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PSYIND1 > 07 Performance Management > Flashcards

07 Performance Management Flashcards

1
Q

Refers to evaluating an employee’s current and/or past performance relative to the standards

A

performance appraisal

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2
Q

Refers to assessing performance in order to provide feedback that would facilitate improvements in performance

A

performance development

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3
Q

Refers to incorporating appraisal and development

A

performance management

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4
Q

3 steps in the appraisal process

A
  1. set performance standards
  2. assess actual performance relative to the standards
  3. provide feedback
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5
Q

How often should feedback be given to employees?

A

more than once a year

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6
Q

Why does feedback need to be given more than once a year?

A

to give chance to employees to improve

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7
Q

What is the hot stove principle?

A

giving feedback immediately after the action

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8
Q

3 reasons why employee appraisal is needed

A
  1. administrative decisions
  2. employee development
  3. research criteria
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9
Q

How is employee appraisal used in making administrative decisions?

A

basis for punishments and rewards

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10
Q

How is employee appraisal used in employee development?

A

helps identify taining needs

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11
Q

How is employee appraisal used as a research criterion?

A

enhancing I/O practices

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12
Q

5 parties who can evaluate performance

A
  1. supervisor
  2. peers
  3. subordinates
  4. customers
  5. self
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13
Q

[Performance Evaluators]

The most common performance evaluator

A

supervisor

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14
Q

[Performance Evaluators]

Main advantage of having the supervisor evaluate performance

A

the supervisor is able to see end results

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15
Q

[Performance Evaluators]

Main disadvantage of having the supervisor evaluate performance

A

the supervisor does not see every minute of the employee’s behavior

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16
Q

[Performance Evaluators]

Main advantage of having peers evaluate performance

A

peers see the actual behavior of the employee

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17
Q

[Performance Evaluators]

Main disadvantage of having peers evaluate performance

A

employees tend to react worse to negative feedback from peers

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18
Q

[Performance Evaluators]

Feedback from this party is also known as upward feedback

A

subordinates

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19
Q

[Performance Evaluators]

Upward feedback is usually used for what purpose?

A

developmental, rather than pay

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20
Q

[Performance Evaluators]

Why are honest subordinate ratings difficult to obtain?

A

fear of backlash for giving unfavorable ratings from their manager

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21
Q

[Performance Evaluators]

This helps remedy the fear of backlash in giving honest subordinate ratings

A

anonymous responses

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22
Q

[Performance Evaluators]

The informal manner of evaluating performance for customers

A

complements or complaints

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23
Q

[Performance Evaluators]

The formal manner of evaluating performance for customers

A

evaluation cards

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24
Q

[Performance Evaluators]

Refers to individuals enlisted by the organization to periodically evaluate the service they receive

A

secret shoppers

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25
Q

[Performance Evaluators]

Self-appraisals tend to suffer from (blank) errors

A

leniency

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26
Q

4 focuses of appraisals

A
  1. trait
  2. competency
  3. task
  4. goal
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27
Q

[Focus of Appraisals]

Concentrates on employee attributes

A

trait-focused performance dimension

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28
Q

[Focus of Appraisals]

3 main disadvantages of trait-focused

A
  1. provides poor feedback
  2. may be perceived as a personal attack
  3. unreceptive to feedback
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29
Q

[Focus of Appraisals]

Concentrates on employee knowledge, skills, and abilities

A

competency-focused performance dimension

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30
Q

[Focus of Appraisals]

Main advantage of competency-focused

A

easy to provide feedback and suggest corrective actions

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31
Q

[Focus of Appraisals]

Organized by the similarity of tasks performed and includes several competencies

A

task-focused performance dimension

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32
Q

[Focus of Appraisals]

Main advantage of task-focused

A

easier to evaluate since tasks are grouped together

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33
Q

[Focus of Appraisals]

Main disadvantage of task-focused

A

difficult to suggest corrective actions

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34
Q

[Focus of Appraisals]

Organized on the basis of goals to be accomplished

A

goal-focused performance dimension

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35
Q

[Focus of Appraisals]

Advantage of goal-focused

A

easier for employees to understand expectations

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36
Q

Refers to the theoretical construct of what good performance is

A

theoretical criterion

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37
Q

Refers to the way in which the theoretical criterion is assessed or operationalized

A

actual criterion

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38
Q

5 common problems of measuring actual criterion

A
  1. criterion deficiency
  2. criterion contamination
  3. criterion complexity
  4. dynamic criteria
  5. contextual performance
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39
Q

[Criterion Problems]

Refers to the actual criterion not adequately covering the theoretical criterion

A

criterion deficiency

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40
Q

[Criterion Problems]

Criterion deficiency indicates insufficient (blank) validity

A

content validity

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41
Q

[Criterion Problems]

Refers to the actual criterion measuring something outside the theoretical criterion

A

criterion contamination

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42
Q

[Criterion Problems]

2 sources of criterion contamination

A

biases and unreliability

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43
Q

[Criterion Problems]

Refers to jobs involving multiple tasks that can be evaluated using several perspectives

A

criterion complexity

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44
Q

[Criterion Problems]

2 approaches in dealing with criterion complexity

A
  1. composite criteria approach

2. multidimensional approach

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45
Q

[Criterion Problems]

Refers to combining individual criteria into a single score (averaging)

A

composite criteria approach

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46
Q

[Criterion Problems]

Main disadvantage of the composite criteria approach

A

does not indicate which areas need improvement

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47
Q

[Criterion Problems]

Refers to not combining individual criterion measures

A

multidimensional approach

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48
Q

[Criterion Problems]

Refers to performance variability over time that makes assessment difficult

A

dynamic criteria

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49
Q

[Criterion Problems]

Refers to employee behaviors that promote organizational citizenship

A

contextual performance

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50
Q

Refers to the extent to which the actual criterion assesses the theoretical criterion

A

criterion relevance

51
Q

Criterion relevance indicates (blank) validity

A

construct validity

52
Q

[Biases and Errors]

The tendency to rate everyone the same regardless of actual performance

A

distributional errors

53
Q

[Biases and Errors]

3 types of distributional errors

A
  1. leniency
  2. severity
  3. central tendency
54
Q

[Biases and Errors]

Both leniency and severity errors can result in employee (blank)

A

demotivation

55
Q

[Biases and Errors]

Distributional errors do not recognize what?

A

which employees need developmental interventions and those who deserve rewards or recognition

56
Q

[Biases and Errors]

The tendency to allow a single attribute or an overall impression to heavily influence the rating

A

halo and horn errors

57
Q

[Biases and Errors]

The tendency to affect the rating of a dimension based on the rating preceding it

A

proximity errors

58
Q

[Biases and Errors]

The tendency to be influenced by the performance of a previously evaluated person

A

contrast errors

59
Q

[Biases and Errors]

The tendency to inflate the rating due to a mutual personal connection

A

similar-to-me error

60
Q

[Biases and Errors]

3 other sources of errors

A
  1. personality
  2. closeness
  3. age and sex
61
Q

[Biases and Errors]

Highly conscientious evaluators are more prone to (blank) errors while those high in agreeableness tend to commit more (blank) errors

A

highly conscientious, severity errors

highly agreeable, leniency errors

62
Q

[Biases and Errors]

Reliability across rates is (blank)

A

low

63
Q

[Biases and Errors]

2 sampling problems in performance evaluation

A
  1. recency effect

2. infrequent observation

64
Q

[Biases and Errors]

Refers to recent behaviors being given more weight in the evaluation

A

recency effect

65
Q

[Biases and Errors]

Refers to not being able to observe a representative sample of employee behavior

A

infrequent observation

66
Q

[Biases and Errors]

3 cognitive processes affecting evaluation

A
  1. time of observation
  2. emotional state
  3. bias
67
Q

4 ways to reduce rater errors

A
  1. rater error training (RET)
  2. frame-of-reference training
  3. 360-degree feedback
  4. Rating committees
68
Q

[Reducing Rater Errors]

Raters are familiarized with rater errors to help them avoid committing such

A

rater error training or RET

69
Q

[Reducing Rater Errors]

What danger does RET pose?

A

replacing errors with another set of erors

70
Q

[Reducing Rater Errors]

Raters are provided a common understanding of the rating task (e.g. expectations of what a good performance is)

A

frame-of-reference training

71
Q

[Reducing Rater Errors]

Rates use multiple perspectives for feedback

A

360-degree feedback

72
Q

[Reducing Rater Errors]

Raters come together to discuss the reasons for their appraisals

A

rating committees

73
Q

[Reducing Rater Errors]

Rating committees are usually composed of whom?

A

employee’s immediate supervisors and 3-4 other supervisors

74
Q

[Reducing Rater Errors]

Discussions among members of a rating committee are called (blank)

A

calibration meetings

75
Q

[Reducing Rater Errors]

Main advantage of using rating committees

A

helps cancel out individual biases

76
Q

6 points of a legally defensible performance appraisal system

A
  1. job analysis
  2. rating form
  3. rater training
  4. upper management reviews and liberty for employees to appeal
  5. well-documented records
  6. assistance and counselling
77
Q

2 types of measures for assessing job performance

A

objective and subjective

78
Q

Refers to counts of various behaviors or results of job behaviors

A

objective measures

79
Q

Refers to ratings of people knowledgeable about the employee’s job performance

A

subjective measures

80
Q

The challenge for objective measures

A

determining the acceptable and unacceptable number

81
Q

The challenge for subjective measures

A

minimizing subjectivity in ratings

82
Q

3 types of subjective measures of job performance

A
  1. graphic rating scales
  2. employee comparison methods
  3. behavior-focused rating forms
83
Q

[Subjective Measures]

The most commonly used rating scale that assesses individuals on several dimensions

A

graphic rating scales

84
Q

[Subjective Measures]

Graphic rating scales consist of a (blank)

A

multi-point scale

85
Q

[Subjective Measures]

The multi-point scale in graphic rating scales represent a continuum of performance form (blank) to (blank)

A

low to high

86
Q

[Subjective Measures]

The multi-point scale in graphic rating scales usually contains how many values?

A

4 to 7

87
Q

[Subjective Measures]

Main advantage of graphic rating scales

A

easy to construct and administer

88
Q

[Subjective Measures]

2 main disadvantages of graphic rating scales

A
  1. no standards and clear definition

2. susceptible to rating errors

89
Q

[Subjective Measures]

A rating method where individuals are compared with one another

A

employee comparison methods

90
Q

[Subjective Measures]

Main advantage of employee comparison methods

A

eliminates leniency and central distribution errors

91
Q

[Subjective Measures]

2 main disadvantages of employee comparison methods

A
  1. halo error can be manifested in multiple evaluations of the same perosn
  2. no defined standard
92
Q

[Subjective Measures]

3 types of employee comparison methods

A
  1. rank order
  2. paired comparison
  3. forced distribution
93
Q

[Subjective Measures]

In this employee comparison method, raters rank employees from high to low on a given dimension

A

rank order

94
Q

[Subjective Measures]

Main advantage of rank order

A

easy to use for new employees

95
Q

[Subjective Measures]

4 main disadvantages of rank order

A
  1. tedious and meaningless in large groups
  2. no defined standards
  3. does not indicate the level of performance of employees
  4. not motivational
96
Q

[Subjective Measures]

In this employee comparison method, each possible employee is paired and the better of each pair is selected

A

paired comparison

97
Q

[Subjective Measures]

Paired comparison is typically used to evaluate employees on (blank) or (blank)

A

single dimension or overall ability

98
Q

[Subjective Measures]

How are employees ranked in paired comparison?

A

the number of times they are selected

99
Q

[Subjective Measures]

Main advantage for paired comparison

A

easy to use with small samples

100
Q

[Subjective Measures]

Main disadvantage of paired comparison

A

becomes tedious with large samples

101
Q

[Subjective Measures]

This employee comparison method uses predetermined percentages based on the normal distribution

A

forced distribution

102
Q

[Subjective Measures]

How do raters evaluate employees in forced distribution?

A

by placing the employees in one of the categories/percentages

103
Q

[Subjective Measures]

Forced distribution is also known as (blank)

A

rank-and-yank method

104
Q

[Subjective Measures]

2 main advantages of forced distribution

A
  1. increases organizational productivity because the lowest 10% are terminated
  2. applicable for large samples
105
Q

[Subjective Measures]

3 main disadvantages of forced distribution

A
  1. no defined standards
  2. demotivating
  3. assumes that employee performance is normally distributed
106
Q

[Subjective Measures]

A rating method that concentrates on specific behaviors

A

behavior-focused rating forms

107
Q

[Subjective Measures]

In behavior-focused rating forms, observable behaviors are considered (blank)

A

standards

108
Q

[Subjective Measures]

In behavior-focused rating forms, observable behaviors are indicative of (blank)

A

different levels of performance

109
Q

[Subjective Measures]

4 steps in developing behavior-focused rating forms

A
  1. job analysis
  2. descriptions of effective and ineffective job performance
  3. placement of descriptions
  4. rating the effectiveness of descriptions
110
Q

[Subjective Measures]

Descriptions of effective and ineffective job performances come from (blank)

A

critical incidents

111
Q

[Subjective Measures]

4 kinds of behavior-focused rating forms

A
  1. critical incidents
  2. behaviorally anchored rating scales (BARS)
  3. behavioral observation scale (BSS)
  4. mixed standard scales (MSS)
112
Q

[Subjective Measures]

This behavior-focused rating form makes use of observed performances

A

critical incidents

113
Q

[Subjective Measures]

2 main advantages of critical incidents

A
  1. recalls specific behaviors for evaluation

2. can be used as a legal defense in court

114
Q

[Subjective Measures]

Main disadvantage of critical incidents

A

lack of numerical ratings

115
Q

[Subjective Measures]

This behavior-focused rating form combines critical incidents with rating scale methods

A

behaviorally anchored rating scales or BARS

116
Q

[Subjective Measures]

Main advantage of BARS

A

offers more objective evaluations

117
Q

[Subjective Measures]

Main disadvantage of BARS

A

time-consuming to develop

118
Q

[Subjective Measures]

This behavior-focused rating form focuses on the frequency of critical incidents

A

behavioral observation scale or BOS

119
Q

[Subjective Measures]

The final step in BOS is (blank)

A

item analysis

120
Q

[Subjective Measures]

Item analysis in BOS is used to detect what?

A

the critical incidents with the most influence on performance

121
Q

[Subjective Measures]

Main advantage of BOS

A

high content validity

122
Q

[Subjective Measures]

This behavior-focused rating form rates job behaviors and critical incidents on the extent to which they represent various levels of job performance

A

mixed standar scale or MSS

123
Q

[Subjective Measures]

3 behavioral indicators of MSS

A

good, satisfactory, and poor

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