Rw. Stoffey et Pr. Reilly, TRAINING APPRAISEES TO PARTICIPATE IN APPRAISAL - EFFECTS ON APPRAISERS AND APPRAISEES, Journal of business and psychology, 12(2), 1997, pp. 219-239
This study examined the role of behavior modeling training (BMT) in en
hancing appraisee participation during a performance appraisal discuss
ion. In addition, the study examined the effects of enhanced participa
tion on appraisee and appraiser perceptions toward several appraisal o
utcome variables; in particular, the fairness and accuracy of performa
nce appraisal were of interest. The experimental design was a 2 x 3 co
mpletely crossed factorial design consisting of two levels of training
(behavior modeling vs. lecture/discussion) and three levels of bogus
evaluation feedback (low, neutral, and high). A series of multivariate
and univariate comparisons were used to test the hypothesized outcome
s. The findings suggest that appraisers exposed to the BMT group perce
ived appraisees as more proactive and better performers and, in additi
on, reported liking the appraisees more, and perceiving the appraisal
process as more fair. The study also found support for the ''egocentri
c bias'' in perceived outcome fairness: appraisees in both training co
nditions who received a high evaluation perceived the appraisal evalua
tion as more fair than appraisees who received a low evaluation. In ad
dition, the study found that favorable evaluations were also perceived
as being, more accurate. The results of the study are discussed in te
rms of procedural justice theory and related research examining the ro
le of performance feedback on both the appraisee and the appraiser. Su
ggestions for future research in the areas of behavior modeling, voice
-giving (high-input). procedures, and procedural justice are discussed
.