Key features of appraisal effectiveness

Author:

Piggot‐Irvine Eileen

Abstract

Provides an overview of performance management and appraisal in New Zealand schools. Outlines a model of principal appraisal that demonstrates an integration of development and accountability elements. Draws on three studies to develop a series of conclusions about the key features of appraisal effectiveness. Significant features are associated with relationships based on high trust and openness which, in turn, can lead to problem resolution and improved performance. An outline of how training can be targeted at helping appraisers to establish such relationships is provided. Other key features of effectiveness associated with objectivity, clarity and depth in objective setting are also discussed.

Publisher

Emerald

Subject

Organizational Behavior and Human Resource Management,Education,Organizational Behavior and Human Resource Management,Education

Reference17 articles.

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4. Cardno, C. (1999), “Appraisal policy and implementation issues for New Zealand schools”, The Journal of Educational Management, Vol. 13 No. 2, pp. 87‐97.

5. Cardno, C. and Piggot‐Irvine, E. (1996), “Incorporating action research in school senior management training”, International Journal of Educational Management, Vol. 10 No. 5, pp. 19‐24.

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