Post-Test
Performance Appraisals: Strategies for Success
Course Code 95083
INSTRUCTIONS: Record your answers on one of the scannable forms enclosed. Please follow the directions on the form carefully. Be sure to keep a copy of the completed answer form for your records. No photocopies will be graded. When completed, mail your answer form to:
Educational Services
American Management Association
P.O. Box 133
Florida, NY 10921
1. At the end of the appraisal meeting, the manager should work together with the employee in setting new goals. This process should include:
(a) the promise of a raise if the employee meets his or her new goals.
(b) a timeline to review progress and identify problems.
(c) configured and prefigured tasks.
(d) written progress reports.
2. The appraisal method that involves the greatest amount of input from numerous sources, and may be considered the one most likely to provide a well-rounded evaluation is called:
(a) a behaviorally anchored rating scale.
(b) a graphic rating scale
(c) management by objectives.
(d) a 360-degree evaluation.
3. Managers need to balance the amount of talking they do with listening. In reality, managers should devote no more than:
(a) twenty-five percent of the time talking.
(b) fifteen percent of the time talking.
(c) an equal amount of time talking and listening.
(d) the amount of time required by the employee—some employees are better listeners than talkers.
4. An important step in the preparation stage is for managers to anticipate possible employee reactions to their appraisals. One way of dealing with an overconfident employee is to:
(a) emphasize the areas in which they need to improve.
(b) provide them with additional, challenging responsibilities.
(c) ask them to present documentation as evidence of all their accomplishments.
(d) mirror their behavior.
5. An effective performance appraisal system requires the cooperation and input of human resources practitioners, managers, and employees in which everyone involved in the process is responsible for:
(a) ensuring consistency between comments, ratings, and any recommended action to be taken.
(b) completing a self-evaluation.
(c) applying applicable employment laws.
(d) looking for ways in which to enhance or improve the performance appraisal system.
6. Web-based performance appraisals are gaining acceptance in some organizations because they:
(a) are cost-effective.
(b) eliminate the need for managers to sit, face-to-face, with an employee and deal with possible adverse reactions.
(c) make it easier for managers to comply with review-related responsibilities.
(d) allow managers to give every employee the same basic review, thereby eliminating any possible charges of discrimination.
7. An important question managers should ask themselves during the preparation stage of conducting employee performance appraisals is:
(a) Does the employee respect me and trust that I will give him or her a fair appraisal?
(b) Have I objectively measured the employee’s work record against the requirements of the job?
(c) Do I have a right to appraise an employee performing a job that I, myself, have never held?
(d) Would I be better off asking a professional to write the review? Then I can just refer to it during the face-to-face meeting.
8. The first of four key ways in which employees can benefit from and use performance appraisals that have nothing to do with money is:
(a) the opportunity to receive a clearer understanding of what they are expected to do.
(b) the opportunity to let human resources know what really goes on in their department.
(c) nothing—this is a trick question; everything has to do with money.
(d) the opportunity to justify an out-of-town conference to learn new skills.
9. Of the seven motivational theories described, the one that stands out as contrary to all the others is:
(a) Theory Z.
(b) the Hierarchy of Needs Theory.
(c) the Theory of Acquired Needs.
(d) Theory X.
10. You will discuss four main areas in a performance appraisal meeting: past performance, previously set performance objectives, new performance objectives, and:
(a) the employee’s career development plan.
(b) the percentage raise being recommended.
(c) how the employee plans to work on areas requiring improvement.
(d) how the employee can benefit from the company’s mentor program.
11. One of the best-known pieces of civil rights legislation and the most widely used, in that it protects several classes of people and pertains to so many employment situations, including performance appraisals, is the:
(a) Civil Rights Act of 1991.
(b) Civil Rights Act of 1964.
(c) Immigration Reform and Control Act of 1986.
(d) Equal Pay Act of 1963.
12. Many managers resist participating in the performance appraisal process because:
(a) they are not getting paid enough money to deal with the range of possible employee reactions to their reviews.
(b) they have never been taught how.
(c) employees should conduct self-appraisals.
(d) performance appraisals belong in the hands of human resources.
13. Of the five recommended interviewing questions, the type that allows for the evaluation of reasoning abilities, thought processes, attitudes, creativity, work style, and one’s approach to different tasks is:
(a) probing.
(b) open-ended.
(c) hypothetical.
(d) competency-based.
14. The type of coaching that requires managers to be attentive and attuned to each employee’s individual work habits, routines, and current assignments is called:
(a) spontaneous coaching.
(b) planned coaching.
(c) directive coaching.
(d) nondirective coaching.
15. Throughout the year, between formal performance appraisal reviews, managers are responsible for observing and noting:
(a) employee accomplishments and areas requiring improvement.
(b) documented evidence to support termination.
(c) initiative.
(d) how successful employees are at meeting performance objectives from the previous year.
16. As part of a progressive disciplinary procedure, following a second written warning for excessive absenteeism, an employee should be:
(a) terminated.
(b) suspended with or without pay.
(c) sent for counseling.
(d) issued a third written warning.
17. Managers are advised to begin planning the contents of a written performance appraisal approximately:
(a) one month prior to the due date.
(b) one week prior to the due date.
(c) two weeks prior to the due date.
(d) two months prior to the due date.
18. The primary distinction between coaching and counseling is that coaching involves day-to-day interaction between managers and employees in which managers regularly offer assistance, support, praise, and constructive criticism. Counseling, on the other hand, involves:
(a) progressive discipline.
(b) legal counsel.
(c) the final stage before termination.
(d) a structured interaction between managers and their employees; managers focus on particular work-related issues.
19. In order to be effective, a performance appraisal system should practical, workable, and viewed by all as:
(a) a matter of law.
(b) disposable; that is, replaced as soon as a new appraisal is written.
(c) a helpful tool for achieving organizational goals.
(d) nonnegotiable.
20. Managers commonly have an aversion to conducting negative appraisal meetings. They hope that the employee’s work will improve on its own, or that:
(a) the employee will take pity on them and shape up.
(b) the employee will transfer or terminate.
(c) the employee will seek counseling.
(d) human resources will realize what is going on and step in to intervene.
21. When writing job descriptions, prior experience requirements should accurately and realistically reflect the level and nature of the position. An example of a tangible experience requirement is:
(a) a pleasant personality.
(b) a proven ability to successfully communicate with attendees of training programs.
(c) a college degree.
(d) a demonstrated ability to lift cartons weighing 20–40 lbs.
22. Mentoring relationships are determined on the basis of:
(a) the defined needs of the mentees and the interests of the mentors.
(b) the status of the mentor in the organization.
(c) how much help the mentee requires.
(d) a lottery.
23. Subjective language reflects one’s personal opinion and may be subject to interpretation. An example is that:
(a) Jill has the technical skills required of this job.
(b) Jill has five years’ previous experience performing similar tasks.
(c) Jill has demonstrated her ability to do this job.
(d) I think Jill has what it takes to do this job!
24. When evaluating the long-term effectiveness of communication skills, managers find measurable results are more likely to continue when they provide:
(a) annual increases in pay.
(b) constructive criticism and training.
(c) ongoing feedback and encouragement.
(d) promotional and transfer opportunities.
25. Managerial feedback can serve to:
(a) identify areas requiring improvement.
(b) maximize a manager’s ability to fairly and accurately appraise workers.
(c) reveal a side of a manager no one has ever seen before.
(d) determine whether he or she has executive potential.