The purpose of this paper is to examine the relationship between performance appraisal satisfaction, job stress and work–family conflict. Furthermore, the study explores the role of job stress as a mediator between satisfaction with performance appraisal and work–family conflict. The total sample consisted of 120 participants from different industries. The findings revealed that performance appraisal satisfaction was negatively correlated with job stress and work–family conflict. However, job stress fully mediated the relationship between performance appraisal satisfaction and work–family conflict. The study contributes to the limited body of knowledge on employee reactions to performance appraisal and in particular, performance appraisal satisfaction. The findings can help to shed more light on the relationship between performance appraisal satisfaction and employees’ psychological responses.

Human resource managers need to understand issues relating to rater error. There are well-established ways to introduce these concepts to those training in the field. However, they require a substantial period of training to be successful. Their use in a tertiary setting can be severely constrained by time limitations. An alternative approach to these traditional training styles is that of error-based experiential learning. This training strategy immerses students in erroneous experiences that are then explored and used as a learning platform to build models of good practice. The training process used to structure the exercise is described in detail, illustrating the various errors committed by the trainees. Student feedback from the exercise and some likely risks attached to the activity are also discussed.

The paper presents findings of a study evaluating the impact of performance appraisal training on rating accuracy and perceived rating ability. 41 supervisors from a telecommunications firm took part in the training evaluated video vignettes and completed a questionnaire measuring self-efficacy beliefs about rating, goal intentions, and feelings about future rating behaviour. Supervisors in a control group (n = 12) also rated the video and completed the questionnaire. Trained supervisors showed increased accuracy on video ratings of work behaviour over the course of the training and an increase in self-efficacy measures. Control group supervisors by comparison decreased their accuracy of rating over the same time period while self-efficacy ratings remained constant. Impact of training on satisfaction and goals of participants is also presented.

Some organizations, such as General Electric, currently use or have used forced distribution performance evaluation systems in order to rate employees' performance. This paper addresses the advantages and disadvantages as well as the legal implications of using such a system. It also discusses how an organization might assess whether a forced distribution system would be a good choice and key considerations when implementing such a system. The main concern is whether the organizational culture is compatible with a forced distribution system. When a company implements such a system, some important issues to consider include providing adequate training and ongoing support to managers who will be carrying out the system and also conducting adverse impact analyses to reduce legal risk.