Bowie State University PERCEPTIONS OF FAIRNESS: INTERPERSONAL COMMUNICATION AND PERFORMANCE APPRAISAL IN THE WORK PLACE A Thesis Submitted to The Faculty of the Arts Graduate School of Bowie State University In Partial Fulfillment Of the requirements for The degree of Master of Arts In Organizational Communications By Agbenu Esther Ochoga May 2007
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PERCEPTIONS OF FAIRNESS: INTERPERSONAL COMMUNICATION AND PERFORMANCE APPRAISAL IN THE WORK PLACE
Job and organizational changes has promoted the importance of social skill at work, however employee’s have not been able to fully explore to their advantage the performance appraisal process which is a formally recognized means of measuring work related social skill and mental ability. The research investigates the interaction between how employees negotiate their identity in the workplace and its implication for performance appraisal by supervisors. The study proposed two hypothesis and the results indicated that supervisors’ positive regards (liking) for subordinates which is often obtained through interpersonal communication is associated frequently with higher performance appraisal (PA) ratings, and with other finding such as greater halo, reduced accuracy, a better interpersonal relationship, and a disinclination to punish poor performance. Similarly, subordinates perception of fairness of performance appraisal is enhance by supervisors positive interpersonal communication. The interaction of fairness indicates that Enhanced knowledge in the dynamics of self presentation through interpersonal relations will encourage perception of fairness in employee during performance appraisal. Implications of these results and direction for future research are discussed.
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Transcript
Bowie State University
PERCEPTIONS OF FAIRNESS: INTERPERSONAL COMMUNICATION AND PERFORMANCE APPRAISAL IN THE WORK PLACE
Job and organizational changes has promoted the importance of social skill at work,
however employee’s have not been able to fully explore to their advantage the performance
appraisal process which is a formally recognized means of measuring work related social
skill and mental ability.
The research investigates the interaction between how employees negotiate their
identity in the workplace and its implication for performance appraisal by supervisors. The
study proposed two hypothesis and the results indicated that supervisors’ positive regards
(liking) for subordinates which is often obtained through interpersonal communication is
associated frequently with higher performance appraisal (PA) ratings, and with other finding
such as greater halo, reduced accuracy, a better interpersonal relationship, and a
disinclination to punish poor performance. Similarly, subordinates perception of fairness of
performance appraisal is enhance by supervisors positive interpersonal communication.
The interaction of fairness indicates that Enhanced knowledge in the dynamics of self
presentation through interpersonal relations will encourage perception of fairness in
employee during performance appraisal.
Implications of these results and direction for future research are discussed.
DEDICATION
iii
This work is dedicated to Adonia, my sovereign lord who gave me the strength to see it
through and to Donna Oti who always believes in me and positioned the ladder for me to climb.
ACKNOWLEDGMENT
iv
My special thanks to my parents Barrister John Ochoga and Dr. Mrs. Diana Ochoga for
scarifies, goodness, prayers, love and respect. And to Attah, Ichemeta and Obande, my bothers
and Sister whom I always find comfort and support in.
A special thanks to Mathias Ayendi, my lovely friend for his continued patience and
support during my schooling period and mostly my writing period. Thanks for making sure I
always stayed focused and comfortable.
Many thanks to Fr Martin Yina for his continuous prayers and guidance, to the
Ayendi’s, Aunt Julie, aunt Pat and aunt Esther for their continuous supports during my school
years and mostly during my period of writing, which always takes time away from them.
My thanks and appreciation to Dr. Ritchard M’Bayo who has mentored me through out
this program and who is responsible for helping me conceive the idea for this thesis. I appreciate
your patience and your insentience that I never produce a less than perfect work.
To my committee members, Dr Mathias Mogekwu and Dr Otis Thomas whom have
given me all their support even though I turned in my work at very short notice. Thanks to Dr.
Langmia for his help, he made sure that my writing had a very strong foundation and stayed
focus on the issues at hand.
To my class mates especial Annie and Wanda who always helped me through my
confessions and encouraged me to go on, God bless and help you follow your dreams.
Finally, I acknowledge everyone who has been part of my research process. I appreciate
all your assistances.
TABLE OF CONTENTS
v
CHAPTER I – INTRODUCTION.....................................................................................1Introduction..............................................................................................................1
CHAPTER II - LITERATURE REVIEW------------------------------------------------------.12Introduction............................................................................................................12
CHAPTER III – METHODOLOGY..............................................................................31Introduction......................................................................................................31
Research Method .............................................................................................31
Sample and sampling method ..........................................................................36
Reliability and Validity.....................................................................................38
Statistical measures for analysis--------------------------------------------------------40
CHAPTER IV – FINDINGS............................................................................................42Introduction............................................................................................................42
CHAPTER V - INTERPRETATION AND RECOMMENDATIONS.........................57Interpretations.........................................................................................................58
Limitations to study findings...................................................................................61
REFERENCES.................................................................................................................79LIST OF TABLES AND LIST OF FIGURES
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1. Taxonomy of Justice Perceptions......................................................................... 28
2. Gender of respondent (Supervisor)........................................................................44
3. Race of Respondents (Supervisors).......................................................................45
4. Respondents Number of Employee (Supervisors).................................................46
5. Respondents Job Title (Supervisors).....................................................................47
6. Respondents Years of Service (Supervisors).........................................................48
7. Gender of Respondent (Subordinate).....................................................................49
8. Race of Respondent (Subordinate)........................................................................50
9. Respondents Years of Employment (Subordinate)................................................51
10. Respondents job Group (Subordinate)...................................................................52
11. Chi-Square Test ............................................................................................54
1993; Tyler & Bies, 1990), which refers to the interpersonal side of decision making,
specifically to the fairness of the decision maker's behavior in the process of decision
making. Decision makers behave in an interactionally fair manner when they treat those
affected by the decision properly and enact the decision policy or procedure properly (Folger
& Bies, 1989; Tyler & Bies, 1990). Table 1 shows the structural and social determinant of
procedural and distributive justice category.
Proper interpersonal treatment is defined as (a) being truthful in communication and
treating people with courtesy and (b) showing respect. Proper enactment of procedures is
defined by five behaviors: (a) adequate consideration of the employee's input, (b) suppression
of personal biases, (c) consistent application of decision-making criteria (d) timely feedback,
and (e) justification for the decision. These interactional factors play an important role in
affecting employees’ perceptions of fairness, acceptance of decisions, and organizational
attitudes (Konovsky & Cropanzano, 1991; Schaubroeck, May, & Brown, 1994).
Procedural Distributive Justice Justice
StructurallyDetermined
SystemicConcerns about proceduresto assign raters, set criteria,gather information and seekappeals
ConfiguralConcerns about the normsthat lead to ratings and the .
SociallyDetermined
InformationalConcerns about the wayraters communicate withtheir ratees.
InterpersonalConcerns about thetreatment that ratees receivefrom their raters.
Table 1: Greenberg's (1993) Taxonomy of Justice Perceptions Applied to PerformanceAppraisal (Thurston, 2001)
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The purpose of this review is to examine the factors that might affect the extent to
which subordinates and supervisors engage in interactionally fair behavior: i.e. the
communication style of their subordinates. To achieve this, we considered what Greenberg
(1993) described as the informational component of interactional justice, which pertains to
the exchange of information (e.g., providing justification). Specifically, two aspects of
interactional justice —consideration and justification— that are repeatedly mentioned as
critical for perceptions of fairness. Consideration refers to the extent to which the decision
maker acknowledges and considers the views and concerns of others affected by the decision
(Tyler, 1987). Justification refers to the extent to which an adequate explanation or account
for the decision is provided (Shapiro, 1993).
Because information exchange is a two-way process, it is possible that the
subordinate's communication style can influence the extent to which the manager engages in
these behaviors. Therefore, the study proposes that an assertive communication style on the
part of the employee will evoke greater interactionally fair behavior on the part of the
manager.
Hypothesis 2: Perception of interpersonal communication from supervisors will correlate with employee perception of fairness of performance appraisal.
Null Hypothesis 2: Perception of interpersonal communication from supervisors will not correlate with employee perception of fairness of performance appraisal.
Because of this diversity in theoretical approach and construct focus, organizational
justice is a field in need of integration. There have been a number of narrative reviews that
have sought to achieve such integration (e.g., Cropanzano & Greenberg, 1997; Folger &
that respondents must be able to read the questions and respond to them. Hence, for some
demographic groups conducting a survey by questionnaire may not be practical.
An important purpose for using a survey research method is to be able to generalize
from a sample to a population, so that inference can be made about some characteristics,
attitude, or the behavior of the population (Babbie; 2005). Consequently, this method allows
hypothesis to be tested as the variables are measured by asking people questions. The
answers to the questions are than analyzed to examine the relationship among the different
variables. The variables in this study are performance appraisal, interpersonal communication
and perception of fairness. In analyzing these variables using the survey research method, the
views of the sampled population are revealed.
Instrumentation
Instruments are formal measurement tools used to gather data concerning research
variables. In social research, variables are often operationalized as a means of determining its
measurement values when researchers ask questions as a way of getting data for analysis and
interpretation (Babbie; 2005).
In survey research researchers frame and ask questions that serve as instruments of
operationalizations of variables, in most cases questionnaires and in-depth interviews are
used. This study uses a self administered questionnaire which will be completed by
respondents in or outside the presences of the researcher as its instruments designed
specifically to elicit information regarding the study variables (interpersonal communication,
performance appraisal & perception of fairness) that will be useful for analysis.
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In putting together the questionnaire to measure the dependent and independent
variables in these study two types of question could be formulated namely open – ended and
closed- ended questions. Open-ended questions ask the respondent to provide his/her own
answers, for example respondent are provided with space to experiences their opinion about
an issues. In most cases qualitative interviewing relies on this method of questioning. Though
it’s advantageous in the senses that it gives respondent greater freedom of expression, no bias
due to limited response range and respondent can qualify their answers, it is equally
disadvantageous because it is time consuming to code and researchers/ interviewers may
misinterpret and therefore misclassify a response.
Close-ended question ask respondent to select an answer from among a list provided
by the researcher. They are more popular in survey research because they provide a greater
uniformity of responses, are easy to answer and are more easily processed than open-ended
questions. However they are also disadvantageous in that they can draw misleading
conclusions because of limited range of options (Babbie; 2005, Frey, Boton, Kreps, 2000).
This study will use closed ended questions through out the questionnaires since its
less time consuming in terms of coding the data and most importantly its easier for researcher
to compare end results.
In assembling the questionnaires, the researcher will be conscious of clarity and
unambiguousness of questions, to for store possibilities of misunderstanding. The
questionnaire will avoid double-barreled question (questions with multiple parts) which are
capable of rendering some question void. Questions will be relevant to the variables in
questions; questions will avoid biased items and terms and would avoid negative items.
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The questionnaire requires the respondents to indicate on a 5-point likert-type scale
with regards to particular statements bearing attributes of the various variables. The likert-
type scale was created by a renounced psychologist named Rensis Likert in 1932, it was
designed to measures the extend to which a person believes a particular statement. frey,
Botan and Kreps (2000) opined that likert scales are designed to measure the extents to
which a person believes a particular response – agree or disagree – to gauge the respondents
attitude towards a statement by choosing one category. The range employed in likert-type
scales often go from one extreme to the next with a neutral response in the middle.
A section of both the supervisor and subordinates questionnaire asked questions on
demographics, while another section from the supervisor’s questionnaire asked questions on
skill assessment and the employee questionnaires on perceptions about raters and appraisal
process. Please refer to appendix A for samples of the question.
Sample and Sampling Method
The main goal of a scientific research is to describe the nature of a population. This
can be achieved through the investigation of an entire class or group however, the chance of
investigating an entire population is remote or non existent due to time and resources
constrain. The usual process in social science is to select a sample from the population.
A sample is a subset of the population that is representative of the entire population
(Wimmer & Dominick, 1987).
The populations studied in this research are supervisors and subordinates within
Bowie State University; the population consists of faculty and staff who also double as
supervisors at various division of the institution.
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There are two types of sampling methods, namely the probability and nonprobability
sampling. Probability sampling refers to sample selected in accords with probability theory,
typically involving some random selection mechanism (Babbie; 2005).
According to Babbie (2005) “…the key to generalization from a sample to a larger
population is probability sampling, which involves the important idea of random sampling.”
Random sampling involves selecting a sample in such a way that each person in the
population of interest has an equal chance of begin selected. These eliminate the chance of
researchers being biased during the selection process due to their opinions or desires within
the research (Frey, Boton & Kreps, 2000).
Due to the amount of time available for the research it was impossible to directly
observe the communication exchange within the organization, therefore the survey research
method was very helpful in allowing the researcher collect data that can’t be directly
observed.
There are various techniques or design in random sampling such as simple random
sampling, systematic sampling, stratified sampling and cluster sampling. These techniques
allow little rooms for bias and have equal changes of picking any participant.
However, simple random sampling was used for this study. To obtain the sample size
the undergraduate catalog of Bowie State University was used, were all the names of faculty,
administrative units, academic departments and Administrative officers were listed.
Consecutive Numbers were assigned to the people in such a way that each number has an
equal chance of being chosen. For the subordinates of the administrative units whom did not
have a ready list four people were randomly pick from each unit. Numbers were chosen until
the desired sample size was obtained.
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Surveys were distributed to eligible personnel through each department’s inter-office
mail. Each employee whom was pre-selected as participate in the research received a
questionnaire delivered to their work station. Appendix 1 shows the questionnaire for the
subordinates and supervisor.
Reliability and Validity
Reliability refers to the quality of measurement method that suggests the same data
would be collected each time in repeated observations of the same phenomenon, thus;
consistency in result found in a research study. Validity describes a measure that accurately
reflects the concept it is intended to measure (Babbie; 2005).
The validity and reliability of this study are discussed as it relates to the self designed
questionnaire that was administered to the proposed sample size.
According to Frey et.d (2000) for a measurement to be considered valid, it must first
exhibit some form of reliability. The reliability of a measurement shows its dependability
given that it has a higher propensity to yield similar outcome when applied to different
population, context and time period. Measurement validity examines the ability of a
measurement design to closely relate to the observable characteristics of the research
concepts being investigated. Thus the study questionnaire was designed to measure
interpersonal communication and its effects on performance appraisal and perception of
fairness of employees at Bowie State University.
Though the ultimate validity of a measure can never be proven, we may agree to its
relative validity based on face, criterion-related, content, construct, internal validly and
external validity. Content validity refers to the degree to which a measure covers the range
xlv
of meaning included within a concept. The self designed instrument replicate content validity
because the variables investigated are fully supported with their attributes. For instances
the study examines interpersonal relations, performance appraisal and performance of
fairness, consequently items on the instrument were relational to these various variables.
Frey et. (2000) refers to predictive validity as how well a measurement forecast or
predicts an outcome. The instrument created was used to measure how interpersonal
communication affects employee in the work place in two aspects: performance appraisal and
perception of fairness. Since it was assumed that interpersonal communication has a direct
effect on how supervisors rate subordinate performance, was that the instrument is valid if
results collected relates to higher performance appraisal and increased perception of fairness.
Babbie (2005) refers to face validity as a quality of an indicator that makes it seem a
reasonable measure of some variable. Thus the test should look like it is related to their
purpose because this promotes public acceptance of testing and it motivates participants to do
their best. The purpose of face validity is to allow researchers to ensure that the instrument
reflects the topic studied. Each question within the instrument deals with each of the
variables as it relates to topic.
There are three techniques used in testing the reliability of a measurement instrument
such as the questionnaire used in this study. The techniques are multi-administration, single
administration and interobserver reliability.
A split-half reliability was be used to seek the reliability of the instrument. With this
assessment, the respondent’s answer on the instrument will be spited into two parts. The
answers are than compared and if there is at least 70% agreement between the two parts, then
xlvi
the instrument is reliable. The method that will be used to slit the instrument in half will be to
slit between the odd and even items so as to main balance between questions.
Statistical Measure of Analysis
The statistical measure of analysis enables researchers to take results and come to a
general conclusion based on descriptive statistics and inferential statistics. While descriptive
statistics is used to construct simple descriptions about the characteristics of a set of
quantitative data, inferential statistics aims to estimate the characteristics of the population
gathered from the data in a sample and find the significant difference between groups and
significant statistical relationship between different variables (Frey, Boton & Kreps, 2000).
A measurement scale such as nominal and ordinal are used to assign levels and
degrees of variables to hypothesis which can be arranged hierarchically. Frey .et (2000)
describes nominal measurement as:
… variables differentiated on the basis of the type of category; hence, nominal measurement scales classify a variable into different categories. The term “nominal” is derived from the Latin Nomen, meaning “name”, and the categories of the nominal scale may be named by words (such as male and female, or yes and no) or by numbers (such as phone numbers, or license plate numbers of cars). (p. 85).
Nominal measurement, therefore have no order (from highest to lowest) but simply
represents different categories. On the contrary, ordinal measurements are ordered and
represent hierarchical rating such as first, second and third, or highest, middle, lowest.
For the purpose of this study, ordinal measurement was used. The Statistical package
for Social Sciences (SPSS) software will be used to analyze the data obtained from
xlvii
respondents of the survey. From the response, frequency, bivariate and cross tabulations will
be performed.
The survey questionnaire will be prepared based on the two hypotheses
proposed in chapter two.
According to Infante, Rancer and Womack (1997), research hypothesis represents the
prediction of the result of an experiment. Accordingly, the predication of results in this study
is strongly influenced by employee interpersonal communication skill and their supervisor’s
perception of them.
In the first hypothesis, interpersonal communication and its perception by the
supervisor are the independent variables. Interpersonal communication has an operational
definition that includes personality traits, this involves a subordinate's communicating
feelings of liking and admiration to a supervisor, and doing favors for the supervisor. While
perception as it relates to supervisors is operationalized to mean a supervisors sensitivity and
opinion of his employee’s contacts with himself and others within the work place. The
dependable variable in hypothesis one is favorable performance appraisal, which implies
effective interpersonal communication on the part of the subordinate.
The second hypothesis has interpersonal communication and perception of fairness as
its Independable variables and has performance appraisal as its dependent variable. This
hypothesis is a speculation that a change in knowledge use (supervisor or subordinate’s self
focused interpersonal communication) will cause a change in perception of fairness, hence
increasing the level of acceptability of the appraisal. Since, every employee has an equally
opportunity of generating effective or ineffective interpersonal communication that will
influences their performance appraisal.
xlviii
CHAPTER IV
FINDINGS
Introduction
The focus of the study was to examine how supervisor’s rate subordinates during
performance appraisal based on their perception of subordinates’ interpersonal
communication, and to measure subordinates perception of fairness of their performance
appraisal.
The research was based on the assumption that understanding the perception people
get from interpersonal communication with others, can lead to people been able to create
identities that is most seducing to positive responses from the interacting parties. In the
context of this study, this assumption suggest that supervisors are more likely to positively
rate subordinates whom they perceive to have good interpersonal skills and form an aura of
liking for them. While subordinates, are more likely to accept and consider their appraisal
report fair if they view their interpersonal treatment from their supervisors as positive. A
consistent factor in this assumption is interpersonal communication.
The purpose the study was to explore evidence that will support the hypothesis.
Statistical analysis of the research will be presented in this chapter, and the finding of the
study will be discussed. The research shows that interpersonal communication is significantly
related to employee perception of fairness of performance appraisal and also that supervisor’s
xlix
rating of their subordinates is largely influenced by their perception of employee’s
interpersonal communication.
In gathering the data for the study, one hundred and fifty questionnaires were
distributed to staff and faculties in Bowie State University of which eighty- five were given
to subordinates made of academic faculties, administrative and support staffs, the remaining
sixty-four were distributed to supervisors made up of academic and administrative heads.
Ninety-two percent of the survey made up of sixty supervisors and eighty- two subordinates
were completed and returned. Cluster sampling method was used in selecting the respondents
in the study, ensuring that every member of the population has an equal chance of being
selected.
Demographic Descriptions
The respondents’ demographic descriptions are illustrated in table 1 through 9, this
includes both the supervisors and subordinates. Statistics shows that majority of the
supervisors that responded were male at 57.4%, while more female responded in the
subordinates category at 61.0%. Race shows that in both the supervisor and subordinates
surveys more African Americans responded followed other races not mention in the category
than the Caucasian. More supervisors reported rating between six to ten people, most which
were administrative heads of divisions and have been doing their jobs for between six to ten
years. In the subordinate category more employees have worked between one to five years
and were mostly administrative staffs.
l
Supervisor’s Demographics
Figure 1
Gender of Respondents
FEMALEMALE
Per
cent
60
50
40
30
20
10
0
Male: 57.4%
Female: 41.0%
li
Figure 2
Figure
OthersCaucasianAfrican American
Per
cent
60
50
40
30
20
10
0
Race of Respondents
African American: 54.1%
Caucasian: 4.3%
Others: 39.3%
lii
Figure 3
MORE1611-156-101-5
Per
cent
60
50
40
30
20
10
0
Number of People Respondents Supervise
1 -5: 23.0%
6 -10: 52.5%
11 – 15: 9.8%
More than 16: 13.1%
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Figure 4
Administrative HeadAcademic DeanAcademic Head Of Dept.
Per
cent
60
40
20
0
Kind of Supervisor
Academic Head of Department: 26.2%
Academic Dean: 9.8%
Administrative Head: 62.3%
liv
Figure 5
more1611 - 156 - 101-5
Per
cent
60
50
40
30
20
10
0
Respondents Years of Supervising
1 – 5: 31.1%
6 -10: 54.1%
11 – 15: 9.8%
Over 16: 3.3%
lv
Figure 6
Subordinate’s Demographics
Female 61.0%Male 39.0 %
Respondents Gender
lvi
Figure 7
OTHER 12.2%Caucasian 12.2 % African American 75.6%
H1: Interpersonal communication will serve as a significant predictor of favorable performance appraisal from supervisors.
Null Hypothesis 1: Interpersonal communication will not serve as a significant predictor of favorable performance appraisal from supervisors.
The expectation of the study with regards to hypothesis 1 recognizes the importance
of the role of affects in human judgment. Evidence was also accumulated to the effect that
performance evaluations are influenced by a host of affective, motivational and interpersonal
factors. The findings in support of this hypothesis were based upon the respondents’ reaction
to statements concerning interactions between supervisors and subordinates in the work place
as it relates to performance appraisal.
Three variables were measured using the Non parametric Chi-square statistic
analysis. Two independent variables namely interpersonal communication and supervisor’s
perception, and one dependent variable performance appraisal were used for the test.
The test revealed that H1 was supported. The findings suggest that there is a
significant relationship between the variables as table 2 shows. The significance level of the
relationship between the three variables is .001. In statistical analysis, Chi-Square values that
are less than .05 indicate that there is a significant relationship between the variables.
Therefore, it can be concluded that there is a significant relationship between employee
interpersonal communications, supervisor’s perception and its effect on performance
appraisal. Consequently, the hypothesis is accepted and the null rejected. The findings are
illustrated in Table 2.
Table 2
Chi-Square Test
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Questions:
13) Positive communication is when subordinates use pleasant voice tone and choice of words when talking to me.
18) I'm likely to rate employee positively for high compatibility with me.
Thus: 13 = IV (Independent Variable) = Interpersonal Communication 18 = DV (Dependable Variable) = Performance Appraisal
X2 = 8.408df = 3P = < .038
Questions:
10) Through interpersonal comm. employee create their identity.
18) I'm likely to rate employee positively for high compatibility with me.
Thus: 10 = IV (Independent Variable) = Perception 18 = DV (Dependable Variable) = Performance Appraisal
X2 = 31.398df = 9P = .001
Hypothesis 2
H1: Perception of interpersonal treatment from supervisors will correlate with employee perception of fairness of performance appraisal.
lxi
Null Hypothesis 2: Perception of interpersonal communication from supervisors will not correlate with employee perception of fairness of performance appraisal.
In measuring hypothesis 2, the survey responds collected from the subordinates was
used. The variables were perception of fairness of performance appraisal (dependent
variable) and interpersonal communication (independent variable). Pearson Correlation was
use to test the variables.
Correlation was found to be significant at the .01 level with r = .731 as shown in table
3.
Table 3
Pearson Correlation Test
lxii
Correlations
6) My rater explains to
me the standard used for
evaluation
5) My rater understands the
requirements of my work
6) My rater explains to me the standard used for evaluation
** Correlation is significant at the 0.01 level (1-tailed).
CHAPTER V
lxiii
INTERPRETATIONS AND RECOMMENDATIONS
Introduction
The proposed hypothesis in the study was tested and the findings were reported in the
preceding chapter. The assumption made in the study was looked at closely, and data was
collected in search of evidence that will result to the acceptance of the hypotheses. On
conducting a significant test with chi-Square and Pearson correlation, it was concluded that
hypothesis- 1 was supported, meaning that there is a significant relationship between
interpersonal communication, supervisors perception and performance appraisal. It was also
concluded that hypothesis -2 was supported, implying that a significant relationship exist
between perception of fairness in performance appraisal correlates with interpersonal
communication.
Therefore, the predications made at the beginning of the study were supported. This
infers that communication that takes place between people in the work place generates
affective reactions which in most cases are often involuntary and effortless, as well as
irrevocable because of their subjective validity. The study suggests an acknowledgement that
affects/perception dominates social interaction thus “if I decide in favor of Mr. X is no more
than “I liked Mr. X” , the relevance’s of interpersonal communication becomes immediately
apparent and the need to understand and use it to ones advantage becomes a challenge.
A look at the frequencies of the measured variables shows that the respondents’
reactions are more affirmative in their use of interpersonal communication in building
perception about people and issues. It is evident that interpersonal communication creates
affective reaction either to the negative or positive within the work place.
lxiv
Although the hypothesis for the study was supported, the limitations and
recommendations suggest that they are many areas open to future research. This chapter will
discuss in details the interpretations of the findings, limitations of the study and
recommendations for future research.
Interpretations
As previously explained in preceding chapters, the intension of the study was to
explore the role of interpersonal communication in perception of fairness of employee during
performance appraisal and perception of supervisors in the workplace. The literature review
sited lots of studies concerning the relationship between supervisors’ affective regards for
subordinates and their performance appraisal rating. In general, the conclusions that may be
drawn from the study are that a rater’s affective regards for a ratee is associated frequently
with such correlations as higher rating, a higher quality relationship, less inclination to
punish poor performance, and greater halo and less accuracy. While the association between
liking and rating does not always occur, job performance is controlled if the perception of
fairness by employee is consistently viewed as low.
In this study, I examined factors that may contribute to enhancement of performance
appraisal ratings. The study also examined the influence of (1) interpersonal communication
on supervisors’ perception of employee personality during performance appraisal and (2)
employee perception of fairness based on interpersonal communication with supervisor
during performance appraisal. the data suggested a significant relationship between the
independent and dependent variables as follows:
lxv
1: interpersonal communication on supervisors’ perception of employee personality
during performance appraisal
I investigated the influence of supervisor’s perception of interpersonal
communication on employee performance appraisal by comparing interpersonal
communication (IV), perception (IV) and performance appraisal (DV) using a Chi Square
test.
The chi-square statistic was used to test the fit between a theoretical frequency
distribution and a frequency distribution of observed data for which each observation may
fall into one of several classes. For instances, the hypothesis for this study predicted that
interpersonal communication will serve as a significant predictor of favorable performance
appraisal from supervisors. Chi square test was used to test the Independable variables
against the dependent variable to see how much resulting effects it has.
Based on the test, two conclusions of very high significant values were reached:
1. High degree of positive interpersonal communication (IC) (e.g. choice of words etc)
results in high performance appraisal (PA). Thus: +IC = +PA.
2. Interpersonal communication results in building perception (p) which in turn
influence performance appraisal. Thus: IC = P = PA.
2: Employee perception of fairness based on interpersonal communication with
supervisor during performance appraisal
The second hypothesis stated: perception of interpersonal communication from
supervisors will correlated with employee perception of fairness during performance
appraisal.
lxvi
A correlation analysis was done with the objective to measure the degree that two
continuous variables move together from one case to another. The test was run to explore
potential relationship between the variables and does not in anyway suggest a cause and
effect relationship.
The two variables tested were performance appraisal, perception of fairness and
supervisors interpersonal communication. Correlation was found to be significant at the .01
level. This suggests that if supervisors communicated more with employees by taking them
through the appraisal process and giving them an opportunity to questions the appraisal it
will increase subordinates perception of fairness of their appraisal rating.
The data also suggest that if employees were aware of some of the factors that
influence supervisor’s rating of their appraisal they may be more withing to use that
information to enhance their appraisal rating, which In turn will increase their fairness
perception of the rating. For instance questions (15) my performance appraisal is based on
the quality and quantity of my work and not my personality or position. 20.7% of respondents
strongly agreed, while 36.6% agreed making a total of 57.3% of respondents whom agree.
Question (16) supervisors give performance ratings that reflect, in part, their personal
likening or dislike of employees. 28% strongly agree and 31.7% agree making a total of 59%
and in questions (18) I’m of the opinions that improving my interpersonal communication
style will effects my performance appraisal positively 25.6% strongly agree and 50.0% agree
bring the total to 75.6% (refer to table appendix B subordinates frequency table).
The above data suggest that a great number of respondent are a wear of factors that
influence their appraisal rating, however it does not tell if they have tried exploring its
possibilities of increased performance appraisal.
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Limitations
Some limitations as with any other study exist in the study. Though certain limitations
could affect the validity of a study, during this study appropriate measures were taken to
ensure that the impacts of these limitations are minimized.
Due to the nature of the survey instrument which required respondents to answer all
questions relatively, errors can be produced if a respondent interprets a question differently
than intended. The survey instrument pose further challenge as it does not collect data
regarding non-verbal communications and cues; thus respondents are focus to fall within
general categories which reflects the opinions and bias of the researcher.
The research instrument used was modified specifically for this study. Though a pre
test was performed to assess the reliability and validity of the instrument, never-the-less,
there is no previously developed and rigorously evaluated body of result for the instrument
used.
The survey questions deal with respondent attitudes towards supervisor and
subordinates interaction. The survey does not include question items that allow the
respondent to report behaviors towards the reference employee or supervisor. Consequently,
there may be a positive or negative reciprocity between the respondent’s behavior and the
employee communication techniques not clearly indicated by the survey instrument.
The causal relationships between variables are unclear, and appear to have reciprocal
effects. This study does not act to determine the complete interactions and effects between
the variables.
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The sample population was from within Bowie state University which is essentially
an academic unit. Therefore, the generalization of the findings is limited since other
organizations with different cultures might view perceptions of interpersonal communication
during performance appraisal differently.
Recommendations
The recommendations that are provided can serve as a measure to improve
subordinates perception of fairness in performance appraisal and to enhance their capacity to
influence their rating positively through interpersonal communication. Since the research has
established that performance appraisal is complex information processing task which is
influenced by a host of affective, motivational and interpersonal factors that are manifested
through interpersonal communication, it is ideal that both subordinates and supervisors
understand this social context and work around them for organizational effectiveness and
personal job satisfaction.
By applying theories and methods from non-traditional and organizational areas, the
present study provides a natural starting point for future research. First, researchers can
replicate the present study using a different field sample, because the influence of the social
context is more salient in a business organizational setting, context may exert a great
influence.
Second, previous research in performance appraisal accuracy has largely ignored the
possible influence of context at the instrument level. The research paradigm used in the
present study may be applied in future research to investigate other instrument level context
effects in performance appraisal. For example, I believe that these result may be due to a
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context with an affective component to it. Future research should examine how context
induced by a scale that elicits affective responses influences contextual performance items.
While this study found some correlation between the variable discussed, it can not
clearly present a cause and effect relationship to the variables. In this regards there are a
number of directions in which this study’s information can be expended.
For instance, the study can be expended to include factors such as levels of education
and exposure of both supervisors and subordinates. Factors such as organizational culture,
social affiliations such as politics etc can be considered to decide casual relationship between
variables to know precise factors that have reciprocal effects and determine complete
interaction and effects between the variables.
Appendix A- Instrument
Code________Supervisor’s Questionnaire
Perceptions of fairness: Interpersonal communication and performance appraisal in the work place
am a graduate student at Bowie State University studying for a masters degree in Organizational Communication. The attached survey is part of my thesis research, which is a requirement for the completion of the degree. The survey is intended to sample opinions of supervisors on how
interpersonal communication between them and their subordinates might impact on performance appraisal. It involves individual perceptions of actions of people they relate to within the work place. In this regard, there is no right or wrong answers to the questions on the survey; I’m only interested in your views as they relate to you in the different scenarios presented. I’m not interested in your
I
lxx
identity, and all information provided will be used solely for the purpose of this study. For each question, please simply circle the letter by the response that best represents your view. Thank you very much for your time and cooperation.
Agbenu Esther Ochoga
Part 1: Participant Information
1. What is your gender? a. Male b. Female
2. What is your racial/ethnic origin? a. African American b. Caucasianb. Hispanic d. Native Americane. Others
3. How many people do you supervise? a. 1 – 5 b. 6 – 10
c. 11 – 15 d. More than 164. What Kind of supervisor are you?
a. Academic head of Department b. Academic Deanc. Administrative Head
5. How many years have you been a supervisor? a. 1 – 5 b. 6 – 10 c. 11 – 15 d. More than 16
Part 2: Skill Assessment
Please mark the box that best reflects your view of factors that will positively influence your appraisal of subordinates
strongly agree
Agree
Not Sure Disagree
strongly disagree
6 Communication: Relevance and clarity of written and verbal expression; effectiveness in exchanging ideas and information with others in an appropriate manner; understanding what has been said; probing for better understanding.
7 Creativity and Resourcefulness: Being a flexible problem solver; understanding and working effectively with peers and upper management; handling pressure and ambiguity; finding better ways of doing things; generating new concepts, approaches, methods or applications.
8 Cooperation with Others: Working hard to understand others; getting the cooperation of peers; not alienating others
9 Flexibility: Able to adapt to the needs of a fast paced work environment; able to switch tasks when necessary to get the job done.
Part 3: Perceptions
Please mark the box that reflects your perceptions:
The following reflects my perceptions: strongly
agree Agree
Not Sure Disagree
strongly disagree
10I’m of the opinion that through interpersonal communication in the work place employees create their identity.
11It is through employee’s interpersonal communication that I shape my perception of my subordinates.
12 My perceptions of subordinate’s Interpersonal communication skills influence my rating of their performance appraisal?
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I consider the following to be positive interpersonal communication:YES NO
13 Subordinates who use pleasant tone of voice and choice of words when talking to me.14
subordinates who tell me they appreciate my work
I consider the following to be negative interpersonal communication:YES NO
15 When I complain, and a subordinate thinks it’s an opportunity to remind me about their skills and qualification.
16 A subordinate is quick to make excuses for problems they cause and try to blame it on others.
I’m likely to positively rate employees for these reasons:strongly
agree Agree
Not Sure Disagree
strongly disagree
17Effect of past record: Good work in a previous rating period.
18Compatibility: The employee simply pleases me and is easy to get along with
19 Single Good Trait. A person with an impressive characteristic --degree, ability to speak well, appearance -
I’m likely to negatively rate employees for these reasonsstrongly
agree Agree
Not Sure Disagree
strongly disagree
20Personality traits: The person just "rubs me the wrong way."
21Contrariness: The employee is not as cooperative as others.
22Differences: The employee is different, non-conformist.
Code________Subordinate’s Questionnaire
Perceptions of fairness: Interpersonal communication and performance appraisal in the work place
am a graduate student at Bowie State University studying for my masters degree in Organizational Communication. The attached survey is part of my thesis research, which is a requirement for the completion of the degree. The survey is intended to sample opinions of
subordinates on their perception of fairness of their performance appraisal. It involves individual perceptions of actions of their supervisors during performance appraisal exercises. In this regard, there are no right or wrong answers to the questions on this survey, the survey is only interested in your views as they relate to you in the different scenarios presented. Am not interested in your identity, and all information provided will be used solely for the purpose of this study. For each
I
lxxii
question, please simply circle the letter by the response that best represents your view. Thank you very much for your time and cooperation.
Agbenu Esther Ochoga
Part 1: Participant Information
3. What is your gender? a. Male b. Female
4. What is your racial/ethnic origin? a. African American b. Caucasiana. Hispanic d. Native Americanf. Others
3. How long have you been an employee? a. 1 – 5 b. 6 – 10
c. 11 – 15 d. More than 164. What Kind of employee are you?
b. Academicc. Administrative
Part 2: perceptions about Raters & Appraisal process
Please mark the box that best reflect your view of your Supervisor (Rater) or the Appraisal process
strongly agree
Agree
Not Sure Disagree
strongly disagree
5 My rater understands the requirements and difficulties of my work
6 My rater clearly explains to me the standards that will be used to evaluate my work.
7 My rater explains how I can improve my performance
8 As a result of the performance appraisal I better understand my supervisor’s expectations of my performance.
9 My performance rating is largely based on how I do my work while relating to others
10 my performance rating is based solely on how well I do my work
11 my rater gives me clear and real example to justify his or her rating of my work
Please mark the box that best reflect your view of your Supervisor (Rater) or the Appraisal process
strongly agree
Agree
Not Sure Disagree
strongly disagree
13 My rater lets ask him or her questions about my performance rating
13 My rater gives me the rating that I earn even when it might upset me.
14 The rating I get is a result of my rater applying performance rating standards consistently across employees.
15 My performance appraisal is based on the quality and quantity of my work and not my personality or position.
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16 supervisors give performance ratings that reflect, in part, their personal like or dislike of employees
17 my rater treats me with dignity18 Am of the opinions that improving my interpersonal
communication style will effects my performance appraisal positively.
Appendix B
Frequency Table Supervisor
Gender
Frequency Percent Valid PercentCumulative
Percent
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Valid MALE 35 57.4 58.3 58.3
FEMALE 25 41.0 41.7 100.0
Total 60 98.4 100.0Missing System 1 1.6Total 61 100.0
Race
Frequency Percent Valid PercentCumulative
PercentValid AA 33 54.1 55.0 55.0
CC 3 4.9 5.0 60.0
OTHER 24 39.3 40.0 100.0
Total 60 98.4 100.0Missing System 1 1.6Total 61 100.0
Number of people you supervise
Frequency Percent Valid PercentCumulative
PercentValid 1-5 14 23.0 23.3 23.3
6-10 32 52.5 53.3 76.7
11-15 6 9.8 10.0 86.7
MORE16 8 13.1 13.3 100.0
Total 60 98.4 100.0Missing System 1 1.6Total 61 100.0
Kind of supervisor
Frequency Percent Valid PercentCumulative
PercentValid AHD 16 26.2 26.7 26.7
AD 6 9.8 10.0 36.7
AH 38 62.3 63.3 100.0
Total 60 98.4 100.0Missing System 1 1.6Total 61 100.0
Number of years you have been a supervisor
Frequency Percent Valid PercentCumulative
PercentValid 1-5 19 31.1 31.7 31.7
6 - 10 33 54.1 55.0 86.7
11 - 15 6 9.8 10.0 96.7
more16 2 3.3 3.3 100.0
Total 60 98.4 100.0
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Missing System 1 1.6Total 61 100.0
6) Communication
Frequency Percent Valid PercentCumulative
PercentValid SA 35 57.4 58.3 58.3
A 19 31.1 31.7 90.0
DA 4 6.6 6.7 96.7
SD 2 3.3 3.3 100.0
Total 60 98.4 100.0Missing System 1 1.6Total 61 100.0
7) Creativity and Resourcefulness
Frequency Percent Valid PercentCumulative
PercentValid SA 35 57.4 58.3 58.3
A 19 31.1 31.7 90.0
DA 4 6.6 6.7 96.7
SD 2 3.3 3.3 100.0
Total 60 98.4 100.0Missing System 1 1.6Total 61 100.0
8) Cooperation with Others
Frequency Percent Valid PercentCumulative
PercentValid SA 39 63.9 65.0 65.0
3 15 24.6 25.0 90.0
da 2 3.3 3.3 93.3
sd 4 6.6 6.7 100.0
Total 60 98.4 100.0Missing System 1 1.6Total 61 100.0
9) Flexibility
Frequency Percent Valid PercentCumulative
PercentValid SA 33 54.1 55.0 55.0
A 21 34.4 35.0 90.0
DA 4 6.6 6.7 96.7
SD 2 3.3 3.3 100.0
Total 60 98.4 100.0Missing System 1 1.6
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Total 61 100.0
10) Through interpersonal comm. employee create their identity.
Frequency Percent Valid PercentCumulative
PercentValid SA 20 32.8 33.3 33.3
A 30 49.2 50.0 83.3
NS 2 3.3 3.3 86.7
DA 8 13.1 13.3 100.0
Total 60 98.4 100.0Missing System 1 1.6Total 61 100.0
11) Through interpersonal communication I shape perception of my subordinates.
Frequency Percent Valid PercentCumulative
PercentValid SA 14 23.0 23.3 23.3
A 22 36.1 36.7 60.0
NS 2 3.3 3.3 63.3
DA 22 36.1 36.7 100.0
Total 60 98.4 100.0Missing System 1 1.6Total 61 100.0
12) Perception of subordinate's interpersonal communication influences my rating.
Frequency Percent Valid PercentCumulative
PercentValid SA 12 19.7 20.0 20.0
A 26 42.6 43.3 63.3
NS 2 3.3 3.3 66.7
DA 20 32.8 33.3 100.0
Total 60 98.4 100.0Missing System 1 1.6Total 61 100.0
13) Positive communication is when subordinates use pleasant voice tone and choice of words when talking to me.
Frequency Percent Valid PercentCumulative
PercentValid YES 48 78.7 80.0 80.0
NO 12 19.7 20.0 100.0
Total 60 98.4 100.0Missing System 1 1.6Total 61 100.0
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14) Positive communication is my subordinates telling me they appreciate my work.
Frequency Percent Valid PercentCumulative
PercentValid YES 27 44.3 45.0 45.0
NO 33 54.1 55.0 100.0
Total 60 98.4 100.0Missing System 1 1.6Total 61 100.0
15) Negative communication is subordinate reminding me about their skills and qualification.
Frequency Percent Valid PercentCumulative
PercentValid YES 38 62.3 63.3 63.3
NO 22 36.1 36.7 100.0
Total 60 98.4 100.0Missing System 1 1.6Total 61 100.0
16) Negative Communication is subordinate making excuses and blaming others for problems they cause.
Frequency Percent Valid PercentCumulative
PercentValid YES 46 75.4 76.7 76.7
NO 14 23.0 23.3 100.0
Total 60 98.4 100.0Missing System 1 1.6Total 61 100.0
17) I'm likely to rate employee positively for effects of pass record.
Frequency Percent Valid PercentCumulative
PercentValid SA 6 9.8 10.0 10.0
A 22 36.1 36.7 46.7
DA 23 37.7 38.3 85.0
SD 9 14.8 15.0 100.0
Total 60 98.4 100.0Missing System 1 1.6Total 61 100.0
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18) I'm likely to rate employee positively for high compatibility with me.
Frequency Percent Valid PercentCumulative
PercentValid SA 8 13.1 13.3 13.3
A 23 37.7 38.3 51.7
DA 28 45.9 46.7 98.3
SD 1 1.6 1.7 100.0
Total 60 98.4 100.0Missing System 1 1.6Total 61 100.0
19) I'm likely to rate employee positively for simple good traits.
Frequency Percent Valid PercentCumulative
PercentValid SA 16 26.2 26.7 26.7
A 20 32.8 33.3 60.0
NS 4 6.6 6.7 66.7
DA 17 27.9 28.3 95.0
SD 3 4.9 5.0 100.0
Total 60 98.4 100.0Missing System 1 1.6Total 61 100.0
20) I'm likely to rate employee negatively for personality traits.
Frequency Percent Valid PercentCumulative
PercentValid SA 7 11.5 11.7 11.7
A 4 6.6 6.7 18.3
NS 12 19.7 20.0 38.3
DA 28 45.9 46.7 85.0
SD 9 14.8 15.0 100.0
Total 60 98.4 100.0Missing System 1 1.6Total 61 100.0
21) I'm likely to rate employee negatively for contrariness.
Frequency Percent Valid PercentCumulative
PercentValid SA 6 9.8 10.0 10.0
A 14 23.0 23.3 33.3
NS 5 8.2 8.3 41.7
DA 29 47.5 48.3 90.0
SD 6 9.8 10.0 100.0
Total 60 98.4 100.0Missing System 1 1.6Total 61 100.0
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22) I'm likely to rate employee negatively for been different and non-conformist.
Frequency Percent Valid PercentCumulative
PercentValid SA 7 11.5 11.7 11.7
A 7 11.5 11.7 23.3
NS 4 6.6 6.7 30.0
DA 27 44.3 45.0 75.0
SD 15 24.6 25.0 100.0
Total 60 98.4 100.0Missing System 1 1.6Total 61 100.0
Frequency Table Subordinate
1) What is your gender?
Frequency Percent Valid PercentCumulative
PercentValid Male 32 39.0 39.0 39.0
Female 50 61.0 61.0 100.0
Total 82 100.0 100.0
2) What is your race?
Frequency Percent Valid PercentCumulative
Percent
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Valid AA 62 75.6 75.6 75.6
CC 10 12.2 12.2 87.8
OTHER 10 12.2 12.2 100.0
Total 82 100.0 100.0
3) How long have you been an employee?
Frequency Percent Valid PercentCumulative
PercentValid 1-5 55 67.1 67.1 67.1
6-10 7 8.5 8.5 75.6
11-15 8 9.8 9.8 85.4
MORE 16 12 14.6 14.6 100.0
Total 82 100.0 100.0
4) What kind of employee are you?
Frequency Percent Valid PercentCumulative
PercentValid ACA 35 42.7 42.7 42.7
ADMIN 47 57.3 57.3 100.0
Total 82 100.0 100.0
5) My rater understands the requirements of my work
Frequency Percent Valid PercentCumulative
PercentValid SA 30 36.6 36.6 36.6
A 39 47.6 47.6 84.1
NS 5 6.1 6.1 90.2
DA 5 6.1 6.1 96.3
SD 3 3.7 3.7 100.0
Total 82 100.0 100.0
6) My rater explains to me the standard used for evaluation
Frequency Percent Valid PercentCumulative
PercentValid SA 20 24.4 24.4 24.4
A 40 48.8 48.8 73.2
NS 9 11.0 11.0 84.1
DA 10 12.2 12.2 96.3
SD 3 3.7 3.7 100.0
Total 82 100.0 100.0
7) My rater explains how I can improve my performance
Frequency Percent Valid PercentCumulative
PercentValid SA 18 22.0 22.0 22.0
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A 36 43.9 43.9 65.9
NS 7 8.5 8.5 74.4
DA 16 19.5 19.5 93.9
S 5 6.1 6.1 100.0
Total 82 100.0 100.0
8) As a result of Performance Appraisal I understand my supervisors’ expectations of my performance
Frequency Percent Valid PercentCumulative
PercentValid SA 30 36.6 36.6 36.6
A 32 39.0 39.0 75.6
NS 7 8.5 8.5 84.1
DA 13 15.9 15.9 100.0
Total 82 100.0 100.0
9) My Performance Appraisal is largely based on how I do my work while relating to others
Frequency Percent Valid PercentCumulative
PercentValid SA 17 20.7 20.7 20.7
A 41 50.0 50.0 70.7
NS 5 6.1 6.1 76.8
DA 17 20.7 20.7 97.6
SD 2 2.4 2.4 100.0
Total 82 100.0 100.0
10) My PA rating is based solely on how well i do my work
Frequency Percent Valid PercentCumulative
PercentValid SA 11 13.4 13.4 13.4
A 32 39.0 39.0 52.4
NS 5 6.1 6.1 58.5
DA 26 31.7 31.7 90.2
SD 8 9.8 9.8 100.0
Total 82 100.0 100.0
11) My rater gives me real examples to justify his/her rating of my work
Frequency Percent Valid PercentCumulative
PercentValid SA 13 15.9 15.9 15.9
A 37 45.1 45.1 61.0
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NS 11 13.4 13.4 74.4
DA 16 19.5 19.5 93.9
SD 5 6.1 6.1 100.0
Total 82 100.0 100.0
12) My rater lets me ask question about my Performance Appraisal
Frequency Percent Valid PercentCumulative
PercentValid SA 17 20.7 20.7 20.7
A 49 59.8 59.8 80.5
NS 8 9.8 9.8 90.2
DA 8 9.8 9.8 100.0
Total 82 100.0 100.0
13) My rater gives that I earn even when it might upset me
Frequency Percent Valid PercentCumulative
PercentValid SA 16 19.5 19.5 19.5
A 39 47.6 47.6 67.1
NS 11 13.4 13.4 80.5
DA 13 15.9 15.9 96.3
SD 3 3.7 3.7 100.0
Total 82 100.0 100.0
14) The rating i get is a result of my rater applying PA rating standards consistently across employee
Frequency Percent Valid PercentCumulative
PercentValid SA 15 18.3 18.3 18.3
A 30 36.6 36.6 54.9
NS 18 22.0 22.0 76.8
DA 11 13.4 13.4 90.2
SD 8 9.8 9.8 100.0
Total 82 100.0 100.0
15) My PA is based on the quality of my work not my personality
Frequency Percent Valid PercentCumulative
PercentValid SA 17 20.7 20.7 20.7
A 30 36.6 36.6 57.3
NS 15 18.3 18.3 75.6
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DA 10 12.2 12.2 87.8
SD 10 12.2 12.2 100.0
Total 82 100.0 100.0
16) My Supervisor gives PA that reflects in part his liking or dislike of employees
Frequency Percent Valid PercentCumulative
PercentValid SA 23 28.0 28.0 28.0
A 26 31.7 31.7 59.8
NS 20 24.4 24.4 84.1
DA 8 9.8 9.8 93.9
SD 5 6.1 6.1 100.0
Total 82 100.0 100.0
17) My rater treats me with dignity
Frequency Percent Valid PercentCumulative
PercentValid SA 20 24.4 24.4 24.4
A 47 57.3 57.3 81.7
NS 8 9.8 9.8 91.5
DA 7 8.5 8.5 100.0
Total 82 100.0 100.0
18) Improving my interpersonal communication style will affect my performance appraisal positively.
Frequency Percent Valid PercentCumulative
PercentValid SA 21 25.6 25.6 25.6
A 41 50.0 50.0 75.6
NS 13 15.9 15.9 91.5
DA 6 7.3 7.3 98.8
SD 1 1.2 1.2 100.0
Total 82 100.0 100.0
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