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A paper which looks at NHS appraisal procedures with reference to Benson and Dresdow's discovery model, and considers its applicability in this context. Bibliography lists 6 sources
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3 pages (~225 words per page)
File: JL5_JLnhsperf.rtf
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innovation, since such appraisals have been a part of the NHS for the past thirty years. However, they are becoming far more common and as the CSP states, have formed
a major part of the governments agenda as expressed in "A First Class Service" (1998), the summary paper dealing with quality of service in the health system.
Here, continuing professional development is described as a "process of lifelong learning" which meets patient needs, delivers health outcomes, and "enables professionals to expand and fulfil their potential"
(RCGP Summary Paper 1998, cited CSP 2005, PG). Appraisal is therefore not merely a subjective assessment but one which has direct relevance to the development and progress of the health
system as a whole. As the CSP points out, performance appraisals can take various forms, and may involve individuals, teams or groups. The Ashford
and St Peters Trust (2005), for example, sees the purpose of appraisal as allowing staff to reflect on their own performance, deliver feedback and clarify objectives; this allows for greater
involvement of staff in policy making, improves communications between different staff levels, and ensures that department, group and individual priorities are aligned. Interestingly, NHS Direct Online (2005) and Dundee Health
Care Trust (1998), amongst others, conduct official performance appraisals only once a year. It would seem, therefore, that any successful model of performance appraisal would have to also incorporate a
more regular form of ongoing assessment, which would then form an integral part of the annual appraisal. The discovery model set out by Benson
and Dresdow (2003) specifies that those involved in decision making are aware of the importance of learning in the decision making process: this does not refer solely to their own
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