Performance Management(绩效管理英文文献)
老外的一份绩效管理英文版
It involves setting clear performance standards, assessБайду номын сангаасng employee performance against these standards, providing feedback, and creating development plans to improve performance
Link rewards to performance
01
Ensure that rewards and incentives are closely linked to individual performance and organizational goals
Recognition programs
Feedback and Recognition
Provide feedback on performance and recognize outstanding achievements
Performance Management绩效管理
Performance Appraisal
Much More Than Filling Out A Form
2
It Starts With Goal Setting: “If You Don’t Know Where You Are Going You Won’t Know How To Get There”
• Step 2: Identify Measurement Methods
– Tools To Gauge Performance – Example: Cost, Time, Quality, Quantity, Human Impact
Managing the Process
• Step 3: Quantify The Performance Methods
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Keeping It Going
Giving Feedback
20
பைடு நூலகம்
Facts about Feedback
• No Surprises
• Serves As A Role Model
Managing the Process
• Step 1: Identify 5 to 8 Significant Job Responsibilities
– Work You are Directly Accountable For – Answer The How, What And Why
企业绩效管理外文翻译文献
企业绩效管理外文翻译文献译文：3900多字(含：英文原文及中文译文)文献出处：Oliveira P G M D. Corporate Performance Management[J]. Ssrn Electronic Journal, 2009, 7(3):págs. 23-31.英文原文Corporate Performance ManagementPedro OliveiraAbstractTwo of the most important duties of a chief executive officer are (1) to formulate strategy and (2) to manage his company’s performance. In this article we examine the second of these tasks and discuss how corporate performance should be modeled and managed. We begin by considering the environment in which a company operates, which includes, besides outside stakeholders, the industry it belongs and the market it supplies, and then proceed to explain how the functioning of a company can be understood by an examination of its business, operational and performance management models. Next we describe the structure recommended by the authors for a corporate planning, control and evaluation system, the most important part of a corporate performance management system. The core component of the planning system is the corporate performance evaluation model, the structure of which is mapped into the planning system’s database, simulation modelsand budgeting tools’ structures, and also used to shape information contained in the system’s products, besides being th e nucleus of the language used by the system’s agents to talk about corporate performance. The ontology of planning, the guiding principles of corporate planning and the history of ”MADE”, the corporate performance management system discussed in this article, are reviewed next, before we proceed to discuss in detail the structural components of the corporate planning and control system introduced before. We conclude the article by listing the main steps which should be followed when implementing a performance planning, control and evaluation system for a company.Keywords: corporate performance, planning, control, budgeting, modeling, management1. IntroductionTwo of the most important corporate tasks for which a chief executive officer is primarily responsible are (1) to formulate strategy and (2) to manage the company’s performance. In this article we examine the second of these tasks and discuss how corporate performance should be modeled and managed.To perform is to accomplish, to achieve (desired) results or outcomes. So, when talking about corporate performance, we are referring to the degree by which desired results or outcomes are achieved by a company. Managing corporate performance involves planning, controlling,analyzing and evaluating, not only the results achieved by the company, but also the means by which these results are reached. Among the results, or goals, pursued by most companies we can mention growth, market share, profitability and value creation; and the means to achieve these results include productivity, effectiveness, innovation and competitiveness. Those are the type of things we should have in mind when specifying a corporate performance management system.Before discussing how to model corporate performance, it is convenient to consider the environment in which a company operates, which includes, besides outside stakeholders, the industry it belongs and the market it supplies. The main aspects of an industry to be looked at when considering its influence on corporate performance are structure and regulation, the main competitors, entry barriers, substitute products and supplier’s negotiating power. Associated questions are: How production is organized, vertically or horizontally? How much competitive is the industry and who are the main competitors, those that capture the largest part of the market share? Is it unregulated, self-regulated or regulated by a government agency? How strong are barriers to the entry of new competitors? Can products from other industries function as substitutes for the ones produced in the industry? What about the power industry suppliers have when negotiating prices and trade conditions? At the opposite side of the industry in the corporateenvironment we have the market where the company trades its products, its main attributes being size, growth rate, segmentation, exit barriers and consumers’ negotiating power. Typical questions that should be asked when assessing its effect on corporate performance are: What is t he market size, in dollars, for each o f the company’s products? What are the short-term and long-term market growth rates? Is it a wholesale or a retail market? Are the sales cyclical? How can the market be segmented (by geography, purchasing power, customer age, etc.)? Which barriers does a client run into when changing suppliers? Do clients have the power to impose prices and trade conditions?We call the people who have interest in or are affected by a company’s performance its “stakeholders”, and group them in the categories of “insiders” and “outsiders”. The insiders are thecompany’s entrepreneurs or controlling shareholders and its managers and employees. The outsiders include customers, suppliers, minority shareholders, debt holders, the government in its roles of public goods supplier, regulator and tax collector, and also the communities where the company does business. It is important to note that stakeholders, besides being affected by, also influence corporate performance and it is often necessary to search for the effects of this influence when appraising performance.That is meant to increase the depth of this brief analysis of corporate structureand external relations.Microeconomic theory considers thecompany as a social production unit that uses a certain technology to produce a set of outputs from a set of inputs. The function that maps input quantities into maximum output quantities obtainable from the inputs is called the “production function” or “production frontier”. Knowledge of this function is important for measuring the technical efficiency of a production unit, a very significant performance metric. Several techniques exist for the specification of production functions or frontiers, grouped under the names of “Data Envelopment Analysis” and “Stochastic Frontier Analysis”.Companies are created by entrepreneurs, the agents that organize and coordinate production with the help of professional managers. Entrepreneurs play a crucial role in shaping corporate performance. On o ne side, recognized entrepreneurial capacity ─ and also large contact networks ─ are vital for raising the financial capital necessary to build structural or physical capital. On another side, the entrepreneurs’ reputation and contacts are essential to attract the intellectual capital that, together with the structural capital, is the foundation of innovation capacity .A business model is a conceptual representation of the way a company does business. Its main components, are: the company’s value proposition; the targeted market segments; the distribution, marketing communications, and customer relationship channels; the corecompetencies needed; operating and management technologies; the partners’ network; and the revenue, cost and value creation models. Understanding the business model is the first step to implement a corporate performance management system. The model should indicate whether the company has a broad customer base or targets specific market segments, and in the second case, identify these segments. The goods and services provided by the company and the commercial conditions under which they are sold (including such things as guarantees, technical assistance, etc.), comprise the value proposition. The channel used for product distribution can be a direct-tocustomer sales channel through the Internet, or be comprised of bricks and mortar companyowned stores, wholesale agents, retail companies, etc. The company can use several marketing channels to get messages through to its customers, such as TV and printed media, and employ a call center to give support and receive complaints and suggestions from them. Core competencies are the ones the company needs to master in order to gain a competitive advantage in relation to other companies in the same marketplace. These competencies should rest on proper operational and management technologies, and be supplemented by a network of partners, if necessary. As a final point, a business model must include a revenue, a cost and a value creation model in order to be profitable to the company’s shareholders.We can think of the operational model of a company as encompassing an organizational model, a functional model and a corporate data model . The organizational model depicts, in an inverted hierarchical tree, the roles of the agents involved in the company’s operation. The functional model portrays all the activities that together form the whole to which we refer by the expression “company’s operations”, structured in logical, sequential steps forming operation al processes. At last, the corporate data model is an entity-relationship diagram that shows the main entities about which the company collects data with its attributes and the relationships between them.The last model we need to examine in order to understand the functioning of a corporation is the performance management model it uses, which is, in general, composed of four building blocks. The corporate governance system, the corporate performance planning, control and evaluation system, the individual managers performance planning, control and evaluation system and the management variable compensation system (or bonus system). The corporate governance system comprises three well known actors, the chief executive officer, the directors and the shareholders, and is designed to mediate the relations between them. Under the governance system, we find two planning and control systems, having as its targets the performance of the company (as a whole and of its divisions) and the performance of its individualmanagers, respectively. Linking these two systems we find a compensation system that assigns fractions of a bonus pool, which is a function of the aggregate company performance, to its managers on the basis of their individual performances. An effective management model should be forward-looking, that is, centered on the improvement of future performance, and focused on value creation.A thorough understanding of all the models described above is a necessary prerequisite for one to be able to plan, monitor, analyze, evaluate and control corporate performance. In the next section we will examine in more detail a crucial component of the management model previously described: the corporate performance planning, control and evaluation system.2. The Corporate Performance Planning, Control and Evaluation System.That shows the structure recommended by the authors for a corporate planning, control and evaluation system, the most important part of a corporate performance management system. The core component of the planning system, as can be deduced from its central position in the mentioned figure, is the performance evaluation model. The structure of this model is mapped into the system’s database, simulation models and budgeting tools’ structures, and also used to shape information contained in the system’s p roducts, besides being the nucleus of the language used by the system’s agents to talk aboutcorporate performance. The corporate planning and control process is formed by the coordinated actions of the planning and control agents, whose aim is the generation of the system’s outputs, which include assumptions, goals, forecasts, plans, budgets, investment projects, performance valuations, variance analysis, etc. These products take the form of paper and electronic documents and spreadsheets, and of PowerPoint presentations. The agents follow an agreed upon time schedule and rely on a business intelligence (BI) software to support their actions. The BI software implements the performance evaluation model for the purposes of representing and simulating corporate performance and provides the necessary tools for the system’s agents to produce the system’s outputs. Data used by the system comes from the accounting and other corporate databases. In the following sections of this article we will examine in detail each of the aforementioned planning system components.Before proceeding, however, we will make a pause to discuss the ontology of planning. One can readily identify in this figure three major structures: the strategic, the motivation and the action frameworks. In the strategic framework, which is chiefly related to the risk versus return dialectics, we can identify the external influences to corporate performance, comprising both opportunities and threats, and the internal ones, materialized by strengths and weaknesses. Suppliers and consumersnegotiating power, entry and exit barriers, competitors and substitute products are the main determinants of external influences. Technological change has also a pervasive influence on corporate performance. Comparing the motivation (ends) and action (means) frameworks, we can associate various levels or layers in which corporate aims are defined to the corresponding action classes, that is, vision to mission, long term goals to strategy, short term goals to tactics and actual results to actual actions. Policy and business rules are restrictions under which strategy and tactics, respectively, must be formulated, and actual action carried out.It may be convenient, at this point, to give a general definition of the terms “planning” and “control”. Corporate planning is a process by which management define the desired future performance of a corporation, and identify and decide on the actions that need to be taken in order to achieve that performance. The main steps comprising a planning cycle are exposed . Corporate control, on the other hand, is an operational process which aims to check whether the actual performance is in accordance with the planned one, and, eventually, to modify the planned actions in order to guarantee that the final desired performance will be met. The corporate budget is one of the most important outputs of the corporate planning and control process. It is the prime management tool used to improve corporate performance and to align management interests withthose of the shareholders. We can conclude this section by stating the nine guiding principles of corporate planning and control:i. Planning is concerned in first place with results and in second place with the means to achieve these results.ii. Planning is concerned with the present value of costs and benefits to be incurred in the future as a consequence of decisions undertaken in the present.iii. The main objective of planning is to create value for the corporation’s shareholders.iv. For the above goal to be met, it is necessary to fulfill customers’ expectations concerning quantity, price and quality of marketed products at the least possible cost, and to maintain a skilled and fully motivated workforce.v. Planning and control activities should be organized through a system whose components are the planning and control agents, process, time schedule, products, models & tools, and database.vi. The corporate budget should be the planning and control system’s product that consolidates the results which the company plans to achieve in the next period and the actions it should undertake in order to meet them.vii. The corporate budget must contain all the information necessary for the evaluation of the short term planned performance of the company,its marketing, operational, economic, patrimonial and financial aspects being dully considered. viii. The corporate budget should not be viewed exclusively as a means of cost reduction or control, but mainly as a tool to enhance performance and increase the company’s economic value.ix. The planning process in itself is as important as its outputs, and should contribute to leverage management’s knowledge about the company’s internal workings, and also to help fo cus its efforts on the critical areas of corporate performance.中文译文企业绩效管理作者：Pedro Oliveira摘要行政总裁的两个最重要职责是:制定战略和处理他的公司经营业绩。
绩效考核中英文对照外文翻译文献
绩效考核中英文对照外文翻译文献(文档含英文原文和中文翻译)绩效考核与员工满意摘要：绩效考核通常也称为业绩考评或“考绩”，是针对企业中每个职工所承担的工作，应用各种科学的定性定量的方法，对职工行为的实际效果及其对企业的贡献或价值进行考评。
绩效考核作为一种有效的企业管理手段，在企业管理中发挥着非常重要的作用，是企业人力资源管理的核心。
本文对当前我国绩效考核中存在的问题做了详细的分析。
针对问题，文章提出从绩效考核的各个角度进行控制，从而确保绩效考核高效到位，最终发挥人力资源管理的作用。
关键词：绩效考核问题分析建议21世纪是知识经济时代，随着经济竞争的加剧，人们越来越认识到人力资源是当今时代经济发展的第一资源。
随着人力资源管理在中国企业的发展的日趋成熟,绩效管理作为人力资源管理的重要组成部分在企业内部的地位也越发重要。
绩效考核是人力资源管理的核心问题之一，是保障并促进企业内部管理机制有序运转，实现企业各项经营管理目标所必须进行的一种管理行为。
美国组织行为学家约翰·伊凡斯维其认为，绩效考核可以达到以下八个方面的目的：为员工的晋升、降职、调职和离职进行评估；组织对员工的绩效考评的反馈；对员工和团队对组织的贡献进行评估；为员工的薪酬决策提供依据；对招聘选择和工作分配的决策进行评估；了解员工和团队的培训和教育的需要；了解员工和团队的培训和教育的需要；对工作计划、预算评估和人力资源规划提供信息。
绩效考核是企业管理员工的有效手段,也是主要途径,在企业管理中具有不可替代的核心地位。
但是,现在有很多企业的绩效考核与企业的发展策略相脱节,企业绩效考核体系也只是一个空壳而已,根本达不到对员工进行考核的目的,甚至还适得其反,导致人才流失。
因此，对企业的绩效考核工作进行分析，找出存在的问题，并解决这些问题成为企业势在必行的工作。
1当前绩效考核中存在问题及原因分析1.1对绩效考核的认识不充分（1）认为绩效考核只是人力资源部的事。
Performance Management 绩效管理
Evaluation Mechanism 評估機制的特色
Reliable 可信賴的 Able to provide accurate information about an individual’s performance
完成績效管理評估表格
Objectives review of last year and set staff’s objectives for coming year.
Schedule & conduct performance discussion with employee
為員工上年度所定的目標作回顧及制定來 年的目標
評估者簽署己完成的績效管理評估表格並 交予人力資源部
P.9
Performance Management – Role 績效管理 – 角色
Appraisee’s Role
Gather relevant data on your performance and prepare discussion with the appraiser
Attend Performance Evaluation meeting with your manager and share your self evaluation of your performance over the year Discuss your key accomplishments and areas would like to improve/develop in If objectives are applicable, please discuss preliminary objectives for the next fiscal year
Performance Evaluation and Management(绩效评估和管理)
3. Supervisor, after consulting with the employee, establishes the criteria for assessing the accomplishment of the objectives
Time consuming, must be disciplined to log in incidents, reveals critical behaviors that can be fed back easily.
Difficult to develop, time consuming, great for providing specific feedback to aid in improving performance.
oriented, does not engage in comparisons among employees.
9 - 18
MBO Program Process (1 of 2)
1. Supervisor and employee conduct meetings to define key tasks of the subordinate and to set a limited number of objectives (goals)
5. Discuss the evaluation with the employee
6. Make decisions and file the evaluation
பைடு நூலகம்
人力资源专业绩效考核管理方面英文文献及中文翻译
人力资源专业绩效考核管理方面英文文献及中文翻译Performance assessment inquiryAbstractIn the aspect of human resource management, performance appraisal methods of diversity, in the end should adopt what kind of performance evaluation method is more reasonable, performance appraisal should be by what kind of way is easier to implement and achieve the better management results, is a question worth pondering. This paper will focus on the types of performance assessment and its effect, analyze the types of performance assessment, and explore how to correctly andappropriately assess the performance, and do a good job in management.1.Performance appraisals - purpose and how to make it easierPerformance appraisals are essential for the effective managementand evaluation of staff. Appraisals help develop individuals, improve organizational performance, and feed into business planning. Formal performance appraisals are generally conducted annually for all staff in the organization. His or her line manager appraises each staff member. Directors are appraised by the CEO, who is appraised by the chairman or company owners, depending on the size and structure of the organization.Annual performance appraisals enable management and monitoring of standards, agreeing expectations and objectives, and delegation of responsibilities and tasks. Staff performance appraisals also establishindividual training needs and enable organizational training needs analysis and planning.Performance appraisals also typically feed into organizationalannual pay and grading reviews, which commonly also coincide with the business planning for the next trading year.Performance appraisals generally review each individual'sperformance against objectives and standards for the trading year,agreed at the previous appraisal meeting. Performance appraisals arealso essential for career and succession planning - for individuals, crucial jobs, and for the organization as a whole.Performance appraisals are important for staff motivation, attitude and behavior development, communicating and aligning individual and organizational aims, andfostering positive relationships between management and staff.Performance appraisals provide a formal, recorded, regular review ofan individual's performance, and a plan for future development.Job performance appraisals - in whatever form they take - aretherefore vital for managing the performance of people and organizations.Managers and appraises commonly dislike appraisals and try to avoid them. To these people the appraisal is daunting and time-consuming. The process is seen as a difficult administrative chore and emotionally challenging. The annual appraisal is maybe the only time since last year that the two people have sat down together for a meaningful one-to-onediscussion. No wonder then that appraisals are stressful - which then defeats the whole purpose.Appraisals are much easier, and especially more relaxed, if the boss meets each of the team members individually and regularly for one-to-one discussion throughout the year.Meaningful regular discussion about work, career, aims, progress, development, hopes and dreams, life, the universe, the TV, common interests, etc., whatever, makes appraisals so much easier because people then know and trust each other - which reduces all the stress and the uncertainty.Put off discussions and of course they loom very large. So don'twait for the annual appraisal to sit down and talk. The boss or the appraises can instigate this.If you are an employee with a shy boss, then take the lead. If you are a boss who rarely sits down and talks with people - or whose people are not used to talking with their boss - then set about relaxing the atmosphere and improving relationships. Appraisals (and work) all tend to be easier when people communicate well and know each other.So sit down together and talk as often as you can, and then when the actual formal appraisals are due everyone will find the whole process to be far more natural, quick, and easy - and a lot more productive too.2.Appraisals, social responsibility and whole-person developmentThere is increasingly a need for performance appraisals of staff and especiallymanagers, directors and CEO's, to include accountabilities relating to corporate responsibility, represented by various converging corporate responsibility concepts including: the “Triple Bottom Line”; corporate social responsibility (CSR);Sustainability; corporate integrity and ethics; Fair Trade, etc. The organization must decide the extent to which these accountabilities are reflected in job responsibilities, which would then naturally feature accordingly in performance appraisals. More about this aspect of responsibility is in the directors’ job descriptions section.Significantly also, while this appraisal outline is necessarily a formal structure this does not mean that the development discussed with the appraises must be formal and constrained. In fact the opposite applies. Appraisals must address “whole person”development - not just job skills or the skills required for thenext promotion.Appraisals must not discriminate against anyone on the grounds of age, gender, sexual orientation, race, religion, disability, etc.The UK Employment Equality (Age) Regulations 2006, (consistent with Europe), effective from 1st October 2006, make it particularly important to avoid any comments, judgments, suggestions, questions or decisions which might be perceived by the appraises to be based on age. This means people who are young as well as old. Age, along with other characteristics stated above, is not a lawful basis for assessing andmanaging people, unless proper 'objective justification' can be proven. See the Age Diversity information.When designing or planning and conducting appraisals, seek to help the 'whole-person' to grow in whatever direction they want, not just to identify obviously relevant work skills training. Increasingly, the best employers recognize that growing the 'whole person' promotes positive attitudes, advancement, motivation, and also develops lots of new skills that can be surprisingly relevant to working productively andeffectively in any sort of organization.Developing the whole-person is also an important aspect of modern corporate responsibility, and separately (if you needed a purely business-driven incentive for adopting these principles), whole-person development is a crucial advantage in the employment market, in whichall employers compete to attract the best recruits, andto retain the best staff.Therefore in appraisals, be creative and imaginative in discussing, discovering and agreeing 'whole-person' development that people will respond to, beyond the usual job skill-set, and incorporate this sort of development into the appraisal process. Abraham Maslow recognized this over fifty years ago.If you are an employee and your employer has yet to embrace or even acknowledge these concepts, do them a favor at your own appraisal and suggest they look at these ideas, or maybe mention it at your exitinterview prior to joining a better employer who cares about the people, not just the work.Incidentally the Multiple Intelligences test and VAK Learning Styles test are extremely useful tools for appraisals, before or after, to help people understand their natural potential and strengths and to help managers understand this about their people too. There are a lot of people out there who are in jobs which don't allow them to use and develop their greatest strengths; so the more we can help folk understand their own special potential, and find roles that really fit well, the happier we shall all be.3 .Are performance appraisals still beneficial and appropriateIt is sometimes fashionable in the 'modern age' to dismisstraditional processes such as performance appraisals as being irrelevant or unhelpful. Be very wary however if considering removing appraisals from your own organizational practices. It is likely that the critics of the appraisal process are the people who can't conduct them very well.It's a common human response to want to jettison something that onefinds difficult. Appraisals - in whatever form, and there are various - have been a mainstay of management for decades, for good reasons.Think about everything that performance appraisals can achieve and contribute to when they are properly managed, for example:(1)performance measurement - transparent, short, medium and longterm(2)clarifying, defining, redefining priorities and objectives(3)motivation through agreeing helpful aims and targets(4)motivation though achievement and feedback(5)training needs and learning desires - assessment and agreement(6)identification of personal strengths and direction - including unused hidden strengths(7)career and succession planning - personal and organizational(8)team roles clarification and team building(9)organizational training needs assessment and analysis(10)appraise and manager mutual awareness, understanding and relationship(11)resolving confusions and misunderstandings(12)reinforcing and cascading organizational philosophies, values, aims, strategies, priorities, etc(13)delegation, additional responsibilities, employee growth and development(14)counseling and feedback(15)manager development - all good managers should be able to conduct appraisals well - it's a fundamental process(16)the list goes onPeople have less and less face-to-face time together these days. Performance appraisals offer a way to protect and manage these valuable face-to-face opportunities. My advice is to hold on to and nurture these situations, and if you are under pressure to replace performance appraisals with some sort of (apparently) more efficient and costeffective methods, be very sure that you can safely cover all the aspects of performance and attitudinal development that a well-run performance appraisals system is naturally designed to achieve.There are various ways of conducting performance appraisals, and ideas change over time as to what are the most effective appraisals methods and systems. Some people advocate traditional appraisals and forms; others prefer 360-degree-type appraisals; others suggest using little more than a blank sheet of paper.In fact performance appraisals of all types are effective if theyare conducted properly, and better still if the appraisal process is clearly explained to, agreed by, the people involved.Managers need guidance, training and encouragement in how to conduct appraisals properly. Especially the detractors and the critics. Help anxious managers (and directors) develop and adapt appraisals methods that work for them. Be flexible. There are lots of ways to conduct appraisals, and particularly lots of ways to diffuse apprehension and fear - for managers and appraises alike. Particularly - encourage people to sit down together and review informally and often - this removes much of the pressure for managers and appraises at formal appraisals times. Leaving everything to a single make-or-break discussion once a year is asking for trouble and trepidation.Look out especially for the warning signs of 'negative cascaded attitudes' towards appraisals. This is most often found where a senior manager or director hates conducting appraisals, usually because theyare uncomfortable and inexperienced in conducting them. The senior manager/director typically will be heard to say that appraisals don't work and are a waste of time, which for them becomes a self-fulfilling prophecy.All that said, performance appraisals that are administered without training (for those who need it), without explanation or consultation, and conducted poorly will be counter-productive and is a waste of everyone's time.Well-prepared and well-conducted performance appraisals provide unique opportunities to help appraise and managers improve and develop, and thereby also the organizations for whom they work.Just like any other process, if performance appraisals aren't working, don't blame the process, ask yourself whether it is being properly trained, explained, agreed and conducted.4. Effective performance appraisalsAside from formal traditional (annual, six-monthly, quarterly, or monthly) performance appraisals, there are many different methods of performance evaluation. The use of any of these methods depends on the purpose of the evaluation, the individual, the assessor, and the environment.The formal annual performance appraisal is generally the over-riding instrument, which gathers together and reviews all other performance data for the previous year.Performance appraisals should be positive experiences. Theappraisals process provides the platform for development and motivation, so organizations should foster a feeling that performance appraisals are positive opportunities, in order to get the best out of the people and the process. In certain organizations, performance appraisals are widely regarded as something rather less welcoming ('blocking sessions' is not an unusual description), which provides a basis only on which to develop fear and resentment, so never, never, never use a staff performance appraisal to handle matters of discipline or admonishment, which should instead be handled via separately arranged meetings.5. Types of performance and aptitude assessments(1)Formal annual performance appraisals(2)Probationary reviews(3)Informal one-to-one review discussions(4)Counseling meetings(5) Observation post(6) Skills or career-related tests(7) Assignment or task to follow the review, including the secondment(8)Assessment Centre, including the observation group exercises, presentations and other tests(9)Communicate with people who investigate the views of others(10) Acts of psychological tests and other assessment(11)Handwriting analysis绩效考核探究摘要在人力资源管理方面，绩效考核的方法多种多样，到底应该采用哪一种绩效考核方法更为合理，绩效考核又应该通过什么样的途径更易于实现并取得更好的管理成效，是一个值得深思的问题。
企业绩效管理外文翻译文献综述
企业绩效管理外文翻译文献综述企业绩效管理外文翻译文献(文档含中英文对照即英文原文和中文翻译)原文：Can Performance Management Foster Intelligent Behavior?Bjarte BogsnesThe world has changed, not just in increasingly fast-changing and unpredictable ways, but also the competence and expectations of people in our organizations. Unfortunately, too few seem to understand or accept that these developments call for radically new and different ways of leading and managing. Traditional management practices do not make usthe agile organizations we need to be.The problem starts with the label, "Performance Management" implying, "If I don't manage you, there will be no performance."We need a new mindset, one that is less about managing performance and more about creating conditions for great performance to occur. We need self-regulating models, requiring less management, but more leadership from everyone.Think about traffic, where we want good performance and a safe good flow. Traffic authorities have different ways of making this happen. The traffic light is a popular choice, but those managing the process (programmers) are not in the situation; information used in their process is not fresh, which is clear as you wait in front of that red light.The roundabout is a very different alternative. Those managing are the drivers themselves. The information used isreal time, coming from own observations. While that information is also available in front of the traffic light, drivers do not have the authority to act on it. By the way, the "zipper" or "every second car through" is not a rule, but a guiding principle.The roundabout normally is more efficient than the traffic light, because of two significant differences in the decision-making process, information and authority. A third element is also required for the roundabout to be more efficient: while the traffic light is a simple-rulesbased system, the roundabout is values-based. A value-set based on, "Me first, I don't care about the rest," is not a big a problem in front of the red light, but is a serious problem in a roundabout. Here, a positive common purpose of wanting a safe and good flow is critical. Drivers must be more considerate, open about own intentions while trying to understand the intentions of peers. Instead of managing performance, traffic authorities have created conditions for self-managed performance to occur.What would the implications be for the loathed performance review? The principles and practices described at Return Path are sensible and interesting. I like the concept of horizontal commitments toward peers, instead of vertical commitments to higher management. At the same time, we need to broaden our definition of performance. In traditional performance, a commitment is too often about "hitting the number." This is too narrow. We need to ask questions such as, how are we doing compared to peers? How are we using KPIs to reflect on performance, or using hindsight and management assessment to verify results? Did we really move toward our longer-term ambitions? How sustainable are the results? Last but not least, there has to be room for values if performance systems are tofoster intelligent behavior; we need to ask, how where those results achieved?At Statoil our integrated performance management approach links ambitions to actions. Our targets reflect a broad set of ambitions,including people, health, safety, environment, operations and financial performance. Read more about our management model and how we apply a holistic and values-based approach to this broader performance agenda.The words of Dee Hock, former GEO of Visa, should guide the design of our management processes, including our performance reviews: "Simple, clear purpose and principles give rise to complex, intelligent behavior. Complex rules and regulations give rise to simple, stupid behavior."While researching my book. Talent Economics, I interviewed employees about what really motivates today's workforce. I discovered a disconnect between the performance support my interviewees wanted versus how managers recounted their contribution to these conversations.Over the last 20 years, the employee mindset has evolved faster than has the art and science of management. Nowhere is this starker than in the area of performance management practices, particularly the annual review. In both the developed and developing world, employees report that this end-of-year activity breeds stress, anxiety and mistrust. How ironic that a process aimed at improving organizational performance, is itself underperforming!It's time to "reboot" our performance management operating system, installing two specific system updates: l. The "Democracy" update. As much as we try to make theperformance appraisal a two way dialogue, we cannot run away from the fact that at its core, the conversation today is often a top-down review. My research shows that many 21st century employees are rejecting conversations that are one-way: in hot job markets today, managers must realize "who is appraising whom." With other offers readily available, many employees enter a performance dialogue privately considering if their manager is worth another year of their career. The performance management conversation now reflects a company's Employee Value Proposition, much as we learn in the lead Perspective.The Democracy update means that managers only gain the right to give feedback when they first genuinely seek the same on their own performance as leaders. Not just through 360-degree reviews, but also through authentic conversations asking, "How am I performing as your manager? " and "How can I help you succeed?" Only then can the conversation shift to, "How you can improve?"and "This is what you should focus on."2. The Success module. Greater employee autonomy and empowerment also changes the meaning of management. We have gone from a "supervisor of task and outcomes" to an "enabler of performance, innovative thinking and collective success." To make this shift, we must give up the judge's robes for the coach's uniform. If employees don't succeed, managers are on the hook, too.This is particularly relevant when coaching a team to success. People bring different skills to a team and how well they work together really matters. If team reviews work better to achieve a goal, so be it. The Return Path story illustrates how review processes can be designed and executed around what matters most, and where everyone dons the uniforms of player and coach.What if, instead of making the heart of a performance conversation the evaluation, it became a vehicle to improve success of the individual, the team and the business? What if performance feedback was paired with dialogue about transforming the business, the product or customer experience? This genuinely reboots and upgrades performance management to focus on individual and organizational success.It is indeed time to upgrade performance management practices: we can no longer manage a 21st century employee using 20th century mindsets.People & Strategy. 2013, V ol. 36 Issue 2, p12-13. 2p.译文：绩效管理能促进自我管理行为吗?Bjarte Bogsnes世界随着时间的推移而变化莫测，连那些与时变化而不可预测的通道也随之改变，与此同时组织人员的能力和期望也顺应时代潮流。
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PERFORMANCE MANAGEMENT POLICYThe Governing Body of Homerton Children’s Centre adoptedthis performance management policy on 31 October 2007.APPLICATION OF THE POLICYThe policy applies to the head teacher and to all teachers employed by the school except teachers on contracts of less than one term, those undergoing induction (ie NQTs)and those who are the subject of capability procedures.PURPOSEThis policy sets out the framework for a clear and consistent assessment of the overall performance of teachers and the head teacher and for supporting their development needs within the context of the school's improvement plan and their own professional needs. Where teachers are eligible for pay progression, the assessment of performance throughout the cycle against the performance criteria specified in the statement will be the basis on which the recommendation is made by the reviewer.This policy should be read in conjunction with the school's pay policy which provides details of the arrangements relating to teacher's pay in accordance with the School Teachers' Pay and Conditions Document.LINKS TO SCHOOL IMPROVEMENT, SCHOOL SELF EVALUATION AND SCHOOL DEVELOPMENT PLANNINGTo comply with the requirement to show how the arrangements for performance management link with those for school improvement, school self-evaluation and school development planning and to minimise workload and bureaucracy the performance management process will be the main source of information as appropriate for school self-evaluation and the wider school improvement process.Similarly, the school improvement and development plan and the school's self evaluation form are key documents for the performance management process.All reviewers are expected to explore the alignment of reviewees' objectives with the school's priorities and plans. The objectives should also reflect reviewees' professional aspirations.CONSISTENCY OF TREATMENT AND FAIRNESSThe Governing Body is committed to ensuring consistency of treatment and fairness in the operation of performance management. To ensure this the following provisions are made in relation to moderation, quality assurance and objective setting.Quality assuranceThe head teacher has determined that she will delegate the reviewer role for some or all teachers for whom she is not the line manager.In these circumstances the head teacher will moderate all the planning statements to check that the plans recorded in the statements of teachers at the school:• are consistent between those who have similar experience and similar levels of responsibility•comply with the school's performance management policy, the regulations and the requirements of equality legislationThe Governing Body will review the quality assurance processes when the performance policy is reviewed.OBJECTIVE SETTINGThe objectives set will be rigorous, challenging, achievable, time-bound, fair and equitable in relation to teachers with similar roles/responsibilities and experience, and wil l have regard to what can reasonably be expected of any teacher in that position given the desirability of the reviewee being able to achieve a satisfactory balance between the time required to discharge his professional duties and the time required to pursue his personal interests outside work, consistent with the school's strategy for bringing downward pressure on working hours. They shall also take account of the teacher's professional aspirations and any relevant pay progression criteria. They should be such that, if they are achieved, they will contribute to improving the progress of children at the school.The reviewer and reviewee will seek to agree the objectives but where a joint determination cannot be made the reviewer will make the determination.In this school:all teachers, including the head teacher, will have no more than 3 objectivesteachers, including the head teacher, will not necessarily all have the same number of objectivesall teachers, including the head teacher, will have a whole school objectiveThough performance management is an assessment of overall performance of teachers and the head teacher, objectives cannot cover the full range of a teacher's roles/responsibilities. Objectives will, therefore, focus on the priorities for an individual for the cycle. At the review stage it will be assumed that those aspects of a teacher's roles/responsibilities not covered by the objectives or any amendment to the statement which may have been necessary in accordance with the provisions of the regulations have been carried out satisfactorily.Reviewing ProgressAt the end of the cyc l e assessment of performance against an objective will be on thebasis of the performance criteria set at the beginning of the cycle. Good progress towards the achievement of a challenging objective, even if the performance criteria have not been met in full, will be assessed favourably.The performance management cycle is annual, but on occasions it may be appropriate to set objectives that will cover a period over more than one cycle. In such cases, the basis on which the progress being made towards meeting the performance criteria for the objective will be assessed at the end of the first cycle and will be recorded in the planning and review statement at the beginning of the cycle.APPEALSAt specified points in the performance management process teachers and head teachers have a right of appeal against any of the entries in their planning and review statements. Where a reviewee wishes to appeal on the basis of more than one entry this would constitute one appeal hearing.Details of the appeals process are covered in the school's pay policy.CONFIDENTIALITYThe whole performance management process and the statements generated under it, in particular, will be treated with strict confidentiality at all times. Only the reviewee's line manager or, where she has more than one, each of her line managers will be provided with access to the reviewee's plan recorded in her statement, upon request, where this is necessary to enable the line manager to discharge her line management responsibilities. Reviewees will be told who has requested and has been granted access.TRAINING AND SUPPORTThe school's CPD programme will be informed by the training and development needs identified in the training annex of the reviewees' planning and review statements.The governing body will ensure in the budget planning that, as far as possible,appropriate resources are made available in the school budget for any training and support agreed for reviewees.An account of the training and development needs of teachers in general, including the instances where it did not prove possible to provide any agreed CPD, will form a part of the head teacher's annual report to the governing body about the operation of the per f ormance management in the school.With regard to the provision of CPD in the case of competing demands on the school budget, a decision on relative priority will be taken with regard to the extent to which: (a) the CPD identified is essential for a reviewee to meet their objectives; and (b) the extent to which the training and support will help the school to achieve its priorities. The school's priorities will have precedence. Teachers should not be held accountable for failing to make good progress towards meeting their performance criteria where the support recorded in the planning statement has not been provided.APPOINTMENT OF REVIEWERS FOR THE HEAD TEACHERAppointment of GovernorsThe Governing Body is the reviewer for the head teacher and to discharge this responsibility on its behalf may appoint 2 or 3 governors.Where a head teacher is of the opinion that any of the governors appointed by the governing body under this regulation is unsuitable for professional reasons, s/he may submit a written request to the governing body for that governor to be replaced, stating those reasons.Appointment of School Improvement Partner or External AdviserThe local authority has appointed a School Improvement Partner for the school, who will provide the Governing Body with advice and support in relation to the management and review of the performance of the head teacher.APPOINTMENT OF REVIEWERS FOR TEACHERSIn the case where the head teacher is not the teacher's line manager, the head teacher may delegate the duties imposed upon the reviewer, in their entirety, to the teacher's line manager. In this school the head teacher has decided that:The head teacher will be the reviewer for those teachers she directly line manages and will delegate the role of reviewer, in its entirety, to the relevant line managers for some or all other teachers.Line managers will be the reviewers for all those teachers they line manage.Where a teacher is of the opinion that the person to whom the head teacher has delegated the reviewer's duties is unsuitable for professional reasons, she may submit a written request to the head teacher for that reviewer to be replaced, stating those reasons.Where it becomes apparent that the reviewer will be absent for the majority of the cycle or is unsuitable for professional reasons the head teacher may perform the duties herself or delegate them in their entirety to another teacher. Where this teacher is not the reviewee's line manager the teacher will have an equivalent or higher status in the staffing structure as the teacher's line manager.A performance management cycle will not begin again in the event of the reviewer being changed.All line managers to whom the head teacher has delegated the role of reviewer will receive appropriate preparation for that role.THE PERFORMANCE MANAGEMENT CYCLEThe performance of teachers must be reviewed on an annual basis. Performance planning and reviews must be completed for all teachers by 31 October and for head teachersby 31 December.The performance management cycle in this school, therefore, will run fromthe end of autumn half term to the end of the summer term for teachers, and from the end of autumn term to the end of the summer termfor the head teacher.Teachers who are employed on a fixed term contract of less than one year, will have their performance managed in accordance with the principles underpinning the provisions of this policy. The length of the cycle will be determined by the duration of their contract.Where a teacher starts their employment at the school part-way through a cycle, the head teacher or, the governing body shall determine the length of the first cycle for that teacher, with a view to bringing her cycle into line with the cycle for other teachers at the school as soon as possible.Where a teacher transfers to a new post within the school part-way through a cycle, the head teacher or, the governing body shall determine whether the cycle shall begin again and whether to change the reviewer.RETENTION OF STATEMENTSPerformance management planning and review statements will be retained for a minimum period of 6 years.MONITORING AND EVALUATIONThe governing body will monitor the operation and outcomes of performance management arrangements.The head teacher will provide the governing body with a report on the operation of the school's performance management policy annually. The report will not contain any information which would enable any individual to be identified. The report will include:• the operation of the performance management policy;• the effectiveness of the school's performance management procedures;• teachers' training and development needs.The Governing Body is committed to ensuring that the performance management process is fair and non-discriminatory and the following monitoring data should be included in the head teacher's report because they represent the possible grounds for unlawful discrimination:• Race• Sex• Sexual orientation• Disability• Religion and belief•Age• Part-time contracts•Trade union membership.The head teacher will also report on whether there have been any appeals or representations on an individual or collective basis on the grounds of alleged discrimination under any of the categories above.REVIEW OF THE POLICYThe Governing Body will review the performance management policy every school year in the summer term.The Governing Body will take account of the head teacher's report in its review of the performance management policy. The policy will be revised as required to introduce any changes in regulation and statutory guidance to ensure that it is always up to date.The Governing Body will seek to agree any revisions to the policy with the recognised trade unions having regard to the results of the consultation with all teachers.To ensure teachers are fully conversant with the performance management arrangements, all new teachers who join the school will be briefed on them as part of their introduction to the school.ACCESS TO DOCUMENTATIONCopies of the school improvement and development plan and SEF can be obtained from the school office.CLASSROOM OBSERVATION PROTOCOLAll classroom observation will be undertaken in accordance with the performance management regulations,the associated guidance published by the Rewards and Incentives Group and the classroom observation protocol that is appended to this policy in Annex 1.ANNEX 1 - CLASSROOM OBSERVATION PROTOCOLThe Governing Body is committed to ensuring that classroom observation is developmental and supportive and that those involved in the process will:• carry out the role with professionalism, integri ty and courtesy;• evaluate objectively;•report accurately and fairly; and• respect the confidentiality of the information gained.The total period for classroom observation arranged for any teacher will not exceed three hours per cycle having regard to the individual circumstances of the teacher. There is no requirement to use all of the three hours. The amount of observation for each teacher should reflect and be proportionate to the needs of the individual.In this school 'proportionate to need' will be determined by the head teacher.The arrangements for classroom observation will be included in the plan in the planning and review statement and will include the amount of observation, specify its primary purpose, any particular aspects of the teacher's performance which will be assessed, the duration of the observation, when during the performance management cycle the observation will take place and who will conduct the observation.Where evidence emerges about the reviewee's teaching performance which gives rise to concern during the cycle classroom observations may be arranged in addition to those recorded at the beginning of the cycle subject to a revision meeting being held in accordance with the Regulations.Information gathered during the observation will be used, as appropriate, for a variety of purposes including informing school self-evaluation and school improvement strategies in accordance with the school's commitment to streamlining data collection and minimising bureaucracy and workload burdens on staff.In keeping with the commitment to supportive and developmental classroom observation those being observed will be notified in advance.Classroom observations will only be undertaken by persons with QTS. In addition, in this school classroom observation will only undertaken by those who have had adequate preparation and the appropriate professional skills to undertake observation and to provide constructive oral and written feedback and support, in the context of professional dialogue between colleagues.Oral feedback will be given as soon as possible after the observation and no later than the end of the following working day. It will be given during directed time in a suitable, private environment.Written feedback will be provided within five working days of the observation taking place. If issues emerged from an observation that were not part of the focus of the observation as recorded in the planning and review statement these should also be covered in the written feedback and the appropriate action taken in accordance with the regulations and guidance.The written record of feedback also includes the date on which the observation took place, the lesson observed and the length of the observation.The teacher has the right to append written comments on the feedback document. No written notes in addition to the written feedback will be kept.A head teacher has a duty to evaluate the standards of teaching and learning and to ensure that proper standards of professional performance are established and maintained. Heads have a right to drop in to inform their monitoring of the quality of learning.Drop ins will only be undertaken by the head teacher.October 2007。