Nurse supervisors at a large hospital seldom conducted performance appraisal interviews and some refused to do them. The

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Nurse supervisors at a large hospital seldom conducted
performance appraisal interviews and some refused to do them. They
complained that there was no time to meet with every nurse, and
that it was a difficult, time-consuming, and unpleasant process
that was a big waste of time. Some were uncomfortable with the
process and found it to be stressful for everybody involved. They
said it caused a lot of anxiety for them and the nurses. However,
the administration was in the process of introducing a new model of
nursing that required all nurses to perform certain critical
behaviours when interacting with and counselling patients and their
families. It was therefore imperative that performance appraisals
be conducted to ensure that nurses were implementing the new model
of nursing and performing these critical behaviours. The nurse
supervisors would be required to evaluate their nurses’ performance
every six months and then conduct a performance appraisal interview
with each nurse in which the previous six months’ performance would
be discussed. An action plan would then be developed with specific
goals for improvement. The administration decided to hire a
performance management consultant to provide a one-day workshop on
how to conduct performance appraisals for all nurse supervisors.
The training program was mandatory and all nurse supervisors had to
attend. Many of them did so reluctantly, complaining that it would
be a waste of time and that it would not make any difference in how
things were done in the hospital. 73 The training program began
with a lecture on performance management and how to conduct
performance appraisal interviews. The consultant first explained
that the purpose of a performance appraisal interview is to give
feedback to employees on how well they are performing their jobs
and then plan for future growth and development. He then discussed
different types of performance appraisal interviews such as the
“tell-and-sell interview,” the “tell-and-listen interview,” and the
“problem-solving interview.” This was followed by a list of
guidelines on how to conduct effective interviews, such as asking
the employee to do a self-assessment, focusing on behaviour not the
person, minimizing criticism, focusing on problem solving, and
being supportive. The trainees were then instructed on how to set
goals and develop an action plan for improvement. After the
lecture, the trainees were asked to participate in a role play in
which they would take turns playing the part of a supervisor and an
employee. They were provided with information about a nurse’s job
performance to discuss in the role play and then develop an action
plan. However, some of the trainees left the session, refusing to
participate. Others did not take it seriously and made a joke out
of it. There was a lot of laughing and joking throughout this part
of the program After the role play there was a group discussion
about the role play followed by a review of the key points to
remember when conducting performance appraisal interviews. Although
the supervisors were supposed to begin conducting performance
reviews and interviews shortly after the training program, very few
actually did. Some said they tried to do them but could not find
time to interview all of their nurses. Others said that they
followed the consultant’s guidelines but they did not see any
improvement in how they conducted interviews or in how nurses
reacted to them. Some said it continued to be a stressful
experience that was uncomfortable for them and the nurses, so they
decided to stop doing them. One year later, performance appraisals
were still a rare occurrence at the hospital. Furthermore, many of
the nurses were not practising the new nursing model and, as a
result, nursing care and performance were inconsistent throughout
the hospital and often unsatisfactory
Q1. Consider Gagné’s learning outcomes for the performance
appraisal training program. What were the expected learning
outcomes of the training program and what did trainees learn?
A.Expected learning outcomes involve verbal information,
intellectual skills, cognitive strategies, and, perhaps most
importantly, attitudes (internal states).
B.Expected learning outcomes involve
C.Expected learning outcomes involve
D.Expected learning outcomes involve
E.None of the above
Q2. What learning outcomes were not learned? Attitudes (internal
states)
A.Skills
B.Learning
C.Situational awareness
D.Self-efficacy
Q3. Using conditioning theory as your guide, why was the training
program not more effective?
A. The conditioning process emphasizes the importance of
consequences of behaviour—in this case,there did not seem to be any
consequence (positive or negative) to the supervisors learning or
applying,what they were supposed to learn in their training.
B.The conditioning process emphasizes the importance of
consequences of learning. In this case, there did not seem to be
any consequence (positive or negative) to the supervisors
performance.
C.The conditioning process emphasizes the importance of
consequences of performance—in this case,there did not seem to be
any consequence (positive or negative) to the supervisors
performance.
D.The conditioning process emphasizes the importance of
consequences of cost—in this case, there did not seem to be any
consequence (positive or negative) to the reward model. E.None of
the above.
Q4. How could the program be improved by using some of the
concepts, principles, and components of conditioning theory?
A.Consequences for applying the skills acquired (positive or
negative reinforcement) might have improved the training outcomes
significantly.
B.Positive role modelling might have improved the training outcomes
significantly.
C.Senior leaders in the training modelling the training behaviours
might have improved the training outcomes significantly.
D. A thorough organizational analysis might have improved the
training outcomes significantly.
E. None of the above
Q5. Using social cognitive theory as your guide, why was the
training program not more effective?
A.Lack of a thoroughly defined assessment and evaluation
model.
B.Lack of negative reinforcement methods and disciplinary
action.
C.The power of peer pressure (in this case negative), which led the
supervisors to not take the training seriously.
D.Lack of rewards and positive reinforcement.
E.None of the above
Q6. How would you have approached the situation differently? Were
there other factors not considered? (SAQ)