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The UK National Clinical Assessment Service (NCAS) provides local NHS bodies with advice and support in relation to concerns about individual doctors and dentists and in some cases also conducts a detailed assessment of practitioner performance. The purpose of this paper is to identify the contribution of NCAS performance assessment to clarifying concerns about clinical performance through comparison of concerns suspected at initial referral with those identified at assessment.

In the paper a sample of 50 NCAS medical cases, performance issues reported at the point of referral to NCAS and those identified at assessment were grouped into five broad domains (clinical care, behaviour, health, education and training, organisation). Concerns identified at assessment were compared with those reported at referral for each domain of concern. Conclusions and recommendations following assessment were also reviewed.

Within each domain, some concerns noted at referral were confirmed; others were challenged or redefined. In all areas, but particularly in respect of the work environment, new concerns were identified for the first time at assessment. In 20 percent of cases, the concerns identified at referral were not borne out at assessment. In 12 percent of cases the issues revealed at assessment were more serious than anticipated.

Findings indicate that the NCAS assessment process provides a more accurate and comprehensive “diagnosis” of performance issues, enabling more appropriate recommendations for “treatment” and helping to differentiate between potentially remediable and more fundamental problems.

There is currently little published evidence about the contribution of this type of performance assessment programme to clarifying performance issues.

Multinational companies have manufacturing operations in various countries; however, there is scarce evidence on how they assess performance of the network-based operations of their factories, called international manufacturing networks (IMN). The purpose of this paper is to propose a process model for the performance assessment of IMNs.

The IMN performance assessment process model was developed from the extant literature and was empirically verified in its congruency and usefulness via a multiple case research. For that, in each case the general process model was derived into a specific application that fit the type of IMN on focus. Qualitative and quantitative data were collected from the case companies’ reports, profiling forms and interviews, followed by within-case and cross-case analyses.

Evidence suggest that the process model, along with its derivations, is a valuable tool to describe and explain how IMN performance assessment unfolds in real organizational environments. Additionally, three propositions emerged: IMN performance assessment has distinct characteristics depending on the type of IMN adopted, which in turn depends on the company’s internationalization strategy; IMN performance assessment has more strategic value and importance for companies that are globally coordinated and adopt “rooted” manufacturing strategies; and companies design their IMN performance assessment on a trial-and-error basis.

As all case-based research, this paper has generalizability limitations. Thus, next steps may include a large-scale survey and an action research that will develop and implement a full-fledged IMN performance assessment.

The process model and descriptive insights provide a diagnostic tool and subsidies that may encourage managers to review and improve their current IMN performance assessment.

The process model contributes to addressing a 20-year gap concerning how to approach IMN performance assessment in a holistic and systematic manner.

The purpose of this paper is to unveil any underlying relationships between contractor inputs and performance outputs. The outcome of the reported study is intended to help identify the inputs, which have more significant impacts on contractor performance outputs and therefore, help formulate more reliable “upfront” (ex ante) performance assessment criteria, hence improving approaches to the contractor‐selection process.

A case study was conducted on the Performance Assessment Scoring System (PASS) of a large public client in Hong Kong to determine the Pearson product‐moment correlation between the scores of various input assessments and output assessments.

The findings revealed relationships between some of the input assessment scores and the output results. Emerging as positive, all the discerned relationships confirmed that better outputs did in fact relate well to better inputs.

The PASS system is designed to be very objective, hence the criteria and assessment of inputs may be restricted to easily measurable items. The sample size obtainable was small, but still considered to be adequate for this initial study.

Construction clients could choose to improve their contractor selection processes by identifying and incorporating contractor input factors that are seen to influence performance outputs. Contractors can also improve their outputs by focusing on the identified critical inputs.

Few studies have sought to discern relationships between contractor inputs and their performance outputs through a quantitative approach. This case study provided a methodology, incorporating a statistics‐based approach along with examples and explanations of how inputs can influence contractor outputs.

This study aims to investigate quality of feedback as offered by supervisor-assessors with varying levels of assessor expertise following assessment of performance in residency training in a health care setting. It furthermore investigates if and how different levels of assessor expertise influence feedback characteristics.

Experienced (n=18) and non-experienced (n=16) supervisor-assessors with different levels of assessor expertise in general practice (GP) watched two videotapes, each presenting a trainee in a “real-life” patient encounter. After watching each videotape, participants documented performance ratings, wrote down narrative feedback comments and verbalized their feedback. Deductive content analysis of feedback protocols was used to explore quality of feedback. Between-group differences were assessed using qualitative-based quantitative analysis of feedback data.

Overall, specificity and usefulness of both written and verbal feedback was limited. Differences in assessor expertise did not seem to affect feedback quality.

Results of the study are limited to a specific setting (GP) and assessment context. Further study in other settings and larger sample sizes may contribute to better understanding of the relation between assessor characteristics and feedback quality.

Findings suggest that even with supervisor-assessors with varying levels of assessor expertise who are trained in performance assessment and the provision of performance feedback, high-quality feedback is not self-evident; coaching “on the job” of feedback providers and continuous evaluation of feedback processes in performance management systems is crucial. Instruments should facilitate provision of meaningful feedback in writing.

The paper investigates quality of feedback immediately following assessment of performance, and links feedback quality to assessor expertise. Findings can contribute to improvement of performance management systems and assessments for developmental purposes.

We examine the influence of the self-assessment and self-enhancement motives on the choice of comparison organizations in two experimental studies. Study 1 shows that: (1) self-assessment generally prevailed over self-enhancement, guiding decision makers to choose organizations that were more similar and had better performance; (2) self-enhancement was more pronounced under conditions of low performance, leading participants to more frequently choose organizations that were less similar and had lower performance; and (3) self-enhancing comparisons inhibited perceptions of failure and the propensity to make changes. Study 2 extends the results of Study 1 by showing that participants were more likely to choose comparison organizations that had lower performance and were less similar when they were in a self-enhancement mindset than when they were in a self-assessment mindset. The combined effects of self-assessment and self-enhancement on the choice of comparison organizations are discussed in relation to the broader organizational literature on learning from performance feedback.

In this study, the performance assessment of credit unions is developed, seeking to demonstrate how the content of their operations strategy is present in the structuring of unique models of organisational performance assessment. The main objective is to compare sources of knowledge through the content analysis of the service operations strategy as proposed by the literature and validated by specialists.

This research is a qualitative study that uses the knowledge of specialists to frame a performance assessment structure applied to credit unions. The research strategy is based on multicriteria analysis, and the selected techniques are based on the MCDA-C procedure, that is, the processes of structuring, evaluating and recommending improvements.

The research results provided: a data set external to the context that serves as theoretical support for the comparisons made; the structuring of 4 unique organisational performance assessment models carried out through the MCDA-C procedure; conceptual interpretation using the lens of the operations strategy in the cognitive maps of the assessment models, which identifies the operations strategy carried out; and comparison of the result models that show their uniqueness.

The comparison between the origins of knowledge is highlighted, and the demonstration of the content was proposed by the literature and by specialists to evaluate the performance in operations. This was then compared with the content constructed with credit union managers in structuring models based on the singularities of the respective contexts. The theory was compared to practice, and it was demonstrated how the content of the operations regarding the performance could be used in decision contexts.

The purpose of this paper is to propose a new approach to talent management that consists of averaging performance appraisal and assessment center ratings for in-depth identification of lawyers’ talents.

The approach’s adjustment was examined using a 61 senior-lawyer sample from a Portuguese law firm. Comparisons between assessment center and performance appraisal ratings were analyzed using paired-sample t-tests and a kernel density function, and predictive validity was assessed with Pearson correlations. Evidence of both a general performance factor and two additional factors was verified using principal component analysis. Varimax rotation was used to verify three broad factors with job profile’s three broad areas.

Results suggest support for the assessment center’s predictive validity. Its lower and more variable ratings overcome performance appraisal rating bias. Adjustment of the new approach to lawyers’ overall talent identification (the general factor) and each lawyer’s relative talents (three broad factors) was observed.

This study contributes to the body of knowledge regarding the substantive existence of a general performance factor, and adds to empirical research concerning talent management, which is lacking. However, generalizability requires broader samples and replication.

The approach is a methodology that informs career management, high-flyers’ identification, talent mapping, development, succession planning, team composition, and diversity analysis. For lawyers, objective feedback allows benchmarking talent and managing one’s career.

This study pioneers empirical research that develops methods for identifying talent in law firms, vital for firm sustainability.

The purpose of this paper is to compare two years of results for one state’s performance-based assessments for principal licensure Performance Assessment for Leaders (PAL). This includes the field trial (2014–2015) and first year of statewide implementation (2015–2016) when passing score requirements and fees were added. Survey results on candidates’ career aspirations provide concurrent validation.

Two years of PAL submissions (n=569 candidates) were scored by trained, certified scorers. Task and total score results were compared by year, preparation pathway and gender. Online feedback survey results on career aspirations for (n=146 candidates) were compared by year.

The results show that PAL assessments measure independent dimensions of leadership, differentiate candidates on leadership knowledge and skills, and confirm PAL’s internal validity. Implementation year scores were higher than field trial scores, and preparation program candidates scored better than non-program candidates did. Candidate career aspirations were stronger in the implementation year than during the field trial.

The study is limited to one state’s candidates, but findings are generalizable based on the wide range among candidates’ districts (demographically and economically).

The results are promising for the leadership preparation and assessment field, demonstrating the effectiveness of performance assessment for authentic evaluation of leadership candidates’ knowledge and skill and overall readiness for initial leadership work.

This is the first large scale performance assessment for aspiring leaders designed for state licensure decisions. It is being replicated in another state and shown promise for both formative and summative leadership assessment.

INTRODUCTION Performance appraisal and review, sometimes also referred to as merit rating, staff appraisal, or personnel assessment (although these terms are by no means synonymous), is a process in which “bosses” regularly evaluate and report on the performance, attainments, abilities, potential for future development and other qualities of their organisational subordinates.

The purpose of this study is to generate knowledge about assessment methods in blended business education, which have become increasingly important to establish sustainable assessment practices that support knowledge acquisition for undergraduate students in business administration at a Colombian university.

For the analysis, a two groups comparison was performed using a nonequivalent control group design with a sample of 420 students. As this study wants to find insights to improve the knowledge on assessment topics in marketing research (MR) education, it was focused on the students from the business administration program. This study also uses individual scores from the state test as prior cognitive scores and the high school classification provided by the National Ministry of Education in Colombia (2012).

It was found that the variables that best predict performance on the MR course examinations were the mathematics skills and reading comprehension scores on the state test. The study also showed a better performance of female students on both assessment methods. There were no significant differences between the assessment methods or among the high school levels.

One of the limitations of this study is the limited number of items on the tests. Additionally, the authors recommend conducting an analysis of the differences between the testing items to provide a detailed explanation of students’ performance when comparing computer-based testing and paper-and-pencil testing.

Further design of teaching material and assessments online and offline, based on local and regional marketing problems, is suggested. As the current text and readings are more oriented to the English-speaking contexts, most of the problems presented are oriented to multinational companies and brands.

Insights into the skills required for future jobs provide valuable guidance (World Economic Forum, 2020). Essential skills for emerging roles, like data scientists, can find robust support within the MR course. To further enrich in-class and online exercises with Excel and SPSS, Colombian educators can leverage data sets obtained from sources like the national statistics office and international market intelligence databases available through the university’s library, including Passport and Statista. Engaging with authentic data sets provides students with a more profound understanding of practical applications in MR.

This approach facilitates the identification of key variables, such as assessment and cognitive abilities in math and reading, which predict students’ knowledge acquisition in MR. It not only offers insights into the relevant factors influencing learning in MR but also provides valuable feedback. Additionally, it suggests potential avenues for future research in this field.