Engaging learners to understand effective performance appraisal : a (flawed and unfair) role-play approach

Typical approaches to performance appraisal education may not engage learners with its complexities and the psychological implications of systemic flaws. Moreover, they do not utilise performance appraisal interviews, the part of performance appraisal that creates the greatest stress both for managers and subordinates. This paper describes a role-play in which learners play either a high-performing employee or a supervisor about to have a performance appraisal interview. Flaws in the performance appraisal system and process compromise players’ capacity to achieve their goals and can generate feelings of injustice. When followed up with discussion and analysis, this appears to encourage integration of multiple issues and a deep understanding of the need for effective performance appraisal.14 page(s