**Preparing for the Communication Process**

Performance appraisals must be non-discriminatory. Appraisals cannot
evaluate areas that are not job related and cannot have an adverse
impact on any group.

Besides discrimination issues, performance appraisals have become key
evidence in determining fair employment practices and other actions that
may impact advancements and promotions. Conversely, well-written
performance appraisals can support management's position, if they are
clearly stated and consistent. However, if poorly written, they can
support allegations of inequity. To preclude charges of unfairness and
provide an accurate assessment of one's performance, appraisals should:

1.  Be designed so that performance factors are phrased in the most
    objective manner possible.

2.  Require raters to give concrete examples of subjective behavior such
    as judgment and initiative. Emphasize conduct rather than vague
    personality characteristics.

3.  Require the appraisal be reviewed by more than one level of
    management before delivery to the employee.

4.  Allow employee participation. Provide a space for the employee to
    comment on the appraisal. Encourage employees to write comments in
    private and return the appraisal with their comments at a later
    date.

5.  Establish a multi-level of appraisals and a multi-level grievance
    procedure for employees to follow if they do not agree with the
    appraisal.

6.  Pass the test of "business necessity"---only those areas that are
    necessary for effective job performance are evaluated.

7.  Be the least discriminatory method available.

8.  Not have adverse effects on protected groups.

9.  Compare actual performance with established standards.

10. Be specific in giving descriptions of performance. Avoid using
    adjectives to make your point. Instead, use facts and examples.

## Addressing Performance Problems

1.  In addressing a performance problem that needs to be corrected,
    describe what is or is not being done. DO NOT discuss personality,
    but rather describe the job actions and results that do not meet
    expectations (standards). Appraise actual behavior or output rather
    than personal inadequacies.

> Ineffective: You are too much of an introvert
>
> Effective: Since you do not speak out at meetings, others are never
> sure if you support or disagree with the strategies being discussed at
> the time.

2.  Describe the situation or performance that you want to see changed.
    Just describe the acts; don't make judgmental statements or use
    labels such as, "You've got a poor attitude." Instead consider
    saying, "In general, you come across as disinterested and aloof,
    consequently your co-workers avoid all but essential discussions
    with you, which results in your being left out of the loop most of
    the time."

3.  Take responsibility for your feedback. Support your perspective with
    timelines, such as. "Over the past three weeks I've noticed..."

4.  Let the employee know how their performance affects others. For
    example, "I'm concerned because your team suffers when you don't
    meet deadlines.

5.  Tell the employee specifically what you want him or her to do (or
    stop doing). Give the employee a time frame for improving
    performance.

6.  State the positive benefits for doing what you've asked and state
    the consequences that will result if the person doesn't do what you
    ask. Avoid overstating the positive or negative consequences---"Do
    this and you'll get promoted"---"If you don't do this you may as
    well go find yourself another job."

7.  Don't get caught in a 'who's right" and 'whose fault it is"
    argument. If the employee gets overly defensive or starts blaming
    someone else, state firmly that the goal is not to discuss fault.
    Explain that you are interested in learning from the past to make
    good plans for the future.

8.  Let the employee know that your expectations are that they will work
    on solving the discrepancy. Don't let an aggressive or defensive
    employee transfer the responsibility to you.

After discussing the performance problem in general, ask the employee to
describe

9.  What he or she needs to do to bring about the desired change.

10. How the employee will accomplish the change described above.

11. How you and the employee will know if their actions were successful
    and what criteria or standards must be met.

12. When the performance change will be accomplished

Until the next rating period: Use a process to track the accomplishment
of employee goals and to prepare for ongoing employee feedback

## Ongoing Cycle of Learning and Improvement

**Effective Communication Strategies**

Preparing for the Performance Feedback Session

**Purpose:**

Identify effective strategies for constructive, meaningful discussions
with employees during the performance feedback sessions.

**Objectives:**

The objectives are to provide strategies to:

1.  Motivate employees to improve performance

2.  Test/check for understanding

3.  Manage the reactions of confrontational employees

4.  Respond appropriately when employees want to "debate" the
    performance elements

5.  Keep the communication process positive while not "overselling" your
    proposals, and

6.  Create a plan to monitor and respond to the activities developed
    with the employee

**Avoiding Biased Language**[^1]

Common Errors Across Racial/Ethnic Lines

1\. Avoid words, images or situations that suggest all or most members
of a racial, ethnic or religious group are the same

2\. Avoid qualifiers that reinforce racial stereotypes.

[You wouldn't say]{.underline} [therefore, don't say]{.underline}

Anthony, an articulate white man... George, an articulate black man...

3\. Avoid racial or ethnic identification except when it is essential to
communication.

[You wouldn't say]{.underline} [therefore, don't say]{.underline}

Larry Ross, the Asian astronomer Harold Lewis, the Jewish astronomer

Common Errors Across Gender Lines

1\. Avoid terms that use the word "man" to mean "people."

[Avoid]{.underline} [Prefer]{.underline}

man-made artificial

man-hour working hours

workman's compensation worker's compensation

2\. Avoid job titles that end with the suffix -man

[Avoid]{.underline} [Prefer]{.underline}

businessman executive, manager

foreman supervisor

salesman sales representative

3\. Beware of third-person gender pronouns. Here are two examples

> Typically, the sales manager at the XYZ Corporation schedules monthly
> meetings with his staff

*Typically, the sales manager at the XYZ Corporation schedules monthly
staff meetings*

> Each employee must decide for herself.

*Employees must decide for themselves.*

[^1]: ^\*^ Adapted from [Guide to Managerial Communication: Effective
    Business Writing and Speaking]{.underline}. Mary Munter. Prentice
    Hall. Upper Saddle River, New Jersey