Using diaries to promote procedural justice in performance appraisals

One-hundred-seventeen college students performed a task on which they received a negative, neutral, or positive performance evaluation. The evaluations were made by the experimenter who (i) kept a diary documenting subjects' performance, (ii) observed their performance but did not keep a diary, or (iii) made the evaluation on no apparent basis (control). It was found that both the evaluation procedure and the evaluation outcome itself were perceived as being fairer when diaries were used as the basis for making evaluations relative to either subjects in the observation procedure group or the control group. The practical implications of these findings for performance appraisals are considered along with the implications for conceptual work on procedural justice.