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Using job demands–resources (JD–R) theory, the purpose of this paper is to investigate the role of job demands (difficult performance appraisal (PA) objectives) and job resources (performance feedback and leader member exchange (LMX)) on employee reports of PA cynicism. The paper also investigates the consequences of PA cynicism on intent to quit and bad sportsmanship.

Survey data on PA demands and resources, PA cynicism and turnover intentions were obtained from employees. Supervisors rated their employees’ level of sportsmanship.

Contrary to the predictions of JD–R theory, the authors found that employees are most likely to be cynical when they experience high levels of job resources (LMX and performance feedback) and high levels of job demands (difficult objectives).

The study demonstrates that PA cynicism matters – employees with higher levels of PA cynicism were more likely to contemplate leaving the organization; employees with high levels of PA cynicism are rated as bad sports by their supervisors.

Employees are sensitive to gaps between the description and reality of a PA process which can trigger thoughts of organizational exit and ineffective work behaviors. human resource managers need to ensure that employees regard the PA process as valuable, useful and worth their time and effort.

The authors contribute to the PA literature by investigating the role of both job resources and demands. PA research has focused on the specification of job demands, underplaying the role of job resources in employee attitudes toward PA.

Investigates the feedback to product designers of engineering and production costs in five industrial equipment firms. Reports that, despite the ubiquity of cost as an important design criterion, and the role that feedback should play in both individual and organizational learning, there were several significant problems: (1) Cost feedback was given as the difference between outcome and estimate in order to remove the effect of external factors, but this feedback then confounded the performance of estimation and design activities. (2) Distributional information in historical cost feedback was usually overlooked. The result was an excessive attention to detailed planning, consistent under‐estimation, and persistently negative feedback. (3) Designers and supervisors disagreed about the predictability of costs. Supervisors drew stronger inferences from feedback because they believed particular outcomes were more representative. (4) Engineering cost outcomes had poor reliability owing to the incentives to smooth cost discrepancies over different elements of the design; as a result it was unclear which were the problematic elements and opportunities were lost for calibrating the estimating process. This calibration also suffered from cost measurements being made at a higher level of aggregation than cost estimates. (5) The considerable delays between making design decisions and observing cost outcomes made it hard to learn cost‐effective design strategies through experience. There were instances where designers simply never found out how much it cost to engineer and produce their designs.

The problems of operating employee appraisal schemes effectively are identified in this two‐part article. Appraisal of formal appraisal schemes suggests that most do not operate satisfactorily. Multipurpose schemes can be cumbersome and include conflicting objectives. The feedback process can also cause major problems. Such problems can be exacerbated with schemes of 360‐degree appraisals, according to their complexity and the role conflicts that they precipitate. In the second part of the article, the level of organisational investment needed for schemes to operate effectively is considered. The ways in which competencies, self‐appraisal and peer audit can be constructively used are examined. The crucial link between formal and informal appraisal processes is considered as is the importance and skills involved in an informal appraisal. Finally, the way in which the training needs of appraisees need to be realistically identified and assessed is also explained.

The purpose was to investigate what effect an intervention of low-dose, high-frequency cardiopulmonary resuscitation (CPR) training with feedback for one month would have on professionals' subjective self-assessment skill of CPR.

This study had a quantitative approach. In total, 38 firefighters performed CPR for two minutes on a Resusci Anne QCPR. They then self-assessed their CPR through four multiple-choice questions regarding compression rate, depth, recoil and ventilation volume. After one month of low-dose, high-frequency training with visual feedback, the firefighters once more performed CPR and self-assessed their CPR.

With one month of low-dose, high-frequency training with visual feedback, the level of self-assessment was 87% (n = 33) correct self-assessment of compression rate, 95% (n = 36) correct self-assessment of compression depth, 68% (n = 26) correct self-assessment of recoil and 87% (n = 33) correct self-assessment of ventilations volume. The result shows a reduced number of firefighters who overestimate their ability to perform CPR.

With low-dose, high-frequency CPR training with visual feedback for a month, the firefighters develop a good ability to self-assess their CPR to be performed within the guidelines. By improving their ability to self-assess their CPR quality, firefighters can self-regulate their compression and ventilation quality.

The purpose of this paper is to present tips for leaders on receiving and giving feedback.

Various types of feedback and the difference between feedback and criticism have been described.

It has been emphasized that leaders need to view feedback as a developmental tool. Its importance in achieving leadership excellence also has been stressed.

This paper argues that feedback helps employees to recognize their blind spots, correct themselves and perform better. It also serves as an employee retention tool. People crave feedback, especially positive feedback. But the feedback givers must know the art of giving feedback so that they are respected for it.

This paper advances the view that people excel through improvement and can improve through feedback.

This paper describes how to use feedback as a tool to develop future leaders.

Value‐based management focuses the efforts of individuals and managers on the creation of value. Starts with an analysis of the literature on general management and materials management and then extends that analysis to the concept of the value system. Identifies particular management variables which are key to efforts in creating value, e.g. organization structure and hierarchy, centralization, information systems, external relationships, job responsibilities and formalization, performance measurement system, and education and training. Groups these into two broad areas: organization design; and human resource management practices. Collectively these variables form the framework for value‐based management. Describes the nature of these variables in both a traditional, function‐based organization and the more contemporary value‐based organization. Applies the value‐based framework to procurement, identifying those actions needed by managers in the transition of the efforts of procurement individuals towards the creation of value.

The purpose of this paper is to empirically verify a theoretical model of candidates' feedback integration in the context of individual psychological assessment (IPA).

Structural equation modeling analyses were conducted in a two-wave longitudinal study. A total of 97 candidates completed questionnaires immediately after their feedback session as well as three months later.

Results indicate that candidates' motivational intention to act on IPA feedback is a pivotal variable linking feedback perceptions and post-feedback behaviors. Source credibility, assessment face validity, as well as perception that the feedback helped increase candidate's awareness were related to motivational intention. Conversely, feedback acceptance was not related to candidates' motivation to act on feedback and post-feedback behaviors.

Because the authors relied on self-report questionnaires, future studies would benefit from including externally assessed behavioral outcomes. Future research efforts should continue distinguishing candidates' acceptance and awareness based on their distinctive contributions in the feedback integration process.

The results indicate that motivation created during the feedback session is a stronger predictor of day-to-day behavioral changes than it is of involvement in specific developmental activities.

This research fills a gap in IPA literature by highlighting some IPA benefits and the processes involved in increasing feedback value for the participant.

Describes an ongoing research project to monitor performance appraisal reports (PARs) of staff working at the Indira Gandhi International Airport, New Delhi, India. Presents major shortcomings of the PAR mechanism as observed while analysing the data. Suggests ways in which the existing appraisal mechanism could be improved in order to introduce and maintain a performance‐oriented work culture.

The purpose of this paper is to clarify the architecture of supply chain collaboration and to propose a design for supply chain collaboration (DfC), which enables participating members to create and develop key elements of the proposed architecture.

The paper offers a concept for designing the five elements of the architecture of supply chain collaboration, namely collaborative performance system, decision synchronisation, information sharing, incentive alignment, and innovative supply chain processes. A case study was carried out to illustrate the applicability of the framework.

DfC was confirmed using a case to evaluate a supply chain system in which the chain members concurrently designed the architecture of supply chain collaboration. The findings show that design for collaboration facilitates the chain members to have a broader view to develop and ensure an effective collaboration.

Secondary data were collected to describe the collaborative practice in the company. Future research is required to elicit primary data using interview or focus group representing key players of collaboration for the purpose of model enhancement and action research.

The concept of DfC can be used by the chain members in the discussion forum to (re)design appropriate settings of the five elements of the architecture that lead to better overall performance.

Previous research has indicated the emerging school of design for collaboration. However, current researchers pay little attention to integrating and revealing the interactions of key design elements that drive the effectiveness of the chain members to realise better performance. The paper, for the first time, offers a novel framework for understanding DfC.

The purpose of this paper is to describe how the customer‐service centre at Fairbairn Private Bank (FPB) was transformed by a training initiative that led to a string of awards.

Details the origins of the training initiative, how it was delivered and the training outcomes.

Reveals that the training has enabled FPB to exceed targets for reducing serious justified complaints, financial errors and account closures. New accounts are being opened at almost twice the rate seen in 1999. A client survey has shown 98 percent of respondents are more than satisfied with the standard of service, and 99 percent with the speed of answering telephones. Client referrals now account for 80 percent of business introductions and new accounts outnumber closures four to one.

Highlights the powerful combination of in‐house expertise and external trainers to design and deliver training in the financial‐services sector.

Emphasizes the importance of bespoke training in an area where no appropriate accreditation was available and the bank had to chart its own progress.