -hardwaj for his encouragement and valuable

guidance. I am also thankful to the ibrarian of !ahila !ahavidyalaya,#asik Road for lending books to me.

I am indebted to my beloved husband !r. Anil "ulkarni , and my

/un Adwait, for their continuous moral support.

I am extend my thanks to my sister, !anjusha ,my beloved

mother and colleague !rs. 0sha Pimple and !rs./angeeta Inamdar for

their suggestions and continuous support.

!rs. "ulkarni Archana Anil

4



CERTIFICATE FROM THE GUIDE

(his is to certify that !rs. . "ulkarni Archana Anil has completed

the Research project “A STUDY OF PERFORMANCE APPRAISAL

AMONG THE EMPLOYEES OF BANK OF BARODA NASIK . 0nder

my guidance and supervision and submitted the project report as laid

down by Yashwa!ra" Cha#a Maharash!ra O$% U&#%rs&!',

Nash&(. (he material that has been obtained from other sources is duly

acknowledged in the dissertation. It is further certified that the work or

its part has not been submitted to any other 0niversity for examination

under my supervision. I consider this work worthy for the award of the

degree of !aster of -usiness Administration +1R

Arts, ommerce !ahila Dr. A. R. Bhardwaj!ahavidyalaya,#ashik Road.

entre ode $%&'&% )ate $

5



PREFACE

uman /ein%s 0orkin% in the or%ani1ation are an important asset o2

e!er" compan". 322ecti!el" mana%in% the human resource o2 an 4r%ani1ation isas important as mana%in% other resources like 2inance. 5he principal

component o2 an or%ani1ation is its 6human resource’ or 6people at 0ork’. It is

the human resource 0hich is o2 paramount important in the success o2 an"

or%ani1ation /ecause most o2 the pro/lems in or%ani1ational settin%s are human

and social rather than ph"sical, technical or economic. uman Resource

Mana%ement encompasses se!eral important 2unctions that include the2ollo0in%' Recruitment and selection o2 emplo"ees, emplo"ee trainin% and

de!elopment, per2ormance appraisal s"stem, 7a%e and Salar" Administration

and man" other important 2unctions.

5his pro$ect 0ork is /ased on Per2ormance appraisal, 0hich is one o2 the

most important mana%erial acti!ities. It can /e said that is the process o2

assessin% 8ualitati!e &8uantitati!e aspects o2 an emplo"ee $o/ per2ormance.

Most or%ani1ations ha!e a 2ormal Per2ormance appraisal s"stem. 5his

holds true 2or lar%e and small, union and non9union and manu2acturin%

companies.

5he human inclination to $ud%e can create serious moti!ational, ethical

and le%al pro/lems in the 0orkplace. 7ithout a structured appraisal s"stem,

there is little chance o2 ensurin% that the $ud%ements made 0ill /e la02ul, 2air,

de2ensi/le and accurate.

5he process 0as 2irml" linked to material outcomes. I2 an emplo"ee’s

per2ormance 0as 2ound to /e less than ideal, a cut in pa" 0ould 2ollo0. 4n the

other hand, i2 their per2ormance 0as /etter than the super!isor e:pected, a pa"

rise 0as in order.

6



5hese o/ser!ations 0ere con2irmed in empirical studies. Pa" rates 0ere

important, "es; /ut the" 0ere not onl" element that had an impact on emplo"ee

per2ormance. It 0as 2ound that other issues, such as morale and sel29esteem,

could also ha!e a ma$or in2luence. <inall" Per2ormance appraisal ser!es as a

0ork plannin% and re!ie0 2unction. 5he appraisal and su/se8uent su/ordinate

re!ie0 pro!ide an opportunit" to re!ie0 su/ordinates pro%ress, pro!ide person

0ith 2eed/ack and map out a plan 2or recti2"in% per2ormance de2iciencies that

mi%ht /e identi2ied.

Per2ormance elements tell emplo"ees 0hat the" ha!e to do and standards

tell them ho0 0ell the" ha!e to do it. Per2ormance appraisal identi2ies the

per2ormance %ap =i2 an"> so emplo"ee can decrease this %ap.

7



ABBRE)IATIONS

A**r%#&a!&"s M%a&+PA Performance Appraisal

-2- -ank of -aroda

1R 1uman Resources

3 3es

# #o

!-2 !anagement by 2bjective

8



INDEX

Cha$!%r

N".

T"$& -a+% N".

I!r"d/!&" "0 -%r0"r1a% A$$ra&sa2

2bjective of Performance Appraisal

!ethod of Performance Appraisal

45

3 R%#&%w "0 L&!ra!/r% '&

4

-r"0&2% "0 Or+a&5a!&"

6ision, !ission7uality Policy

8nvironmental Policy

About Production of -ank of -aroda

)etails of 2rgani9ation

':

6

R%s%arh M%!h"d"2"+'

2bjective of the /tudy

1ypothesis

/cope of /tudy

Research )esign

;5

7 Da!a Aa2's&s8I!%r$r%!a!&" ;%

9 C"2/s&"s <;

: S/++%s!&"s ad R%"11%da!&"s

imitations of Project

<<

; B&*2&"+ra$h' <=

<

A%=/r%

7uestionnaire

/elf>Appraisal form of -ank of -aroda.

/ynopsis

:5

Ta*2%

N".

C"!%!s "0 Ta*2% -a+%

N".

9



Percenta%e o2 emplo"ees sa"in% that Bank o2 Baroda

Per2ormance Appraisal S"stem.

;&

3 /tandards of performance appraisal are properly

communicated

;%

4 ?re@uency of performance appraisal ;<

6 Performance appraisal should be more fre@uent ;:

7 Performance appraisal covers area of speciali9ation ;

9 Performance appraisal ascertain potential of employee &5

: PA assess training need &'

; Personal bias affect performance &%

<

Personal behaviour of employee or critical incidents

used in performance appraisal.

&<

> Result of PA conveyed &=

orrective measures taken on the outcome of PA &

3 PA used for promotionsBincrements %5

4 Any other methods are used for promotions %'

6 ?actors on which employees are promoted %;

7 Performance appraisal system has shortcomings %&

9 Performance appraisal method respondents like to

have

%%

: People in favour of performance appraisal %:

; !ethod better than Performance appraisal %=

< Performance appraisal better despite its flaws %

3> /uggestion of any other system <5

Ta*2%

N".

C"!%!s "0 Gra$h -a+%

N".

Percenta%e o2 emplo"ees sa"in% that Bank o2 Baroda


;&

3 /tandards of performance appraisal are properly ;%

10



communicated

4 ?re@uency of performance appraisal ;<

6 Performance appraisal should be more fre@uent ;:

7 Performance appraisal covers area of speciali9ation ;

9 Performance appraisal ascertain potential of employee &5: PA assess training need &'

; Personal bias affect performance &%

<

Personal behaviour of employee or critical incidents

used in performance appraisal.

&<

> Result of PA conveyed &=

orrective measures taken on the outcome of PA &

3 PA used for promotionsBincrements %5

4 Any other methods are used for promotions %'

6 ?actors on which employees are promoted %;

7 Performance appraisal system has shortcomings %&

9 Performance appraisal method respondents like to

have

%%

: People in favour of performance appraisal %:

; !ethod better than Performance appraisal %=

< Performance appraisal better despite its flaws %

3> /uggestion of any other system <5

11



12



CHAPTER 4 I

INTRODUCTION

13



INTRODUCTION OF PERFORMANCE APPRAISAL

Per2ormance appraisal has /een considered as a most si%ni2icant and

indispensa/le tool 2or human resource de!elopment. It is also use2ul 2or

or%ani1ation, 2or the in2ormation it pro!ides is hi%hl" use2ul in makin%

decisions re%ardin% !arious personal aspects such as promotions and merit

increases, selection, trainin% and compensation, etc. Per2ormance measure also

link in2ormation %atherin% and decision makin% processes 0hich pro!ide a /asis

2or $ud%in% the e22ecti!eness o2 personnel. I2 !alid per2ormance data is a!aila/le

timel", accurate, standard and rele!ant, mana%ement can maintain consistent promotion and compensation policies throu%hout the or%ani1ation. Per2ormance

appraisal plans are desi%ned to meet three needs, one 2or or%ani1ation and other

t0o o2 indi!idual namel"'

• 5he" pro!ide s"stematic $ud%ments to /ack up salar" increases, trans2ers,

demotions or terminations.

•5he" are means o2 tellin% a su/ordinate ho0 he is doin% and su%%estin%needed chan%es in his /eha!iours attitudes, skills or $o/ kno0led%e, the"

let him kno0 ?0here he stands@ 0ith his /oss.

• 5he" are used as a /ase 2or coachin% and counsellin% the indi!idual /"

the superior.

4ne o2 the aims o2 a Per2ormance appraisal is to 2orm a /asis 2or

personnel decisions' salar" increases, promotions, disciplinar" actions, etc.Per2ormance appraisal is a means o2 tellin% the su/ordinates that ho0 he

is doin%. It also su%%ests needed chan%es in his /eha!iour attitudes, skills or $o/

kno0led%e.

5he superior uses Per2ormance appraisals as a /ase 2or trainin% and

de!elopment o2 indi!idual.

=(&t '" Per:or9&nce Appr&'"&$ >

14



Per2ormance appraisals are re%ular re!ie0s o2 emplo"ee per2ormance

0ith in or%ani1ations.

Per2ormance appraisal, also kno0n as emplo"ee appraisal, is a method /"

0hich the $o/ per2ormance o2 an emplo"ee is e!aluated =%enerall" in terms o2

8ualit", cost and time>. Per2ormance appraisal is a part o2 career de!elopment.

Per2ormance appraisal is an o/$ecti!e assessment o2 an indi!idual’s

per2ormance a%ainst 0ell9de2ined /enchmarks.

Per2ormance appraisal is a process o2 e!aluatin% per2ormance and

8uali2ication o2 emplo"ee in terms o2 the re8uirements o2 the $o/ 2or 0hich he is

emplo"ed, 2or purposes o2 administration includin% placements, selection 2or

promotions, pro!idin% 2inancial re0ards and other actions.

Per2ormance appraisal is a process /" 0hich mana%ement is a/le to

ascertain 0hat the potential o2 an emplo"ee is & 0hat is his actual per2ormance

on the $o/& 0hat are the reasons 2or underper2ormance i2 an".

Per2ormance appraisal is the step 0here mana%ement 2inds out ho0

e22ecti!e it has /een at hirin% and placin% emplo"ees.

De:'n't'on o: Per:or9&nce Appr&'"&$

Per2ormance appraisal is a 2ormal, structured s"stem o2 measurin% and

e!aluatin% an emplo"ee’s $o/ related to /eha!iours and outcomes to disco!er

ho0 and 0h" the emplo"ee is presentl" per2ormin% on the $o/ and ho0 the

emplo"ee, or%ani1ation and societ" 0ill /e /ene2ited.

O8ject'3e o: Per:or9&nce Appr&'"&$

• 5o let the emplo"ee kno0 0here the" stand in conte:t 0ith their

per2ormance and to assist them 0ith constructi!e criticism and %uidance

2or the purpose o2 their de!elopment.

• It impro!es understandin% o2 persona o/$ecti!e.

15



• 5o assess the trainin% and de!elopment needs o2 emplo"ees.

• 5o e22ect promotions /ased on competence and per2ormance o2 the

indi!iduals and to decide upon the monetar" /ene2its.

• 5o con2irm the ser!ices o2 pro/ationar" emplo"ees upon their completin%

the pro/ationar" period satis2actoril".

• <inall", Per2ormance appraisal can /e used to determine 0hether R

Pro%rams such as selection, trainin% and trans2ers ha!e /een e22ecti!e or

not.

Met(o0" o: Per:or9&nce Appr&'"&$

Se!eral methods and techni8ues o2 appraisal are a!aila/le 2or

measurement o2 per2ormance o2 an emplo"ee. 3ach o2 the methods discussed

could /e e22ecti!e 2or some purposes, 2or some or%ani1ations. 5he methods and

scale di22ers9

*> In the source o2 traits or 8ualities to /e appraised /ecause

o2 di22erence in o/ re8uirements, Statistical re8uirement and the

opinion o2 the Mana%ement.

(> Because o2 di22erent kinds o2 0orkers 0ho are /ein% rated.

> B" the de%ree o2 precision attempted in an e!aluation.

-> Because o2 the methods used to o/tain 0ei%htin%s 2or !arious

traits.

PERFORMANCE APPRAISAL METHODS

PERFORMANCE

APPRAISAL

5raditional Methods Modern Methods

16



*> 3ssa" Appraisal Method

(> Strai%ht Rankin% Method

> Paired omparison

-> ritical Incidents Methods

> <ield Re!ie0

C> hecklist Method

+> #raphic Scale

> <orced Distri/ution

*> Mana%ement /"

4/$ecti!es =MB4>(> C) De%ree Appraisal

> Assessment entres

-> Beha!iourall"

Anchored Ratin%

Scales

> uman Resource

Accountin%

5here are man" methods 2or doin% per2ormance appraisals. Per2ormance

appraisals are used to determine a lot o2 thin%s. ere are some o2 those thin%s

listed /elo0

• Decidin% Promotions

• Determinin% trans2ers

• Decidin% o2 2uture emplo"ment

•

Determine trainin% emplo"ees need• <indin% out skill and competenc" de2icits

• Decidin% 0ho %et re0ards

TRADITIONAL METHODS

ESSAY APPRAISAL METHOD

In the essa" method approach, the appraiser prepares a 0ritten statement a/out the

emplo"ee /ein% appraised. 5he statement usuall" concentrates on descri/in% speci2ic

stren%ths and 0eaknesses in $o/ per2ormance. It also su%%ests courses o2 action to

remed" the identi2ied pro/lem areas.

5he statement ma" /e 0ritten and edited /" the appraiser alone, or it /e closed in

colla/oration 0ith the appraise.

A03&nt&<e"

17



5he essa" method is 2ar less structured and con2inin% than the ratin% sea. method.

It permits the appraiser to e:amine almost an" rele!ant issue or attri/ute per2ormance.

5his contrasts sharpl" 0ith methods 0here the appraisal criteria are ri%idl" de2ined.

Appraisers ma" place 0hate!er de%ree o2 emphasis on issues or attri/utes that the"

2eel appropriate. 5hus the process is open9ended and !er" 2le:i/le. 5he appraiser is not

locked into an appraisal s"stem the limits e:pression or assumes that the emplo"ee traits

can /e neatl" dissected and seated.

D'"&03&nt&<e"

3ssa" methods are time9consumin% and di22icult to administer. Appraisers o2ten

2ind the essa" techni8ue more demandin% than methods such as ratin% scales. 5he

techni8ues %reatest ad!anta%e 2reedom o2 e:pression is also its %reatest handicap.

5he !ar"in% 0ritin% skills o2 appraisers can upset and distort the 0hole process. 5he

process o2 su/$ecti!e and, in conse8uence, it is di22icult to compare and contrast the

results o2 indi!iduals or to dra0 an" /road conclusions a/out or%ani1ational needs.

STRAIGHT RANKING METHOD

It is the oldest and simplest method o2 Per2ormance appraisal, /" 0hich the man

and his per2ormance are considered as an entit" /" the rater. No attempt is made to

2ractionali1e the rate or his per2ormance; the ?0hole man@ is compared 0ith the ?0hole

man@, that is the rankin% o2 a man in a 0ork %roup is done a%ainst that o2 another. 5he

relati!e position o2 each man is tested in terms o2 his numerical rank. It ma" also /e done

/" rankin% a person on his $o/ per2ormance a%ainst that o2 another mem/er o2

competiti!e %roup /" placin% him as num/er one or t0o or three in total %roup, i.e.

persons are tested in order o2 merit and placed in a simple %roupin%.

A03&nt&<e"

5his is the simplest method o2 separatin% the most e22icient 2rom the least e22icient

and relati!el" eas" to de!elop and use.

18



D'"&03&nt&<e"

In practice it is !er" di22icult to compare a sin%le indi!idual 0ith human /ein%s

ha!in% !ar"in% /eha!iour traits. Secondl" the method onl" tells us ho0 a man stands in

relation to others in the %roup /ut does not indicate much /etter or 0orse he is than

another. 5hirdl", the task o2 rankin% indi!iduals is di22icult 0hen a lar%e num/er o2

persons are rated. <ourth, the rankin% s"stem does not eliminate snap $ud%ements.

PAIRED COMPARISON TECHNI?UE

B" this techni8ue, each emplo"ee is compared e!er" trait 0ith all the other

persons in pairs one at a time. 5he num/er o2 times each indi!idual is compared is tallied

on the piece o2 paper. 5hese num/ers "ield the rank order o2 the entire %roup. 5he results

o2 these comparisons are ta/ulated and a rank is assi%ned to each indi!idual.

A03&nt&<e"

7ith this techni8ue, $ud%ement is easier and simpler than ordinar" rankin%

method.

D'"&03&nt&<e"

5his method is not suita/le 0hen a %roup is lar%e /ecause in that case, the num/er

o2 $ud%ements /ecomes e:cessi!el" lar%e.

CRITICAL INCIDENT METHOD

5his method 0as de!eloped 2ollo0in% research conducted /" the armed 2orces inthe Enited States durin% 7orld 7ar II. 5he essence o2 this s"stem is that it attempts to

measure 0orker’s per2ormance in terms o2 certain e!ents or episodes that occur in the

per2ormance on the Ratee’s $o/. 5hese e!ents are kno0n as critical incidents. 5he /asics

o2 this method are the principle that ?there are certain si%ni2icant acts in each emplo"ee’s

/eha!iour and per2ormance 0hich make all the di22erence /et0een the 2ailures on the

$o/@.

A03&nt&<e"

19



5his method pro!ides an o/$ecti!e /asis 2or conductin% a discussion o2 an

indi!idual’s per2ormance.

5his approach reduces ?recenc"@ e22ect =most recent incidents %et too much

emphasis> o2 most per2ormance ratin%s.

D'"&03&nt&<e"

*> Ne%ati!e incidents are %enerall" more noticea/le than positi!e ones.

(> 5he recordin% o2 Incidents is a chore to the super!isor and ma" /e put o22 and

easil" 2or%otten.

> Mana%ers ma" unload a series o2 complaints a/out incidents durin% an annual

per2ormance re!ie0 session.

FIELD RE@IE= METHOD

Ender this method, a trainer emplo"ee 2rom the personnel department inter!ie0s

line super!isors to e!aluate their respecti!e su/ordinates. 5he appraiser is 2ull" e8uipped0ith de2inite test 8uestions, usuall" memori1ed in ad!ance, 0hich he puts to the

super!isor. 5he superior is re8uired to %i!e his opinion a/out the pro%ress o2 the

su/ordinate, his 0eaknesses, %ood points, outstandin% a/ilit", promota/ilit" and the

possi/le plans o2 action in cases re8uirin% 2urther consideration. 5he 8uestion are asked

and ans0ered !er/all". 5he appraiser takes detailed notes o2 the ans0ers, 0hich are then

appro!ed /" the super!isor and placed in the emplo"ee’s personal 2older.

A03&nt&<e"

5his method is use2ul 2or a lar%e or%ani1ation and does not su22er 2rom the

0eaknesses 0hich are e!ident in other s"stems.

D'"&03&nt&<e"

5he success o2 the method depends on the success o2 inter!ie0er.

GROUP RATING METHOD

20



Ender this method, emplo"ees are rated /" an appraisal %roup, consistin% o2 their

super!isor and three or 2our other super!isors 0ho ha!e some kno0led%e o2 their

per2ormance. 5he super!isor e:plains to the %roup the nature o2 his su/ordinate’s duties.

5he %roup then discusses the standards o2 per2ormance 2or that $o/, the actual per2ormance o2 the $o/holder and the causes o2 their particular le!el o2 per2ormance and

o22er su%%estion 2or 2uture impro!ement, i2 an".

A03&nt&<e"

5he ad!anta%e o2 this method is that is it thorou%h, !er" simple and is de!oid o2

an" /ias, 2or it in!ol!es multiple $ud%es.

D'"&03&nt&<e"

It is !er" time9consumin%.

FORCED DISTRIBUTION

It re8uires the rater to appraise an emplo"ee accordin% to predetermined

distri/ution scale. Ender this s"stem, it is per2ormance and promota/ilit". <or this

purpose, a 2i!e9point per2ormance scale is used 0ithout an" descripti!e statement.

3mplo"ees are placed /et0een ( e:tremes o2 %ood and /ad.

A03&nt&<e"

5his s"stem is used to eliminate or minimi1e rater’s /ias, so that all personnel ma"

not /e placed at the hi%her end or at the lo0er end o2 the scale.

21



MODERN METHODS

MANAGEMENT BY OBECTI@E METHOD

MB4 =Mana%ement /" 4/$ecti!es> methods o2 Per2ormance Appraisal are result9

oriented. 5hat is, the" seek to measure emplo"ee per2ormance /" e:aminin% the e:tent to

0hich predetermined 0ork o/$ecti!es ha!e /een met.

Esuall" the o/$ecti!es are esta/lished $ointl" /" the super!isor and su/ordinate.

4nce an o/$ecti!e is a%reed, the emplo"ee is usuall" e:pected to sel2 9 audit; that

is, to identi2" the skills needed to achie!e the o/$ecti!e. 5"picall" the" do not rel" on

others to locate and speci2" their stren%ths and 0eaknesses. 5he" are e:pected to monitor

their o0n de!elopment and pro%ress.

A03&nt&<e"

5he MB4 approach o!ercomes some o2 the pro/lems that arise as a result o2

assumin% that the emplo"ee traits needed 2or $o/ success can /e relia/l" identi2ied and

measured.

Instead o2 assumin% traits, the MB4 method concentrates on actual outcomes.

5he %uidin% principle o2 the MB4 approach is that direct results can /e o/ser!ed,

0hereas the traits and attri/utes o2 emplo"ees =0hich ma" or ma" not contri/ute to

per2ormance> must /e %uessed at or in2erred.

5he MB4 method reco%ni1es the 2act that it is di22icult to neatl" dissect all the

comple: and !aried elements that %o to make up emplo"ee.

D'"&03&nt&<e"

MB4 method o2 Per2ormance appraisal can %i!e emplo"ees a satis2"in% sense o2

autonom" and achie!ement. But on the do0nside, the" can lead to unrealistic

e:pectations a/out 0hat can and cannot /e reasona/l" accomplished.

22



Super!isors and su/ordinates must ha!e !er" %ood ?realit" checkin%@ skills to use

MB4 appraisal methods.

7+6DEGREE APPRAISAL

C)9de%ree 2eed/ack, also kno0n as ?multi9rater 2eed/ack@, ?multi source

2eed/ack@, or ?multi source assessment@, is 2eed/ack that comes 2rom all around an

emplo"ee. ?C)@ re2ers to the C) de%rees in a circle, 0ith an indi!idual 2i%urati!el" in

the centre o2 the circle. <eed/ack is su/ordinates, peers, and super!isors. It also includes

a sel29assessment and in some cases, 2eed/ack 2rom e:ternal sources such as customers

and suppliers or other interested stakeholders. It ma" /e contrasted 0ith ?up0ard2eed/ack@, 0here mana%ers are %i!en 2eed/ack /" their direct reports, or a ?traditional

Per2ormance appraisal@, 0here the emplo"ees are most o2ten re!ie0ed onl" /" their

mana%ers.

HUMAN RESOURCE ACCOUNTING

5he human asset accountin% method re2ers to acti!el" de!oted * attachin% mone"

estimates to the !alue o2 a 2irm’s internal human or%ani1ation and itse:ternal customer

%ood0ill. I2 a/le, 0ell trained personnel lea!e a 2irm, the human or%ani1ation is

0orthless, i2 the" $oint human assets are increased.

SELF APPRAISAL METHOD

5he sel29appraisal approach relies on sel29e!aluation. 5he %roup approach uses

e!aluation /" %roup o2 persons. 5he trait approach us the con!entional method o2

e!aluation a%ainst certain traits.

De!elopment or chan%e takes place onl" i2 the appraise is interested in

de!elopment or chan%e. Such a desire is normall" an outcome o2 sel29re!ie0 or

re2lection. It is an opportunit" 2or the appraise to recapitulate list do0n his

accomplishments and 2ailures. 5he most important part o2 sel29appraisal is the process o2

re!ie0 and re2lection throu%h per2ormance anal"sis.

23



A thorou%h per2ormance anal"sis done prior to the re!ie0 discussion helps in

makin% the re!ie0 discussion 2ruit2ul. Re!ie0 discussion aims at makin% the appraiser

and the appraise understand each other /etter /" communicatin% the per2ormance anal"sis

o2 the appraiser’s per2ormance. It is in this discussion that the appraiser should'

*> omplement the appraise his di22iculties and %ood 8ualities

(> Enderstand and appreciate his di22iculties and make action plans to help

him in the 2uture.

> Enderstand the appraiser’s per2ormance o2 the situation and correct the

perceptions i2 necessar".

-> elp him to reco%ni1e his stron% points and 0eak points.

> ommunicate the e:pectations o2 the appraiser 2rom the appraise and

C> Identi2" de!elopmental needs o2 the appraise and chalk out a course o2

action 2or meetin% these needs.

S'<n':'c&nce o: t(e "t#0! )6

5he researcher did his Master in Business Administration in R 2rom Nasik it".

Nasik it" is a prominent ur/an centre 2rom Maharashtra en$o"s status o2 education hu/o2 that re%ion as man" o22ices ha!e come up there in the last decade.

5he result o2 this situation is that lar%e num/er o2 emplo"ees 0orkin% in Bank o2

Baroda 2rom near/" !illa%es and semi9ur/an areas, to seek pro2essional $o/.

5he researcher o/ser!ed that the emplo"ees o2 Bank o2 Baroda %et 2rustrated o2

con!incin% their superiors. And a2ter %ettin% e:hausted o2 doin% such sort o2 0ork the"

%et the ans0er that to impro!e "our 0ork, this causes depression amon% the emplo"ees.

5he researcher also o/ser!ed that doin% such kind o2 dut" an emplo"ee has to

su22er 2rom man" mental and ph"sical distur/ances.

It 0as also o/ser!ed that, the emplo"ees ha!e no speci2ic tar%et to achie!e durin%

the "ear i.e. the 0ork o2 o22ice to /e completed in time. 5his creates pressure on the

emplo"ees that i2 the" do not achie!e the 0ork done in time then the" 0ill /e punished.

24



5o a!oid this pressure, the emplo"er o2 Bank o2 Baroda also pro!ides some

incenti!e schemes 2or moti!ation and encoura%ement o2 the emplo"ees. Sometimes these

schemes reduce 2rustrations and tensions o2 the emplo"ees.

25



RE@EI= OF LITERATURE

26



5he amount o2 research re%ardin% the topic ?Per2ormance Appraisal@ is so !ast. 5he topic

is literall" not ne0; it is as old as the 2ormation o2 the or%ani1ations. Be2ore the earl"

*F)’s, ma$orit" o2 theoretical studies emphasi1ed on re!ampin% the ratin% s"stem 0ithin

the or%ani1ation. 5he actions 0ere a %reat thin% to reduce the chaotic o2 emplo"ee’s

per2ormance appraisal =<eldman, *F*>. 7ith the passa%e o2 the time the methods and

ratin% s"stem amon% the emplo"ees %ot enhanced and recei!ed an immense appreciation

and attentions o2 the mana%ers.

Beha!ioral 4/ser!ation Scale =B4S> is one o2 the /est techni8ues utili1ed /" the

mana%ers to arte the emplo"ees. 5he dilemma 0as on the peak in the *FC)s and *F+)s. In

the same period couple o2 ne0 inno!ated ratin% scales 0ere introduced, 0hich 0as

Beha!iorall" Anchored Ratin% Scale =BARS> and the Mi:ed Standard Scale =MSS>. 5he

inno!ations 0ere dominant one 0hich condensed the errors and impro!ed the o/ser!ation

skills 2rom the per2ormance appraisal practice. Accordin% to the research o2 Ar!e" and

Murph" =*FF>, there 0ere hundreds o2 thousands o2 researches had /een taken place

/et0een the periods o2 *F) to *F), 0hich merel" 2ocused on the di22erent t"pes o2

ratin% scales. Land" and <arr =*F)> re!ie0ed and researched the methods o2

per2ormance appraisal in totall" a di22erent manner, in 0hich the" understand the rater

and process in an or%ani1ational conte:t. 4ther Per2ormance appraisal reports include the

rater characteristics in their report like race, %ender and likea/ilit".

A2ter the "ear *F) the /iasness amon% the per2ormance appraisal s"stem occurred

outra%eousl" and appraisal had /een %ranted on the 2a!oritism or race and %ender /asis

rather e:amined the kno0led%e, skills and st"le o2 the 0ork o2 the emplo"ee. 5he

accurac" criteria amon% the per2ormance appraisal s"stem clutched its %rip in the start o2

the *F)s, 0here the researches 0ere emphasi1ed on common ps"chometric /iases 0hich

include the di!ersi2ied ratin% errors like lenienc", central tendenc" and halo, 0hich 0ere

termed as ratin% errors in the appraisal method. It has /een o/ser!ed that the /ias 2ree

appraisals 0ere ine!ita/l" true or more precisel" 0e can sa" more accurate, /ut the

concept 0as totall" re2used /" the research o2 ulin in *F(. Accordin% to them the

/ias2ree appraisals 0ere not necessaril" accurate =Murph" & Bal1er, *FF>.

27



Researches 0hich had /een done in the "ear *F) 0ere 2ound the most dominatin% one

0hich contri/uted the appraisal s"stem in a %reat deal. 5he researches o2 the*F) also

helped out to clari2" some presumed assumptions re%ardin% the per2ormance appraisal,

$ust like the 0ork o2 Murph" =*F(>. Research has included the measure o2 emplo"ee

attitudes to0ards the s"stem o2 per2ormance appraisal and its acceptance =Ro/erts, *FF)>.

Bernardian and Beatt" =*F->, su%%ested in their research that /eha!ioral and attitudinal

kinds o2 measure ultimatel" pro!e to /e /etter anticipator as compared 0ith the traditional

ps"chometric !aria/les, 0hich 0e ha!e declared earlier as 0ell, like lenienc", halo and

discrimina/ilit". A Per2ormance Appraisal s"stem is totall" ine22ecti!e in practice due to

the dearth o2 appro!al 2rom the end users =Ro/erts, *FF)>.

Accordin% to a num/er o2 researchers, the enhanced and up%raded per2ormance appraisal

procedure and method 0ill enhance the satis2action le!el o2 the emplo"ees and de2initel"

0ill impro!e the process o2 %oal settin% 0ithin the or%ani1ation.

28



CHAPTER 4II

PROFILE

OF

THE

ORGANIATION

29



COMPANY PROFILE

Name o2 the ompan" ' BANG 4< BAR4AD

Hear o2 3sta/lishment ' *F)

orporate 422ice ' BAR4DA

hairman ' MR. MENDRA

Industr" ate%or" ' PEBLI S354R BANG

Bank o2 Baroda is one o2 the leadin% commercial /anks in India. 5he Banks solutions

includes personal /ankin%, 0hich includes deposits, %en9ne:t ser!ices, retail loans,

credit cards, de/it cards, ser!ices and lockers; /usiness /ankin%, 0hich includes

deposits, loans and ad!ances, ser!ices and lockers; corporate /ankin%, 0hich includes

0holesale /ankin%, deposits, loans and ad!ances and ser!ices, and international

/usiness, 0hich includes non9resident Indian =NRI> ser!ices, 2orei%n currenc" credits,

3B, o22shore /ankin%, e:port 2inance, import 2inance, correspondent /ankin%, trade

2inance and international treasur". 5he Bank o22ers ser!ices, such as domestic

operations and <ore: operations. 5he" also o22er rural /ankin% ser!ices, 0hich include

deposits, priorit" sector ad!ances, remittance, collection ser!ices, pension and lockers.

5he" also o22er 2ee /ased ser!ices such as cash mana%ement and remittance ser!ices.

5he Bank is ha!in% their head o22ice located at Baroda and their corporate o22ice is

located at Mum/ai. Bank o2 Baroda 0as incorporated on ul" (), *F) as a as a

pri!ate /ank 0ith the name 5he Bank o2 Baroda Ltd. 5he Bank 0as esta/lished 0ith a paid up capital o2 Rs * million and 0as 2ounded /" Mahara$a Sa"a$irao III o2 Baroda.

In the "ear *F*), the Bank opened their 2irst /ranch in the cit" o2 Ahmeda/ad. In the

"ear *F*F, the" opened their 2irst /ranch in Mum/ai it". In the "ear *F, the Bank

opened 2irst international /ranch at Mom/asa, Gen"a. Durin% the period *F9*FCF,

the Bank opened three /ranches in <i$i, 2i!e /ranches in Gen"a, three /ranches in

E%anda and one each in London and #u"ana. In the "ear *F, 5he ind Bank

mer%ed 0ith the Bank and in the "ear *FC(, 5he

30



5he Bank proposes to 2urther e:pand their net0ork /" openin% additional /ranches in

countries 0here the" are alread" present, and, also 0ants to enter ne0 territories. 5he"

ha!e initiated steps 2or openin% o2 t0o /ranches and t0o 3BSEs in EA3, one /ranch in

4man and one /ranch in Mauritius. 5he 0ork related to the openin% o2 ei%ht ne0 /rancheso2 the su/sidiaries is at an ad!anced sta%e. 5he su/sidiaries in E%anda, Gen"a and Ne0

Jealand 0ill /e openin% t0o /ranches each and in Bots0ana and #u"ana, one additional

/ranch 0ill /e opened. 5he Banks applications 2or settin% up o2 a su/sidiar" in Suriname

and anada, openin% o2 a /ranch in Katar and up%radation o2 a Representati!e 422ice in

Australia to a /ranch are under process /" the host countr" re%ulators. 5he Bank has

alread" initiated steps 2or identi2ication o2 ne0 centres 2or o!erseas e:pansion

31



CHAPTER 4 II

RESEARCH

METHODOLOGY

32



THE METHOD USED IN BANK OF BARODA

IS SELF APPRAISAL METHOD

A sel29Appraisal is a method in 0hich the emplo"ee e!aluates his o0n

per2ormance and then 0ith his mana%er. 5he method can /e used as an introduction

phase o2 an Appraisal process. An ad!anta%e o2 doin% so is that it pro!ides the

emplo"ee 0ith the opportunit" to re2lect on his o0n per2ormance and reasons /ehind

it. It can /e a %ood preparation 2or the appraisal /" the mana%er o2 the emplo"ee and

can help to increase the si1e o2 the 2uture oriented part o2 it.

OBECTI@E

*. 5o kno0 ho0 per2ormance appraisal is used 2or the purpose o2

promotion, trainin% or e:ecuti!e de!elopment o2 emplo"ees.

(. 5o stud" 0ork related pro/lems o2 the emplo"ees o2 B4B NASIG

. 5o kno0 0hether the present per2ormance appraisal s"stem is appropriate

or not 2or the purpose o2 emplo"ee trainin% need identi2ication or 2or the

purpose o2 promotion.

- 5o kno0 0hether the emplo"ees are satis2ied 0ith the present per2ormance

appraisal s"stem.

METHODOLOGY OF STUDY

33



<or this pro$ect, indi!idual’s per2ormance 0as considered 2or e!aluation o2

outcome. 7hile preparin% the report the data 0as collected 2rom the 2ollo0in%

sources.

, Pr'9&r! D&t&)

& Inter3'e1)6 Inter!ie0 Method is the method o2 collectin% data that in!ol!es a

presentation o2 oral and !er/al stimuli and repl" orall". It is a method in 0hich

inter!ie0 schedules are prepared and distur/ed amon% emplo"ees. In2ormal inter!ie0

0ill /e conducted 0ith /oth i.e. o22icers and sta22 mem/ers.

8 Str#ct#re0 ?#e"t'onn&'re)9 5his is an important and most 0idel" used method 2or

data collection. It is a document 0hich includes num/er o2 8uestions printed in proper

se8uence. It includes %eneral in2ormation o2 emplo"ee, Pro9motional acti!ities,

incenti!es criteria, duration o2 Per2ormance appraisal, etc.* Secon0&r! D&t&)

a> Or<&n'&t'on" recor0"'9 It includes Per2ormance appraisal 2orm, Remarks o2

Superiors on it, etc.

Re:erence 8oo%"'9 <or concepts and theor" part o2 pro$ect re2erence /ooks and

0e/ site are used.

SAMPLE DESIGN

S&9p$e S'e)6I ha!e taken sample si1e as ) sta22. <rom 0hich C Male and *- <emale are

sta22 mem/ers.

S&9p$'n< tec(n';#e)6

Random samplin% method is used at Bank o2 Baroda. A random sample is one

chosen /" a method in!ol!in% an unpredicta/le component. Random samplin% can

also re2er to takin% a num/er o2 independent o/ser!ations 2rom the same pro/a/ilit"

distri/ution, 0ithout in!ol!in% an" real population. Sample is chosen /" lotter"method.

T&8$e , An&$!"'" o: per:or9&nce &ppr&'"&$ 9et(o0 #"e0 :or 9&$e &n0 :e9&$e

"t&:: 9e98er".

Sr.

No. Statement

<re8uenc"

H N 4ther PA * Sel29 C) MB4

34



<actors PA

* Does Bank o2 Baroda, 2ollo0 the 6Per2ormance Appraisal

S"stem’

-) )

( Are "ou properl" communicated 0ith all the standards

o2 per2ormance appraisal s"stem at Bank o2 Baroda

* )F

o0 man" times the per2ormance appraisal o2 emplo"ees is done in a "ear at Bank o2 Baroda

-)

- Do "ou think that per2ormance appraisal should /e more

2re8uent

(F **

Does the per2ormance appraisal s"stem co!er "our area

o2 speciali1ationcompetenc"

* ((

C Do "ou think per2ormance appraisal is a/le to ascertain

potential o2 emplo"ees

)+

+ Do "ou think per2ormance appraisal assesses

appropriate trainin% need

C -

Do "ou think that personal /ias a22ects per2ormance

appraisal s"stem

* ((

F Are 2actors such as personnel /eha!iour o2 emplo"ee or

critical incidents used in per2ormance appraisal

)+

*) Is the result o2 per2ormance appraisal con!e"ed to "ou -) )

** Is an" correcti!e measure taken on the outcome o2

per2ormance appraisal

- C

*( Is per2ormance appraisal used 2or promotions

increments

)+

* 7hether an" other method is used 2or promotions =I2

"es please mention>

)+

*- 4n 0hat /asis emplo"ees are promoted

* Do "ou think that there are an" shortcomin%s in the

per2ormance appraisal s"stem

*+ (

*C 7hat t"pe o2 per2ormance appraisal method 0ould like

to ha!e

(- C *)

*+ Do "ou think that per2ormance appraisal is

/etter than #oal settin% method

C

)

-

* Do "ou think o2 an" other method 0hich is

/etter than per2ormance appraisal

(

)

*F Do "ou think that per2ormance appraisal

method is help2ul despite its 2la0s

)

*

)

() 7ould "ou su%%est an" chan%es in per2ormance appraisal s"stem

)

35



C -

36



CHAPTER 4 III

DATA ANALYSIS

INTERPRETATION

37



*> Doe" B&n% o: B&ro0& :o$$o1 t(e Per:or9&nce &ppr&'"&$ "!"te9>

T&8$e ,) Per:or9&nce &ppr&'"&$ :o$$o1e0 &t B&n% o: B&ro0&.

Sr.No. Description <re8uenc" Percenta%e

* Hes =P.A.<ollo0ed> -) *))

( No =P.A. not 2ollo0ed> ) )

5otal -) *))

5he pie hart No.* sho0s percenta%e o2 emplo"ees sa"in% that Bank o2 Baroda


38



As sho0n in the a/o!e chart, all the respondents 0ere o2 the opinion that Bank

o2 Baroda 2ollo0s the 6Per2ormance Appraisal S"stem’. 5he reason 2or usin% the

Per2ormance Appraisal ma" /e as 2ollo0s'

*> A means o2 tellin% the su/ordinate that ho0 he is doin%(> 5o ascertain 0hat the potential o2 an emplo"ees

> 5o 2ind out reasons 2or underper2ormance i2 an"

-> 5o assess the trainin% and de!elopment needs o2 emplo"ees.

* Are !o# proper$! co99#n'c&te0 1't( &$$ t(e "t&n0&r0" o: per:or9&nce &ppr&'"&$

"!"te9 &t B&n% o: B&ro0&>

5he emplo"ee’s per2ormance 0ill /e a22ected i2 the standards o2 Per2ormance

appraisal are not properl" kno0n to the emplo"ee.

5he 2ollo0in% ta/le sho0s the emplo"ees !ie0.5a/le (' Standards communicated properl"


* Hes =Standards communicated

properl">

* +.))

( No =Standards not communicated

properl">

)F ((.))

5otal -) *))

39



5he a/o!e Pie hart No.( sho0s percenta%e o2 emplo"ees o2 sa"in% that

standards o2 Per2ormance appraisal s"stem are properl" communicated to them and

also the percenta%e o2 emplo"ees sa"in% that standards o2 Per2ormance appraisal

s"stem are not properl" communicated to them.

5he $o/ duties tell the emplo"ee 0hat is to /e done, per2ormance standards

pro!ide the emplo"ee 0ith speci2ic per2ormance e:pectations 2or each ma$or dut".

5he" are the o/ser!a/le /eha!iour and actions 0hich e:plain ho0 the $o/ is to /e

done, plus the results 0hich are e:pected 2or satis2actor" $o/ per2ormance. 5he" tell

the emplo"ee 0hat a %ood $o/ looks like. 5he purpose o2 per2ormance standards is to

communicate e:pectations.

Per2ormance standards, 0hich allo0 e!aluatin% an emplo"ee’s $o/ per2ormance

o/$ecti!it".

5he chart No.( indicates that + o2 the emplo"ees are properl"

communicated 0ith all the standards o2 Per2ormance appraisal s"stem at Bank o2

Baroda, But (( o2 the emplo"ees are o2 the opinion that per2ormance standards are

not properl" communicated to them. Accordin% to them, since the" are una0are o2 the

e:pectations and since the e!aluation is a%ainst the per2ormance standards, their

per2ormance 0ill /e a22ected. So accordin% to these respondents, per2ormance

standards should /e communicated properl" 0ell in ad!ance. 5he ke" pro/lems 0ere

lack o2 proper communication /et0een /oth sides.

40



?Man" o2 the %aps /et0een emplo"ers and emplo"ees result 2rom unclear

communication and limited transparenc" re%ardin% ho0 the re!ie0 process is

conducted and its impact on the emplo"ee@, said Al/recht.

So it is reall" important that standards should /e communicated properl" to the

emplo"ees at proper time.

7 Ho1 9&n! t'9e" t(e Per:or9&nce Appr&'"&$ o: e9p$o!ee" '" 0one 'n & !e&r &t

B&n% o: B&ro0&>

It is reall" important to kno0 the 2re8uenc" o2 Per2ormance appraisal in a time

span. 5he 2re8uenc" o2 Per2ormance appraisals should /e standardi1ed so that

emplo"ees are not cau%ht /" surprise.

<ollo0in% 5a/le No. is e:plainin% the 2re8uenc" o2 Per2ormance appraisal in a

"ear at Bank o2 Baroda.

5a/le No.' <re8uenc" o2 Per2ormance Appraisal


* * -) *))( ( ) )

More than ( ) )

5otal -) *))

5he chart No. is sho0in% percenta%e o2 respondent 0ith the opinion that

Per2ormance appraisal is done once in a "ear.

41



P onc

42



5he a/o!e chart no. indicates that the Per2ormance appraisal o2 emplo"ees is

done once in a "ear at Bank o2 Baroda*)) o2 the respondents is o2 this opinion.

/ Do !o# t('n% t(&t Per:or9&nce &ppr&'"&$ "(o#$0 8e 9ore :re;#ent>

As 0e ha!e alread" discussed that it is reall" important to kno0 the 2re8uenc"

o2 per2ormance appraisal in a time span. So it is necessar" to understand that ho0

man" respondents think that per2ormance appraisal should /e more 2re8uent.

43



5a/le No.-' Per2ormance appraisal should /e more 2re8uent


* Hes =P.A.should /e more 2re8uent> (F +(.))

( No =P.A.should not /e more 2re8uent> ** (.))5otal -) *))

As sho0n in the chart no. - ma$orit" o2 the respondents are o2 the opinion that

Per2ormance appraisal should /e more 2re8uent.

P s

5he 2re8uenc" o2 Per2ormance appraisal pla"s a ma$or role in the e!aluation. +(

o2 the respondents are o2 the opinion that Per2ormance appraisal should /e more

2re8uent.

44



5he 2re8uenc" o2 Per2ormance appraisals should /e standardi1ed so that emplo"ees

are not cau%ht /" surprise. 5he" can /e more 2re8uent. Most o2 the emplo"ees are

o2 the opinion that Per2ormance Appraisal should /e at least 8uarterl".

Accordin% to them, i2 the 2re8uenc" o2 Per2ormance appraisal is increased then the

%ap /et0een the actual per2ormance and per2ormance standards can /e decreased at

proper time. Re0ards and moti!ation 0ill /e more 2re8uent. 5he" also think that

critical incidence can /e considered in /etter 0a" 0hen Per2ormance appraisals are

more 2re8uent. So ma$orit" o2 the respondents are o2 the opinion that Per2ormance

appraisal should /e more 2re8uent.

5 Doe" t(e Per:or9&nce &ppr&'"&$ "!"te9 co3er !o#r &re& o: "pec'&$'&t'on

co9petenc!>

o!era%e o2 area is also an important aspect. 3ach person has di22erent area o2

speciali1ation. So indi!idual’s per2ormance also dependent on the area o2

speciali1ation. <ollo0in% ta/le no.C sho0s that ho0 man" respondents are o2 the

opinion that their area o2 speciali1ation is co!ered in Per2ormance appraisal.


* Hes * -C.))

( No (( -.))

5otal -) *))

5he pie chart no. %i!es us the pictorial representation o2 the percenta%e o2

respondents 0ho a%ree that Per2ormance appraisal co!ers their area o2 speciali1ation

and also o2 those 0ho do not a%ree.

45



46%

54%P co'ers area o speciali(ation P do not co'er speciali(ation

As sho0n in the hart no., -C o2 the respondents are o2 the opinion that

Per2ormance appraisal s"stem co!ers their area o2 speciali1ation.

Accordin% to chart no.- o2 the respondents are o2 the opinion that

Per2ormance appraisal s"stem does not co!er indi!idual’s area o2 speciali1ation

competenc". 3ach emplo"ee is di22erent. So their area o2 speciali1ation ma" di22er.

<or e.%. some/od" is e:pert in accounts. 4ther person ma" /e e:pert in computers.

Same sel29appraisal 2orm is %i!en to e!er" emplo"ee. So 8uestionnaire 0ill /e

common 2or each emplo"ee. So ma$orit" o2 the emplo"ees are o2 the opinion that

their area o2 speciali1ation is not co!ered in present Per2ormance appraisal. So

accordin% to ma$orit" o2 emplo"ees alon% 0ith %eneral sel29appraisal 2orm a

speciali1ed 2orm 2or their area o2 0ork must /e included in the process.

Do !o# t('n% Per:or9&nce &ppr&'"&$ '" &8$e to &"cert&'n potent'&$ o:

e9p$o!ee>

Mana%ement is al0a"s interested in ascertainin% the potential o2 the

emplo"ees. 5his is /ecause /" kno0in% the indi!iduals potential, mana%ement can

assi%n himher appropriate $o/ responsi/ilit". 5his in2ormation is also used 2or

promotion process.

46



<ollo0in% ta/le no.C sho0s that ho0 man" respondents are o2 the opinion that

their Per2ormance appraisal ascertains potential o2 emplo"ee.


* Hes (.))( No )+ *.))

5otal -) *))

P is a$le t

47



5he chart no.C sho0s percenta%e o2 the respondents 0ho are o2 the opinion that

Per2ormance appraisal is a/le to ascertain potential o2 emplo"ee.

Per2ormance appraisal is a s"stematic e!aluation o2 present potential

capa/ilities o2 personnel. Potentials o2 the emplo"ee are especiall" use2ul 2or

emplo"ee’s promotions. So to 2ind out emplo"ee’s potential is need o2 e!er"

or%ani1ation. onsiderin% each one’s potential mana%ement can decide each one’s

per2ormance o/$ecti!e in a /etter 0a". 3mplo"ee 0ill also per2orm accordin% to

per2ormance standards. Eltimatel" hisher per2ormance 0ill /e %ood. Accordin% to

respondents Per2ormance appraisal, helps to identi2" the hidden talents and potential

o2 the indi!iduals, identi2"in% these potential talents can help in preparin% theindi!iduals 2or hi%her responsi/ilities and positions in the 2uture. 5he Per2ormance

appraisal process in itsel2 is de!elopmental in nature.

( emplo"ees are o2 the opinion that Per2ormance appraisal is a/le to

ascertain potential o2 emplo"ee.

But * emplo"ees are sa"in% that Per2ormance appraisal is una/le to do so.

Accordin% to these respondents, potential o2 the emplo"ee is dependin% upon

situational 2actors 0hich are not properl" assessed in the present s"stem. ence, the"

are not con!inced 0ith the e22ecti!eness o2 the Per2ormance appraisal s"stem.

- Do !o# t('n% Per:or9&nce &ppr&'"&$ &""e""e" &ppropr'&te tr&'n'n< nee0>

Mana%ement e:pects %ood per2ormance 2rom each o2 the emplo"ee. But

sometimes emplo"ees cannot per2orm 0ell. 3ach emplo"ee is doin% di22erent $o/ and

so each emplo"ee re8uires di22erent skills. So e!er" emplo"ee has di22erent trainin%

need. So Per2ormance appraisal should assess appropriate trainin% need to increase

the per2ormance o2 emplo"ee.

<ollo0in% ta/le no. sho0s the percenta%es o2 respondents 0ho are o2 the

opinion that Per2ormance appraisal assess the appropriate trainin% need.

48



5a/le +' PA assess trainin% need


* Hes =P.A.assess trainin% need> C F).))

( No =P.A. not assess trainin% need> - *).))5otal -) *))

<ollo0in% hart No.+ sho0s %raphical representation o2 the same.

As sho0n in the chart no.+, F) o2 the respondents are sa"in% that

Per2ormance appraisal s"stem appropriate trainin% need. 5he output o2 the

Per2ormance appraisal s"stem sho0s emplo"ees %ood areas and %re" areas.

49



5he aim is to reduce the %re" areas. Ma$orit" o2 respondents are o2 the opinion

that Per2ormance appraisal could ri%htl" 2ind out the %re" areas and so trainin% need o2

emplo"ee can /e 2ound out.

*) o2 respondents are sa"in% that Per2ormance appraisal do not 2ind out the

trainin% need o2 emplo"ee. Accordin% to them, Per2ormance appraisal is not a/le to

*> Identi2" the de2iciencies.

(> Determine 0hether emplo"ees lack

As per F) o2 respondents, Per2ormance appraisal can si%ni2icantl" help in

identi2"in% the trainin% needs o2 the emplo"ees. Per2ormance appraisal helps to re!eal

the di22erences and discrepancies in the desired and the actual per2ormance o2 the

emplo"ees. 5he causes o2 the discrepancies are also 2ound 0hether the" are due to the

lack o2 ade8uate trainin% or not. 5he emplo"ee can also tell a/out his trainin%

re8uired =i2 an"> in his sel29appraisal.

As per discussion some o2 the trainin% needs are as 2ollo0s'

*> ommunication

(> Personalit" de!elopment

> 5rainin% o2 a particular so2t0are

-> Skills de!elopment

5he 2ollo0in% hart no. sho0s %raphical representation o2 the ta/ular data.

P

50



Accordin% to the chart no. more respondents are o2 the opinion that personal /iasesdo not a22ect Per2ormance appraisal s"stem. Some respondents are o2 the opinion that

personnel /iases a22ect the output o2 Per2ormance appraisal. Accordin% to them some

predetermined opinion o2 the superior a/out the su/ordinate a22ect the output o2 the

Per2ormance appraisal.

<ollo0in% are the sources o2 Bias in Per2ormance appraisals'

Do !o# t('n% t(&t per"on&$ 8'&" &::ect" Per:or9&nce &ppr&'"&$ "!"te9>

Sel29appraisal 2orm is rated /" the superior. So 0e can sa" that Personal /iases

o2 the indi!idual 0ith the ratin% ma" a22ect the per2ormance.

<ollo0in% ta/le no.F sho0s 2re8uenc" o2 respondent 0ho a%ree and disa%ree

0ith statement that personal /ias a22ect per2ormance'

T&8$e ) Per"on&$ 8'&" &::ect" per:or9&nce


* Hes =Personal /ias a22ect per2ormance> * -C.))

( No =Personal /ias do not a22ect

per2ormance>

(+ -.))

5otal -) *))

51



*> Lenienc" 3rrors are common and re2lect and inclination to in2late e!er"one’s

per2ormance e!aluation. In other 0ords, there is a tendenc" to e!aluate e!er"one

2a!oura/l".

(> alo 322ects occur 0hen an initial positi!e impression o2 an indi!idual leads to

percei!in% e!er"thin% the person does in a 2a!oura/le li%ht. 5he opposite /ias is

termed a ?de!il e22ect@, and occurs a2ter 0e 2orm a ne%ati!e o!erall impression o2

a person and then are more attenti!e to ne%ati!e than positi!e aspects o2 e!er"thin%

the person does ne:t.

> A22ecti!e Reactions to0ard the person /ein% e!aluated a22ects the e!aluation.

-> Similar9to9Me 3rrors occur 0hen raters assi%n hi%her ratin%s to persons 0ho are

similar to the rater on !arious dimensions than to people 0ho are dissimilar.

/ein% human, 0e appreciate and like people 0ho are similar to us. 7e can readil"

put oursel!es in these people’s shoes, and understand =0e think> the moti!ational

attri/utions. 5hus, this /ias links to the prior t0o 2actors a22ecti!e and attri/ution

pre$udice

> Stereot"pin% occurs 0hen e!aluations are in2luenced to some de%ree /" a person’s

mem/ership in a particular social %roup.

A/o!e 2i!e ps"cholo%ical 2actors that /ias our e!aluations o2 others.

Accordin% to hart No., -C respondents are o2 the opinion that personnel

/iases a22ect the output the Per2ormance appraisal. 5he" are o2 the opinion that the

2actor that a22ects the output o2 Per2ormance appraisal is alo 322ects, Similar9to9Me

3rrors etc.

Ma$orit" i.e. - o2 the respondents are o2 the opinion that personal /iases do

not a22ect Per2ormance appraisal s"stem.

J Are :&ctor" "#c( &" per"onne$ 8e(&3'o#r o: e9p$o!ee or cr't'c&$ 'nc'0ent"

#"e0 'n Per:or9&nce &ppr&'"&$>

Beha!iour o2 the person al0a"s depends upon the situation. In some critical

situations some emplo"ees per2orm e:tremel" 0ell. 5hese e!ents are !er" rare /ut the

per2ormance o2 emplo"ee should /e considered.

52



<ollo0in% ta/le No.*) sho0s the percenta%e o2 respondents 0ho are o2 the

opinion that 0hile doin% Per2ormance appraisal 2actors such as personnel /eha!iour o2

emplo"ee or critical incidents are considered.

T&8$e J) Per"onne$ 8e(&3'o#r o: e9p$o!ee or cr't'c&$ 'nc'0ent" #"e0 'n

Per:or9&nce &ppr&'"&$


* Hes =Personal /eha!iour o2 emplo"ee or

critical incidents used in Per2ormance

appraisal>

(.))

( No =Personal /eha!iour o2 emplo"ee or

critical incidents used in Per2ormance

appraisal>

+ *.))

5otal -) *))

5he Pie hart No.F sho0s percenta%e o2 respondents o2 /oth emplo"ees 0ho

a%ree and disa%ree 0ith the same.

,

53



5he hart No.F indicates that the 2actors such as personnel /eha!iour o2

emplo"ee or critical incident method are used in Per2ormance appraisal.

5he critical incidents are simpl" descriptions o2 /eha!iours that are especiall"

e22ecti!e or ine22ecti!e.

3mplo"ees are assessed on ho0 the" do their $o/. Beha!iour measures can /e

!er" use2ul 2or 2eed/ack purposes /ecause the" indicate e:actl" 0hat an emplo"ee

should do di22erentl". Beha!iour such as help2ulness, readiness 2or %i!en 0ork, read"

to accept challen%es etc. are al0a"s 0elcomed. 5his /eha!iour should /e considered.

* o2 respondents ha!e the opinion that Per2ormance appraisal do not

considers 2actors like personnel /eha!iour or critical incidents.

( o2 the emplo"ees are o2 the opinion that personnel /eha!iour o2 emplo"ee

or ritical incidents used in Per2ormance appraisal.

,+I" t(e re"#$t o: Per:or9&nce &ppr&'"&$ con3e!e0 to !o#>

I2 the result o2 Per2ormance appraisal not con!e"ed to indi!idual then heshe

0ill not understand the di22erence /et0een actual per2ormance and standards o2 the

per2ormance. So to increase indi!idual’s per2ormance, it is re8uired to con!e"

himher the result o2 Per2ormance appraisal.

<ollo0in% ta/le No.*) sho0s the opinion o2 the emplo"ees.


* Hes =Result o2 PA con!e"ed> -) *))

( No =Result o2 PA not con!e"ed> ) )

5otal ) *))

5he Pie chart No.*) sho0s the percenta%e o2 the respondents 0ho a%ree that

results o2 the Per2ormance appraisal is con!e"ed to them.

54



-e

All the emplo"ees a%ree that the result o2 Per2ormance appraisal con!e"ed to

indi!idual. 5his is a !er" important step o2 the process. 3ach emplo"ee is sa"in% that

a2ter ratin% the per2ormance, 2eed/ack is %i!en to indi!iduals.

Per2ormance appraisal process is incomplete 0ithout the 2eed/ack %i!en to the

emplo"ee a/out his appraisal and his per2ormance. But the 0a" o2 %i!in% as 0ell as

recei!in% the 2eed/ack di22ers 2rom person to person and their 0a" o2 handlin% and

their outlook to0ards the issue. Accordin% to a popular sa"in%'

55



“A SUCCESSFUL MAN IS ONE =HO CAN LAY A FIRM FOUNDATION

=ITH THE BRICKS OTHERS HA@E THROUGH AT HIM.

*)) emplo"ees are sa"in% that result o2 Per2ormance appraisal con!e"ed to

indi!iduals.

,,I" &n! correct'3e 9e&"#re t&%en on t(e o#tco9e o: Per:or9&nce &ppr&'"&$>

4nl" con!e"in% the outcome o2 Per2ormance appraisal to respecti!e person is

not su22icient. 5o impro!e his per2ormance correcti!e measures must /e taken.

<ollo0in% ta/le No.** sho0s in2ormation a/out the correcti!e measures taken

a Bank o2 Baroda.


* Hes =orrecti!e measures taken> - C

( No =orrecti!e measures not taken> )C *-

5otal -) *))

5he 2ollo0in% pie hart No.** sho0s the percenta%e o2 respondents 0ho are o2

the opinion that the correcti!e measures are taken on the result o2 Per2ormance

appraisal.

86

14%

.orrecti'e measures ta/en .or

56



As per the hart No.** correcti!e measures are taken on the output o2

Per2ormance appraisal. 5his is a !er" important sta%e o2 Per2ormance appraisal

process. Accordin% to them, di22erent correcti!e actions are taken dependin% on the

need o2 emplo"ees. Some o2 them are as 2ollo0s'

• 5rainin%

• o/ rotation

• ounsellin%

• Redesi%nin% re0ards,*I" Per:or9&nce &ppr&'"&$ #"e0 :or pro9ot'on" 'ncre9ent">

5he 2ollo0in% ta/le No.*( sho0s the opinion o2 respondent a/out use o2

Per2ormance appraisal 2or promotionsincrements.


* Hes =PA used 2or promotions increments> (.))

( No =PA not used 2or promotions

increments>

+ *.))

5otal -) *))

5he 2ollo0in% Pie hart No.*( represents the percenta%e o2 respondent 0ho are

o2 the opinion that Per2ormance appraisal results are used 2or promotions as 0ell as

2or increments.

57



Bank o2 Baroda 2ollo0s a polic" o2 promotion /ased upon per2ormance. ence

the Per2ormance appraisal reports o2 the emplo"ees are taken into consideration 0hile

%i!in% promotions. I2 a candidate is recentl" promoted and his per2ormance is %ood

then merit increment is %i!en to that candidate.

As sho0n in hart No.*(, the ma$orit" o2 the emplo"ees are o2 the opinion that

Per2ormance appraisal is used 2or promotions increments. * o2 the emplo"ees are

promotions are /ased on per2ormance. <e0 emplo"ees are sa"in% that promotions are

not onl" /ased on per2ormance /ut also on some other 2actors as seniorit", personnel

/ias, relations 0ith mana%ement etc. But ma$orit" o2 the emplo"ees do not a%ree 0ith

this opinion. Accordin% to them promotions and increments al0a"s /ased on the

per2ormance and no other 2actors.

,7=(et(er &n! ot(er 9et(o0 '" #"e0 :or pro9ot'on"> ': !e" p$e&"e 9ent'on

5he 2ollo0in% ta/le No.*- sho0s the opinion o2 responds. Accordin% to some

o2 them other methods than Per2ormance appraisal are used 2or promotionsincrement

58



T&8$e ,7) &n! ot(er 9et(o0" &re #"e0 :or pro9ot'on".


* Hes =other methods are used 2or promotions>

)+ *.))

( No =other methods are not used 2or

promotions>

(.))

5otal -) *))

5he pie chart No. * sho0s percenta%e o2 respondents o2 the opinion

that other modes are also used 2or promotions.

59



As sho0n in the chart no. *, ( o2 the respondents are o2 the opinion that other

methods than Per2ormance appraisals are not used 2or promotions. <e0 emplo"ees do

not a%ree 0ith the statement. Accordin% to them some other methods are also used 2or

promotions.

,/On 1(&t 8&"'" e9p$o!ee" &re pro9ote0>

Some respondents ha!e the opinion that promotions are not onl" /ased on

per2ormance /ut also on some other 2actors.T(e T&8$e No. ,/ "(o1" t(e op'n'on o: re"pon0ent". T&8$e ,5) F&ctor" on

1('c( e9p$o!ee" &re pro9ote0.


* Seniorit" )( )C.))

( Per2ormance appraisal (.))

4ther 2actors ) *(.))

5otal -) *))

<ollo0in% Pie chart No. *- sho0s the percenta%es o2 respondents ha!in%

di22erent opinions a/out 2actors on 0hich promotion depends.

60



,5Do !o# t('n% t(&t t(ere &re &n! "(ortco9'n<" 'n t(e Per:or9&nce &ppr&'"&$

"!"te9>

T&8$e ,5) Per:or9&nce &ppr&'"&$ "!"te9 (&" "(ortco9'n<"


* Hes (* -(.))

( No (F .))

61



5otal ) *))

5he pie chart No. * sho0s percenta%e o2 emplo"ees 0ho a%ree and do not

a%ree that there are shortcomin%s in per2ormance method.

42%

58%

Yes No

-( o2 the emplo"ees are o2 opinion that s"stem has shortcomin%s. 5he" ha!e

mentioned 2ollo0in% points as shortcomin%s

*. Lo0 2re8uenc" o2 the Per2ormance appraisal

(. Per2ormance appraisal does not co!er their area o2 speciali1ation

. Per2ormance standards are not communicated properl".

62



emplo"ees are o2 the opinion that Per2ormance appraisal s"stem does not

ha!e an" shortcomin%s and emplo"ees are satis2ied 0ith the current Per2ormance

appraisal s"stem.

,=(&t t!pe o: Per:or9&nce &ppr&'"&$ 9et(o0 1o#$0 !o# $'%e to (&3e>

5here are !arious methods a!aila/le. Accordin% to respondents 2ollo0in% is the

opinion a/out per2ormance methods.

T&8$e ,) Per:or9&nce &ppr&'"&$ 9et(o0 re"pon0ent" $'%e to (&3e


* Sel29Per2ormance Appraisal ) C).))

( C)O Per2ormance Appraisal ) *C.))

Mana%ement /" 4/$ecti!es *( (-.))

5otal ) *))

<ollo0in% pie chart No. *C sho0s #raphical Representation o2 a/o!e data.

Sel

63



As sho0n in the chart No. *C, C) o2 the emplo"ees 0ill like to ha!e sel29

Per2ormance appraisal. Ma$orit" o2 the emplo"ees are satis2ied 0ith the currentl" used

appraisal method i.e. Sel29Per2ormance appraisal method.

-) o2 the emplo"ees are sa"in% that the appraisal method should /e chan%ed.

5here are t0o opinions 2or the method to /e used.

*> C)O Per2ormance appraisal method(> Mana%ement 4/$ecti!es

*C o2 the emplo"ee sa"in% that C) de%ree Per2ormance appraisal method

0ill /e /ene2icial to them. (- emplo"ees are o2 the opinion that MB4 method 0ill

/e use2ul to them.

Ma:imum emplo"ees are sa"in% that Sel29Per2ormance appraisal is %ood

enou%h 2or them and that should /e continued.

,-Do !o# t('n% t(&t Per:or9&nce &ppr&'"&$ '" 8etter t(&n <o&$ "ett'n< 9et(o0>

As sho0n in the chart, F) o2 the respondents are o2 the opinion that

per2ormance appraisal is /etter than the %oal settin% method. <e0 emplo"ees do not

a%ree 0ith the statement. Accordin% to them %oal settin% method is /est.Per2ormance appraisal method is a/le to ascertain the potential o2 emplo"ees,

0hile %oal settin% method lacks up to certain e:tent.

64



T&8$e ,-) Peop$e 'n :&3o#r o: per:or9&nce &ppr&'"&$


* Per2ormance Appraisal Method C F).))

( #oal Settin% Method )- *).)) pie chart No. *+ sho0s #raphical Representation o2 a/o!e data.

90%

10%

Perormanc e ppraisal oal Settin)

, Do !o# t('n% o: &n! ot(er 9et(o0 t(&t '" 8etter t(&n per:or9&nce

&ppr&'"&$ 9et(o0>

No sin%le method is 2oolproo2 and hence at an" %i!en time there ma" e:ist a method

that ma" /e /etter than the pre!ious method. ere are the statistics o2 people’s opinion

re%ardin% the e:istence o2 /etter method

65



T&8$e ,) Op'n'on re<&r0'n< t(e 8etter 9et(o0


* Hes ) C).))

( No ) *C.))<ollo0in% pie chart No. * sho0s #raphical Representation o2 a/o!e data.

80%

20%

Yes No

,J Do !o# t('n% t(&t Per:or9&nce &ppr&'"&$ 9et(o0 '" #"e:#$ 0e"p'te 't"

:$&1">

As discussed a/o!e, per2ormance appraisal method has 2ollo0in% 2la0s '9

*. Lo0 2re8uenc" o2 the Per2ormance appraisal(. Per2ormance appraisal does not co!er their area o2 speciali1ation

. Per2ormance standards are not communicated properl".

+ emplo"ees think that per2ormance appraisal method is /etter than an" other

method despite these 2la0s 0hile ( disa%ree.

T&8$e ,J) Op'n'on o: peop$e re<&r0'n< per:or9&nce &ppr&'"&$ 9et(o0 0e"p'te

't" :$&1".

66




* Hes ) +.))

( No *) (.))

<ollo0in% pie chart No. *F sho0s #raphical Representation o2 a/o!e data.

75%

25%

Yes No

67



*+ =o#$0 !o# "#<<e"t &n! ot(er "!"te9>

T&8$e *+) N#98er o: peop$e "#<<e"t'n< ot(er 9et(o0"


* Hes )C *.))

( No - .))

<ollo0in% pie chart No. *C sho0s #raphical Representation o2 a/o!e data.

15%

85%

Yes No

5he other methods su%%ested /" people are'9ss

*. #oal Settin%

(. C)o Per2ormance appraisal

. MB4.

CONCLUSIONS

68



<rom the anal"sis 0e can sa" that ma$orit" o2 respondents ha!e 2ollo0in%

opinion'

*> Bank o2 Baroda, 2ollo0s the 6Per2ormance Appraisal S"stem’

(> All the standards o2 Per2ormance appraisal s"stem are properl"

communicated to the emplo"ees

> 5he Per2ormance appraisal o2 emplo"ees is doe once in a "ear at Bank o2

Baroda.

-> Respondents think that Per2ormance appraisal should /e more 2re8uent

> 5he Per2ormance appraisal s"stem does not co!er indi!idual’s area o2

speciali1ation competenc" should /e used.

C> Per2ormance appraisal is a/le to ascertain potential o2 emplo"ee.

+> Per2ormance appraisal assesses appropriate trainin% need.> Personnel /iases do not a22ect the per2ormance.

F> <actors such as personnel /eha!iour o2 emplo"ee or critical incidents used

in Per2ormance appraisal.

*)>5he result o2 Per2ormance appraisal con!e"ed to indi!idual.

**>orrecti!e measures are taken on the outcome o2 Per2ormance

Appraisal.

*(>Per2ormance appraisal used 2or promotions increments.

*>No other method is used 2or promotions.

*->3mplo"ees are promoted on the /asis o2 Per2ormance Appraisal.

*>5here are 2e0 shortcomin%s in the Per2ormance Appraisal s"stem

*C>Ma$orit" 3mplo"ees pre2er sel29Per2ormance Appraisal method

So t(e Conc$#"'on '")

Bank o2 Baroda uses Per2ormance appraisal to e!aluate per2ormance o2 the

emplo"ees. 3mplo"ees are properl" communicated 0ith all Per2ormance standards.

Per2ormance appraisal o2 emplo"ees is done once in a "ear at Bank o2 Baroda. 5he

2re8uenc" o2 Per2ormance appraisal pla"s a ma$or role in the use2ulness and relia/ilit"

o2 the s"stem. Ma$orit" o2 respondents are o2 the opinion that 2re8uenc" should /e

increased so that re0ards and moti!ation 0ill /e more 2re8uent.

Per2ormance di22ers as there as di22erent areas o2 speciali1ation. Ma$orit" o2

respondents are o2 the opinion that current Per2ormance appraisal s"stem does not

co!er indi!idual’s area o2 speciali1ationcompetenc". So accordin% to ma$orit" o2

69



emplo"ees alon% 0ith %eneral sel29appraisal 2orm a speciali1ed 2orm 2or their area o2

0ork must /e included in the process.

Main aim o2 Per2ormance appraisal is to e!aluate per2ormance o2 the emplo"ee

and to 2ind out potentials o2 the emplo"ee. Accordin% to ma$orit" o2 respondents,

Per2ormance appraisal is a/le to ascertain potential o2 emplo"ee.

4ne o2 the reasons 2or usin% the Per2ormance appraisal is to assess the trainin%

and de!elopment needs o2 emplo"ees. 5his is to impro!e the per2ormance. Accordin%

to ma$orit" o2 respondents, Per2ormance appraisal s"stem assesses appropriate trainin%

need.

Bank o2 Baroda is usin% Sel29Per2ormance appraisal method to e!aluate

per2ormance o2 the emplo"ee. 3!en i2 emplo"ee is e!aluatin% himsel2, he is also rated

/" his super!isor. So relation 0ith /oss ma" a22ect the per2ormance. But more

respondents are o2 the opinion that personnel /iases do not a22ect the per2ormance. But

some respondent are o2 the opinion that personnel /iases a22ect the per2ormance. 5he

2ollo0in% sources o2 /iases are %i!en /" respondent.

• Lenienc" 3rrors

• alo 322ects

• A22ecti!e Reactions

• Similar9to9Me 3rrors

• Stereot"pin%

In a critical situation particular emplo"ee per2orms reall" 0ell. 5his should /e

considered 0hile appraisin% the per2ormance. 3mplo"ee’s /eha!iour is also one o2 the

2actors that should /e considered 0hile appraisin% the per2ormance. Accordin% to

ma$orit" o2 respondents, personnel /eha!iour o2 emplo"ee or critical incidents used in

Per2ormance appraisal.

A2ter conductin% the Per2ormance appraisal, result o2 Per2ormance appraisal is

con!e"ed to indi!idual. So indi!idual can think to impro!e his o0n per2ormance. 5his

is a !er" important sta%e o2 Per2ormance appraisal process.

70



Accordin% to respondents di22erent correcti!e actions are taken dependin% on

the need o2 emplo"ee. 5his is to reduce %re" areas o2 per2ormance.

Some o2 the correcti!e actions are as 2ollo0s

• 5rainin%

• o/ rotation

• ounsellin%

4ne o2 the reasons 2or usin% the Per2ormance appraisal is 2or promotions. 5he

Result o2 Per2ormance appraisal is used 2or promotions and also 2or increments. I2 the

emplo"ee is recentl" promoted then the merit increment is %i!en to him. Another

method ma" /e used 2or promotions. Ma$orit" o2 emplo"ees are o2 the opinion that

onl" Per2ormance appraisal is used 2or promotions. <e0 emplo"ees are sa"in% that

some other 2actors are also considered 2or promotions and increments than

Per2ormance appraisal. 5hese 2actors are as 2ollo0s'

• Seniorit"

• Personnel /ias,

• Relationship 0ith mana%ement

But Ma$orit" o2 the respondent is o2 the opinion that onl" Per2ormance

appraisal is used 2or promotions and increments.

5he h"pothesis o2 the pro$ect is ?Per2ormance appraisal method adopted /"

Bank o2 Baroda is e22ecti!e method used 2or promotions and increments@.

So 1e c&n "&! t(&t (!pot(e"'" '" &ccepte0.

71



CHAPTER 6 I@

SUGGESTIONS

RECOMMENDATIONS

AND LIMITATIONS

SUGGESTIONS AND RECOMMENDATIONS

*> <re8uenc" o2 Per2ormance appraisal can /e increased.

(> Alon% 0ith %eneral sel29appraisal 2orm a speciali1ed 2orm 2or their area

o2 0ork must /e included in the process.

72



> Per2ormance standards must /e communicated properl".

-> ommunication pla"s a !ital role in the process o2 Per2ormance

Appraisal. So proper communication /et0een appraise and appraiser is important.

> RD department should con!ince the emplo"ees that Per2ormance appraisal is

not onl" a tool 2or promotion and increments /ut it is concerned 0ith o!erall

de!elopment o2 emplo"ee.

LIMITATIONS OF PROECT

An" acti!it" cannot /e so articulate and per2ect that there are no limitations to

it. It 0as the case 0ith m" pro$ect. In spite o2 the pro$ect /ein% success2ul I 2elt that i2

I had some more in2ormation, I 0ould ha!e 0orked /etter.

*> 5his pro$ect is onl" accordin% to the in2ormation pro!ided /" a compan".

(> 4r%ani1ation cannot pro!ide entire data due to con2idential constraints.

> 5he sample that I could tar%et is small so statement cannot /e %enerali1ed and

cannot /e applied to other industr".

-> 5he in2ormation o/tained throu%h the primar" and secondar" data is assumed

true.

> I could see the o/$ecti!e settin% process o2 onl" 2e0 emplo"ees.

5his 0as /ecause

• Some o2 the emplo"ees 0ere not com2orta/le to e:press their !ie0s in 2ront o2

others e:cept their super!isorsmana%ers.

73



BIBLIOGRAPHY

BIBLIOGRAPHY

•

G. As0athappa, uman Resource Mana%ement, 5ata Mc#ra09ill Pu/lishin%

ompan" Limited

• .B. MAM4RIA & S..#ANGAR, Personnel Mana%ement, imala"a

Pu/lishin% ouse

• 5.. Rao, Per2ormance Mana%ement and Appraisal s"stem

• Geith Da!is, 4r%ani1ational /eha!iour

• A%ar0al R.D. *F++. D"namics o2 Personnel Mana%ement in India. Ne0 Delhi'

5ata Mc#ra0 ill.

74



• Armstron%, Michael. *FFF. uman Resource Mana%ement 5he Art o2 RD.

rest Pu/lication.

• A8uinas, P.#.()) uman Resource Mana%ement. Ne0 Delhi' ikas

Pu/lishin% ouse P!t. Ltd.

• Basu G.S. *F+(. Ne0 Dimensions in Personnel Mana%ement. Ne0 Delhi'

Macmillan.

• Beach, D.S. *F+. Personnel' 5he Mana%ement o2 People at 7ork. Ne0 Delhi

Macmillan.

• 000.0ikipedia.or%

• 000.tatamc.%ro0hill.com

• 000.indisa%e.com

ANNEURE

75

http://www.wikipedia.org/

http://www.tatamc.growhill.com/

http://www.indisage.com/

http://www.tatamc.growhill.com/

http://www.indisage.com/

http://www.wikipedia.org/



& ?#e"t'onn&'re o: Per:or9&nce &ppr&'"&$

8 For9 o: Se$:6Appr&'"&$

c> S!nop"'"

76



?UESTIONNAIRE

*Q Name'9

(Q Desi%nation'

Q Department'

-Q #ender'9

a> Male

/> <emale

Q A%e =in "rs.>'9

a> Less than )

/> Bet0een ) to -)

c> -) and a/o!e

CQ 3:perience 0ith Bank o2 Baroda =in "rs.>'9

a> Less than *) "rs.

/> Bet0een *) to ()

c> () and a/o!e

+Q Does Bank o2 Baroda 2ollo0 the 6Per2ormance Appraisal S"stem’

a> Hes

/> No

Q Are "ou properl" communicated 0ith all the standards o2 per2ormanceappraisal s"stem at Bank o2 Baroda

a> Hes

/> No

77



FQ o0 man" times the Per2ormance Appraisal o2 emplo"ees is done in a "ear at

Bank o2 Baroda

a> *

/> (

c> (

*)Q Do "ou think that Per2ormance Appraisal should /e more 2re8uent

a> Hes

/> No

**Q Does the Per2ormance Appraisal s"stem co!er "our area o2 speciali1ation

competenc"

a> Hes

/> No

*(Q Do "ou think per2ormance appraisal is a/le to ascertain potential o2 emplo"ee

a> Hes

/> No

*Q Do "ou think Per2ormance Appraisal S"stem access appropriate trainin% need

a> Hes

/> No

*-Q Do "ou think that personal /ias a22ect Per2ormance Appraisal S"stem

a> Hes

/> No

*Q Are 2actors such as personnel /eha!iour o2 emplo"ee or critical incidents

methods used in Per2ormance Appraisal

a> Hes

78



/> No

*CQ Is the result o2 Per2ormance Appraisal con!e"ed to "ou

a> Hes

/> No

*+Q Is an" correcti!e measure taken on the outcome o2 Per2ormance Appraisal

a> Hes

/> No

*Q Is Per2ormance Appraisal is used 2or promotionsincrements

a> Hes

/> No

*FQ 7hether an" other method is used 2or Promotions =I2 Hes please mention>

()Q 4n 0hat /asis emplo"ees are promoted

(*Q Do "ou think that there are an" shortcomin%s in the Per2ormance Appraisal

S"stem

((Q 7hat are the correcti!e measures to /e taken

(Q 7ould "ou su%%est an" other s"stem

#roup Sr.No.

Name o2 the 3mplo"ee

Di!ision

at. #rade

Department

Place o2 Postin%

79



Date o2 Birth

Kuali2ication

Hear o2 Passin%

Date o2 oinin%

Date o2 Retirement5otal 3:perience

Basic

Monthl" #ross

Annual #ross

)*.)+.())F

)*.)+.()*)

)*.)+.()**

)*.)+.()*(

ANNUAL PERFORMANCE APPRAISAL

DIRECTIONS

P#rpo"e

T('" &ppr&'"&$ (&" :o$$o1'n< '9port&nt o8ject'3e")

*> 5o pro!ide 2eed/ack to the appraise and, there/" help himher to impro!e

hisher per2ormance.

(> elp identi2" trainin% needs o2 appraise

> 5o ser!e as an input 2or salar" actions

G#'0e$'ne" :or &ppr&'"er

*> 5his appraisal 0ill /ecome an important part o2 the appraiser’s record. Hou

are, there2ore, re8uested to %i!e it as much attention and care as "ou 0ould like

2rom those appraisin% "ou.

(> Please assess the appraise in relation to the re8uirements o2 his present position

onl".

> Hour ratin% should /e o/$ecti!e as possi/le. Please do not let personal

pre$udices in2luence "our appraisal.

-> Please assess the appraise on hisher per2ormance durin% the entire appraisal

period, and not upon isolated incidents.

80



> onsider each per2ormance dimension independentl", unin2luenced /" the

ratin% "ou %i!e to other 2actors.

C> In cases 0here there is a duel reportin% relationship, the appraisal must /e done

/" the administrati!e superior in consolation 0ith the 2unctional superior.

Po"t &ppr&'"&$ 'nter3'e1) Pro3'0'n< Fee08&c%

Both the on9%oin% re!ie0 and annual appraisal process in!ol!e the appraiser,

pro!idin% 2eed/ack =i.e. con2irmin% %ood per2ormance as 0ell as %i!in% direction and

constructi!e criticism as to ho0 per2ormance ma" /e impro!ed.

Belo0 are some steps that an appraiser ma" utili1e to pro!ide 2eed/ack to an

emplo"ee.

Po"'t'3e Fee08&c%

*> Pro!ide the emplo"ee in speci2ic terms 0hat heshe did 0ell.

(> 3:press personal appreciation and e:plain ho0 the achie!ement /ene2its the

entire or%ani1ation. 3ncoura%e the emplo"ee to continue makin% such

contri/utions

Correct'3e :ee08&c%

*> State clearl" and directl", the purpose o2 the 2eed/ack.

(> Descri/e the situation o2 concern in speci2ic /eha!ioural terms

> Listen openl" and attenti!el" to the emplo"ee’s response.

-> Seek a%reement 0ith the emplo"ee a/out the pro/lem

> In!ol!e the emplo"ee in determinin% solutions to the pro/lem.

C> Set a 2ollo0 up date 0ith the emplo"ee and /e sure to 2ollo0 up

For t(e net &ppr&'"&$ per'o0

*> Set lear, Speci2ic, Realistic, Meanin%2ul and Measura/le o/$ecti!es 2or "our

su/ordinates. 5he" must kno0 0hat the" are accounta/le 2or. Record these

o/$ecti!es on a sheet 2or ne:t "ear appraisal.

(> In!ol!e "our su/ordinates in /oth o/$ecti!e settin% and per2ormance plannin%.

5his 0ill ensure commitment.

> Monitor per2ormance and %i!e 2eed/ack at re%ular inter!als throu%hout the

"ear. Do not o!erlook an" %ood points.

81



-> are2ull" 2oster a climate o2 mutual respect and openness.

P&rt I to 8e :'$$e0 'n 8! t(e &ppr&'"e e9p$o!ee

P&rt I

*> Descri/e responsi/ilitiesspeci2ic tasks%oals assi%ned or carried out /" "ou,

durin% the period under re!ie0'

(> Mention si%ni2icant achie!ements and contri/utions made /" "ou durin% the

period under re!ie0. i%hli%ht the percei!ed /ene2its, tan%i/le or intan%i/le,

short term or lon% term to the or%ani1ation'

> Mention ma$or constraints and di22iculties, i2 an", 2aced /" "ou in accomplishin%

the desired le!el o2 per2ormance in "our acti!ities durin% the period under re!ie0.

Descri/e the steps "ou ha!e taken to o!ercome them'

-> 7hat are the areas in 0hich "ou 2eel, "ou need to ha!e more trainin% and

e:posure in order to impro!e "our $o/ kno0led%e, sharpen "our mana%ement

skills, and re2ine "our st"le o2 2unctionin%

82



> o0 lon% ha!e "ou /een on "our present $o/ Do "ou consider it necessar" 2or

"our o0n %ro0th and in the or%ani1ational interest to ha!e a chan%e o2

assi%nments 0ithin or outside "our 2unction

C> 7hat e22orts ha!e "ou made 2or "our sel29de!elopment durin% the period under

re!ie0 2or impro!in% "our $o/ kno0led%e, skills and attitudes

D&te) S'<n&t#re o: t(e E9p$o!ee

P&rt II to 8e :'$$e0 'n 8! t(e Appr&'"er

I99e0'&te S#per'or

P&rt II

, Per:or9&nce re3'e1 &<&'n"t &<ree0 <o&$" )

Ratin%s' 94utstandin%, -93:cellent, 9#ood, (9Satis2actor", *9Ensatis2actor"

Sr.

No.

A<ree0 Go&$" Act#&$

Per:or9&nce

R&t'n<" Re9&r%"

*

83



(

-

C

4!erall - ( *

84



ratin%s in

achie!in%

the %oals'

=Please tick

appropriate

column>

4utstandin% 3:cellent #ood Satis2actor" En9

Satis2actor"

Note)

*> Please attach #oal and Per2ormance standard document sheets alon% 0ith this

appraisal 2illed up in the /e%innin% o2 the "ear.

(> Remarks ma" consist o2 discussion durin% the 8uarterl" re!ie0 sessions.

> I2 re8uired additional sheets can /e attached.

* R&t'n<" 8! "#per'or on per:or9&nce "t&n0&r0" 0'9en"'on" )

In"tr#ct'on"

a> Please indicate "our appraisal /" tickin% in the appropriate ratin% column

/> I2 a dimension is not applica/le to the appraise or "ou do not ha!e su22icientin2ormation to rate hisher per2ormance in that area, and then please dra0 a

strai%ht line across the correspondin% 2i!e ratin% columns.

R&t'n<")

94utstandin%, -93:cellent, 9#ood, (9Satis2actor", *9Ensatis2actor"

No. Per:or9&nce D'9en"'on" R&t'n<" Re9&r%"

* Plannin% and or%ani1in% skills'

Demonstrated a/ilit" to !isuali1e all aspects o2 a

$o/ anticipates e!entualities, mo/ili1e people

and resources and ensure co9ordination in 0ork.

( ommunication skills'

larit" and precision o2 !er/al and 0ritten

communications; readiness to share rele!ant

in2ormation 0ith appropriate persons;

0illin%ness to listen to others !ie0points.

7ork output'

olume o2 0ork as compared to departmental

standards' consistenc" and re%ularit" o2 output

-Kualit" o2 0ork'

5horou%hness, accurac", timeliness and

85



e:cellence o2 0ork in!ol!ement

o/ kno0led%e'

Demonstrated technicalpro2essional e:pertise

a0areness o2 latest de!elopments in 2unctional

discipline 2amiliarit" 0ith s"stems, policies and

procedures.C 5eam spirit'

A/le to 0ork harmoniousl" 0ith superiors, peers

and su/ordinates 0ithin and outside his her

department. ontri/utes si%ni2icantl" to teams

e22orts; su/ ser!es personal !ie0s and needs to

the teams needs and !ie0s keepin% in mind the

corporate %oal.

+ ost consciousness'

A0are o2 cost implications o2 al actions and

continuousl" stri!es to eliminate 0asta%e

ustomer 4rientation'

Enderstand the needs o2 internal and e:ternal

customer and orients and hisher actions

suita/l".

F Decision makin%'

Demonstrated a/ilit" to anal"se rele!ant

alternati!es and arri!e at timel" and 0orka/le

decisions.

*) uman relations'

A/ilit" to %et alon% 0ell 0ith people and to

maintain co9operati!e relations

** De!elopment 2or su/9ordinates =or team

mem/ers>'

A/ilit" to identi2" their stren%ths, 0eaknesses

and de!elopment needs, and e22ecti!eness in

ena/lin% them to impro!e their per2ormance as

0ell as adapt themsel!es to chan%in%

or%ani1ational needs.

*( reati!it" and initiati!e'

Impro!ement orientation,demonstrated a/ilit" to

think o2 ne0 approaches to $o/ related pro/lems;

readiness to action !oluntaril".

* Relia/ilit" under pressure'

A/ilit" to remain un2lustered /" 0ork pressure

o2 crisis.

*- Leadership and Moti!ation skills'

Demonstrated a/ilit" to assume responsi/ilit",

set direction and inspire team mem/ers to

produce e:ceptional results.

* Inte%rit"'

Maintains honest and $ust approach in all thin%s.

Lo"alt" and ri%ht intention o2 act to0ardscompan" and mana%ement.

86



87



Score t&8$e :or t(e &8o3e

a umulati!e total o2 tick marks

/ Multipl" /" column 0ei%ht as sho0s in

Ratin%s

- ( *

c 7ei%hted column 0ise total

d 4!erall 0ei%hted total =all columns>

e A!era%e Inde:'

4!erall 0ei%hted total

No. o2 dimensions ticked

> omment on actual per2ormance o2 appraise and indicate si%ni2icant contri/utions

made durin% the period under re!ie0'

-> Mention an" situational or en!ironmental 2actor that ma" ha!e helped or hindered the

accomplishment o2 tasks%oalsresponsi/ilities.

> Mention the ma$or stren%ths and 0eakness o2 the appraise.

Stren%ths'

7eakness'

C> 7hat t"pe o2 trainin% =technical2unctionalmana%erial> do "ou recommend 2or the

appraise 2or the areas o2 needed impro!ements. Please identi2" pro%rammes aimed at

enhancin% the kno0led%e, updatin% skills and impro!in% attitudes o2 the appraise 0ith

respect to role related responsi/ilities.

88



+> Potential assessment

a> Do "ou think heshe 0as potential to %o 2urther

Promota/ilit"

Read

"

A2te

r

A2ter

No0 * "ear

(9

"ear

Position to 0hich

Promota/le

#i!e reasons

o/ Rotation

7ithin

4ther 4ther

<unction<unction=Same

Le!el>

<unction

=i%h

Le!el>

Position suita/le

#i!e reasons

/> I2 he has no potential to %ro0 2urther, 0hat is lackin%

c> #eneral assessment o2 lon% term potential'

89



> Post appraisal inter!ie0 0ith appraise'

A%enda 2or discussion

Appraiser’s reaction'

oncludin% remarks'

project .docx

Documents