薪酬管理外文翻譯

1、<p>　　本科畢業(yè)設(shè)計(jì)（論文）</p><p>　　外文參考文獻(xiàn)譯文及原文</p><p>　　學(xué) 院 經(jīng)濟(jì)管理學(xué)院 </p><p>　　專 業(yè) 工商管理 </p><p>　　年級(jí)班別 </p><p>　　學(xué) 號(hào)

2、 </p><p>　　學(xué)生姓名 </p><p>　　指導(dǎo)教師 </p><p>　　年 月 日</p><p><b>　　目 錄</b></p><p>　　5 績(jī)效考核………….………….………….………….…

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

4、;　　5.1.3 個(gè)人特質(zhì)………….………….………….………….………….….2</p><p>　　5.2 考核信息的來(lái)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(jī)效考核工具………….………….………….………….………….…….5</p><p>　　5.3.1 描述法………….………….…………….………….………….….5</p><p>　　5.3.2 關(guān)鍵事件法……….………….………….………….…………….5</p><p>　　5.3.3 行為尺度評(píng)定量表………….………….………….………….…

7、.6</p><p>　　5.3.4 行為觀察量表………….………….………….………….……….6</p><p>　　5.3.5 相對(duì)比較法………….………….………….………….………….7</p><p>　　5.3.6 目標(biāo)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(jī)效考核</b></p><p>　　在學(xué)校，考試是不是促使學(xué)生努力學(xué)習(xí)的一個(gè)重要手段？答案是肯定的。對(duì)學(xué)生進(jìn)行考試，并公布成績(jī)，會(huì)激發(fā)學(xué)生更努力學(xué)習(xí)，以爭(zhēng)取好的成績(jī)。相反，如果不進(jìn)行考試，或者只是將成績(jī)?cè)u(píng)定為及格和不及格兩個(gè)等級(jí)，學(xué)習(xí)對(duì)學(xué)生來(lái)說(shuō)就是無(wú)

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(duì)員工的工作進(jìn)行評(píng)定就是績(jī)效考核?？?jī)效考核的激勵(lì)作用表現(xiàn)為，考核成績(jī)優(yōu)秀者因?yàn)樽约旱墓ぷ鳂I(yè)績(jī)和行為得到領(lǐng)導(dǎo)和同事的肯定，或得到獎(jiǎng)勵(lì)而倍受鼓舞，考核成績(jī)不佳者則會(huì)感到不快和一定的壓力，其他人則會(huì)因?yàn)檫@兩種人的不同感受而受到感染。以此來(lái)達(dá)到促使員工努力取得良好績(jī)效的目的。</p><p>　　如同考試對(duì)教學(xué)

16、具有指揮棒的作用一樣，績(jī)效考核對(duì)管理者和員工的行為也具有導(dǎo)向作用?？?jī)效考核考什么，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(xué)校，對(duì)學(xué)生學(xué)業(yè)的要求相對(duì)較簡(jiǎn)單，通過(guò)考試也能較準(zhǔn)確地反映學(xué)生學(xué)業(yè)的完成情況（現(xiàn)在強(qiáng)調(diào)素質(zhì)教育情況就復(fù)雜些了），但在企業(yè)里，對(duì)員工工作的要求往往是多方面的，對(duì)員工工作進(jìn)行考核也比學(xué)?？荚囈獜?fù)雜得多。如果不能全面考核對(duì)員工工作的多方面要求，就會(huì)使員工忽視應(yīng)該進(jìn)行的工作和創(chuàng)造性的工作；如果

17、不能真實(shí)準(zhǔn)確地評(píng)價(jià)員工的工作，不僅使績(jī)效考核本身歸于失敗，而且還會(huì)帶來(lái)其它負(fù)面影響。</p><p><b>　　5.1績(jī)效考核內(nèi)容</b></p><p>　　如同學(xué)校考試對(duì)教學(xué)的指揮棒作用一樣，績(jī)效考核的內(nèi)容對(duì)員工的行為也有著重要的影響?？?jī)效考核應(yīng)該考核些什么？三個(gè)最常見(jiàn)的內(nèi)容是：工作業(yè)績(jī)、工作行為和個(gè)人特質(zhì)。</p><p>　　5.1.

18、1 工作業(yè)績(jī)</p><p>　　大多數(shù)企業(yè)更關(guān)注的是員工的工作業(yè)績(jī)，而不是員工的特點(diǎn)和他在工作中表現(xiàn)出來(lái)的行為，因此，考核工作業(yè)績(jī)是績(jī)效考核中的一個(gè)最主要的內(nèi)容?？己斯ぷ鳂I(yè)績(jī)引導(dǎo)員工把自己的工作目標(biāo)直接指向企業(yè)的目標(biāo)。</p><p>　　當(dāng)工作業(yè)績(jī)能夠被量化，或可衡量時(shí)，如銷售額、開(kāi)發(fā)新客戶數(shù)量、產(chǎn)量、生產(chǎn)效率、不良品率等，無(wú)疑應(yīng)將工作業(yè)績(jī)作為重點(diǎn)考核的內(nèi)容。但將工作業(yè)績(jī)片面地理解為

19、產(chǎn)出結(jié)果則會(huì)帶來(lái)一些問(wèn)題。首先，超出員工個(gè)人控制范圍的因素可能會(huì)影響他的業(yè)績(jī)。比如，考核生產(chǎn)工人的業(yè)績(jī)時(shí)，不應(yīng)當(dāng)忽視一些機(jī)器比其它機(jī)器新的事實(shí)；考核銷售員的業(yè)績(jī)時(shí)，不應(yīng)當(dāng)忽視不同地區(qū)銷售潛力不同的事實(shí)。讓員工為這些他們能力所不能控制的因素負(fù)責(zé)是不公平的。此外，僅僅關(guān)注產(chǎn)出結(jié)果可能會(huì)鼓勵(lì)員工的短期行為，而忽視長(zhǎng)期后果。比如，生產(chǎn)部門的員工可能會(huì)為了增加產(chǎn)出而忽視對(duì)設(shè)備的維護(hù)。</p><p>　　實(shí)際上，任何工作都

20、會(huì)與他人相關(guān)，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(yīng)當(dāng)把它們加到考核內(nèi)容中。通常情況下，產(chǎn)出結(jié)果和實(shí)現(xiàn)結(jié)果的方法或過(guò)程都應(yīng)當(dāng)在績(jī)效考核中得到關(guān)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(duì)于職能崗位人員和工作屬于群體工作一部分的員工來(lái)說(shuō)尤為如此。在后一種情況下，群體的績(jī)效可能易

21、于評(píng)價(jià)，但群體中每個(gè)成員的貢獻(xiàn)很難甚至不可能清楚地區(qū)分開(kāi)來(lái)。在這樣的情況下，對(duì)員工的工作行為進(jìn)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(lái)的，而是員工采取行動(dòng)的結(jié)果。對(duì)工作行為進(jìn)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(zé)。有時(shí)候?qū)ぷ餍袨檫M(jìn)行考核比對(duì)產(chǎn)出結(jié)果進(jìn)行考核更全面，也更準(zhǔn)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(yīng)該采取哪些措施去達(dá)到

22、好的產(chǎn)出結(jié)果。</p><p>　　5.1.3 個(gè)人特質(zhì)</p><p>　　個(gè)人特質(zhì)是指一個(gè)人在不同情境下表現(xiàn)出來(lái)的一些持久穩(wěn)定的特點(diǎn)，例如誠(chéng)實(shí)、忠誠(chéng)、可靠、順從、態(tài)度好、進(jìn)取心、責(zé)任感、勤勞、合作、勇氣、雄心、經(jīng)驗(yàn)豐富、害羞、萎縮、懶惰等等。個(gè)人特質(zhì)是三個(gè)考核內(nèi)容中最弱的一個(gè)，但應(yīng)用卻很廣泛。之所以說(shuō)它比工作業(yè)績(jī)和工作行為弱，是因?yàn)樗x工作績(jī)效最遠(yuǎn)，像忠誠(chéng)、可靠、態(tài)度好、勤勞、經(jīng)驗(yàn)豐

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

24、配程度，當(dāng)個(gè)人特質(zhì)與職業(yè)相匹配時(shí)，則會(huì)帶來(lái)較高的滿意度和較低的流動(dòng)傾向，進(jìn)而帶來(lái)較高的工作績(jī)效。</p><p>　　5.2考核信息的來(lái)源</p><p>　　應(yīng)該由誰(shuí)來(lái)對(duì)員工進(jìn)行績(jī)效考核？似乎當(dāng)然應(yīng)該是員工的上司。理由是管理者的一項(xiàng)重要工作就是評(píng)價(jià)下屬的工作，由于管理者對(duì)下屬的績(jī)效負(fù)有責(zé)任，只有由他們來(lái)對(duì)員工進(jìn)行績(jī)效考核才有意義。但這種邏輯可能錯(cuò)了，實(shí)際上僅由上司來(lái)做這項(xiàng)工作是不夠的，結(jié)

25、合其他人的評(píng)價(jià)，考核結(jié)果才更全面和準(zhǔn)確。</p><p>　　5.2.1 上司考核</p><p>　　雖然僅由上司來(lái)考核績(jī)效不充分，但上司仍然是進(jìn)行績(jī)效考核的最重要人選。通常情況下，上司擁有對(duì)下屬工作進(jìn)行評(píng)價(jià)和獎(jiǎng)勵(lì)的權(quán)利，那么由決定獎(jiǎng)勵(lì)的人來(lái)進(jìn)行績(jī)效考核就是合理的，也才能引起員工足夠的重視。評(píng)價(jià)下屬的工作是上司權(quán)力的體現(xiàn)，如果上司不能評(píng)價(jià)員工的工作，那還要上司做什么？</p>

26、;<p>　　但上司進(jìn)行績(jī)效考核卻也存在不容忽視的缺陷。上司的考核通常會(huì)受到偏見(jiàn)的不良影響，導(dǎo)致較低的可信度。上司的考核很大程度上取決于他認(rèn)為員工的工作應(yīng)該怎樣做而不是事實(shí)上做得怎樣。上司通常要考慮對(duì)員工進(jìn)行考核的后果，這導(dǎo)致上司的考核是一個(gè)情感化的過(guò)程，因此而削弱了考核的客觀性和準(zhǔn)確性。員工也常常認(rèn)為上司對(duì)他們工作的評(píng)價(jià)是帶有主觀性和偏見(jiàn)的。</p><p>　　5.2.2 同事考核</p

27、><p>　　這里說(shuō)的同事包括被考核者所在團(tuán)隊(duì)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(shí)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(jìn)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(guān)的信息，他們對(duì)被考核者的工作績(jī)效更能有一個(gè)綜合的看法。上司經(jīng)常看到的是員工充分展示的他們的優(yōu)點(diǎn)，而同事則能看到

28、實(shí)際情況。將同事作為考核者使獲得大量獨(dú)立的評(píng)價(jià)成為可能，幾個(gè)考核的平均值通常要比單個(gè)考核更可靠。多個(gè)考核者的運(yùn)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(duì)于單一考核者的評(píng)價(jià)來(lái)說(shuō)，其偏見(jiàn)和特殊傾向更少。</p><p>　　同事考核應(yīng)采用匿名的方式，這樣，考核者就不必?fù)?dān)心損害與被考核者的關(guān)系，就能做到坦率地考核。而上司在考核時(shí)由于希望避免與被考核者的沖突，他們的考核經(jīng)常過(guò)寬。</p>&l

29、t;p>　　同事之間關(guān)系的親疏、工作存在著競(jìng)爭(zhēng)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(duì)其它考核的一種補(bǔ)充，提供了一個(gè)從下向上的評(píng)價(jià)工作績(jī)效的角度。下屬考核通常應(yīng)限制在“對(duì)人的管理”上，適合下屬考核的內(nèi)容包括領(lǐng)導(dǎo)、溝通、授權(quán)、團(tuán)隊(duì)建設(shè)、對(duì)下屬的關(guān)心等，而計(jì)劃、組織、預(yù)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(guān)心的問(wèn)題提供了機(jī)會(huì)，能幫助管理者轉(zhuǎn)變工作作風(fēng)和改進(jìn)工作方法，從而有利于高效率工作團(tuán)隊(duì)的建設(shè)。</p><p>　　但下屬考核在企業(yè)的績(jī)效考核中采用得較少。從上司的角度看，他們擔(dān)心下屬考核會(huì)削弱他們的威信，有下屬聯(lián)合起來(lái)對(duì)付上司的風(fēng)險(xiǎn)，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(huì)認(rèn)為這種考核對(duì)他們存在威脅，擔(dān)心因做出誠(chéng)實(shí)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(guò)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(píng)價(jià)他們的工作，這與自我管理和授權(quán)觀念是一致的。當(dāng)希望提高員工在績(jī)效管理中的參與度時(shí)，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(duì)考核過(guò)程的抵觸，有利于上司和員工就工作績(jī)效問(wèn)題進(jìn)行溝通。</p><p>　　很顯然，因?yàn)榇蠖鄶?shù)人都有過(guò)高評(píng)價(jià)自己能力的傾向，自我考核的績(jī)效結(jié)果易被夸大，且難免存在自我服務(wù)的偏見(jiàn)。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(bǔ)充和參考，而且一般僅用于員工的自我開(kāi)發(fā)計(jì)劃，而不適用于報(bào)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(diǎn)和局限性，那么就不妨把它們結(jié)合起來(lái)，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(yīng)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(guān)系，對(duì)被考核者有接觸了解的各方面人員都盡量參與到評(píng)價(jià)被考核者的工作中來(lái)，全面考核被考核者的工作績(jī)效。有時(shí)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(kāi)發(fā)和管理目的，但剛開(kāi)始實(shí)行這樣的考核的企業(yè)可以先從僅僅關(guān)注開(kāi)發(fā)目的開(kāi)始。員工可能會(huì)因?yàn)樗腥硕悸?lián)合起來(lái)對(duì)自己進(jìn)行考核而感到不安。如果考核僅用于開(kāi)發(fā)和輔導(dǎo)，而與報(bào)酬、晉升等無(wú)關(guān)，員工會(huì)逐漸習(xí)慣這個(gè)過(guò)程，也可能會(huì)重視從不同途徑獲得的信息。</p><p><b>　　5.3績(jī)效考核工具</b></p><p>　　下面介紹績(jī)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(jiǎn)單的績(jī)效考核方法就是寫一篇短文來(lái)描述員工的工作業(yè)績(jī)、工作行為、優(yōu)點(diǎn)、缺點(diǎn)、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(diǎn)，當(dāng)要求上司就員工的優(yōu)缺點(diǎn)、特殊才能、晉升的可能性等進(jìn)行說(shuō)明時(shí)，這種方法的優(yōu)點(diǎn)就顯示了出來(lái)。這種方法的缺點(diǎn)是，為每一個(gè)員工寫一份準(zhǔn)確描述其特點(diǎn)的報(bào)告是

36、很費(fèi)時(shí)間的，通常也不是企業(yè)中的每個(gè)管理者都能勝任的。另外，用描述法進(jìn)行績(jī)效考核的結(jié)果很大程度上取決于考核者對(duì)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(guān)鍵事件法</p><p>　　關(guān)鍵事件法將績(jī)效考核的注意力集中在那些對(duì)工作具有特別積極和特別消極影響的關(guān)鍵行為上。一個(gè)對(duì)工作具有特別積極影響的例子是，一個(gè)制衣廠的保安員在工廠下班后發(fā)現(xiàn)一個(gè)燙斗沒(méi)有斷

37、電，將燙斗斷電，避免了可能引發(fā)的火災(zāi)。一個(gè)對(duì)工作具有特別消極影響的例子是，負(fù)責(zé)收發(fā)快件的文員，忘了將一份緊急文件及時(shí)發(fā)出，而對(duì)工作造成了較大的影響。關(guān)鍵事件法要求將重點(diǎn)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(jìn)的。</p><p>　　運(yùn)用關(guān)鍵事件法，可以開(kāi)發(fā)一個(gè)與員工績(jī)效相聯(lián)系的關(guān)鍵行為清單來(lái)進(jìn)行績(jī)效考核。這種方法對(duì)每一個(gè)工作崗位給出十幾個(gè)到幾十個(gè)關(guān)鍵項(xiàng)目，考核

38、時(shí)只需要檢查員工在某一項(xiàng)目上是否表現(xiàn)出色。</p><p>　　關(guān)鍵事件清單中的項(xiàng)目常常被給出分值并賦予不同的權(quán)重，表示某些項(xiàng)目比其它項(xiàng)目重要，這樣就可以得到一個(gè)量化的考核結(jié)果。</p><p>　　5.3.3 行為尺度評(píng)定量表</p><p>　　行為尺度評(píng)定量表用具體行為特征的描述來(lái)表達(dá)每種行為標(biāo)準(zhǔn)的程度差異。在這里，對(duì)每種具體行為特征程度的說(shuō)明，被稱為“尺度

39、”。行為尺度評(píng)定量表為考核者直接提供了具體行為等級(jí)和考核標(biāo)準(zhǔn)，比如，杰出、優(yōu)秀、良好、一般、不能接受等。</p><p>　　行為尺度評(píng)定量表的優(yōu)點(diǎn)是，因?yàn)榱勘碇械拿總€(gè)尺度標(biāo)準(zhǔn)都是用具體行為來(lái)表達(dá)的，容易為員工所理解，并使考核簡(jiǎn)單易行。此外，行為尺度評(píng)定量表還能給員工提供所需改進(jìn)的信息，有利于對(duì)員工的激勵(lì)和績(jī)效輔導(dǎo)。</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(píng)定量表的相似之處在于它們都是基于關(guān)鍵的工作行為的，不同之處在于行為尺度評(píng)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(diǎn)是考核簡(jiǎn)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(duì)績(jī)效考核的理解。另外，行為觀察量表本身可以作為崗位說(shuō)明書或作為對(duì)崗位說(shuō)明書的補(bǔ)充，因?yàn)樾袨橛^察量表明確說(shuō)明了

41、對(duì)特定工作崗位上的員工的行為要求。行為觀察量表的缺點(diǎn)是要清楚區(qū)分行為發(fā)生頻率的多個(gè)等級(jí)（通常以行為發(fā)生頻率的百分比來(lái)劃分）通常是比較困難的，雖然以日常觀察為基礎(chǔ)，但在期末進(jìn)行考核時(shí)常帶有考核者的主觀性。另外，對(duì)各種不同的行為都以相同頻率標(biāo)準(zhǔn)進(jìn)行評(píng)價(jià)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(duì)比較法</p><p&

42、gt;　　相對(duì)比較法是通過(guò)與別人的績(jī)效水平進(jìn)行對(duì)比來(lái)評(píng)定每個(gè)人的績(jī)效水平，這是一種相對(duì)而非絕對(duì)的考核方法。三種常用的比較方法是：小組順序排列法、個(gè)人排序法、配對(duì)比較法。</p><p>　　小組順序排列法要求把員工置于一個(gè)特定的類別中，如最好的1/5或最差的1/5。在推薦獎(jiǎng)勵(lì)優(yōu)秀員工時(shí)，常用這種方法。用此方法來(lái)評(píng)價(jià)員工時(shí)，需要評(píng)價(jià)全部下屬。這樣，當(dāng)一個(gè)管理者有20個(gè)下屬時(shí)，就只有4人可以排在前1/5，當(dāng)然，也有4

43、人排在最后的1/5。</p><p>　　個(gè)人排序法是把員工從最好到最差派出順序，這種方法假設(shè)每?jī)蓚€(gè)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(duì)員工的績(jī)效排出從最好到最差的順序。</p><p>　　配對(duì)比較法是在每個(gè)員工與其他所有的員工進(jìn)行比較的基礎(chǔ)上來(lái)評(píng)定員工的。這種方法先在兩個(gè)人的比較中評(píng)出優(yōu)劣，然后，在配對(duì)比較得分的基礎(chǔ)上，得出每個(gè)員工的一個(gè)總得分。這種方法使每個(gè)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(jìn)行了。</p><p>　　相對(duì)比較法可以與一種或多種其它方法結(jié)合起來(lái)使用，以兼顧相對(duì)比較和絕對(duì)考核的優(yōu)點(diǎn)。例如，兩個(gè)員工在績(jī)效考核中的評(píng)價(jià)都是B，而一個(gè)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(jià)值的信息。</p><p>　　5.3.6 目標(biāo)管理</p

45、><p>　　目標(biāo)管理是管理大師彼得·德魯克提出來(lái)的。目標(biāo)管理強(qiáng)調(diào)把組織的整體目標(biāo)轉(zhuǎn)化為組織單位和個(gè)人的具體目標(biāo)。目標(biāo)管理通過(guò)設(shè)計(jì)一種將目標(biāo)根據(jù)組織層級(jí)進(jìn)行分解的程序使組織的目標(biāo)具有可操作性。對(duì)個(gè)體員工來(lái)說(shuō)，目標(biāo)管理提出了明確的個(gè)體績(jī)效目標(biāo)，因此，每個(gè)人對(duì)他所在單位的績(jī)效都可以做出明確而具體的貢獻(xiàn)。如果所有人都實(shí)現(xiàn)了他們的目標(biāo)，他們單位的目標(biāo)就能實(shí)現(xiàn)，組織的總體目標(biāo)也就能夠?qū)崿F(xiàn)。</p>&l

46、t;p>　　目標(biāo)管理一般有四個(gè)組成部分：具體的目標(biāo)、參與決策、明確的時(shí)間、績(jī)效反饋。</p><p>　　目標(biāo)管理的優(yōu)勢(shì)在于，讓個(gè)人明白自己努力的方向，因而能激發(fā)個(gè)人的工作熱情，最大限度地發(fā)揮個(gè)人的潛力。目標(biāo)管理為組織正確評(píng)價(jià)個(gè)人工作績(jī)效提供了依據(jù)，使組織能夠根據(jù)目標(biāo)完成情況而不是僅僅根據(jù)管理者的主觀印象來(lái)對(duì)個(gè)人工作進(jìn)行評(píng)價(jià)。</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