Performance Management 3rd Edition Aguinis Solutions Manual

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Chapter 6—Gathering Performance Information
Learning Objectives
6.1 Understand why each of several basic components is included in the appraisal form.
6.2 Design effective appraisal forms.
6.3 Compute an overall employee performance score based on information found on the
appraisal form.
6.4 Select an appropriate time period to document performance as part of a performance
review.
6.5 Determine how many formal meetings are needed between the subordinate and the
supervisor to discuss performance issues.
6.6 Understand advantages and disadvantages of using supervisors, peers, subordinates, self,
and customers as sources of performance information.
6.7 Know how to deal with potential disagreements involved with different sources
evaluating the performance of the same employee.
6.8 Understand the psychological mechanisms leading to the inflation and deflation of
performance ratings.
6.9 Understand that the implementation of training programs can address intentional and
unintentional rating distortion.

Chapter Outline
Gathering Performance Information
Overview
1. Appraisal Forms
2. Characteristics of Appraisal Forms
3. Determining Overall Rating
4. Appraisal Period and Number of Meetings
5. Who Should Provide Performance Information
6. A Model of Rater Motivation
7. Preventing Rating Distortion Through Rater Training Programs
1. Appraisal Forms
• Major Components of Appraisal Forms (1)
o Basic employee information
o Accountabilities, objectives, and standards
o Competencies and indicators
o Major achievements and contributions
o Stakeholder input
o Employee comments
o Signatures
• Major Components of Appraisal Forms (2)
(These could be included in a separate form)
o Developmental achievements
o Developmental
• Needs
• Plans
• Goals
 Why do some companies such as Sun Microsystems separate these components into two
separate forms?
 Consider the forms in Figures 6.1 and 6.2. How complete are they? What components
might be missing?
2. Characteristics of Appraisal Forms
• Desirable Features of All Appraisal Forms
o Simplicity
o Relevancy

o Descriptiveness
o Adaptability
o Comprehensiveness
o Definitional clarity
o Communication
o Time orientation
 Consider the forms in Figures 6.1 and 6.2. How do they measure up?
3. Determining Overall Rating
• Judgmental strategy
o Consider every aspect of performance
o Arrive at defensible summary
• Mechanical strategy
o Consider scores assigned to each section
o Add weighted scores to obtain overall score
 Consider the form in Figure 6.3. Which kind of rating strategy would an employee prefer?
Why? Which would the supervisor prefer? Why?
• Comments section
o Challenges
• Difficult to systematically categorize and analyze
• Quality, length, and content vary
o Tools to overcome challenges
• Computer-aided text analysis (CATA) software
• Establish goals of the information provided
• Training in systematic and standardized rating skills
4. Appraisal Period and Number of Meetings
• Appraisal period
o Meetings
▪ Annual
• May not provide sufficient opportunity for supervisor/employee discussion
▪ Semi-annual
 What is the benefit to Hamilton Standard Commercial Aircraft in performing semi-annual
reviews?
▪ Quarterly
 Why does Synygy, Inc. perform quarterly reviews?
• Review to be completed
o Anniversary date

▪ The supervisor does not have to fill out forms at the same time
▪ Cannot tie rewards to fiscal year
o Fiscal year
▪ Rewards tied to fiscal year
▪ Goals tied to corporate goals
▪ May be a burden to the supervisor, depending on the implementation
• Six Types of Formal Meetings (can be combined)
o System inauguration
o Self-appraisal
o Classical performance review
o Merit/salary review
o Development plan
o Objective setting
 How does Johnsonville Foods handle these meetings?
 How might a Web-based system such as the one at Central Florida Healthcare Federal
Credit Union be used to enhance the usefulness of these meetings?
5. Who Should Provide Performance Information?
Employees should be involved in selecting
• Which sources evaluate
• Which performance dimensions
When employees are actively involved
• Higher acceptance of results
• Perception that the system is fair
Firsthand knowledge of employee performance
• Supervisors
• Peers
• Subordinates
• Self
• Customers
o Supervisors
• Advantages
▪ Best position to evaluate performance vs. strategic goals
▪ Make decisions about rewards
▪ Able to differentiate among performance dimensions
▪ Viewed as the exclusive source in some cultural contexts

• Disadvantages
▪ Supervisor may not be able to directly observe performance
▪ Evaluations may be biased
o Peers
• Advantages
▪ Assess teamwork
• Disadvantages
▪ Possible friendship bias
▪ May be less discriminating
▪ Context effects
o Subordinates
• Advantages
▪ Accurate when used for developmental purposes
▪ Good position to assess some competencies
• Disadvantages
▪ Inflated when used for administrative purposes
▪ May fear retaliation (confidentiality is key)
 How is “Tell Dell” used to improve the computer giant?
o Self
• Advantages
▪ Increased acceptance of decisions
▪ Decreased defensiveness during an appraisal interview
▪ Good position to track activities during review period
• Disadvantages
▪ May be more lenient and biased
• Suggestions to improve the quality of self-appraisals
▪ Use comparative as opposed to absolute measurement systems
▪ Allow employees to practice their self-rating skills
▪ Assure confidentiality
o Emphasize the futureCustomers (external and internal)
• Advantages
▪ Employees become more focused on meeting customer expectations
• Disadvantages
▪ Time
▪ Money
 What advantages could override the disadvantages of using customer evaluations?

Disagreement Across Sources
• Expect disagreements
• Ensure employee receives feedback by the sources
• Assign differential weights to scores by source, depending on importance
• Ensure that employees take active roles in selecting which sources will rate which
dimensions
6. A Model of Rater Motivation (see the textbook for model)
• Types of Rating Errors
o Intentional errors
• Rating inflation
• Rating deflation
o Unintentional errors
• Due to complexity of tasks
• Motivations for Rating Inflation
o Maximize merit raise/rewards
o Encourage employees
o Avoid creating written records
o Avoid confrontation with employees
o Promote undesired employees out of the unit
o Make the manager look good to his/her supervisor
• Motivations for Rating Deflation
o Shock employees
o Teach a rebellious employee a lesson
o Send a message to employee that he/she should consider leaving
o Build a strongly documented and written record of poor performance
• Recommendations for reducing intentional rating distortion
o Have raters justify their ratings
o Have raters justify their ratings in a face-to-face meeting
7. Preventing Rating Distortion Through Rater Training Programs
Rater training programs should cover:
• Information—how the system works
o Reasons for implementing the performance management system
o Information on the appraisal form and system mechanics
• Motivation—what’s in it for me?
o Benefits of providing accurate ratings
o Tools for providing accurate ratings

• Identifying, observing, recording, and evaluating performance
o How to identify and rank job activities
o How to observe, record, and measure performance
o How to minimize rating errors
• How to interact with employees when they receive performance information
o How to conduct an appraisal interview
o How to train, counsel, and coach
What aspects of a good rater training program are covered in the City of Aurora, CO training
program? How could the program be improved?
Gathering Performance Information: Summary
• Appraisal Forms
• Characteristics of Appraisal Forms
• Determining Overall Rating
• Appraisal Period and Number of Meetings
• Who Should Provide Performance Information?
• A Model of Rater Motivation
• Preventing Rating Distortion Through Rater Training Programs
Review Learning Objectives
Worked Solutions for End-of-Chapter Cases
Case Study 6.1: Evaluating an Appraisal Form Used in Higher Education
Major Components of Appraisal
Forms Comments
X
Basic Employee Information
No changes are needed because more than a
sufficient amount of information is included.
Accountabilities, Objectives,
and Standards
These need to be linked to the department and
organizational mission. If they do not do this, the
employees may not realize how their contribution
fits into the organization as a whole. To
accomplish this linkage, the form should at least
provide a brief outline of the goals of the
organization or department.
X
Competencies and Indicators
No changes are needed. There are ten essential
core competencies (each includes specific
descriptions) and room for additional essential
competencies are provided for rating. Further, set
indicators are provided along with clear guidelines
that guide the evaluator in making evaluations that
are uniform across employees.

Major Components of Appraisal
Forms Comments
Major Achievements and
Contributions
Employees like to be recognized for their hard
work, so having a section that reminds the
manager to focus on the positives would be
helpful. This is included in the evaluation form to
the extent that the employee is evaluated on
whether or not last period’s goals were met. It
would be beneficial to also include an area where
the evaluator could include other major
achievements or contributions other than met
goals.
Developmental Achievements
This section is not present. In the absence of this
section, the negative consequence is that the rated
employees may feel that their efforts to improve
their skills are going unnoticed. This may lead to
reduced motivation.
X
Developmental Needs, Plans,
and Goals Presen`
X
Stakeholder Input
A section for supervisor’s comments is attached.
However, nothing comparable exists in the form
for other stakeholders (e.g., peers, customers).
X
Employee Comments
There is no are available for the employee.
Without this the employee does not have the
opportunity to participate in the evaluation
process, which may cause the employee to
perceive that the evaluation system is not fair,
X Approvals Present and no changes are needed.
(Suggested points: 5, [6.1])
Case Study 6.2: Judgmental and Mechanical Methods of Assigning Overall Performance
Score at The Daily Planet
There are several ways to compute the overall score using the judgmental method based on the
relative importance that raters give to each of the performance dimensions rated. But, assuming a
rater gives the same weight to each of the dimensions, the overall score would be: (2 + 4 + 5 +
2)/4 = 4.25.
Using the assigned weights, the overall performance score is 2(.25) + 4(.40) + 5(.15) + 2(.20) =
3.25. Therefore, using a mechanical method resulted in a score that is 1 point higher than using a
judgmental method. This is a very large difference considering that scores can range from 0 to 5.
As shown by the difference in scores, there is a large difference in the two ratings. This could
have implications for how bonuses are allocated, promotions are rewarded, and goals are set.
Using the judgmental method, the overall score was much lower; this means that the
organization possibly had to pay less bonuses. However, the impact on the individual could be

detrimental to his/her career if that person is being passed over for promotions or is setting goals
that are too easy to achieve. This could affect the supervisor who might begin to set
inappropriate goals for the employee.
Case Study 6.3: Minimizing Intentional and Unintentional Rating Errors
Note: “IE” and “UE” stand for intentional errors and unintentional errors, respectively.
IE UE Content Area Comments
X
Reasons for implementing the
performance management
system. This includes an
overview of the entire system,
its purpose, and benefits for all
employees.
This type of information will help raters realize
that their ratings are taken seriously so that they
should take them seriously. This includes
explaining what the ratings can be used for and
the importance of the accuracy of the ratings.
Thus, it should enhance raters’ motivation to
provide accurate ratings. However, this type of
information would not necessarily diminish
unintentional errors.
X
How to identify and rank job
activities. This includes
information on how to conduct
a job analysis and understand
the most important
accountabilities and
competencies.
This mainly helps prevent unintentional errors.
Raters gain a better understanding of the
important job activities and are therefore more
likely to evaluate behaviors and results
correctly.
X
How to observe, record, and
measure performance. This
may include observational
skills such as how to observe
the behaviors that really matter
and not be distracted by
behaviors unrelated to the
performance dimensions being
measured. It also includes
skills needed to fill out the
appraisal form.
This will help avoid unintentional errors
because it teaches one to record performance—
a habit that can decrease many of the cognitive
processing errors often present.
X X
Information on the appraisal
form and system mechanics.
This includes a detailed
description of the content of
the appraisal form and what
each section is intended to
measure. It also includes
information on a number of
This type of information is likely to decrease
both types of errors. First, intentional errors are
likely to be decreased because the manager will
become more comfortable with the process.
Second, it can also help decrease unintentional
errors because managers will gain a better
understanding of the different levels of
performance.

IE UE Content Area Comments
meetings and the expectations
regarding each participant.
X
How to minimize rating errors.
This includes steps that can be
taken to minimize
unintentional errors due to the
cognitive demands associated
with the observation and
evaluation of performance.
This targets unintentional errors and should
help minimize them.
X X
How to conduct an appraisal
interview. This includes
listening skills, communication
skills, and how to provide
feedback during the appraisal
interview. It also includes
skills on how to help the
employee create a
developmental plan.
This addresses both types of errors. First, it
addresses intentional errors because the
manager has good skills regarding how to
manage the process. Second, it helps managers
verbalize the reasons for the rating they
provided, thereby helping ratings be more
accurate, because it is difficult to justify
inaccurate ratings.
X
How to train, counsel, and
coach. This includes skills that
the supervisor needs to help
employees improve their
performance on an ongoing
basis.
This mainly addresses intentional errors
because it gives managers skills on how to
manage the process well and can decrease the
motivation to introduce politics into the
process.
Case Study 6.4: Minimizing Biases in Performance Evaluation at Expert Engineering, Inc.
1. It is possible that Demetri may intentionally inflate the ratings he gives to his fellow alumni
because he doesn’t want to confront them about areas where performance improvement is
necessary. He may worry that giving an accurate rating could jeopardize his relationship with
the “gang” whom he likes and wishes to continue to be part of. At the same time, he may
unintentionally distort the ratings that he gives to various employees, because he, as a
principal, is responsible for supervision of many engineers. It is very difficult to remember
all of the behavior and results of one’s own performance, let alone such information about
many different people. Observing information about performance, storing this information in
memory, and then recalling it when it’s time to fill out the appraisal form is a complex
cognitive task that could lead to unintentional distortions of ratings.

2. Different kinds of training could assist Demetri in providing more objective appraisals,
although none of the programs can guarantee perfect results. Appraisals are inherently
subjective. The training program should provide basic information on the appraisal form and
how the system works. In addition, the benefits of accurate appraisals (“what’s in it for me?”)
and tools for providing such ratings should be provided. Demetri will need training in the
following areas:
o How to identify and rank job activities
o How to observe, record, and measure performance
o How to minimize rating errors
Finally, he will need assistance in how to interact with the engineers he supervises,
particularly when they receive performance information. Demetri needs to learn how to
conduct an appraisal interview and how to train, counsel, and coach. Training should help him
provide the supervision and performance appraisal that all of his employees need, including
the members of his alma mater.
Additional Cases and Worked Solutions
Case Study: CRB, Inc.
The following performance appraisal form was adopted by CRB, Inc., a small car restoration
business. It was filled out by Al Brown, the owner of CRB, Inc., because he has been told he
should give all of his employees an appraisal of their performance. This particular form was
given to the foreman, Robert (Bob) Jared, to complete the employee comments; Al then filled in
the supervisor comments sections.
As you review the performance appraisal form, please respond to the following questions:
1. Provide a detailed evaluation of the form. What components are necessary? What is
missing and what should be added? Is anything optional? Provide a brief explanation of
your responses.
(Suggested points: 10, .7[6.1], .3[6.2])
2. Assess the advantages and disadvantages of having the supervisor and the subordinate
complete this form.
3. Based on the information provided, what is an appropriate overall success rating for this
employee? Why?
4. How often should this form be completed and why?

Performance Appraisal Form1
Employee Name: Position/Title: Department: Date:
Robert Jared Foreman Paint and Auto body 6/30/12
Performance Attribute
Supervisor
Comments
Score Employee
Comments
Score
Knowledge/Know-how:
Demonstrated knowledge or
technical skills required by
position. These may include
command of professional body of
knowledge; knowledge of
organizational structure, mission,
or goals.
Strong knowledge and
technical skill.
Instinctive knowledge
of how the company can
move forward in the
industry.
3
I’ve got 25 years
experience in paint
and body shop work.
I held this company
together over the past
year.
4
Communication Skills:
Demonstrated written, listening,
and interpersonal skills. These
may include diplomacy, conflict
resolution, or presentation skills.
Good verbal skills most
of the time. Occasional
difficulty in controlling
anger has exacerbated
existing problems.
Doesn’t always do
paperwork needed in
job.
1
Good enough for this
job. Frustrations
aren’t my fault. I do
my best.
2
Work Results:
Work is thorough, accurate,
completed on time and as
planned, and is considered a
quality job.
Excellent
4
Of course.
4
Work Style:
Demonstrated good work habits.
These may include being
dependable, consistent,
independent and self-starting, and
exhibiting flexible work behavior. Excellent
4
I’m always here
before my boss and
open to whatever he
suggests. I work
weekends and do
work for free. This
entire place is a lot
cleaner and more
organized since I got
here.
4
Service Orientation:
Demonstrated courteous,
responsive, respectful behavior
toward customers, staff, and
In general, Bob does a
good job managing
relationships with
customers and staff. As
1.5 I do the best I can in
difficult
circumstances.
3
1
Adapted from an appraisal form developed by Boston College, found at
http://www.bc.edu/bc_org/hvp/c/apprais.html Accessed May 4, 2005.

Employee Name: Position/Title: Department: Date:
Robert Jared Foreman Paint and Auto body 6/30/12
Performance Attribute
Supervisor
Comments
Score Employee
Comments
Score
others. noted above, he needs
help managing anger
issues.
Additional Performance
Attributes:
Supervision
Contribution to overall
motivation and
performance of staff is
very good.
3
I’ve trained Dave and
brought the mechanic
and engine repair
shop into being on
my own time.
4
Overall Success Rating
Very good
2.5
Top notch
5
This performance appraisal is meant to summarize and evaluate an individual’s overall
performance for the year. Five generic performance attributes and definitions are provided for all
employees. These attributes address an individual’s knowledge, competence, and skills as
applied to one’s work. Performance attributes may be added as needed in order to customize the
form to the individual’s position. Both the supervisor and the employee should provide an
overall performance success rating using the scale below.
4—Performance far exceeds position requirements and indicates job mastery
3—Performance consistently exceeds position requirements
2—Performance meets position requirements
1—Performance does not meet position requirements
Did the employee have a work plan? Yes N
No
o
Did this employee show progress on a work plan? Yes No
Did the employee have a developmental plan? Yes N
No
o
Did this employee show progress on a developmental plan? Yes No
Supervisor Comments: (Describe the employee’s total performance for the year and substantiate
the overall success rating.)
Bob has really helped the shop get into a competitive stance. Both his own performance and his supervision have
helped us get cars out on schedule and keep good employees. He works hard while he’s here and he encourages
the rest of the staff to put in a good day’s work for a good day’s pay. He volunteers his own time and ideas to
enhance the shop. He suggested working with a radio station to refinish a car that they could give away in
exchange for providing advertising for the shop. His enthusiasm led the employees to volunteer their time on the

project. Everything is more organized since he got here. On the other hand, he really does need to learn how
to manage his anger. It doesn’t happen very often (maybe four times all year), but it’s frightening to watch
him lose his temper. So far there has been no violence (which would be a firing offense), but I can understand
why one customer brought in a police officer when he came back to pay his bill after Bob got angry when the
customer called him a liar. Bob’s loud angry verbal response was totally inappropriate for a business setting.
Paperwork is another area of weakness: Bob does as little as he can get away with, which leads to poor
documentation in the customer files and problems with employee pay sheets. He complained to one owner about how
the other owner didn’t purchase parts on time. That owner asked in writing for a list of parts needed to monitor
their purchase and the list still has not appeared.
Supervisor’s Signature: Alfred E. Brown Date:June 28, 2012
Employee Comments: (Describe your total performance and the two-way communication with
your supervisor throughout the year.)
I never had a work plan and don’t know what a developmental plan is. Al hired me to get this
shop back on its feet and I’ve done that. For the first time, he’s taking money home and he
has me to thank for that. Sure, I get frustrated—who wouldn’t with customers who want us to
work for free and whine that the former owner promised them this and that. Of course, he
never did anything and now we’re stuck with his broken promises and no paperwork. I do my
best with the paperwork but I get busy on the jobs. You’ve got to decide whether you want paper
or cars to go out. Al and I talk every day—I give him notes about the parts I need. Then Mary
says she wants a list … tell her to ask Al! I don’t have time to please a boss who’s never in the
shop. I’ve got too much going on with doing free and redo work and helping our employees be
great employees. It’s nice to work here most of the time. I’ve always liked working on old cars
and we do great work. The money is starting to be ok and we’re getting better equipment. We
ought to get this place really turned around this next year.
Employee’s Signature: Bob Jared Date: June 28, 2012
Answers:
1. Most forms include a combination of the following: (a) basic employee information, (b)
accountabilities, objectives, and standards, (c) competencies and indicators, (d) major
achievements and contributions, (e) developmental achievements, (f) developmental
needs, plans, and goals, (g) stakeholder input, (h) employee comments, and (i) signatures.
Note, however, that one size does not fit all, and different components are appropriate
based on the purposes of the appraisal.
This appraisal is described in the case study as perhaps the first formal appraisal that Al
Brown has done with his employees. It may be a fiscal year end appraisal or a six month

appraisal. Although the employee’s name, position, and department are provided, there is
no further basic employee information. Some performance attributes appear to relate to
competencies (knowledge, communication skills); some appear to be performance
standards (results, style, service orientation). The supervisor and employee comments
highlight several major achievements and contributions. The supervisor notes some
developmental needs (anger management; more consistent paperwork completion) but
there is no plan or goal to deal with these needs. There is no stakeholder input. There are
employee comments and signatures.
2. The supervisor is usually in the best position to evaluate performance in light of the
organizational goals. As the owner, Al is certainly responsible for making decisions about
any rewards associated with performance evaluation. A disadvantage is that evaluations
can be biased; some supervisors may not be able to directly observe performance.
When the employee completes the form, advantages can include increased acceptance of
decisions and decreased defensiveness during the appraisal interview. The employee is in
a very good position to track his own activities during the review period. Disadvantages
may include rating distortions such as leniency with regard to his own behaviors as well
as other intentional and unintentional biases.
3. Al and Bob agree that Bob provides strong value to the company, although Al is aware
that Bob has, on occasion, jeopardized the company with his inability to control his
anger. Bob believes that he consistently exceeds the position requirements and some of
the descriptions of his performance indicate that he has been a very valuable asset to the
company. Al notes some weaknesses that indicate “consistency” is missing; in fact,
occasional performance does not meet minimum requirements. Al’s overall rating of 2.5
may be the most objective rating.
4. At a minimum, a formal appraisal should be conducted annually. However, it would be
better to conduct formal appraisals at least semi-annually, and quarterly would be the
best. This is a busy shop, and both Al and Bob are working as supervisors with many
other duties besides supervision. They cannot count on providing equally complete and
balanced feedback to each employee on an ongoing basis. Therefore, regular formal
meetings conducted with advance thought and preparation have a much better chance of
helping each employee do his best to help the company meet its goals.
Case Study: Our Civil Service
At the State Employment Service, a number of employment counselors were hired together
during a special recruiting effort 12 years ago in 2000. They formed a cohort, went through
training together, and received graduate hours in vocational counseling together.
About a year ago, Jane Midland, the first member of the cohort to get promoted, tested into a
supervisory position at one of the Job Service Centers. Two of the eleven employees who report
to her are members of the 2000 cohort. Barb Rick and George Malloy deeply respect her abilities
and have a strong affection for her. In fact, Barb Rick has spent time at Jane’s home watching

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By Bro. Charles Holme, Pilgrim of the Sette of Odd Volumes.
Read before the Sette at Willis’s Rooms on Friday, January
6th, 1888. (pp. 46.) Presented to the Sette by Bro. Charles
Holme.

18. Ye Seconde Boke of Ye Odd Volumes,
from 1883 to 1888. Carefvlly Compiled and painsfvlly Edited
by ye vnworthy Historiographer to ye Sette, Bro. William
Mort Thompson, and produced by ye order and at ye charges
of ye Sette. (pp. 157.)
19. Repeats and Plagiarisms in Art, 1888.
By Bro. James Orrock, R.I., Connoisseur to the Sette of Odd
Volumes. Read before the Sette at Willis’s Rooms, St.
James’s, on Friday, January 4th, 1889. (pp. 33.) Presented
to the Sette by Bro. James Orrock, R.I.
20. How Dreams Come True.
A Dramatic Sketch by Bro. J. Todhunter, Bard of the Sette of
Odd Volumes. Performed at a Conversazione of the Sette at
the Grosvenor Gallery, on Thursday, July 17th, 1890. (pp.
46.) Presented to the Sette by His Oddship Bro. Charles
Holme.
21. The Drama in England during the last Three
Centuries.
By Bro. Walter Hamilton, F.R.G.S., Parodist to the Sette of
Odd Volumes. Read before the Sette at Limmer’s Hotel, on
Wednesday, January 8th, 1890. (pp. 80.) Presented to the
Sette by Bro. Walter Hamilton.
22. Gilbert, of Colchester.

By Bro. Silvanus P. Thompson, D.Sc., B.A., Magnetizer to the
Sette of Odd Volumes. Read before the Sette at Limmer’s
Hotel, on Friday, July 4th, 1890. (pp. 63.) Presented to the
Sette by Bro. Silvanus P. Thompson.
23. Neglected Frescoes in Northern Italy.
By Bro. Douglas H. Gordon, Remembrancer to the Sette of
Odd Volumes. Read before the Sette at Limmer’s Hotel, on
Friday, December 6th, 1889. (pp. 48.) Presented to the
Sette by Bro. Douglas H. Gordon.
24. Recollections of Robert-Houdin.
By Bro. William Manning, Seer to the Sette of Odd Volumes.
Delivered at a Meeting of the Sette held at Limmer’s Hotel,
on Friday, December 7th, 1890. (pp. 81.) Presented to the
Sette by Bro. William Manning.
25. Scottish Witchcraft Trials.
By Bro. J. W. Brodie Innes, Master of the Rolls to the Sette of
Odd Volumes. Read before the Sette at a Meeting held at
Limmer’s Hotel, on Friday, November 7th, 1890. (pp. 66.)
Presented to the Sette by Bro. Alderman Tyler.
26. Blue and White China.
By Bro. Alexander T. Hollingsworth, Artificer to the Sette of
Odd Volumes. Delivered at a Meeting of the Sette held at

Limmer’s Hotel, on Friday, February 6th, 1891. (pp. 70.)
Presented to the Sette by Bro. Alexander T. Hollingsworth.
27. Reading a Poem.
A Forgotten Sketch by Wm. M. Thackeray. Communicated by
Bro. Chas. Plumptre Johnson, Clerke-atte-Lawe to the Sette of
Odd Volumes, to the Sette at Limmer’s Hotel, on Friday,
May 1st, 1891. (pp. xi and 66.) Presented to the Sette by
Bro. Chas. Plumptre Johnson.
28. The Ballades of a Blasé Man,
to which are added some Rondeaux of his Rejuvenescence,
laboriously constructed by the Necromancer to the Sette of
Odd Volumes. (pp. 88.) Presented to the Sette by Bro.
Edward Heron-Allen, in October, 1891.
29. Automata Old and New.
By Bro. Conrad W. Cooke, Mechanick to the Sette of Odd
Volumes. Read before the Sette at a Meeting held at
Limmer’s Hotel, on Friday, November 6th, 1891. (pp. 118.)
Presented to the Sette by Bro. Conrad W. Cooke.
30. Ye Magick Mirrour of Old Japan.
By Bro. Silvanus P. Thompson, D.Sc., F.R.S., Magnetizer to the
Sette of Odd Volumes. Read before the Sette at Limmer’s
Hotel, on Friday, December 2nd, 1892. (pp. 96.)

Year-Bokes.
I. The Year-Boke of the Odd Volumes: An Annual Record
of the Transactions of the Sette. Eleventh Year, 1888-9.
Written and compiled by Bro. W. Mort Thompson,
Historiographer to the Sette. Issued November 29th, 1890.
II. The Year-Boke of the Odd Volumes: An Annual
Record of the Transactions of the Sette. Twelfth Year,
1889-90.
III. The Year-Boke of the Odd Volumes: An Annual
Record of the Transactions of the Sette. Thirteenth Year,
1890-1.
Compiled mainly from the Minute Book of the Sette, and
imprynted for private circulation only.
IV. The Year-Boke of the Odd Volumes, 1891-2.
In the Press.

FOLIA.
Originated by Brother Holme, Pilgrim, who presented each Brother with a
Special Portfolio.
. The Victualling Crew. Presented by Bro. Henry Moore, A.R.A.,
Ancient Mariner.
. Proud Maisie, from a drawing by Frederick Sandys. Presented by
Bro. Todhunter, Playwright.
. A Rainy Day in Hakone, Japan. Presented by Bro. Alfred East,
Landscape Painter.
. The Shelley Memorial. Photogravure from the original Statue.
Presented by E. Onslow Ford, A.R.A., Sculptor.

MISCELLANIES.
1. Inaugural Address
of His Oddship, W. M. Thompson, Fourth President of the
Sette of Odd Volumes, delivered at the Freemasons’ Tavern,
Great Queen Street, on his taking office on April 13th, &c.
(pp. 31.) Printed by order of Ye Sette, and issued on May
the 4th, 1883.
2. Codex Chiromantiae.
Appendix A. Dactylomancy, or Finger-ring Magic, Ancient,
Mediæval, and Modern. (pp. 34.) Presented on October the
12th, 1883, by Bro. Ed. Heron-Allen.
3. A President’s Persiflage.
Spoken by His Oddship W. M. Thompson, Fourth President of
the Sette of Odd Volumes, at the Freemasons’ Tavern,
Great Queen Street, at the Fifty-eighth Meeting of the
Sette, on December 7th, 1883. (pp. 15.)

of His Oddship Edward F. Wyman, Fifth President of the Sette
of Odd Volumes, delivered at the Freemasons’ Tavern,
Great Queen Street, on his taking office, on April 4th, 1884,
&c. (pp. 56.) Presented to the Sette by His Oddship Edward
F. Wyman.
5. Musical London a Century Ago.
Compiled from the Raw Material, by Brother Burnham W.
Horner, F.R.S.L., F.R. Hist. S., Organist of the Sette of Odd
Volumes, delivered at the Freemasons’ Tavern, Great Queen
Street, on June 6th, 1884. (pp. 32.) Presented to the Sette
by His Oddship Edward F. Wyman.
6. The Unfinished Renaissance;
Or, Fifty Years of English Art. By Bro. George C. Haité,
Author of “Plant Studies,” &c. Delivered at the Freemasons’
Tavern, Friday, July 11th, 1884. (pp. 40.) Presented to the
Sette by His Oddship Edward F. Wyman.
7. The Pre-Shakespearian Drama.
By Bro. Frank Ireson. Delivered at the Freemasons’ Tavern,
Friday, January 2nd, 1885. (pp. 34.) Presented to the Sette
by His Oddship Edward F. Wyman.
of His Oddship, Brother James Roberts Brown, Sixth President
of the Sette of Odd Volumes, delivered at the Freemasons’

Tavern, Great Queen Street, on his taking office, on April
17th, 1885, &c. (pp. 56.) Presented to the Sette by His
Oddship James Roberts Brown.
9. Catalogue of Works of Art
Exhibited at the Freemasons’ Tavern, Great Queen Street,
on Friday, July 11th, 1884. Lent by Members of the Sette of
Odd Volumes. Presented to the Sette by His Oddship
Edward F. Wyman.
10. Catalogue of Manuscripts and Early-Printed Books
Exhibited and Described by Bro. B. Quaritch, the Librarian of
the Sette of Odd Volumes, at the Freemasons’ Tavern,
Great Queen Street, June 5th, 1885. Presented to the Sette
by His Oddship James Roberts Brown.
11. Catalogue of Old Organ Music
Exhibited by Bro. Burnham W. Horner, F.R.S.L., F.R.Hist.S.,
Organist of the Sette of Odd Volumes, at the Freemasons’
Tavern, Great Queen Street, on Friday, February 5th, 1886.
Presented to the Sette by His Oddship James Roberts Brown.
of His Oddship Bro. George Clulow, Seventh President of the
Sette of Odd Volumes, delivered at the Freemasons’ Tavern,
Great Queen Street, on his taking office, on April 2nd,

1886, &c. (pp. 64.) Presented to the Sette by His Oddship
George Clulow.
13. A Few Notes about Arabs.
By Bro. Charles Holme, Pilgrim of the Sette of Odd Volumes.
Read at a Meeting of the “Sette” at Willis’s Rooms, on
Friday, May 7th, 1886. (pp. 46.) Presented to the Sette of
Odd Volumes by Bro. Chas. Holme.
14. Account of the Great Learned Societies and
Associations, and of the Chief Printing Clubs of Great
Britain and Ireland
Delivered by Bro. Bernard Quaritch, Librarian of the Sette of
Odd Volumes, at Willis’s Rooms on Tuesday, June 8th,
1886. (pp. 66.) Presented to the Sette by His Oddship
George Clulow.
15. Report of a Conversazione
Given at Willis’s Rooms, King Street, St. James’s, on
Tuesday, June 8th, 1886, by his Oddship Bro. George
Clulow, President; with a summary of an Address on
“Learned Societies and Printing Clubs,” then delivered by Bro.
Bernard Quaritch, Librarian. By Bro. W. M. Thompson,
Historiographer. Presented to the Sette by His Oddship
George Clulow.
16. Codex Chiromantiae.

Appendix B.—A Discourse concerning Autographs and their
Significations. Spoken in valediction at Willis’s Rooms, on
October the 8th, 1886, by Bro. Edward Heron-Allen. (pp. 45.)
Presented to the Sette by His Oddship George Clulow.
of His Oddship Alfred J. Davies, Eighth President of the Sette
of Odd Volumes, delivered at Willis’s Rooms, on his taking
office on April 4th, 1887. (pp. 64.) Presented to the Sette
by His Oddship Alfred J. Davies.
of His Oddship Bro. T. C. Venables, Ninth President of the
Sette of Odd Volumes, delivered at Willis’s Rooms, on his
taking office on April 6th, 1888. (pp. 54.) Presented to the
Sette by His Oddship T. C. Venables.
19. Ye Papyrus Roll-Scroll of Ye Sette of Odd Volumes.
By Bro. J. Brodie-Innes, Master of the Rolls to the Sette of
Odd Volumes, delivered at Willis’s Rooms, May 4th, 1888.
(pp. 39.) Presented to the Sette by His Oddship T. C.
Venables.
of His Oddship Bro. H. J. Gordon Ross, Tenth President of
the Sette of Odd Volumes, delivered at Willis’s Rooms, King

Street, St. James’s Square, on his taking office, April 5th,
1889.
WORKS DEDICATED TO THE SETTE.
The Ancestry of the Violin.
London, 1882. Edward Heron-Allen.
An Odd Volume for Smokers.
London, 1889. Walter Hamilton.
The Blue Friars.
London, 1889. W. H. K. Wright.
Quatrains.
London, 1892. W. Wilsey Martin.

Ye Sette of Odd Volumes.
Original
Member.
1878. Bernard Quaritch, Librarian, 15, Piccadilly, W.
(President, 1878, 1879, and 1882).
Original
Member.
1878. Edward Renton, Herald (Vice-President, 1880;
Secretary, 1882).
Original
Member.
1878. W. Mort Thompson, Historiographer, 16, Carlyle
Square, Chelsea, S.W. (Vice-President, 1882;
President, 1883).
Original
Member.
1878. Charles W. H. Wyman, Typographer, 103, King Henry’s
Road, Primrose Hill, N.W. (Vice-President, 1878 and
1879; President, 1880).
Original
Member.
1878. Edward F. Wyman, Treasurer, Nirvâna, Bellaggio, East
Grinstead (Secretary, 1878 and 1879; President,
1884).
Original
Member.
1878. Alfred J. Davies, Attorney-General, Fairlight, Uxbridge
Road, Ealing, W. (Vice-President, 1881; Secretary,
1884; President, 1887).
1878. G. R. Tyler, Alderman of the City of London,
Stationer, 17, Penywern Road, South Kensington, W.
(Vice-President, 1886).
1879. T. C. Venables, Antiquary, 9, Marlborough Place, N.W.
(President, 1888).
1879. James Roberts Brown, F.R.G.S., Alchymist, 44,
Tregunter Road, South Kensington, S.W. (Secretary,
1880; Vice-President, 1883; President, 1885).

1880. Burnham W. Horner, Organist, 29, Redcliffe Gardens,
South Kensington (Vice-President, 1889).
1882. William Murrell, M.D., Leech (President), 17, Welbeck
Street, Cavendish Square, W. (Secretary, 1883; Vice-
President, 1885).
1883. Henry George Liley, Art Director, Radnor House,
Radnor Place, Hyde Park, W.
1883. George Charles Haité, F.L.S., and R.B.A., Art Critic,
Ormsby Lodge, The Avenue, Bedford Park, W. (Vice-
President, 1887; President, 1891).
1883. Edward Heron-Allen, Necromancer (Vice-President), 3,
Northwick Terrace, N.W. (Secretary, 1885).
1884. Wilfrid Ball, R. P. E., Painter-Etcher, 4, Albemarle
Street, W. (Master of Ceremonies, 1890; Vice-
President, 1891).
1884. Daniel W. Kettle, F.R.G.S., Cosmographer, Hayes
Common, near Beckenham, Kent (Secretary, 1886).
1884. Charles Welsh, Chapman, The Poplars, Forest Lane,
Walthamstow (Vice-President, 1888).
1886. Charles Holme, F.L.S., Pilgrim, The Red House, Bexley
Heath, Kent (Secretary, 1887; President, 1890).
1886. Fredk. H. Gervis, M.R.C.S., Apothecary, 1, Fellows
Road, Haverstock Hill, N.W.
1887. John W. Brodie-Innes, Master of the Rolls, 15, Royal
Circus, Edinburgh (Secretary, 1888).
1887. Henry Moore, A.R.A., Ancient Mariner, Collingham,
Maresfield Gardens, N.W.

Supplemental Odd Volumes.
887. James Orrock, R.I., Connoisseur, 48, Bedford Square, W.C.
888. Alfred East, R.I., Landscape Painter, 4, Grove End Road, St.
John’s Wood.
888. Walter Hamilton, F.R.G.S., Parodist, Keeper of the Archives,
Ellarbee, Elms Road, Clapham Common, S.W.
888. Douglas H. Gordon, Remembrancer (Master of Ceremonies), 41,
Tedworth Square, S.W. (Secretary, 1889).
888. Alexander T. Hollingsworth, Artificer, 172, Sutherland Avenue,
Maida Vale, W. (Vice-President, 1890).
888. John Lane, Bibliographer, 37, Southwick Street, Hyde Park, W.
(Odd Councillor, 1891; Secretary, 1890; Master of Ceremonies,
1891).
888. John Todhunter, M.D., Playwright (Secretary), Orchard Croft, The
Orchard, Bedford Park, W.
889. Francis Elgar, LL.D., Shipwright, 113, Cannon Street, E.C.
889. William Manning, F.R.M.S., Seer, 21, Redcliffe Gardens, S.W.
(Secretary, 1891; Odd Councillor, 1892).
890. Silvanus P. Thompson, D.Sc., F.R.S., Magnetizer, Morland, Chislett
Road, N.W.
890. Conrad W. Cooke, M.I.E.E., Mechanick, The Lindens, Larkhall
Rise, S.W.
890. E. Onslow Ford, A.R.A., Sculptor, 62, Acacia Road, N.W.

891. Charles Plumptre Johnson, Clerke at Law, 8, Savile Row, W.
891. Frederic Villiers, War Correspondent, Mashrabeyah, 65,
Chancery Lane, W.C.
891. Marcus B. Huish, LL.B., Arts-man, 21, Essex Villas, Phillimore
Gardens, W.
892. W. Wilsey Martin, F.R.G.S., Laureate, 15, Delamere Terrace, W.
892. Herbert Ward, Vagabond, Shepherd Hill House, Harefield,
Middlesex.
892. Frederic York Powell, Ignoramus, The Comer, Priory Road,
Bedford Park, W.
892. Ernest Clarke, Yeoman, 10, Addison Road, Bedford Park, W.
892. Paul Bevan, Ready Reckoner (Auditor), 46, Queen’s Gate Terrace,
S.W.
At the Chilwick Press

C. WHITTINGHAM AND CO., TOOKS COURT,
CHANCERY LANE.
FOOTNOTE:
[1] For some analyses of the metal see Appendix IV.

TRANSCRIBER’S NOTES:
Obvious typographical errors have been corrected.
Inconsistencies in hyphenation have been standardized.

Archaic or alternate spelling which may have been in use at the time of publication has
been retained.
Reader may hover the mouse over Greek text for transliteration.

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