Effects of Performance Evaluation Process General Introductory Statement A re

Performance evaluation is among the most important of all organizational human resource activities (Judge and Ferris, 1993, pp. 80105). Performance evaluations (represent critical decisions that are key influences on a variety of subsequent human resources actions and outcomes( (Judge and Ferris, 1993, p. 80).

Personnel turnover is one factor that leads to substandard performance, and it is one of the most costly problems that afflict organizations (Bhote, 1994, pp. 1-9). The costs of personnel turnover are not limited to those incurred directly in relation to those employees leaving the organization, such as the loss of productive workers, lost training costs, the necessity to train replacements, and so forth. Personnel turnover also exacts organizational costs through the effects it has on those employees who remain with the organization (Bailey and Davenport, 1986, pp. 105108). Ineffective performance evaluation is a contributing factor to high levels of personnel turnover (Kegel and Peters, 1988, pp. 124128).

Performance appraisals build a history of an individual(s life within an organ

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ctivity in performance evaluation means that the process must provide an evaluator with a means of measuring performance criteria that does not require a subjective act on the part of the evaluator (Gortner, 1994, p. 289). Validity in a performance evaluation means that the process actually measures that which it is intended to measure. True validity is difficult to obtain in any process that is designed to evaluate human activities; however, the task is made infinitely less difficult, if the definition of that which is to be measured is simplified. As an example, if a school system administration is satisfied to simply equate teacher performance with the ability of the teacher to prepare an acceptable lesson plan, then, a valid measurement may be easily developed. If, however, the administration is also interested in other aspects of teacher performance, such as studentteacher interaction, student performance, and so forth, then, the development of a valid measurement process increases in difficulty, as the definition of teacher performance is expanded. A reliable evaluation process is one which will yield comparable results timeaftertime when used for its intended purpose (Gortner, 1994, p. 291). The development of re
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