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Term Paper Annual Review

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Term Paper Annual Review
Course
ADM 505
Title of Assignment
Term Paper
Submitted by:
Diana Caballero
Date of Submission:
December 4, 2014 due (turned in Dec 2, 2014)

CERTIFICATION OF AUTHORSHIP:
By including this cover sheet I certify that I am the author of this submittal and that any assistance I received in its preparation is fully acknowledged and disclosed. I have also cited any sources from which I used data, ideas, or words, either quoted directly or paraphrased. I also certify that this paper was prepared by me specifically for this course only and was not previously submitted in any other course. I have read the PACE Academic Dishonesty Policy regarding cheating and plagiarism and understand its consequences and penalties.

Performance Evaluations
Term Paper ADM 505
Diana Caballero
Professor David Kopp
December 4, 2014

Introduction
Performance evaluation plans are designed to meet many organizational and individual needs. Annual reports list, summarize and provide a record of yearly business activities. Performance evaluations provide systematic judgments to support salary increases, promotions, transfers, demotions and terminations. Evaluations are meant to access and communicate job performance status to a subordinate employee and suggest any needed changes in behavior, attitude, skills or job knowledge. They are also used as a basis for a supervisor to coach and counsel the individual as well as to identify and deal with performance deficiencies. Annual evaluations helps the employer and employee build on the strengths of the employee and identify those areas the employee needs improvement to be more effective and efficient in his/her job.
Goals and objectives provide organizations with a blueprint that determines a course of action and aids the employee in preparing for future changes (Olson-Buchanan & Boswell 2008). Annual reviews give the employee the chance to discuss and formulate



References: Edmondson AC. 2003. Speaking up in the operating room: how team leaders promote learning in interdisciplinary action teams. 40:1419–52 Detert JR, Edmondson AC. 2011. Implicit voice theories: taken-for-granted rules of self-censorship at work. 54:461–88 Morrison EW, Rothman NB. 2009. Silence and the dynamics of power. See Greenberg & Edwards 2009, pp. 175–202 Morrison EW, Milliken FJ. 2000. Building a Practically Useful Theory of Goal Setting and Task Motivation. 25:706–25 Olson-Buchanan JB. 1997. To grieve or not to grieve: factors related to voicing discontent in an organizational simulation. 132–47 Olson-Buchanan JB, Boswell WR. 2008. An integrative model of experiencing and responding to mistreatment at work. 33:76–96 Perlow LA, Williams S. 2003. NP. 2009. The Motivational Benefits of Goal-Setting. 29:195–223 Tourish D, Robson P. 2003. Critical upward feedback in organizations: processes, problems and implications for communication management. 8:150–67 Tourish D, Robson P. 2006. Sense making and the distortion of critical upward communication in organizations. 43:711–30 Wang Y, Hsieh H. 2013. Organizational ethical climate, perceived organizational support, and employee silence: a cross-level investigation. 66:783–802

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