At the International School of Design (INSD), our MBA students are given the opportunity to learn not just through textbooks but through real-world experiences that challenge them to apply classroom concepts in practical, impactful ways. One such experience was the performance appraisal roleplay session, a hands-on exercise that brought to life one of the most crucial processes in any organization: assessing employee performance and providing constructive feedback.
On this occasion, the MBA students were asked to step into the shoes of both managers and employees as they simulated performance appraisal meetings. This immersive roleplay was designed to enhance their understanding of how performance appraisals are conducted, sharpen their communication skills, and develop a deeper insight into the emotional dynamics of feedback in a professional setting. The experience not only gave them a comprehensive understanding of performance appraisals but also improved their ability to give and receive feedback effectively—a key leadership and management skill.
In this blog, we’ll delve into the importance of performance appraisals, how this roleplay exercise helped MBA students at INSD, and how it ties back to the core principles of management and leadership.
The Importance of Performance Appraisals
Performance appraisals are a critical component of human resources management. They help organizations assess the effectiveness of their employees, identify areas for improvement, set goals for future growth, and recognize achievements. For managers, performance appraisals serve as an opportunity to guide employees, providing constructive feedback on their strengths and areas for development.
However, the process is not without its challenges. Giving feedback can be uncomfortable, especially when it involves discussing areas where an employee needs to improve. On the other hand, receiving feedback requires openness and a willingness to learn. The balance between these two sides—offering feedback while also motivating and supporting employees—is the cornerstone of an effective performance appraisal system.
At INSD, the performance appraisal roleplay provided our MBA students with the opportunity to experience both sides of the process. By immersing themselves in realistic scenarios, they learned how to handle difficult conversations with tact and empathy while also gaining the confidence to navigate constructive criticism.
A Hands-On Learning Experience
The performance appraisal roleplay at INSD was meticulously designed to be as realistic as possible. Students were split into pairs, with one acting as the manager and the other as the employee. The roleplay mimicked real-world performance reviews, where managers had to assess the employee’s past performance, provide feedback, and set goals for the upcoming period. Employees, on the other hand, had to respond to feedback, ask questions, and engage in the conversation productively.
The roleplay was structured into several stages:
1. Preparation
Before stepping into their roles, students were given a brief on the expectations for both managers and employees. For the managers, the focus was on evaluating the employee’s performance based on specific metrics, addressing strengths and weaknesses, and offering feedback that was both constructive and actionable. For the employees, the focus was on receiving feedback with an open mind, asking for clarification where needed, and discussing how to improve performance moving forward.
2. Conducting the Appraisal
In this phase, the managers led the performance appraisal meeting, using the feedback framework they had been taught in class. They focused on the SBI Model (Situation-Behavior-Impact), a method for delivering feedback that focuses on the situation, the specific behavior being discussed, and the impact it had on the team or organization. This model encourages feedback that is clear, specific, and non-judgmental, fostering an environment of mutual respect.
Employees, in their role as the recipient of feedback, practiced responding in a way that showed they were engaged and willing to learn. They worked on maintaining an open demeanor, asking questions to better understand the feedback, and setting personal goals for improvement.
3. Goal Setting and Closing the Appraisal
One of the most critical aspects of a performance appraisal is setting goals for future performance. Both managers and employees had to collaborate to identify concrete, measurable goals for the coming period. The roleplay emphasized how important it is for goals to be SMART—Specific, Measurable, Achievable, Relevant, and Time-bound. Managers were tasked with ensuring that these goals aligned with the company’s overall objectives, while employees had to ensure they felt motivated and empowered to reach them.
4. Reflection
After the roleplay sessions, the students took time to reflect on the experience, both individually and in groups. The reflection process encouraged them to think about the challenges they faced during the exercise and how they could apply what they had learned to future performance appraisals in real-world settings.
The performance appraisal roleplay was a valuable and engaging experience for the MBA students at INSD. Not only did it help them develop key managerial skills such as giving feedback, goal setting, and active listening, but it also allowed them to empathize with the emotional aspects of feedback, making them more effective leaders in the future.
As future managers, this exercise taught them that performance appraisals are not just a one-way evaluation but an essential conversation that fosters growth, trust, and alignment between employees and organizations. By honing these skills, our MBA students are better equipped to lead with confidence, inspire their teams, and contribute meaningfully to organizational success.
Proud of their dedication and teamwork, INSD continues to create learning experiences that bridge the gap between theory and practice, ensuring that students are well-prepared to step into the professional world as capable and empathetic leaders.
