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As one of the key benchmarks in NAAC accreditation, educational institutions try to assess their teacher’s work sequentially. From the collected information about the educators, the employer can guide and direct the teachers’ professional growth and use their working and creative potential. Apart from regular teaching, the working performance of the International School of Management Patna teachers is realized through scored assessments of their performance in pedagogical and research-based activities. The overall assessment of the deployed teachers and their performance is done by the Head of Department (HoD) for one year. Regular surveys on performed activities and the outputs of each teacher approved by the Director serve as a base for the performance assessment. This paper aims to describe the present situation in assessing the working performance of teachers at the International School of Management Patna. Based on research, it analyses the limitations of the current approach, defines the performance assessment criteria, and proposes a new approach to teachers’ assessment. Instead of a review by HoDs and the Director, a new approach is proposed for performance assessment based on Multisource Feedback, popularly known as the 360-degree Feedback System (Tee, D. D & Ahmed, P. K., 2014). Applying the can facilitate a more objective assessment and strengthen the feeling of equality that greatly impacts teachers’ motivation and the quality of education they are bound to impart at the institution.

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In accordance with the subject of this research, three different scales to measure preschool teachers' performances with respect to school principals', parents' and children's point of view were developed for the research. 51 principals, 893 parents and 256 children participated in the research. "Teacher Performance Evaluation Scale-Administrators' Form" (TPESAF), "Teacher Performance Evaluation Scale-Parents' Form" (TPESPF) and "Teacher Performance Evaluation Scale-Children's Form" (TPESCF) are the scales that were prepared and used by the researcher. The data obtained were analysed by "SPSS 13 for Windows". The main results of the research are as follows: Research, an exploratory factor analysis was carried out for each of the scales developed. In order to show the validity of the scales, the overall and sub-test content validity analysis and differentiation power of the (TPESAF), (TPESPF) and (TPESCF) were calculated. Following the factor analysis which gave the scales their final shape, statistical reliability analysis was carried out. In this study, Cronbach Alpha coefficients of the (TPESAF), (TPESPF) and (TPESCF) and their sub-tests' means and standard deviations were calculated. Furthermore the test re-test reliability analysis was carried out. The scales were found to be reliable according to the reliability analysis (Cronbach Alpha Coefficients of Principal's Form: 0,94, Parents' Scale: 0,93, Children's Scale: 0,84).

The current Army Officer Evaluation System does not provide a complete evaluation. It is limited in its ability to provide the rated officer and the raters all the possible data available on the rated officer and does not provide the rated officer with the insight of peers and subordinates. A 360-Degree feedback system used in conjunction with the current system would provide this additional data. This paper examines the use of a 360-degree feedback system to improve the process of officer leadership development and selection. It examines the reasons for using a 360-degree process and why the current Officer Evaluation System fails to provide these benefits. Finally, it examines the lessons learned from the use of a 360-degree feedback system by other organizations and recommends a plan for implementing this type of system into the Army Officer Evaluation System.

Integrity, service, and excellence. These are only three words, but as core values they serve as ideals that inspire Air Force people to make our institution what it is the best and most respected Air Force in the world. Core values represent the fundamental principles that guide our work and everyday lives. They serve as the heart of our profession. This explains why at a recent CORONA Conference, Air Force leaders reaffirmed their commitment to these values. Originally included in Global Reach, Global Power, they remain intact as part of the new Air Force strategic vision document, Global Engagement: A vision for the 21st Century Air Force. While the vision calls for integration of instruction in core values throughout Air Force training and education, more can be done to translate Air Force core values into behavioral change. To help instill core values in airmen and strive for continuous improvement in adhering to them, the Air Force needs to expand its performance feedback program to include 360-degree feedback. This initiative would offer the best return on investment for not only teaching core values, but also living and practicing them in day-to-day activities at every level.

Empirical research on the use of 360-degree feedback in elementary and secondary educational settings is quite limited. This study sought to understand teachers' perceptions of the quality of feedback they received from the traditional administrative evaluative feedback to feedback they received from a multi-source feedback process. Results from the Wilcoxon Matched-Pairs Signed Ranks Test indicated that the participants in this project found the multi-source feedback process to be significantly more helpful than the traditional method in a number of areas, including: the development of professional growth goals, identifying professional development needs and providing feedback focused on student achievement. (Contains 6 tables.)

Since 1775, the success of the U.S. Navy has been borne of its strong, capable leadership. For generations, seafaring warriors have been cultivated from within, hand-selected, and groomed to fit the roles their fleet demands of them. Unfortunately, the recent firings of a few marquee officers suggest some tarnished organizational practices in need of polish. This thesis highlights obstacles impacting leadership development within the modern United States Navy. It also reflects upon various strategic, cultural, and technological trends that have shaped the Twenty-First Century naval workplace, as well as key organizational attempts to develop leaders of robust character. Using evidence from scholarly literature, the report champions one specific personnel development system called 360-degree feedback with which the U.S. Navy has enjoyed a storied past. By comparing the force-wide 360-degree feedback trials initiated by the Navy and Army in the mid-2000s, this thesis argues that the abandonment of the initiative by the Navy was a hasty misstep. Finally, this report advocates reintroducing Navy-wide 360-degree feedback because of its unique and timely benefits to todays fleet and concludes by coining a revised implementation strategy dubbed the Transformative Tsunami so as to remediate those weaknesses that befell its predecessor.

The system known as 360-degree feedback, also called multi-source or multi-rater feedback, is a development program that provides a recipient with feedback from supervisors, peers, and subordinates. There is currently no institutionalized, Navywide 360-degree feedback program for leadership development. Due to widespread civilian acceptance and to the success of the 360-degree program for the Navy's flag officers, the 2004 Surface Warfare Commanders Conference recommended a pilot program for 360-degree feedback be tested on a portion of the Surface Warfare Officer community. Results of the pilot program will be used to inform decisions on implementation of a Navy-wide 360-degree feedback program. The objectives of this thesis were to review the research evidence in the literature on the effectiveness and best practices of 360-degree programs and to identify general program evaluation techniques. The thesis then presents a conceptual analysis of the Navy pilot program and makes recommendations for modifications to the program based on comparisons with empirical research evidence and identified best practices of 360-degree programs. The thesis concludes by developing some guidelines and recommendations for a program evaluation plan that can be used to assess or revise the pilot program during and after its implementation.

This report documents military and civilian leaders' reactions to a multi-rater assessment of their leadership behaviors. The 80 targeted leaders were commissioned and non-commission military officers, and GS-9 to GS-14 civilian leaders at Fort Clayton, Panama. After completing the Leader Azimuth Check and receiving feedback, they were asked to complete a survey designed to assess 1) perceptions of trust and the fairness in the multi-rater process, 2) reported understanding of the multi-rater process, 3) beliefs about the accuracy and appropriateness of the sources of feedback and 4) self-efficacy and intentions for change in leadership behaviors. An overview of the responses to the survey are recorded in this report. Subordinates were overwhelmingly viewed as the most valuable source of feedback. Eighty three percent reported that they would use their feedback to monitor and develop their leadership. Motivation to change leadership behavior was best predicted by the extent to which leaders believed the feedback they received was new information. Trust in the confidentiality of the multi-rater process was high, as was the reported understanding in the purpose and methods of the 360. Perceptions of fairness and satisfaction were moderate to high. Perceptions of fairness and accuracy predicted satisfaction with the multi-rater process. Other predictors are mentioned in the report. Implications and recommendations are provided.

The system known as 360-degree feedback, also called multi-source or multi-rater feedback, is a development program that provides a recipient with feedback from supervisors, peers, and subordinates. There is currently no institutionalized, Navywide 360-degree feedback program for leadership development. Due to widespread civilian acceptance and to the success of the 360-degree program for the Navy s flag officers, the 2004 Surface Warfare Commanders Conference recommended a pilot program for 360-degree feedback be tested on a portion of the Surface Warfare Officer community. Results of the pilot program will be used to inform decisions on implementation of a Navy-wide 360-degree feedback program. The objectives of this thesis were to review the research evidence in the literature on the effectiveness and best practices of 360-degree programs and to identify general program evaluation techniques. The thesis then presents a conceptual analysis of the Navy pilot program and makes recommendations for modifications to the program based on comparisons with empirical research evidence and identified best practices of 360-degree programs. The thesis concludes by developing some guidelines and recommendations for a program evaluation plan that can be used to assess or revise the pilot program during and after its implementation.

360-DEGREE FEEDBACK IS A PERSONAL DEVELOPMENT AND APPRAISAL TOOL DESIGNED TO QUANTIFY THE COMPETENCIES AND SKILLS OF FELLOW EMPLOYEES BY TAPPING THE COLLECTIVE EXPERIENCE OF THEIR SUPERIORS, SUBORDINATES, AND PEERS. Substantially better than the hierarchical, single-source assessments employees are familiar with, this multi-source system provides participants with a comprehensive interpretation of their performance from numerous perspectives within the organization. The objective of this thesis is to develop a 360 degree feedback system tailored specifically for the Dean position, Graduate School of Business and Public Policy, Naval Postgraduate School. This thesis presents a literature review, a case description involving the Dean position, and discusses a series of interviews conducted with key groups of organizational stakeholders. With the results of this research confirming the need for and potential content of a feedback system, this thesis culminates by presenting 360-degree feedback procedures and documents created specifically for the Dean position.

Since 1775, the success of the U.S. Navy has been borne of its strong, capable leadership. For generations, seafaring warriors have been cultivated from within, hand-selected, and groomed to fit the roles their fleet demanded of them. Unfortunately, the recent firings of a few marquee officers suggest some tarnished organizational practices in need of polish. This thesis highlights obstacles that impact leadership development within the modern United States Navy. It also reflects upon various strategic, cultural, and technological trends that have shaped the Twenty-First Century naval workplace, as well as key organizational attempts to develop leaders of robust character. Using evidence from scholarly literature, the report champions one specific personnel development system called 360-degree feedback with which the U.S. Navy has enjoyed a storied past. By comparing the force-wide 360-degree feedback trials initiated by the Navy and Army in the mid-2000s, the thesis argues that the abandonment of the initiative by the Navy was a hasty misstep. The thesis advocates reintroducing Navy-wide 360-degree feedback because of its unique and timely benefits to today's fleet, and concludes by coining a revised implementation strategy dubbed the Transformative Tsunami so as to remediate those weaknesses that befell its predecessor.

The purpose of the research was to study the performance of the supervisors in the aspects leadership, communication, and task managing by the "360 degree feedback" method. A qualitative research was used to carry out the research study. The researcher formulated three questions that guided the study. An opinionnaire which included 23 items in communication, leadership, and task managing aspects, was developed by the researcher. Twenty eight persons completed the opinionnaire and 3 interviews were conducted. Total amount of time for observation was about 12 hours and the details have been mentioned in Appendix C. The required data was collected from the selected sample of 27 teachers, supervisors, and the principal. The results were tabulated. Finally the conclusions of the study were drawn. The conclusions of the research study were drawn through triangulation and the results of opinionnaire that were verified with observation and interviews. The researcher found the performance of supervisors in each aspect. The performance appraisal of supervisors in Spicer Higher Secondary School in communication aspect is above average, in leadership aspect is almost good, in task managing aspect is clearly average, and the performance of the male supervisors is better than that of the female supervisor. Appended to this document are: (1) Correspondences; (2) Opinionnaire; (3) Observation Card; and (4) Interview Questions. (Contains 14 tables.)

360-DEGREE FEEDBACK IS A POWERFUL MULTI-DIMENSIONAL LEADERSHIP DEVELOPMENT TOOL THAT DRAWS UPON THE KNOWLEDGE OF PEOPLE WITHIN A PERSON'S OWN CIRCLE OF INFLUENCE: SUPERVISORS, PEERS, AND DIRECT REPORTS. It is most widely used for development, yet many organizations also use it for administrative purposes. This thesis examines the efficacy of 360- degree feedback through an in-depth research review that establishes when 360-degree feedback is effective and what conditions enhance or detract from its effectiveness. The thesis explains how 360-degree feedback was developed and examines its rapid growth in popularity. The argument for multi-dimensional performance feedback is then discussed in errs of four factors that have changed the role of leadership as we have moved from the Industrial Age/Cold War to globalization and the Information Age. As leadership's roles change, so must the goals of leadership development. A review of successful organizations reveals that many are using 360-degree feedback for modem leadership development, reinforced by similar systems for administrative performance appraisal. Research on 360-degree feedback reveals effectiveness conditions, design and implementation considerations, and four categories of potential benefits. Large Group Interventions with Appreciative Inquiry for collaborative design/implementation and positive change management also are discussed. The thesis ends with strong recommendations for the use of 360-degree feedback for both Navy leadership development and administrative appraisal.

360-DEGREE FEEDBACK IS A POWERFUL MULTI-DIMENSIONAL LEADERSHIP DEVELOPMENT TOOL THAT DRAWS UPON THE KNOWLEDGE OF PEOPLE WITHIN A PERSON'S OWN CIRCLE OF INFLUENCE: SUPERVISORS, PEERS, AND DIRECT REPORTS. It is most widely used for development, yet many organizations also use it for administrative purposes. This thesis examines the efficacy of 360- degree feedback through an in-depth research review that establishes when 360-degree feedback is effective and what conditions enhance or detract from its effectiveness. The thesis explains how 360-degree feedback was developed and examines its rapid growth in popularity. The argument for multi-dimensional performance feedback is then discussed in errs of four factors that have changed the role of leadership as we have moved from the Industrial Age/Cold War to globalization and the Information Age. As leadership's roles change, so must the goals of leadership development. A review of successful organizations reveals that many are using 360-degree feedback for modem leadership development, reinforced by similar systems for administrative performance appraisal. Research on 360-degree feedback reveals effectiveness conditions, design and implementation considerations, and four categories of potential benefits. Large Group Interventions with Appreciative Inquiry for collaborative design/implementation and positive change management also are discussed. The thesis ends with strong recommendations for the use of 360-degree feedback for both Navy leadership development and administrative appraisal.

Since 1996 the Army has come to recognize that it has an officer leadership problem, particularly at its field grade and general officer levels. Too many officers run their units, their people (and sometimes themselves) into the ground in the pursuit of short-term mission successes. The Army has an excess of transactional leaders and a deficit of transformational leaders. The effects are many and varied: low morale among the force, rampant cynicism and mistrust, a retention crisis among mid-grade NCOs, captains and lieutenant colonels, officers declining command, and less effective less ready units. This realization has come about at the same time that the Army is attempting to transform not only its equipment and tactical/operational doctrine, but also the way in which units operate and are led in the information age. The Army should take a cue from civilian practice in broadening its understanding of successful leadership from one that currently focuses almost entirely upon mission accomplishment, to one that includes long term organizational health of the unit and its personnel alongside of mission accomplishment. Army leadership doctrine emphasizes transformational leadership and the need to sustain units and individuals over long periods of stress. Army practices, however, ignore this aspect of leadership when it rates officer performance and in how it selects officers for schooling promotion and command. A 360-degree leadership assessment of officer effectiveness, using peer and subordinate input, should be used as a formal part of the officer evaluation system.

Since 1996 the Army has come to recognize that it has an officer leadership problem, particularly at its field grade and general officer levels. Too many officers run their units, their people (and sometimes themselves) into the ground in the pursuit of short-term mission successes. The Army has an excess of transactional leaders and a deficit of transformational leaders. The effects are many and varied: low morale among the force, rampant cynicism and mistrust, a retention crisis among mid-grade NCOs, captains and lieutenant colonels, officers declining command, and less effective less ready units. This realization has come about at the same time that the Army is attempting to transform not only its equipment and tactical/operational doctrine, but also the way in which units operate and are led in the information age. The Army should take a cue from civilian practice in broadening its understanding of successful leadership from one that currently focuses almost entirely upon mission accomplishment, to one that includes long term organizational health of the unit and its personnel alongside of mission accomplishment. Army leadership doctrine emphasizes transformational leadership and the need to sustain units and individuals over long periods of stress. Army practices, however, ignore this aspect of leadership when it rates officer performance and in how it selects officers for schooling promotion and command. A 360-degree leadership assessment of officer effectiveness, using peer and subordinate input, should be used as a formal part of the officer evaluation system.

360-degree feedback is a personal development and appraisal tool designed to quantify the competencies and skills of fellow employees by tapping the collective experience of their superiors, subordinates, and peers. Substantially better than the hierarchical, single-source assessments employees are familiar with, this multi-source system provides participants with a comprehensive interpretation of their performance from numerous perspectives within the organization. The objective of this thesis is to develop a 360-degree feedback system tailored specifically for the Dean position, Graduate School of Business and Public Policy, Naval Postgraduate School. This thesis presents a literature review, a case description involving the Dean position, and discusses a series of interviews conducted with key groups of organizational stakeholders. With the results of this research confirming the need for and potential content of a feedback system, this thesis culminates by presenting 360- degree feedback procedures and documents created specifically for the Dean position.

360-degree feedback is a personal development and appraisal tool designed to quantify the competencies and skills of fellow employees by tapping the collective experience of their superiors, subordinates, and peers. Substantially better than the hierarchical, single-source assessments employees are familiar with, this multi-source system provides participants with a comprehensive interpretation of their performance from numerous perspectives within the organization. The objective of this thesis is to develop a 360-degree feedback system tailored specifically for the Dean position, Graduate School of Business and Public Policy, Naval Postgraduate School. This thesis presents a literature review, a case description involving the Dean position, and discusses a series of interviews conducted with key groups of organizational stakeholders. With the results of this research confirming the need for and potential content of a feedback system, this thesis culminates by presenting 360- degree feedback procedures and documents created specifically for the Dean position.

Development of leaders in the U.S. Army is absolutely paramount to its future success. The Army must leverage every opportunity available to enhance leader development. The Army s Field Manual 6-22, Leadership, stresses part of leader development encompasses the ability of a leader to become self-aware. Self-aware leaders are open and seek feedback from a variety of sources. Self awareness is certainly relevant in the present and future operating environments. Numerous leaders have effectively utilized multisource assessment and feedback approaches to gain insight, which may not otherwise be apparent, on how they are perceived by their subordinates, peers and superiors. This paper examines if Army policy and the implementation of its current multisource feedback systems leverage and reflect the best practices found in corporate America. It compares Army policy with best practices and also examines if the Army should utilize multisource feedback for consideration in their centralized selection board process.

360-degree feedback is a powerful multi-dimensional leadership development tool that draws upon the knowledge of people within a person's own circle of influence: supervisors, peers, and direct reports. It is most widely used for development, yet many organizations also use it for administrative purposes. This thesis examines the efficacy of 360- degree feedback through an in-depth research review that establishes when 360-degree feedback is effective and what conditions enhance or detract from its effectiveness. The thesis explains how 360-degree feedback was developed and examines its rapid growth in popularity. The argument for multi-dimensional performance feedback is then discussed in errs of four factors that have changed the role of leadership as we have moved from the Industrial Age/Cold War to globalization and the Information Age. As leadership's roles change, so must the goals of leadership development. A review of successful organizations reveals that many are using 360-degree feedback for modem leadership development, reinforced by similar systems for administrative performance appraisal. Research on 360-degree feedback reveals effectiveness conditions, design and implementation considerations, and four categories of potential benefits. Large Group Interventions with Appreciative Inquiry for collaborative design/implementation and positive change management also are discussed. The thesis ends with strong recommendations for the use of 360-degree feedback for both Navy leadership development and administrative appraisal.

ii, 174 p. : 26 cm

Many corporations use the 360-degree feedback process to evaluate colleagues. This feedback process attempts to improve organizational performance by increasing the range of data included in employee appraisal. If well executed, it can accurately assess performance in strategically important competencies, establish accountability for documented outcomes, and foster employee development. As the 360-degree feedback process becomes more common, organizations adopting it have chosen different methods of using feedback data. Data suggest that multirater systems are used most frequently in the corporate environment to enhance personal development and growth. For athletic departments whose structure and philosophy are consistent with the purpose of a 360-degree multirater system, 13 guidelines are important (e.g., 360-degree feedback systems should be part of the district's strategic effort, the ideal way to put this system in place is to start from the top down, utilize feedback carefully, and make mentoring an essential component of the process). Whether an athletic department is an appropriate fit for a multirater appraisal system can be determined through open communication and discussion regarding the district/school environment, including the amount of bureaucratic control, level of collegiality among coaches and administrators, and task interdependence needed to achieve organizational goals and objectives. (Contains 15 references.) (SM)

Many corporations use the 360-degree feedback process to evaluate colleagues. This feedback process attempts to improve organizational performance by increasing the range of data included in employee appraisal. If well executed, it can accurately assess performance in strategically important competencies, establish accountability for documented outcomes, and foster employee development. As the 360-degree feedback process becomes more common, organizations adopting it have chosen different methods of using feedback data. Data suggest that multirater systems are used most frequently in the corporate environment to enhance personal development and growth. For athletic departments whose structure and philosophy are consistent with the purpose of a 360-degree multirater system, 13 guidelines are important (e.g., 360-degree feedback systems should be part of the district's strategic effort, the ideal way to put this system in place is to start from the top down, utilize feedback carefully, and make mentoring an essential component of the process). Whether an athletic department is an appropriate fit for a multirater appraisal system can be determined through open communication and discussion regarding the district/school environment, including the amount of bureaucratic control, level of collegiality among coaches and administrators, and task interdependence needed to achieve organizational goals and objectives. (Contains 15 references.) (SM)