薪酬管理外文翻譯

1、<p>　　本科畢業(yè)設計（論文）</p><p>　　外文參考文獻譯文及原文</p><p>　　學 院 經(jīng)濟管理學院 </p><p>　　專 業(yè) 工商管理 </p><p>　　年級班別 </p><p>　　學 號

2、 </p><p>　　學生姓名 </p><p>　　指導教師 </p><p>　　年 月 日</p><p><b>　　目 錄</b></p><p>　　5 績效考核………….………….………….………….…

3、……….…………….….1</p><p>　　5.1 績效考核內(nèi)容………….………….………….………….…………….….1</p><p>　　5.1.1 工作業(yè)績………….………….………….………….………….….1</p><p>　　5.1.2 工作行為………….………….………….………….………….….2</p><p>

4、;　　5.1.3 個人特質(zhì)………….………….………….………….………….….2</p><p>　　5.2 考核信息的來源………….………….………….………….………….….3</p><p>　　5.2.1 上司考核………….………….………….………….………….….3</p><p>　　5.2.2 同事考核…. ……….………….………….……

5、…….……………3</p><p>　　5.2.3 下屬考核……….………….………….………….………….…….4</p><p>　　5.2.4 自我考核………….………….………….………….………….….4</p><p>　　5.2.5 綜合考核………….………….………….………….………….….5</p><p>　　5.

6、3 績效考核工具………….………….………….………….………….…….5</p><p>　　5.3.1 描述法………….………….…………….………….………….….5</p><p>　　5.3.2 關鍵事件法……….………….………….………….…………….5</p><p>　　5.3.3 行為尺度評定量表………….………….………….………….…

7、.6</p><p>　　5.3.4 行為觀察量表………….………….………….………….……….6</p><p>　　5.3.5 相對比較法………….………….………….………….………….7</p><p>　　5.3.6 目標管理………….………….………….………….………….…7</p><p>　　5 Performan

8、ce Assessment………………………………………………….…..….9</p><p>　　5.1 Performance testing content…………………………………………….….9</p><p>　　5.1.1 Performance………………………………………………………..10</p><p>　　5.1.2 Work beha

9、vior……………………………………………………...10</p><p>　　5.1.3 Personal qualities…………………………………………………..11</p><p>　　5.2 Examination of the source of the information…………………….………..12</p><p>　　5.2.1 Su

10、pervisor evaluation…………………………………………...….12</p><p>　　5.2.2 Members assessment………….………….………….………….….12</p><p>　　5.2.3 Under examination………….………….………….……………….13</p><p>　　5.2.4 Self-

11、examination………….………….………….………………....14</p><p>　　5.2.5 Comprehensive assessment………….………….………….……...14</p><p>　　5.3 Performance Assessment Tools…………………………………………….15</p><p>　　5.3.1

12、Description Act………….………….………….…………..……….15</p><p>　　5.3.2 Critical incident Act………….………….………….……..……….16</p><p>　　5.3.3 Behavior Scale Rating Scale………….………….………..….……16</p><p>　　5

13、.3.4 Observation Scale………….………….………….………….….….17</p><p>　　5.3.5 Relatively France…. ……….………….………….………….….…17</p><p>　　5.3.6 Management by Objectives…. ……….………….…………….…..18</p><p>

14、;　　托馬斯·B·威爾遜 .薪酬框架. 華夏出版社，2001年</p><p><b>　　5 績效考核</b></p><p>　　在學校，考試是不是促使學生努力學習的一個重要手段？答案是肯定的。對學生進行考試，并公布成績，會激發(fā)學生更努力學習，以爭取好的成績。相反，如果不進行考試，或者只是將成績評定為及格和不及格兩個等級，學習對學生來說就是無

15、所謂的事了，或者只要能使自己及格就可以了。</p><p>　　同樣的道理也適用于企業(yè)，對員工的工作進行評定就是績效考核?？冃Э己说募钭饔帽憩F(xiàn)為，考核成績優(yōu)秀者因為自己的工作業(yè)績和行為得到領導和同事的肯定，或得到獎勵而倍受鼓舞，考核成績不佳者則會感到不快和一定的壓力，其他人則會因為這兩種人的不同感受而受到感染。以此來達到促使員工努力取得良好績效的目的。</p><p>　　如同考試對教學

16、具有指揮棒的作用一樣，績效考核對管理者和員工的行為也具有導向作用?？冃Э己丝际裁?，管理者就重視什么，員工就做什么；不考核的，則管理者忽視，員工也就不做。在學校，對學生學業(yè)的要求相對較簡單，通過考試也能較準確地反映學生學業(yè)的完成情況（現(xiàn)在強調(diào)素質(zhì)教育情況就復雜些了），但在企業(yè)里，對員工工作的要求往往是多方面的，對員工工作進行考核也比學校考試要復雜得多。如果不能全面考核對員工工作的多方面要求，就會使員工忽視應該進行的工作和創(chuàng)造性的工作；如果

17、不能真實準確地評價員工的工作，不僅使績效考核本身歸于失敗，而且還會帶來其它負面影響。</p><p><b>　　5.1績效考核內(nèi)容</b></p><p>　　如同學?？荚噷虒W的指揮棒作用一樣，績效考核的內(nèi)容對員工的行為也有著重要的影響?？冃Э己藨摽己诵┦裁?？三個最常見的內(nèi)容是：工作業(yè)績、工作行為和個人特質(zhì)。</p><p>　　5.1.

18、1 工作業(yè)績</p><p>　　大多數(shù)企業(yè)更關注的是員工的工作業(yè)績，而不是員工的特點和他在工作中表現(xiàn)出來的行為，因此，考核工作業(yè)績是績效考核中的一個最主要的內(nèi)容。考核工作業(yè)績引導員工把自己的工作目標直接指向企業(yè)的目標。</p><p>　　當工作業(yè)績能夠被量化，或可衡量時，如銷售額、開發(fā)新客戶數(shù)量、產(chǎn)量、生產(chǎn)效率、不良品率等，無疑應將工作業(yè)績作為重點考核的內(nèi)容。但將工作業(yè)績片面地理解為

19、產(chǎn)出結(jié)果則會帶來一些問題。首先，超出員工個人控制范圍的因素可能會影響他的業(yè)績。比如，考核生產(chǎn)工人的業(yè)績時，不應當忽視一些機器比其它機器新的事實；考核銷售員的業(yè)績時，不應當忽視不同地區(qū)銷售潛力不同的事實。讓員工為這些他們能力所不能控制的因素負責是不公平的。此外，僅僅關注產(chǎn)出結(jié)果可能會鼓勵員工的短期行為，而忽視長期后果。比如，生產(chǎn)部門的員工可能會為了增加產(chǎn)出而忽視對設備的維護。</p><p>　　實際上，任何工作都

20、會與他人相關，僅僅考核產(chǎn)量和銷售額是不夠的。如果除產(chǎn)出結(jié)果之外的因素也是重要的，就應當把它們加到考核內(nèi)容中。通常情況下，產(chǎn)出結(jié)果和實現(xiàn)結(jié)果的方法或過程都應當在績效考核中得到關注。</p><p>　　5.1.2 工作行為</p><p>　　在許多情況下，很難確定可以直接歸結(jié)為員工工作的具體結(jié)果，對于職能崗位人員和工作屬于群體工作一部分的員工來說尤為如此。在后一種情況下，群體的績效可能易

21、于評價，但群體中每個成員的貢獻很難甚至不可能清楚地區(qū)分開來。在這樣的情況下，對員工的工作行為進行考核就是很自然的事了。</p><p>　　好的產(chǎn)出結(jié)果不是天上掉下來的，而是員工采取行動的結(jié)果。對工作行為進行考核就是向員工明確哪些行為是有效的，哪些是不被接受的，指明了員工的工作職責。有時候?qū)ぷ餍袨檫M行考核比對產(chǎn)出結(jié)果進行考核更全面，也更準確，它不僅考核的是員工能控制的因素，而且還闡明了員工應該采取哪些措施去達到

22、好的產(chǎn)出結(jié)果。</p><p>　　5.1.3 個人特質(zhì)</p><p>　　個人特質(zhì)是指一個人在不同情境下表現(xiàn)出來的一些持久穩(wěn)定的特點，例如誠實、忠誠、可靠、順從、態(tài)度好、進取心、責任感、勤勞、合作、勇氣、雄心、經(jīng)驗豐富、害羞、萎縮、懶惰等等。個人特質(zhì)是三個考核內(nèi)容中最弱的一個，但應用卻很廣泛。之所以說它比工作業(yè)績和工作行為弱，是因為它離工作績效最遠，像忠誠、可靠、態(tài)度好、勤勞、經(jīng)驗豐

23、富這樣的特質(zhì)并不一定與良好的績效高度相關。但不能忽視的事實是，個人特質(zhì)經(jīng)常被用作員工績效考核的標準。在很多情況下，個人特質(zhì)甚至在績效考核中發(fā)揮著關鍵的作用，員工因自身具備的一些個人特質(zhì)而得到領導的賞識，績效考核不過是在為這種賞識尋找依據(jù)。</p><p>　　個人特質(zhì)與工作績效之間的關系中有一個中間變量——工作要求，應該重視個人特質(zhì)與工作要求的協(xié)調(diào)一致。員工對工作的滿意度和流動傾向性取決于其個人特質(zhì)與職業(yè)環(huán)境的匹

24、配程度，當個人特質(zhì)與職業(yè)相匹配時，則會帶來較高的滿意度和較低的流動傾向，進而帶來較高的工作績效。</p><p>　　5.2考核信息的來源</p><p>　　應該由誰來對員工進行績效考核？似乎當然應該是員工的上司。理由是管理者的一項重要工作就是評價下屬的工作，由于管理者對下屬的績效負有責任，只有由他們來對員工進行績效考核才有意義。但這種邏輯可能錯了，實際上僅由上司來做這項工作是不夠的，結(jié)

25、合其他人的評價，考核結(jié)果才更全面和準確。</p><p>　　5.2.1 上司考核</p><p>　　雖然僅由上司來考核績效不充分，但上司仍然是進行績效考核的最重要人選。通常情況下，上司擁有對下屬工作進行評價和獎勵的權利，那么由決定獎勵的人來進行績效考核就是合理的，也才能引起員工足夠的重視。評價下屬的工作是上司權力的體現(xiàn)，如果上司不能評價員工的工作，那還要上司做什么？</p>

26、;<p>　　但上司進行績效考核卻也存在不容忽視的缺陷。上司的考核通常會受到偏見的不良影響，導致較低的可信度。上司的考核很大程度上取決于他認為員工的工作應該怎樣做而不是事實上做得怎樣。上司通常要考慮對員工進行考核的后果，這導致上司的考核是一個情感化的過程，因此而削弱了考核的客觀性和準確性。員工也常常認為上司對他們工作的評價是帶有主觀性和偏見的。</p><p>　　5.2.2 同事考核</p

27、><p>　　這里說的同事包括被考核者所在團隊或部門的其他成員，或組織內(nèi)與被考核者不在同一部門但處于相同層次并與被考核者經(jīng)常有工作聯(lián)系的人員，這后一種人有時被稱為被考核者的內(nèi)部顧客。同事考核通常要比其他人進行的考核可信度更高。</p><p>　　同事能獲得比其他考核者更多的與工作相關的信息，他們對被考核者的工作績效更能有一個綜合的看法。上司經(jīng)?？吹降氖菃T工充分展示的他們的優(yōu)點，而同事則能看到

28、實際情況。將同事作為考核者使獲得大量獨立的評價成為可能，幾個考核的平均值通常要比單個考核更可靠。多個考核者的運用有利于消除誤差，這樣的考核能提供一種較穩(wěn)定的結(jié)果，相對于單一考核者的評價來說，其偏見和特殊傾向更少。</p><p>　　同事考核應采用匿名的方式，這樣，考核者就不必擔心損害與被考核者的關系，就能做到坦率地考核。而上司在考核時由于希望避免與被考核者的沖突，他們的考核經(jīng)常過寬。</p>&l

29、t;p>　　同事之間關系的親疏、工作存在著競爭性等因素將影響同事考核結(jié)果的可信度。</p><p>　　5.2.3 下屬考核</p><p>　　下屬考核是對其它考核的一種補充，提供了一個從下向上的評價工作績效的角度。下屬考核通常應限制在“對人的管理”上，適合下屬考核的內(nèi)容包括領導、溝通、授權、團隊建設、對下屬的關心等，而計劃、組織、預算、創(chuàng)造力、分析能力等內(nèi)容則不適用于下屬考核。

30、</p><p>　　下屬考核為下屬與上司討論和解決共同關心的問題提供了機會，能幫助管理者轉(zhuǎn)變工作作風和改進工作方法，從而有利于高效率工作團隊的建設。</p><p>　　但下屬考核在企業(yè)的績效考核中采用得較少。從上司的角度看，他們擔心下屬考核會削弱他們的威信，有下屬聯(lián)合起來對付上司的風險，因而不愿意建立這樣的考核制度；從下屬的角度看，他們也會認為這種考核對他們存在威脅，擔心因做出誠實但不

31、受歡迎的考核而受到上司的為難。因此，為了提高下屬考核的可信度，匿名是非常重要的，而且，如果下屬的人數(shù)過少，就要避免使用這樣的考核，要讓下屬感到“在人數(shù)方面是安全的”。</p><p>　　5.2.4 自我考核</p><p>　　讓員工自己評價他們的工作，這與自我管理和授權觀念是一致的。當希望提高員工在績效管理中的參與度時，自我考核是非常有用的。自我考核通常能得到員工的歡迎，有助于消除員

32、工對考核過程的抵觸，有利于上司和員工就工作績效問題進行溝通。</p><p>　　很顯然，因為大多數(shù)人都有過高評價自己能力的傾向，自我考核的績效結(jié)果易被夸大，且難免存在自我服務的偏見。因此，自我考核通常需要與其他考核相結(jié)合，是其它考核的補充和參考，而且一般僅用于員工的自我開發(fā)計劃，而不適用于報酬、晉升等管理目的。</p><p>　　5.2.5 綜合考核</p><p

33、>　　既然上面提到的各種考核都有自己的優(yōu)點和局限性，那么就不妨把它們結(jié)合起來，提供全方位的綜合考核。全方位的考核除了上面提到的上司考核、同事考核、下屬考核和自我考核外，可能還包括客戶考核、供應商考核、外部專業(yè)人員考核等?？梢愿鶕?jù)需要，讓與被考核者有工作關系，對被考核者有接觸了解的各方面人員都盡量參與到評價被考核者的工作中來，全面考核被考核者的工作績效。有時把這樣的考核稱為“360度考核”。</p><p>

34、　　雖然“360度考核”可以用于開發(fā)和管理目的，但剛開始實行這樣的考核的企業(yè)可以先從僅僅關注開發(fā)目的開始。員工可能會因為所有人都聯(lián)合起來對自己進行考核而感到不安。如果考核僅用于開發(fā)和輔導，而與報酬、晉升等無關，員工會逐漸習慣這個過程，也可能會重視從不同途徑獲得的信息。</p><p><b>　　5.3績效考核工具</b></p><p>　　下面介紹績效考核的一些常

35、用的工具，企業(yè)可根據(jù)需要有選擇地采用。</p><p>　　5.3.1 描述法</p><p>　　最常用和最簡單的績效考核方法就是寫一篇短文來描述員工的工作業(yè)績、工作行為、優(yōu)點、缺點、潛能和改善建議等。這種方法能指出被考核者與眾不同的特點，當要求上司就員工的優(yōu)缺點、特殊才能、晉升的可能性等進行說明時，這種方法的優(yōu)點就顯示了出來。這種方法的缺點是，為每一個員工寫一份準確描述其特點的報告是

36、很費時間的，通常也不是企業(yè)中的每個管理者都能勝任的。另外，用描述法進行績效考核的結(jié)果很大程度上取決于考核者對被考核者的主觀印象和考核者的寫作方式和寫作技巧。</p><p>　　5.3.2 關鍵事件法</p><p>　　關鍵事件法將績效考核的注意力集中在那些對工作具有特別積極和特別消極影響的關鍵行為上。一個對工作具有特別積極影響的例子是，一個制衣廠的保安員在工廠下班后發(fā)現(xiàn)一個燙斗沒有斷

37、電，將燙斗斷電，避免了可能引發(fā)的火災。一個對工作具有特別消極影響的例子是，負責收發(fā)快件的文員，忘了將一份緊急文件及時發(fā)出，而對工作造成了較大的影響。關鍵事件法要求將重點放在具體的行為上，為員工提供了豐富的行為榜樣，讓員工知道哪些行為是提倡的，哪些行為是需要改進的。</p><p>　　運用關鍵事件法，可以開發(fā)一個與員工績效相聯(lián)系的關鍵行為清單來進行績效考核。這種方法對每一個工作崗位給出十幾個到幾十個關鍵項目，考核

38、時只需要檢查員工在某一項目上是否表現(xiàn)出色。</p><p>　　關鍵事件清單中的項目常常被給出分值并賦予不同的權重，表示某些項目比其它項目重要，這樣就可以得到一個量化的考核結(jié)果。</p><p>　　5.3.3 行為尺度評定量表</p><p>　　行為尺度評定量表用具體行為特征的描述來表達每種行為標準的程度差異。在這里，對每種具體行為特征程度的說明，被稱為“尺度

39、”。行為尺度評定量表為考核者直接提供了具體行為等級和考核標準，比如，杰出、優(yōu)秀、良好、一般、不能接受等。</p><p>　　行為尺度評定量表的優(yōu)點是，因為量表中的每個尺度標準都是用具體行為來表達的，容易為員工所理解，并使考核簡單易行。此外，行為尺度評定量表還能給員工提供所需改進的信息，有利于對員工的激勵和績效輔導。</p><p>　　5.3.4 行為觀察量表</p>&

40、lt;p>　　行為觀察量表與行為尺度評定量表的相似之處在于它們都是基于關鍵的工作行為的，不同之處在于行為尺度評定量表記錄每種具體行為特征的程度（尺度），而行為觀察量表則記錄每種行為被觀察到的頻率。</p><p>　　行為觀察量表的優(yōu)點是考核簡單易行，并且由于是觀察員工日常工作的具體行為，有助于員工對績效考核的理解。另外，行為觀察量表本身可以作為崗位說明書或作為對崗位說明書的補充，因為行為觀察量表明確說明了

41、對特定工作崗位上的員工的行為要求。行為觀察量表的缺點是要清楚區(qū)分行為發(fā)生頻率的多個等級（通常以行為發(fā)生頻率的百分比來劃分）通常是比較困難的，雖然以日常觀察為基礎，但在期末進行考核時常帶有考核者的主觀性。另外，對各種不同的行為都以相同頻率標準進行評價也不盡合理，比如，90%的出勤率并不算好，而90%的情況下都能保持月度全勤就非常好了。</p><p>　　5.3.5 相對比較法</p><p&

42、gt;　　相對比較法是通過與別人的績效水平進行對比來評定每個人的績效水平，這是一種相對而非絕對的考核方法。三種常用的比較方法是：小組順序排列法、個人排序法、配對比較法。</p><p>　　小組順序排列法要求把員工置于一個特定的類別中，如最好的1/5或最差的1/5。在推薦獎勵優(yōu)秀員工時，常用這種方法。用此方法來評價員工時，需要評價全部下屬。這樣，當一個管理者有20個下屬時，就只有4人可以排在前1/5，當然，也有4

43、人排在最后的1/5。</p><p>　　個人排序法是把員工從最好到最差派出順序，這種方法假設每兩個員工之間的差別是一樣大，并不允許名次并列。這樣，就能清晰地對員工的績效排出從最好到最差的順序。</p><p>　　配對比較法是在每個員工與其他所有的員工進行比較的基礎上來評定員工的。這種方法先在兩個人的比較中評出優(yōu)劣，然后，在配對比較得分的基礎上，得出每個員工的一個總得分。這種方法使每個員

44、工都與其他員工作一次比較，但如果員工人數(shù)太多，這種比較就難以進行了。</p><p>　　相對比較法可以與一種或多種其它方法結(jié)合起來使用，以兼顧相對比較和絕對考核的優(yōu)點。例如，兩個員工在績效考核中的評價都是B，而一個員工在其部門的20名員工中排第3位，而另一名員工在其部門的25名員工中排第15位，顯然，這樣的注解提供了很有價值的信息。</p><p>　　5.3.6 目標管理</p

45、><p>　　目標管理是管理大師彼得·德魯克提出來的。目標管理強調(diào)把組織的整體目標轉(zhuǎn)化為組織單位和個人的具體目標。目標管理通過設計一種將目標根據(jù)組織層級進行分解的程序使組織的目標具有可操作性。對個體員工來說，目標管理提出了明確的個體績效目標，因此，每個人對他所在單位的績效都可以做出明確而具體的貢獻。如果所有人都實現(xiàn)了他們的目標，他們單位的目標就能實現(xiàn)，組織的總體目標也就能夠?qū)崿F(xiàn)。</p>&l

46、t;p>　　目標管理一般有四個組成部分：具體的目標、參與決策、明確的時間、績效反饋。</p><p>　　目標管理的優(yōu)勢在于，讓個人明白自己努力的方向，因而能激發(fā)個人的工作熱情，最大限度地發(fā)揮個人的潛力。目標管理為組織正確評價個人工作績效提供了依據(jù)，使組織能夠根據(jù)目標完成情況而不是僅僅根據(jù)管理者的主觀印象來對個人工作進行評價。</p><p>　　5 Performance Ass

47、essment</p><p>　　At school, the examination was prompted students to study hard in an important means? The answer is yes. Students examinations and results are announced, will motivate the students to study

48、hard to get good results. Conversely, if not the conduct of examinations, or merely passing score and for failing two grades learning for students is a matter of indifference, or if they can pass on it. </p><p

49、>　　The same reasoning applies to enterprises and employees to work is assessed performance appraisal. The performance evaluation of the performance incentive, examination results were outstanding because of their work

50、 performance and behavior of the leadership and colleagues of affirmation. or win an award greatly encouraged by those in poor examination results will be unhappy and some pressure, others may be because the two differen

51、t feelings of the people were infected. Attempt to make efforts to</p><p>　　As the examination of teaching baton with the same role, performance evaluation of the manager and staff behavior also plays a majo

52、r role. Take any performance appraisal, managers on what to staff on what to do. Not the assessment, managers ignored, the staff will do. At school, the students academic requirements are relatively simple. passed the ex

53、amination can be a more accurate reflection of students completed their studies (now stresses the quality of education are more complicated), But in </p><p>　　5.1Performance testing content</p><p&

54、gt;　　As a school examination on the role of teaching the baton, the performance evaluation on the contents of the conduct also has an important impact. Performance Assessment to be assessed what? The three most common ar

55、e : performance, behavior and personal qualities.</p><p>　　5.1.1 Performance </p><p>　　Most enterprises more concerned about the staff's job performance, rather than the characteristics of

56、the staff and his work-out, therefore, Performance appraisal Performance evaluation is the most important content. Performance evaluation guide staff for their work directly at the target enterprise's objectives.<

57、/p><p>　　When performance can be quantified or measured, such as sales and the development of new clients, output, production efficiency, adverse goods rates, the performance will undoubtedly be the focus asses

58、sed. However, the performance will be a one-sided understanding of the output results will be a bit of a problem. First, beyond the personal control of the factors that may affect his performance. For example, assessment

59、 of the performance of production workers, should not be overlooked some machin</p><p>　　In fact, no work will be associated with the others, the mere examination output and sales is not enough. If, in addit

60、ion to output the results of the factors are also important, they should be added to the content examination. Under normal circumstances, output results and the achievement of the results of the method or process of perf

61、ormance appraisal should be concerned. </p><p>　　5.1.2 Work behavior</p><p>　　In many cases, it is difficult to determine directly attributed to the work of the staff of concrete results, posts

62、 for staff functions and work groups belonging to a part of the staff is particularly true. In the latter case, the groups may be easier to evaluate performance. But every group member's contribution would be difficu

63、lt or even impossible to clearly separate areas. In such circumstances, the work of the staff conduct examination is a very natural thing.</p><p>　　Output is not good results come knocking on the door, but s

64、taff of the results of the action taken. Work conduct examinations to staff clear which actions are effective, which is not acceptable. specify the duties of the staff. Sometimes the work conduct evaluation of outputs th

65、an the results of a more comprehensive examination, but also more accurate. It is not only the examination can be controlled by the staff, but also the employees should clarify what measures to take to achieve a good res

66、u</p><p>　　5.1.3 Personal qualities </p><p>　　Personal qualities refers to a person in different contexts displayed some of the lasting stability characteristics, such as honesty, loyalty, reli

67、ability, obedient and good attitude, initiative and sense of responsibility, hard work, cooperation, courage, ambition, experience and shy, shrinking, the lazy, and so on. Personal characteristics is the three assessed t

68、he weakest one, but the application is very extensive. The reason why it than work performance and acts weak, because it is the farth</p><p>　　Personal characteristics and performance in the relationship bet

69、ween an intermediate variables -- job requirements should pay attention to the individual characteristics and requirements of the work coordinated. The staff of the satisfaction and mobility depends on their personal inc

70、linations and occupational characteristics of the match, When personal and professional qualities to match, they would bring a higher degree of satisfaction and lower liquidity preference, turn higher performance.</p&

71、gt;<p>　　5.2Examination of the source of the information</p><p>　　Who will be on staff performance appraisal? Certainly it seems that the staff should be superior. The reason is managers is an importa

72、nt work of evaluating the work of subordinates, because of their subordinate managers responsible for the performance, Only by them on staff performance evaluation will be meaningful. But this logic may be wrong, in fact

73、 only by superiors to do this work is not enough, in conjunction with other people's evaluations, the results of the exam to make it more comprehe</p><p>　　5.2.1 Supervisor evaluation</p><p&g

74、t;　　Although only by the supervisors to assess performance is not adequate, but still superior performance appraisal is the most important person. Under normal circumstances, the supervisors have to work under evaluation

75、 and the right incentives, Then, the decision to reward people for performance evaluation is reasonable and can lead adequate attention. Evaluation of subordinates by their superiors is the embodiment of power, if not su

76、perior evaluation of the work of the staff, but what their also </p><p>　　But supervisors for performance evaluation has also exist flaws that can not be ignored. The examination supervisor will usually be b

77、iased adversely affected, resulting in lower credibility. Superior to a large extent depend on the assessment that the work of the staff what to do rather than actually doing what. Usually considered superior to the staf

78、f in evaluating the consequences, which led to the examination supervisor is an emotional process. thus weaken the assessment of objectivity and ac</p><p>　　5.2.2 Members assessment </p><p>　　C

79、olleagues said here including the assessment team who lie or other members of the department, or organizations with the assessment, who were not in the same department, but at the same level and with the examination were

80、 often working relationship with the staff, This latter sometimes referred to as the assessment by the internal customers. Members often than other examination conducted by the higher assessment credibility.</p>&

81、lt;p>　　Members can access other than examination were more job-related information, They were right assessment of performance can have a comprehensive view. Supervisors often see staff is fully displayed their merits,

82、 and colleagues were able to see the actual situation. Assessment of colleagues who make substantial independent evaluation possible, Several assessment than the average individual assessment is usually more reliable. Mo

83、re use of the assessment will help eliminate error, the assessment wil</p><p>　　Members assessment should be used anonymous manner, so that examination would not have to worry about those with damage assessm

84、ent of the relations, to be frank appraisal done. And the examination supervisor at the desire to avoid the assessment by the conflict they are often too broad assessment. </p><p>　　Members of the relationsh

85、ip between the there is a competitive, and other factors will affect the outcome of the examination colleagues credibility.</p><p>　　The relationship between of the Members, there is a competitive, and other

86、 factors will affect the outcome of the examination colleagues credibility. </p><p>　　5.2.3 Under examination </p><p>　　Subordinate appraisal of the other examination as a supplement to provide

87、 a bottom-up evaluation of the performance angle. Under examination should normally be limited to the "right of management", under the appropriate evaluation will include leadership, communication, and authoriz

88、ation team-building, right under the care, and to plan, organize, budget, creativity, content analysis capability shall not apply to subordinate appraisal.</p><p>　　Subordinate appraisal of subordinates and

89、supervisors to discuss and resolve issues of common concern for the opportunity managers can change the style of work and improve its working methods, thus facilitating efficient team building.</p><p>　　But

90、under examination in enterprise performance evaluation using less. From the boss's point of view, they are worried that their subordinates assessment will undermine their credibility, together with subordinate superv

91、isors to deal with the risks they were reluctant to establish such a performance appraisal system; From the perspective of subordinates, They will think that this assessment of the threat they exist, worry about making u

92、npopular but honest appraisal by the boss dilemma. Therefore</p><p>　　5.2.4 Self-examination </p><p>　　Let the staff evaluation of their work, and self-management and authorization concept is t

93、he same. When hope to increase staff in the performance management participation, self-examination is very useful. Self-examination can usually be welcomed by the staff, employees contribute to the elimination of the ass

94、essment process are inconsistent to supervisors and staff on performance issues to communicate.</p><p>　　Clearly, as most people have too much ability to evaluate the tendency to self-assessment of the perfo

95、rmance results easily be exaggerated. and inevitable self-service prejudice. Therefore, the need for self-examination and other usually combine examination, the examination of other supplementary and reference but only f

96、or the general staff's self-development program, but not to pay, promotion and other management purposes.</p><p>　　5.2.5 Comprehensive assessment</p><p>　　As mentioned above, the examinatio

97、n has its own advantages and limitations, it might bring them together. provide a full range of integrated assessment. Comprehensive assessment Apart from the above-mentioned examination supervisors, colleagues examinati

98、on, and self-assessment under the assessment, customers may also include assessment, the supplier evaluation, external evaluation, and other professionals. According to need, with the examination are working relationship

99、 on the examination have c</p><p>　　Although the "360-degree assessment" can be used for the development and management purposes. However, the recently introduced evaluation of the enterprise can s

100、tart with the only purpose of the development concerns began. Staff may be because all unite to evaluate themselves feel uneasy. If only for the development of assessment and counseling, and pay and promotions has nothin

101、g to do, the staff will gradually become accustomed to this process. may also be from different sources to obtain infor</p><p>　　5.3Performance Assessment Tools</p><p>　　Below on the performance