ABSTRACT
The role of evaluator is typically found difficult by supervisors (Hahn and Molnar, 1991; Holloway and Roehlke, 1987). The assertive skills of evaluating and challenging others constructively can be difficult to learn, not only in the context of the helping professions but in life more generally. Attempts to challenge others can turn into confrontation or be received as negative and unsolicited criticism, the effects of which can be to damage relationships rather than to facilitate learning and development. This has been recognised by the Probation Service in the UK in relation to the appraisal process:
There is evidence that employees do not respond well to any substantial degree of criticism, and that it does not lead to improvement in the criticised areas of performance. It is important that this is recognised but equally important that it does not lead to the production of bland appraisal reports that fail to deal with the real developmental issues. It is more helpful and stimulating to make a concrete, time limited statement of what you expect an employee to achieve in the future, than to make critical statements of what he or she has failed to achieve in the past.
