The extent to which staff appraisal has been implemented at Britain's public sector further education (FE) institutions and the characteristics, benefits, and disadvantages of existing appraisal systems were examined in a survey of 233 FE institutions (36% of all institutions in the public FE sector). Of the FE institutions surveyed, 76% had one appraisal scheme, and 18% had two or more. Of those systems, 57% were introduced in 1992-1994 and 37% covered all full-time staff. FE institutions were using appraisal systems to identify and implement appropriate staff development and identify targets related to organizational objectives for staff development. Appraisal was almost completely unrelated to performance-related pay. Most appraisal systems reflected principles of good practice in terms of development, design, and implementation, and most were separate from disciplinary, grievance, capability, promotion, and reference procedures. Most monitoring and evaluation systems focused on individuals rather than the organization. Appraisal systems were praised for contributing to staff and organizational development and providing opportunities for dialogue between appraiser and appraisee. The most commonly cited disadvantage of appraisal systems was the heavy time commitment involved (especially for appraisers). (Eleven tables are included. The report contains 26 references, a 48-item bibliography, the survey questionnaire, and 31 figures.) (MN)