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1. INTRODUCTION

1.1 PERFORMANCE APPRAISAL

Performance appraisal is the process of obtaining, analyzing and recording

information about the relative worth of an employee. The focus of the performance appraisal

is measuring and improving the actual performance of the employee and also the future

potential of the employee. Its aim is to measure what an employee does.

It is a powerful tool to calibrate, refine and reward the performance of the employee.

It helps to analyze his achievements and evaluate his contribution towards the achievements

of the overall organizational goals. By focusing the attention on performance, performance

appraisal goes to the heart of personnel management and reflects the management's interest

in the progress of the employees.

People differ in their abilities and their aptitudes. There is always some difference

between the quality and quantity of the same work on the same job being done by two

different people. Therefore, performance management and performance appraisal is

necessary to understand each employee's abilities, competencies and relative merit and

worth for the organization.

Performance appraisal rates the employees in terms of their performance.

Performance appraisal takes into account the past performance of the employees and focuses

on the improvement of the future performance of the employees.

1.1.1 OBJECTIVES OF PERFORMANCE APPRAISAL:

• To review the performance of the employees over a given period of time.

• To judge the gap between the actual and the desired performance.

• To help the management in exercising organizational control.

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• Helps to strengthen t h e relationship and communication between supervisor-

subordinates and management-employees.

• To diagnose the strengths and weaknesses of the individuals so as to identify the

training and development needs of the future.

• To provide feedback to the employees regarding their past performance. Provide

information to assist in the other personal decisions in the organization.

• Provide clarity of the expectations and responsibilities of the functions to be

performed by the employees.

• To judge the effectiveness of the other human resource functions of the organization

such as recruitment, selection, training and development.

• To reduce the grievances of the employees.

If employee development is required for performance improvement then solving

these performance problems should be straight forward with a clear understanding of root

causes. Possible approaches include changing the work environment, better prioritization of

conflicting priorities, time off, additional training, shadow or buddy system, mentoring or

coaching, changing team environment or set objectives and soon.

1.2 INDUSTRY PROFILE

1.2.1 HISTORY

The first practical automobile with a Petrol engine was built by Karl Benzin, 1885 in

Mannheim, Germany. Benz was granted a patent for his automobile on 29 January 1886, and

began the first production of automobiles in 1888 after Bertha Benz his wife had proved with

the first long-distance trip in August 1888 from Mannheim to Pforzheim and back that the

horseless coach was absolutely suitable for daily use. Since 2008 a Bertha Benz Memorial

Route commemorates this event.

Soon after, Gottlieb Daimler and Wilhelm Mabuchi in Stuttgart in 1889 designed a

vehicle from scratch to be an automobile, rather than a horse-drawn carriage fitted with an

engine. They are also usually credited as inventors of the first motorcycle in 1886, but Enrico

Bernardio of the University of Padua in 1882, patented a 0.024 horsepower one-cylinder

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petrol motor fitting into his son’s tricycle making it at least a candidate for the first

automobile, and first motorcycle. Bernardi enlarged the tricycle in 1892 to carry two adults.

1.2.2 AUTOMOTIVE INDUSTRY

The automotive industry designs, develops, manufacturers, markets, and sells the

world’s motor vehicles. In 2009, more than 88 million motor vehicles, including cars and

commercial vehicles were produced worldwide.

In 2009-2010, a total of 90 million new automobiles were sold worldwide: 24 million

in Europe, 21.4 million in Asia-Pacific, 19.4 million in USA and Canada, 14.4 million in

Latin America, 6.4 million the Middle East and 7.4 million in Africa. The markets in North

America and Japan were stagnant, while those in South America and Asia grew strongly. Of

the major markets, Russia, Brazil, India and China saw the most rapid growth.

About 250 million vehicles are in the use in the United States. Around the world,

there were about 806 million cars and light trucks on the road in 2009: they burn over 260

billion gallons of gasoline and diesel fuel yearly. The numbers are increasing rapidly,

especially in China and India. In the opinion of some, urban transport systems based around

the car have proved unsustainable, consuming excessive energy, affecting the health of

populations, and delivering a declining level of service despite increasing investments. Many

of these negative impacts fall disproportionately on those social groups who are also least

likely to own and drive cars. The sustainable transport movement focuses on solutions to

these problems.

In 2009, with rapidly rising oil prices, industries such as the automotive industry, are

experiencing combination of pricing pressures from raw material costs and changes in

consumer buying habits. The industry is also facing increasing external competition from the

public transport sector, as consumers re-evaluate the private vehicle usage. Roughly half of

the US’s fifty one light vehicle plants are projected to permanently close in the coming years

with the loss of another 200,000 jobs in the sector, on top of the 560,000 jobs lost this

decade. As a result, in 2010, China became the largest automobile markets in the world.

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1.3 INTRODUCTION OF THE COMPANY

BMW is an acronym for Bayerische Motoren Werke AG--or, in English, Bavarian

Motor Works. Whatever you call it, the German-based company is one of the world's most

respected automakers, renowned for crafting luxury cars and SUVs that offer superior levels

of driving enjoyment. Founded in Munich, the company began in the early 1910s as an

aircraft manufacturer. BMW's current logo, designed to represent white propeller blades

against a blue sky, reflects these origins; its blue-and-white color scheme also references

Bavaria's blue-and-white checkered flag. It wasn't until 1928 that production began on the

first BMW automobile, the Dixi. The car proved tremendously popular, and its success

helped the manufacturer weather the Depression. BMW's best-known pre-World War II

vehicle was the Type 328 roadster, a supple two-seater that racked up over 120 victories on

the motorsport circuit between 1936 and 1940.

Postwar BMW cars maintained this tradition, winning several racing, rallying and hill

climb victories. The early 1950s saw the launch of the BMW 501, a roomy, voluptuous sedan

that was M resplendent with all of the hopefulness of that era. It was soon followed by the

502 which was powered by the world's first light-alloy V8, foreshadowing BMW's ongoing

commitment to developing new technology. The best-selling BMW of that decade was the

Isetta, a petite two-seat "micro car" typically powered by a 12- or 13-horsepower engine. The

mid-'50s also saw the debut of the limited production and breathtakingly beautiful 507 sports

car which had an alloy body and used the 502's V8 for propulsion. In the 1960s, BMW sales

strengthened significantly, thanks in part to the immense popularity of the 1500, a sporty

family sedan. By the 1970s, BMW was establishing itself as a full-fledged car company. It

was a pioneer for many emerging technologies, including turbo charging and advanced

vehicle electronics. This was also the period when BMW of North America was established

and consumers, who coveted both sports and luxury cars, became loyal "Bimmer" owners.

The '70salso saw the birth of BMW's three-tier sport sedan range consisting of the 3 Series, 5

Series and7 Series cars and the creation of its performance division. More recently, the

company has been expanding its reach worldwide. It opened its first U.S. manufacturing

plant in the latter half of the 1990s and has expanded its brand empire to include Mini and

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Rolls-Royce. BMW also continues to build motorcycles, something it has done since the

1920s.

The automaker's famous advertising slogan describes each of its vehicles as "the

ultimate driving machine," and it's not mere hyperbole. Over the past couple of decades,

BMWs have become the standard for performance and luxury in most of the "over $30,000"

segments. With family-friendly wagons, crisp sedans, distinctive coupes, nimble sports cars

and spacious SUVs offered, BMW's model roster is diverse. But its luxury vehicles all share

a common characteristic: the ability to make drivers feel gloriously connected to the road.

1.3.1 ORGANIZATION CHART

TN-436 General Manager Human Resources

Subash Chander Ganapathy

TN-436 Team Assistant

Bavya

TN-436 Specialist

EMS, Facilities and Project M.Ramakrishnan

TN-436 Facilities & Projects

Naresh

TN-436 Facilities

Balasubramaniyan

TN-436 Projects

Damodharan

TN-436 Manager

Human Resources R. Govardhanan

TN-436 Specialist Safety

Sathish

TN-436 Recruitment , Trainng and PMS

Saranya

TN-436 Employee Relation

Shanmugarajan

TN-436 Expat

Marrion

TN-436 Employee Relation (EWH &

Other Functions) Balakrishnan

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1.3.2 VARIOUS DEPARTMENTS

ASSEMBLY

Starting from car body delivery from logistics to completion of entire car comes

under this department. It consists of process of assembling car parts. This includes various

sub-departments like Overhead, Door, Paint Shop, Final Flash, Finish Rework, Repair

On Wheels and Trimline.

PLANT MANAGEMENT

This is the finance department of the company which sources and allocates the funds

for continuous production. All necessary goods for employees are purchased through this

department. They provide the sales and expenditure details.

HUMAN RESOURCE AND FACILITY

This department serves as the bridge between the management and workforce.

Various tasks like filing of employee records, payroll distribution, tax filing, attendance,

assigning loss of pay etc. Facility department takes care of the plant maintenance. It includes

infrastructure facility like housekeeping, gardening, waste management and security etc.

INFORMATION TECHNOLOGY DEPARTMENT

This department takes care of network and communication facility of company. It

controls the inflow and outflow of data from company and outside world through computers

and internet security.

1.4 INTRODUCTION OF THE SUBJECT

Performance appraisal may be defined as an organized formal interaction between a

subordinate and supervisor, that usually takes the form of a periodic interview, in which the

work performance of the subordinate is examined and discussed, for identifying weaknesses

and strengths as well as opportunities for improvement and skills development (Archer

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North, 2002). In other words, Performance appraisal is a formal system of measuring,

evaluating, and influencing an employee’s job-related attributes, behaviors and outcomes to

determine how productive an employee is, and to determine if an employee’s productivity

can be improved (Konobear, 2002).

Appraisal results are used in many organizations, either directly or indirectly, to help

identifying the better performing employees who should get the majority of available merit

pay increases, bonuses, and promotions. There are various appraisal methods are in usage

today. Broadly, we can classify them as comparative appraisals (ranking, paired

comparisons, and forced distribution), behavioral appraisals (graphic rating scales,

checklist, critical incidents, essays, and behaviorally anchored rating scales), and output

based appraisals. Also there are rapid appraisal methods for quick, low cost ways to gather

data for manager’s information needs.

All of the appraisal methods have been discussed and their advantages and

disadvantages are mentioned. In this paper a new appraisal method has been proposed using

the existing methods. This new method is developed by taking the advantages of the three

common methods including comparative, behavioral and output based. The advantages and

disadvantages of this new method are also discussed. A hierarchical structure discussed in

this paper uses all the appraisal methods accordingly at appropriate levels of the company.

1.4.1 METHODS FOR APPRAISING PERFORMANCE

Performance actually can be appraised by a wide variety of methods and techniques.

The most commonly used performance appraisal methods can be distinguished into three

major categories: comparative appraisals, behavioral appraisals, and output-based appraisals.

1.4.1.1 Comparative Appraisals

Managers directly compare the performance of their subordinates against one another

in comparative appraisals. For example, a data entry operator's performance would be

compared with that of other data-entry operators by the computing supervisor. Comparative

techniques include ranking, paired comparisons, and forced distribution.

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Ranking: In this method, the supervisor lists all subordinates in order, from the highest to the

lowest in performance. Rankings such as this are appropriate only in small companies. As the

number of employees increases, it becomes gradually more difficult to discern differences in

their performance.

Paired Comparisons: The paired comparison method involves comparing each employee to

every other employee in the rating group, one at a time, to determine the better. A rank order

is obtained by counting the number of times each individual is selected as being the better of

a pair.

Forced Distribution: In forced distribution, the supervisor must assign only a certain

proportion of his/her subordinates to each of several categories on each evaluative factor. A

common forced distribution scale is divided into five categories. A fixed percentage of all

subordinates in the group fall within each of these categories. Typically, the distribution

follows a normal distribution.

1.4.1.2 Behavioral Appraisals

In contrast with comparative appraisals, behavioral appraisals allow supervisors to

evaluate each person's performance independent of other employees but relative to important

job-related behaviors, which when exhibited can lead to job success.

Graphic Rating Scale: The graphic rating scale allows the rater to mark an employee's job

performance on a five-point or seven-point scale. This method identifies certain subjective

character traits, such as 'pleasant personality', 'initiative' or 'creativity' to be used as basic job

performance criteria. Because of its simplicity, the graphic rating scale is the most frequently

used performance appraisal method.

Checklist: The checklist uses a list of statements or words that are checked by raters. Raters

check statements most representative of the characteristics and performance of an employee.

Typical checklist statements are: can be expected to finish working time, seldom agrees to

work overtime, is cooperative and helpful, accepts criticism, and strives for self-

improvement. The checklist can be modified so that varying weights are assigned to the

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statements or words. The results can then be quantified. Usually, the results are not known by

the rater and are tabulated by someone else, such as a member of the HR unit.

Critical Incidents: In the critical incident method, the manager keeps a written record of the

highly favorable and unfavorable actions in an employee's performance. When something

happens [a 'critical incident' involving a particular employee] the manager writes it down.

Thus, a list of critical incidents is kept during the entire rating period for each employee. The

critical incident method can be used with other methods to document the reasons why an

employee was rated in a certain way.

Essays: The essay (free-form) appraisal method requires the manager to write a short essay

describing each employee's performance during the rating period. The rater usually is given a

few general headings under which to categorize comments. The intent is to allow the rater

more flexibility than other methods do. As a result, the method is often combined with other

methods.

Behaviorally Anchored Rating Scales (BARS): BARS utilize critical incidents to focus

appraisal on employee behaviors that can be changed. Thus, a BARS system describes

examples of 'good' or 'bad' behavior. These examples are 'anchored', or measured, against a

scale of performance levels. An example of BARS that rates a university professor's attitude

toward students is sited here. Construction of BARS begins with the identification of

important job dimensions. The dimensions are the most important performance factors in an

employee's description. Assume the major job dimensions associated with teaching are:

course organization, attitude toward students, fair treatment, and competence in subject area.

Short statements, similar to critical incidents, are developed that describe both desirable and

undesirable behaviors. Then they are 'retranslated' or assigned to one of the job dimensions.

This task is usually a group project and assignment to a dimension usually requires the

agreement of 60% to 70% of the group. The group, consisting of people familiar with the job,

then assigns each 'anchor' a number, which represents how 'good' or 'bad' the behavior is.

When numbered, these anchors are fitted to a scale. The drawbacks are: behaviorally

anchored rating scales require extensive time and effort to develop and maintain. Also,

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separate BARS forms are necessary to accommodate different types of jobs in an

organization.

360 Degree Appraisal system: In human resources or industrial psychology, 360-degree

feedback, also known as multi-rater feedback, multi source feedback, or multi source

assessment, is feedback that comes from members of an employee's immediate work circle.

Most often, 360-degree feedback will include direct feedback from an employee's

subordinates, peers, and supervisor(s), as well as a self-evaluation. It can also include, in

some cases, feedback from external sources, such as customers and suppliers or other

interested stakeholders. It may be contrasted with "upward feedback," where managers are

given feedback only by their direct reports, or a "traditional performance appraisal," where

the employees are most often reviewed only by their managers.

1.4.1.3 Output-based Appraisals

While the methods described above focus on job behaviors or processes, output-based

appraisals focus on job products as the primary criteria. The most commonly used output-

based appraisal is Management-by-Objectives (MBO). MBO specifies the performance

goals that an individual hopes to attain within an appropriate length of time. The objectives

that each manager sets are derived from the overall goals and objectives of the organization.

Implementing an MBO appraisal system comprised four basic stages.

Job Review and Agreement: In the first phase the employee and the supervisor review the

job description and the key activities that comprise the employee's job. The idea is to agree

on the exact makeup of the employee's job.

Development of Performance Standards: Specific standards of performance must be

mutually developed. This phase specifies a satisfactory level of performance that is specific

and measurable.

Guided Objective Setting: Objectives are established by the employee in conjunction with,

and guided by, the supervisor. Objectives should be realistically attainable and may be

different from the set performance standard.

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Continuing Performance Discussions: The employee and the supervisor use the objectives

as bases for continuing discussions about the employee's performance. Although a formal

review session may be scheduled, the employee and the manager do not necessarily wait

until the appointed time for performance discussion. Objectives are modified mutually, and

progress is discussed during the period.

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2. NEED, OBJECTIVE AND SCOPE OF THE STUDY

2.1 NEED FOR THE STUDY

Automobile has become important need of people in their fast moving life. These

automobile companies are expanding in greater phase in various countries especially in

highly populated countries like India, China etc. These Companies are also contributing

towards the development of economy for a long time and at the moment it is treated as an

important industry in modern world. Due to globalization and free market economy, this

industry is facing severe competition, also it makes establishment of foreign company in

other countries. Most of the automotive companies fail due to lack of proper strategic

planning and goals. One of the major reasons of their poor performance is adaptation of

traditional production system. They are very much slow in adopting new product line, less

concerned about attracting and satisfying customers and being reluctant to implement

information technology. That’s why it is very necessary for each and every industry to

evaluate its performance over the periods.

Thus the purposes of choosing the topic are,

• I feel that performance appraisal of employees will result in better productivity.

• For the better understanding of the concept of performance appraisal.

• To provide feedback on appraisal system of the company for further improvement of

the system.

2.2 OBJECTIVE OF THE STUDY

2.2.1 Primary Objective:

• To study the performance appraisal of employees at BMW Group Chennai.

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2.2.2 Secondary Objective:

• To study the purpose of performance appraisal conducted at BMW.

• To understand the opinion of employees towards performance appraisal at BMW.

• To identity the effect of performance appraisal on individual and organizational

development.

• To understand the existing relationship between management and employees.

• To identify ways to improve the existing performance appraisal system.

2.3 SCOPE OF THE STUDY

• The management can identify the employee's opinion of the existing performance

appraisal system.

• The study can be used to make the present appraisal system more effective and

satisfied among employees.

• It could be used to identify training and development needs for the individual and the

organization as a whole

2.4 LIMITATIONS OF THE STUDY

Production is, in fact, a huge operation and it is quite impossible to cope up all the

activities during internship period. And for that reason limitations prevail while conducting

the survey. Basic limitations faced while preparing the study were:

• The Company’s policy of not disclosing some data and information for obvious

reasons, which would have been very much useful for the report.

• Some of the questionnaires were incomplete.

• Few employees sometime felt disturbed, as they were busy in their job.

• Sometimes it was difficult to collect data from their files, because important files are

kept in volt for safety.

• It is difficult to make information based a rich report in short time of period.

• This report was prepared in short time.

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3. LITERATURE REVIEW

3.1 PERFORMANCE APPRAISAL

Performance appraisal is one of the most important requirements for all successful

business and human resource policy (Kressler, 2003). Rewarding and promoting effective

performance in organization, as well as identifying ineffective performers for resource

management (Pulakos, 2003). The ability to conduct performance appraisal relies on the

ability to assess an employee's performance in a fair and accurate manner. Evaluating

employee performance is a difficult task. Once the supervisor understands the nature of the

job and the source of information, the information needs to be collected in a systematic way,

provided as feedback, and integrated into the organization's performance management

processor use in making compensation, job placement and training decisions and assignment

(London, 2003).

Performance evaluations have been conducted since the times of Aristotle (Landy,

Zedeck, Cleveland, 1983). The earliest formal employee performance evaluation program is

thought to have originated in the United States military establishment shortly after the birth

of the republic (Lopez,1968). The measurement of an employee's performance allows for

rational administrative decisions at the individual employee level. It also provides for the

raw data for the evaluation of the effectiveness of such personnel-system components and

processes as recruiting policies, training programs, selection rules, promotional strategies,

and reward allocations (Landy, Zedeck, Cleveland, 1983).In addition, it provides the

foundation for behaviorally based employee counseling. In the counseling setting,

performance information provides the vehicle for increasing satisfaction, commitment, and

motivation of the employee. Performance measurement allows the organization to tell the

employee something about their rates of growth, their competencies, and their potentials.

There is little disagreement that if well done, performance measurements and feedback can

play a valuable role in effecting the organization (Landy, Zedeck, Cleveland, 1983).

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3.2 BASIC PURPOSE

Performance appraisals should focus on three objectives: performance, not

personalities; valid, concrete, relevant issues, rather that subjective emotions and feelings;

reaching agreement on what the employee is going to improve in his performance and what

you are going to do (MeKirehy,1998). Both the supervisor and employee should recognize

that a strong relationship exists between training and performance evaluation (Barr, 1993).

Each employee should be allowed to participate in periodic sessions to review performance

and clarify expectations. Both the supervisor and the employee should recognize these

sessions as constructive occasions for two-way should include opportunities for self-

assessment as well as supervisor feedback.

The supervisor should keep in contact with the employee to assure the training

experiences are producing desired impact (Barr, 1993). A portion of the process should be

devoted to an examination of potential opportunities to pursue advancement of acceptance of

more complex responsibilities. The employee development goals should be recognized as

legitimate, and plans should be made to reach the goals through developmental experiences

or education (Barr, 1993). Encouraging development is not only a supervisor's

professional responsibility, but it also motivates an employee to pursue additional

commitments. In addition, the pursuit of these objectives will also improve the prospect that

current employees will be qualified as candidates when positions become available. This

approach not only motivates current performance but also assists the recruitment of current

employees as qualified candidates for future positions (Barr, 1993).

3.3 BENEFITS OF PRODUCTIVE PERFORMANCE APPRAISALS

Employee learns of his or her own strengths in addition to weaknesses. New goal

and objectives are agreed upon. Employee is an active participant in the evaluation

process. The relationship between supervisor and employees is taken to an adult-to-adult

level. Work teams may be restructured for maximum efficiency. Employee renews his or

her interest in being a part of the organization now and in the future. Training needs are

identified. Time is devoted to discussing quality of work without regard to money issues.

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Supervisor becomes more comfortable in reviewing the performance of employees.

Employees feel that they are taken seriously as individuals and that the supervisor is truly

concerned about their needs and goals. (Randi, Toler, Sachs, 1992).

3.4 PITFALLS TO AVOID

When conducting performance appraisals on any level, it is important to keep in

mind the common pitfalls to avoid.

These pitfalls may include but are not limited to:

1. Bias/prejudice-Race, religion, education, family background, age, and/or sex.

2. Trait assessment-Too much attention to characteristics that have nothing to do with the

job is difficult to measure.

3. Over-emphasis on favorable or unfavorable performance of one or two tasks which

could lead to an unbalanced evaluation of the overall contribution.

4. Relying on impressions rather than facts.

5. Holding the employee responsible for the impact of factors beyond his/her control.

6. Failure to provide each employee with an opportunity for advance preparation

(Maddux,1993).

3.5 LEGAL IMPLICATIONS

Any performance appraisal system used to make employment decisions about a

member of a protected class (i.e. Based on age, race, religion, gender or national origin)

must be a valid system (an accurate measure of performance associated with job

requirements. Other it can be challenged in the courts based on Title VII of the 1964, Civil

Rights Act, the Civil Rights Act of 1991 and the Age Discrimination in Employment Act of

1975 (London, 2003).

Effectiveness of performance Appraisal system it is argued is a function of applying

the right system in right context. –By Klein; the Art of Appraisal.

Performance appraisal system are "homework" that provides the information you

need in order to make appropriate administrative recommendations, hold meaningful

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feedback discussions with staff members, and determined were performance improvement is

required. - By Marion E. Haynes; Managing Performance.

The effectiveness of an Appraisal System is determined by the quality of

communication between the manager and staff member, not by multiple raters, complex

scoring methods, or the form used.-By John D. Drake; Performance Appraisal.

One More Time Performance appraisal can actually be counter-productive for

employees who are in the greatest need of training and further development.-By Victor

Buzzottan; improving your Performance Appraisal.

One of the measure reason Performance management and Performance Appraisal fail

is that too much time is spent on Appraising performance using vague criteria and not

enough time and effort put into helping employee understands what his job is about, and the

goals and objectives he/she is expected to achieve to be successful. Learn to do goals setting

painlessly. – By Robert Dacal; Learn to plan Performance and set employee goals.

Maximizing and measuring our own performance and that of the people who work

for us is a basic tenant of the work environment. Always use of simple too land approach that

can be beneficial in achievement performance plan.-By Zack Mansdorf; Performance

Management; Identifying work goals.

Most managers and supervisors today are attempting to quantify their departmental

objective and pass them on their employees through performance standards. Despite the

simplicity of this management-by-objective approach, deadlines are missed, quality is

relatively poor and productive is low. The reasons for this may not be the fault of the

employees carrying out the work. The cause is most often associated with the immediate

supervisor's lack of attention to the realities surrounding objectives and performance

standards require a careful analysis of all the relevant issues. –By Gregory Isaac; Plan for

performance.

Organizations striving to develop an open and participative approach have begun to

give employees the chance to say what they think of their managers. Such appraisals can

only work in a culture where mangers are willing to listen and learn and effect any necessary

changes as a result. - By Madhukar Shukla; Upward Appraisal and Organizational

culture.

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A tone stage performance appraisal relied mainly on personality characteristics.

Subordinates were being appraised by their superior on the extent to which they exhibited

characteristic like, tact, willingness, enthusiasm, and maturity. Mangers were being put into

position of psychologists and required to make subjective ratings without any point of

reference expect their own opinion. –By Bob Nelson; Performance Assessment.

Performance appraisal is a part of overall performance management system of an

organization. Through the appraisal process, gap between an individual's agreed performance

standard his actual performance is assessed and appropriate strategies are drawn for

subsequent performance cycle. This is a useful performance enhancement exercise. In many

Organizations, PMS is linked with other systems like salary &Benefits, Training &

Development and Succession Planning. - By H. K. Shukla; Striates Human Resource

Management.

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4. RESEARCH METHODOLOGY

Research in common parlance refers to search for knowledge. Redman and Mory

define research as a “Systematized effort to gain new knowledge. Research is an academic

activity and such the term should be used in technical sense. According to Clifford Woody,

Research comprises defining and redefining problem, formulating hypothesis or suggested

solutions; collecting, organizing and evaluating data; making deductions and research

conclusions; and at last carefully testing the conclusions to determine whether they fit the

formulating hypothesis.

Research is thus an original contribution to the existing stock of knowledge making

for its advertisement. It is pursuit of truth with the help of study, observation, comparison and

experiment. In short the search for knowledge through objective and systematic method of

finding solution to problem is research.

4.1 RESEARCH DESIGN

A Research design is the arrangement of conditions for collection and analysis of data

in a manner that aims to combine relevance to the Research purpose with economy in

procedure. In fact the Research design is the conceptual structure within which Research is

conducted: it constitutes the blueprint for the collection measurement and analysis of data.

It must be able to define clearly what they want to measure and must find adequate

methods for measuring it along with a clear cut definition of population wants to study. Since

the aim is to obtain complete and accurate information in these studies, the procedure to be

used must be carefully planned. The research design must make enough provision for

protection against bias and must maximize reliability with due concern for the economical

completion of the search study.

Descriptive research is adopted for this study. It includes surveys and fact finding

enquires of different kinds. The major purpose of descriptive research is description of the

state affairs as it exists at present. The main characteristic of this method is that the

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researcher has no control over the variables. He can only report what has happened or what is

happened.

4.2 SAMPLING DESIGN

A sample design is a definite plan for obtaining a sample from the sampling frame, it

refers to the technique or procedure the researcher would adopt in selecting some sampling

units from which interferences about the population is drawn. Sampling type used is Simple

Random sampling technique.

4.2.1 POPULATION AND SAMPLE SIZE

A decision has to be taken concerning sampling unit before selecting sample. The

population for this study includes the employees from three branches of BMW group. The

total population of BMW group is 800. 100 employees were undertaken for the study.

4.3 DATA COLLECTIONS

For achieving the specific objectives of this study, data were gathered from both primary and

secondary sources.

4.3.1 Primary Sources

• Direct conversation with the respective officers of the Departments.

• Face to face conversation with the employees.

• Employee’s opinion collected through Questions.

• Observation of HR activities.

4.3.2 Secondary Sources:

• Various records of the Company.

• Different Types of system information.

• Website of BMW Group.

• Different newsletters.

• Annual Performance Appraisal Form of company.

• Personal files of employees.

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4.4 STATISTICALTOOLS

Chi-square test

Percentage analysis

4.4.1 CHI-SQUARE TEST

The Chi-square test is an important test amongst the several tests of significance

developed by statisticians. Chi-square is a statistical measure used in the context of

sampling analysis for comparing a variance to a theoretical variance. As a non-parametric

test, it can be used to determine if categorical data shows dependency or the two

classifications are independent. The test is, in fact, a technique through the use of which it is

possible for all researchers to

i. Test the goodness of fit

ii. Test the significance of association between two attributes and

iii. Test the homogeneity or the significance of population variance.

As a test of independence, test enables us to explain whether or not two attributes are

associated. In such a situation, we proceed with the null hypothesis that the two attributes are

independent. If the calculated value is less than the tabulated value at certain degrees of

freedom, the null hypothesis is accepted and vice versa.

is calculated as follows:

= ∑ (O-E) 2

E

Where

= Chi-Square

Oi = Observed Frequency

Ei = Expected Frequency

is always positive.

22

The expected value for the contingency tabulated as follows.

E= (Row total*Column total)

Grand total

The test depends on the set of observed and expected values and on the degrees of

freedom. The distribution is the limiting approximation designation.

4.4.2 PERCENTAGE ANALYSIS

It refers to a special kind of ratio. Percentage is used in making comparison

between two or more series of data; percentages are used to determine relationship between

the series if data finding the relative differences becomes easier through percentage.

It is expressed as,

Percentage (%) = No. of respondents x 100

Total no. of respondents

23

5. DATA ANALYSIS AND INTERPRETATION

5.1 GENDER WISE CLASSIFICATION OF RESPONDENTS

TABLE 5.1 GENDER WISE CLASSIFICATION OF RESPONDENTS

Gender No. of respondents Percentage (%) Male 89 89

Female 11 11

Total 100 100

Source: Primary Data

INTERPRETATION:

From the above table, it can be inferred that 89% of the respondents are male and 11% of the

respondents are female.

FIGURE 5.1 GENDER WISE CLASSIFICATION OF RESPONDENTS

24

5.2 AGE WISE CLASSIFICATION OF RESPONDENTS

TABLE 5.2 AGE WISE CLASSIFICATION OF RESPONDENTS

Age No. Of Respondents Percentage (%) 20-25Age 25 25 30-35Age 33 33 40-45Age 30 30

Above-45Age 12 12 Total 100 100

Source: Primary Data

INTERPRETATION:

From the above table, it can be inferred that 33% of the respondents are in the age of

30-35, 30% of the respondents are in the age of 40-45, 25% of the respondents are in the age

of 20-25 and 12% of the respondents are in the age above 45.

FIGURE 5.2 AGE WISE CLASSIFICATION OF RESPONDENTS

25

5.3 EXPERIENCE WISE CLASSIFICATION OF RESPONDENTS

TABLE 5.3 EXPERIENCE WISE CLASSIFICATION OF RESPONDENTS

Experience No. Of Respondents Percentage (%) Below 5Years 28 28

5-lO Years 54 54 10-15 Years 18 18 Above15Years - -

Total 100 100%

Sources: Primary Data

INTERPRETATION:

From the above table, it can be inferred that 54% of the respondents are having 5-10years

experience persons, 28% of the respondents have below 5Years of experience persons, 18%

of the respondents are having 10-15years of experience and no respondents have experience

more than 15years.

FIGURE 5.3 EXPERIENCE WISE CLASSIFICATION OF RESPONDENTS

26

5.4 EDUCATIONAL QUALIFICATIONS OF RESPONDENTS

TABLE 5.4 EDUCATIONAL QUALIFICATIONS OF RESPONDENTS

Educational Qualification No. Of Respondents Percentage (%) UG degree

49

49 PG degree

19

19 Engineering 04 04

Other ITI 28 28 Total 100 100%

Sources: Primary Data

INTERPRETATION:

From the above table, it can be inferred that 49% of the respondents are UG degree holders,

28% of the respondents are some others (ITI), 19% of respondents are PG degree holders

and 4% of the respondents are engineering graduates.

FIGURE 5.4 EDUCATIONAL QUALIFICATIONS OF RESPONDENTS

27

5.5 FREQUENCY OF PERFORMANCE APPRAISAL

TABLE 5.5 FREQUENCY OF PERFORMANCE APPRAISAL

Performance Appraisal

No. of respondents Percentage (%) Once a Year 100 100 Twice a Year - -

No Specific Time - - Total 100 100

Sources: Primary Data

INTERPRETATION:

From the above table, it can be inferred that 100% of the respondents agree that performance

appraisal is conducting once a year.

5.6 REASON FOR CONDUTING PERFORMANCE APPRISAL

TABLE 5.6 REASON FOR CONDUTING PERFORMANCE APPRISAL

Performance Appraisal Conducting

No. of respondents Percentage (%)

To identity motivating methods - - To decide monetary benefits - - Identifying barriers of performance

- -

All of the above 100 100 Total 100 100

Sources: Primary Data

INTERPRETATION:

From the above table, it can be inferred that 100% of the respondent's agree that the reason

for conducting performance appraisal includes all the factors such as to identity motivating

methods, to decide monetary benefits and identity barriers for performance.

28

5.7 DURATION OF PERFORMANCE APPRAISAL CONDUCTED

TABLE 5.7 DURATION OF PERFORMANCE APPRAISAL CONDUCTED

When Performance Appraisal conducted

No. of respondents Percentage (%)

During working hours 87 87

During non-working hours 13 13 Total 100 100

Sources: Primary Data

INTERPRETATION:

From the above table, it can be inferred that for 87% of the respondents' performance

appraisal is conducted during working hours and for 13% respondents' performance appraisal

is conducted during non-working hours.

FIGURE 5.7 DURATION OF PERFORMANCE APPRAISAL CONDUCTED

29

5.8 WHO CONDUCT PERFORMANCE APPRAISAL

TABLE 5.8 WHO CONDUCT PERFORMANCE APPRAISAL

Who Conducts Performance appraisal

No. Of Respondents Percentage (%)

Superior - - Peers - -

Everyone - - Outsider 100 100

Total 100 100

Sources: Primary Data

INTERPRETATION:

From the above table, it can be inferred that for 100% of the respondents’ performance

appraisal is conducted by outsiders.

5.9 REASONS FOR PERFORMANCE APPRAISAL DISCUSSED

TABLE 5.9 REASONS FOR PERFORMANCE APPRAISAL DISCUSSED

Informed reason for Performance appraisal

conducting

No. Of Respondents

Percentage (%)

Always 20 20 Sometimes 77 77

Never 03 03 Total 100 100

Sources: Primary Data

INTERPRETATION:

From the above table, it can be inferred that 77% of respondents feel that the reason for

performance appraisal is discussed sometimes, 20% of the respondent's feel it is discussed

always and 3% of respondents say reason is never discussed.

30

FIGURE 5.9 REASONS FOR PERFORMANCE APPRAISAL DISCUSSED

5.10 EMPLOYEE PERFORMANCES DISCUSSED

TABLE 5.10 EMPLOYEE PERFORMANCES DISCUSSED

Meetings of Employee performance

No. Of Respondents Percentage (%)

Nil - -

Once 100 100 Twice - - Thrice - -

Total 100 100%

Sources: Primary Data

INTERPRETATION:

From the above table, it can be inferred that for 100% of the respondents meeting on

performance is conducting once a year.

31

5.11 PERFORMANCE APPRAISAL PROGRAMS RELATED WITH

ORGANIZATIONAL GOALS

TABLE 5.11 PERFORMANCE APPRAISAL PROGRAMS RELATED WITH

ORGANIZATIONAL GOALS

Goals No. Of Respondents Percentage (%) To a high extent 12 12

To some extent 69 69 To a low extent 19 19

Total 100 100

Sources: Primary Data

INTERPRETATION:

From the above table, it can be inferred that 69% of the respondents feel the performance

appraisal relates to some extent to organization goals, 19% feel to a low extent and12% feel

to a high extent it relates.

FIGURE 5.11 PERFORMANCE APPRAISAL PROGRAMS RELATED WITH

ORGANIZATIONAL GOALS

32

5.12 1NVOLVEMENT IN DESIGNING APPRAISAL SYSTEM

TABLE 5.12 INVOLVEMENT IN DESIGNING APPRAISAL SYSTEM

Opinion No. of Respondents Percentage (%)

Always - - Sometimes - -

Never 100 100 Total 100 100

Sources: Primary Data

INTERPRETATION:

From the above table, it can be inferred that 100% of the respondents say they are never

involved in designing the appraisal system.

5.13 PERFORMANCE APPRAISAL RELEVANCE TO EMPLOYEE JOB

TABLE 5.13 PERFORMANCE APPRAISAL RELEVANCE TO EMPLOYEE JOB

S. No Relevance No. Of Respondents Percentage (%)

1 Highly relevant 87 87 2 Relevant 13 13 3 No idea - - 4 Irrelevant - - 5 Highly irrelevant - -

Total 100 100

Sources: Primary Data

INTERPRETATION:

From the above table, it can be inferred that 87% of the respondents feel that performance

appraisal is highly relevant to employee job and 13% feel it is relevant.

33

FIGURE 5.13 PERFORMANCE APPRAISAL RELEVANCE TO EMPLOYEE

JOB

5.14 OPINION AND SUGGESTIONS SHARED TO MANAGERS

TABLE 5.14 OPINION AND SUGGESTIONS SHARED TO MANAGERS

Opinion and Suggestions No. of Respondents Percentage (%)

Mostly 100 100 Rarely - - Never - -

Total 100 100

Sources: Primary Data

INTERPRETATION:

From the above table, it can be inferred that 100% of the respondents mostly share their

opinion and suggestions to their managers.

34

5.15 TRAINING OF FILL UP PERFORMANCE APPRAISAL FORM

TABLE 5.15 TRAINING OF FILL UP PERFORMANCE APPRAISAL FORM

Forms No. of respondents Percentage

Yes 100 100 No - -

Total 100 100%

Sources: Primary Data

INTERPRETATION:

From the above table, it can be inferred that 100% of the respondents are given training to fill

the appraisal form.

5.16 APPRAISER'S AWARENESS ON EMPLOYEE JOB RESPONSIBLITIES

AND DUTIES

TABLE 5.16 APPRAISER'S AWARENESS ON EMPLOYEE JOB

RESPONSIBLITIES AND DUTIES

Aware No. of respondents Percentage (%)

Completely Aware - - Aware to an extent - -

Not Aware 100 100 Total 100 100%

Sources: Primary Data

INTERPRETATION:

From the above table, it can be inferred that 100% of the respondents feel that the appraiser

is not aware of their job responsibilities and duties.

35

5.17 FEEDBACKS PROVIDED FOR PERFORMANCE IMPROVEMENT

TABLE 5.17 FEEDBACKS PROVIDED FOR PERFORMANCE

IMPROVEMENT

Aware No. of respondents Percentage (%) Frequently 89 89

Occasionally 11 11 Never - - Total 100 100%

Sources: Primary Data

INTERPRETATION:

From the above table, it can be inferred that 89% of the respondents feel that feedback is

provided occasionally whereas 11% feel that feedback is provided frequently.

FIGURE 5.17 FEEDBACKS PROVIDED FOR PERFORMANCE

IMPROVEMENT

36

5.18 INVOLVEMENT OF RATER

TABLE 5.18 INVOLVEMENT OF RATER

Involvement No. of respondents Percentage (%) Highly involved 34 34

Less involved 40 40 Not involved 26 26

Total 100 100%

Sources: Primary Data

INTERPRETATION:

From the above table, it can be inferred that 44% of the respondents feel the rater is less

involved, 34% of the respondents feel they are highly involved and 26% of the respondents

are not involved.

5.19 PROPER EXECUTION OF PERFORMANCE APPRAISAL

TABLE 5.19 PROPER EXECUTION OF PERFORMANCE APPRAISAL

Properly executed in your organization

No. Of Respondents

Percentage (%)

Yes 78 78 No 22 22

Total 100 100

Sources: Primary Data

INTERPRETATION:

From the above table, it can be inferred that 78% of the respondents feel performance

appraisal is properly executed while 22% feel it is not properly executed.

37

FIGURE 5.19 PROPER EXECUTION OF PERFORMANCE APPRAISAL

5.20 UPDATING OF PERFORMANCE APPRAISAL

TABLE 5.20 UPDATING OF PERFORMANCE APPRAISAL

Reviewed and updated No. Of Respondents Percentage (%) Frequently 46 46

Occasionally 54 54 Never - -

Total 100 100

Sources: Primary Data

INTERPRETATION:

From the above table, it can be inferred that 54% of the respondents feel the performance

appraisal is reviewed occasionally while 46% of respondents feel they are reviewed

frequently.

38

FIGURE 5.20 UPDATING OF PERFORMANCE APPRAISAL

5.21 STATISTICAL ANALYSIS

5.21.1 CHI-SQUARE TEST

TABLE 5.21.1 CROSS TABULATION BETWEEN THE CHANGES TAKEN FOR

PERFORMANCE APPRAISAL AND IMPROVEMENT OF

PERFORMANCE APPRAISAL.

Improvement

in

Overall

PA

Highly

effective Effective Moderate

In

Effective

Highly

ineffective Total

Change in motivating

strategy 7 5 9 12 0 33

Re-structuring of

organization or individual

objectives

12 2 6 3 2 25

39

Improvement in

Management employment relationship

11 8 0 6 0 25

Making changes in dissatisfied

areas

4 1 0 4 8 17

No decision taken

0 0 0 0 0 0

Total 34 16 15 25 10 100

STEP 1: SETTING AN HYPOTHESIS

H0: There is no significant relationship between the changes taken for performance appraisal

and improvement of performance appraisal.

H1: There is significant relationship between the changes taken for performance appraisal

and improvement of performance appraisal.

STEP 2: TO FIND THE EXPECTED FREQUENCY

Expected frequency = Corresponding row total * Corresponding column total Total number of samples STEP 3: CALCULATION OF CHI-SQUARE VALUE

Formula:

= ∑ (O-E) 2

E

Where

= Chi-Square

Oi = Observed Frequency

Ei = Expected Frequency

40

TABLE 5.21.1.1 COMPUTATION TABLE FOR

O E (O-E) (O-E)2 (O-E)2/E

7 11.22 -4.22 17.81 1.59

5 5.28 -0.28 0.08 0.01

9 4.95 4.05 16.40 3.31

12 8.25 3.75 14.01 1.70

0 3.30 -3.30 10.8 3.30

12

8.50

3.50

12.25 1.44

2 4.00 -2.00 4.00 1.00

6 3.75 2.25 5.0 1.35

3 6.25 -3.25 10.5 1.69

2 2.50 -0.50 0.25 0.10

11 8.50 2.50 6.25 0.74

8 4.00 4.00 16.00 4.00

0 3.75 -3.75 14.06 3.75

6 6.25 -0.25 0.06 0.01

0 2.50 -2.50 6.25

2.50 4 5.78 -1.78 3.11 0.55

1

2.72

-1.72

2.9

1.09 0 2.55 -2.55 6.50 2.55

4 4.25 -0.25 0.0 0.01

8 1.70 6.30 39.69 23.35

0 0.00 0.00 0.00 0.00

0 0.00 0.00 0.00 0.00

0 0.00 0.00 0.00 0.00 0 0.00 0.00 0.00 0.00

0 0.00 0.00 0.00 0.00

TOTAL 54.04

41

STEP 4: LEVEL OF SIGNIFICANCE

Level of significance α = 0.05

Degrees of freedom = (R-1) (C-1)

= (4-1) (5-1) =12

Tabulated value at 5% level of significance and degree of freedom 12 is 21.026

STEP 5 : COMPARING WITH TABLE VALUE

The calculated value is greater than the tabulated value: 54.04 > 26.296

FINDING

Therefore, reject the Null Hypothesis Ho and accept the Alternate Hypothesis H1.

INFERENCE

There is significant relationship between the changes taken for performance

appraisal and improvement of performance appraisal.

TABLE 5.21.2 CROSS TABULATION BETWEEN THE PROPER EXECUTION OF

PERFORMANCE APPRAISAL AND RATING EMPLOYEE

PERFORMANCE.

Proper execution

Rating Performance

YES NO TOTAL

Based on abilities and skills 8 2 10

Based on management reference 19 6 25

Based on superiority 21 4 25

Based on contribution 30 10 40

TOTAL 78 22 100

42

STEP 1: SETTING AN HYPOTHESIS

H0: There is no significant relationship between the changes taken for performance appraisal

and improvement of performance appraisal.

H1: There is significant relationship between the changes taken for performance appraisal

and improvement of performance appraisal.

STEP 2: TO FIND THE EXPECTED FREQUENCY Expected frequency = Corresponding row total * Corresponding column total Total number of samples STEP 3: CALCULATION OF CHI-SQUARE VALUE

Formula:

= ∑ (O-E) 2

E

Where

= Chi-Square

Oi = Observed Frequency

Ei = Expected Frequency

TABLE 5.21.2.1 COMPUTATION TABLE FOR

O E (O-E) (O-E)2 (O-E)2/E

8 7.80 0.20 0.04 0.01 2

2.20

-0.20

0.04

0.02

19

19.50

-0.50

0.25

0.01

6 5.50 0.50 0.25 0.05

21 19.50 1.50 2.25 0.12

4 5.50 -1.50 2.25 0.41

30 31.20 -1.20 1.44 0.05

10 8.80 1.20 1.44 0.16

TOTAL 0.82

43

STEP 4: LEVEL OF SIGNIFICANCE

Level of significance α = 0.05

Degrees of freedom = (R-1) (C-1)

= (4-1) (2-1) = 3

Tabulated value at 5% level of significance and degree of freedom 3 is 7.28

STEP 5 : COMPARING WITH TABLE VALUE

The calculated value is greater than the tabulated value: 0.82<7.82

FINDING Therefore, accept the Null Hypothesis H0 and reject the Alternate Hypothesis H1.

INFERENCE

There is no significant relationship between the changes taken for performance appraisal and improvement of performance appraisal.

44

6. SUMMARY AND CONCLUSION

6.1 FINDINGS

1. Majority (89%) of respondents are male.

2. Most of the respondents (33%) belong to the age group of 30 to 35.

3. 54% of the respondents have above 5 to10years of work experience.

4. Majority (49%) of the respondents are under graduates.

5. All of the respondents have under gone performance appraisal program once in a

year.

6. 100% of the employees interpret the reason for conducting performance appraisal

includes all the factors such as to identify motivating methods, to decide monetary

benefits and identify barriers for performance.

7. For 87% of the respondents performance appraisal was conducted during working

hours.

8. For 100% of the respondents the performance appraisal is conducted by outsider.

9. Most (77%) of the respondents feel that the reason for performance appraisal is

discussed sometimes.

10. Once in a year the meeting IS scheduled for all employees to discuss their

performance.

45

11. 69% of the respondents feel that performance appraisal is related to organizational

goals to some extent.

12. All of the respondents infer that they are never involved in designing the performance

appraisal system.

13. 87% of the respondents feel that the performance appraisal system is developed

highly relevant to the employee’s job.

14. All respondents mostly share their opinion and suggestions freely during the

performance appraisal.

15. All respondents have got the training to fill up the performance appraisal forms.

16. All of the respondents feel that the appraiser is not aware of the jobs and duties of the

each and every employee.

17. 89% respondents feel the superior will provide informal feedbacks for

performance improvement occasionally.

18. Most (44%) of the respondents feel that the raters are less involved while appraising

employees.

19. Most (78%) of the respondents says the Performance Appraisal is properly executed

in the organization.

20. Majority (54%) of the respondents feel that performance appraisal system is reviewed

and updated occasionally.

46

6.2 SUGGESTIONS

1. Performance appraisal could be conducted by a person inside the organization and

one who is familiar with the employees.

2. Objective of conducting the performance appraisal could be discussed and doubts

can be clarified.

3. Performance appraisal could be updated regularly to match individual and

organizational goals.

4. Suggestion could be obtained from employees regarding framing the performance

appraisal system.

5. Since the performance appraisal is conducted by the outsider, employees'

suggestion during performance appraisal may not reach the top managers. For

such situations suggestion box can be implemented and frequently reviewed.

6. The appraiser must be familiarized with the employee's job responsibilities and

duties before conducting performance appraisal.

7. Feedback on performance could be discussed through formal or informal

meetings.

8. This may enhance the involvement and performance of employees.

9. Appropriate and experienced appraiser can be appointed for effective

performance appraisal results.

10. Performance appraisal can developed in such away to identify the hidden talent

and skills of employees.

11. Employees having low performance could be called individually, encouraged and

monitored closely to make improvements.

12. Appraisal feedback is very important in any performance appraisal program.

Could be carefully communicated by making high performers increase their target

and low performers to build up their confidence.

47

6.3 CONCLUSION

Performance appraisal may be understood as the assessment of an individual's

performance in a systematic way. The performance being measured against such factors as

job knowledge, quality and quantity of output, initiative, leadership abilities, supervision,

dependability, co-operation, judgment, versatility, health and the like. It also helps in

developing strength and rectifies weakness of the employees.

BMW Group have been conducting performance appraisal for the past four years.

From the study it has been identified that the performance appraisal is able to identify

employees' potential and find the motivating factors of employees. The major drawback is in

terms of the appraiser and his knowledge regarding employee’s job responsibilities and

duties.

BMW Group has been running successfully for past 5years and has created a good

name among its customers and society. People having poor background are given training

and provided with jobs. Performance appraisal can be conducted more effectively by using

the right tools and properly reviewing and updating the performance appraisal program.

Suggestion form employees and experienced personnel can further enhance and make the

performance appraisal an ideal evaluation system.

48

BIBLOGRAPHY

BOOKS

Human Resource Management. By S. Seetharaman & B.Venkateswara Prasad, Scitech Publication, 2007.

Kothari, C.R., Research Methodology- Methods & Techniques, New Delhi, New Age international(P)Ltd.,Publishers,SecondEdition,2004.

Performance Management, Concepts, Practices and Strategies for Organisation success by S.K.Bhatia, Deep & Deep Publications Pvt. Ltd, 2008.

Statistical Methods for Management, By P.N.Arora & S.Arora New Delhi, Sultan Chand & Sons Publishers, 2005.

WEBSITE

www.BMWGroup.com

www.citehr.com

www.performanceappraisal.com

49

APPENDIX

Name :

Gender : () Male Female ()

Age group : () 20-30

() 31-40

() 41-50

() 51-60

Experience : () Less than 3years

() 4-8Years

() 9-15Years

() More than15Years

Qualification :

1. How many times performance appraisal is conducted in your organization?

a) Once a year b) Twice a year c) No specific time

2. What is the reason for conducting performance appraisal in your organization?

a) To identify motivating methods b) To decide monetary benefits

c) Identifying barriers of performance d) All of the above

3. When is the performance appraisal conducted?

a) During working hours b) during non-working hours

4. Who conducts performance appraisal?

a) Superior b) Peers c) Everyone d) Outsider

50

5. Are you informed the reason for conducting performance appraisal programs?

a) Always b) Sometimes c) Never

6. How many meetings are scheduled in a year to discuss employee performance?

a) Nil b) Once c) Twice d) Thrice

7. Does the performance appraisal programs relate to organizational goals?

a) To a high extent b) To some extent c) To a low extent

8. Are you involved along with the manager in designing the appraisal system at the

organization?

a) Always b) Sometimes c) Never

9. Is the performance appraisal developed in relevance to employee job?

a) Highly relevant b) relevant c) no idea d) Irrelevant e) highly irrelevant

10. Do you share your opinion and suggestions freely to the managers during the appraisal

program?

a) Mostly b) rarely c) never

11. Are you given training to fill up performance appraisal forms?

a) Yes b) No

12. Is the appraiser aware of your job responsibilities and duties?

a) Completely aware b) Aware to an extent c) Not aware

13.0ther than performance appraisal does your superior provide you within formal

feedbacks for performance improvement?

a) Frequently b) Occasionally c) never

51

14. Are the raters involved while appraising employees?

a) Highly involved b) Less involved c) not involved

15. Do you feel that performance appraisal is important in an organization?

a) Highly important b) less important c) not important d) No idea

16. Is performance appraisal properly executed in your organization?

a) Yes b) No

17. Does top management support and encourage performance appraisal?

a) Highly supportive b) Less supportive c) Not supportive

18. Is the performance appraisal reviewed and updated now and then?

a) Frequently b) Occasionally c) Never

19. Does performance appraisal identify employee potential for advancement?

a) Highly effectively b) Effectively c) Neutral d) Ineffectively e) Highly ineffectively

20. State your satisfaction through the performance appraisal program at the

organization?

a) Unsatisfactory b) Needs Improvement c) Meets Expectation d) Outstanding

21. Do you feel that performance appraisal encourages you to put in more effort in reaching

your goals?

a) Strongly agree b) Agree c) Neutral d) Disagree e) Strongly disagree

22. Do you obtain appraisal feedback?

a) Frequently b) Occasionally c) Rarely d) Never

52

23. Are both five & negative points discussed to the employees?

a) Yes b) No

24. How do you feel when negative points are discussed?

a) Discouraged b) Determined to perform better

c) ready to learn d) Do not want to contribute

25. Rate your appraisal program

a) Reliable b) Effective c) Accurate d) Motivating e) Unbiased

26. Do you feel comfortable in discussing your problems with your superior?

a) Highly Comfortable b) Comfortable c)Neutral

d) Uncomfortable e) Highly uncomfortable

27. On what criteria is employee performance rated?

a) Based on abilities and skills b) Based on management reference

c) Based on superiority d) Based on contribution

28. What changes have been taken in the organization as a result of performance appraisal?

a) Change in motivating strategy b) Re-structuring of organization or individual

objectives c) Improvement in management-employee relationship d) Making changes in

dissatisfied areas e) No decision taken

29. In general, how effective has your organization performance appraisal system in

improving overall performance

a) Highly ineffective b) Ineffective c) Moderate d) Effective e) Highly effective