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HR Fundamentals > 2 Performance management > Flashcards

2 Performance management Flashcards

1
Q

process in which appraisers assess performance in relation to specified criteria and do not make direct comparisons among employees

A

absolute standards formats

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2
Q

an annual review of employee performance providing feedback over the year

A

anniversary approach

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3
Q

the use of multiple objective measures that tap into numerous different dimensions of performance

A

balanced scorecard approach

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4
Q

evaluation criteria that focus on how work is performed

A

behavioral criteria

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5
Q

an appraisal report on how frequently employees engage in specific behaviors

A

behavioral observation scales

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6
Q

an appraisal report that offers specific examples of the behaviors that go along with each value that can be assigned to an employee’s performance

A

behaviorally anchored rating scales

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7
Q

technologies using unique qualities of body parts for identification

A

biometric technologies

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8
Q

process in which appraisers evaluate the individual or team and make comparisons to others

A

comparative formats

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9
Q

performance measurement that assesses something that is unimportant or irrelevant to a job

A

contaminated performance measure

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10
Q

performance measurement that does not assess all of the behaviors and results that are important and relevant to a job

A

deficient performance measure

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11
Q

a means of measuring performance using objective, impersonal criteria, such as productivity, absenteeism, and turnover

A

direct index approach

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12
Q

relationship between making an effort and performing well

A

expectancy

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13
Q

theory that people choose their behaviors and effort levels after considering whether their behaviors and effort will improve their performance and lead to desired consequences (e.g., recognition and rewards).

A

expectancy theory

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14
Q

a means of measuring performance for all employees at approximately the same time

A

focal point approach

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15
Q

an approach in which the appraiser distributes employees across several categories of performance following a set rule about the permitted distribution of ratings “bottom 10%, highest 10%”

A

forced distribution

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16
Q

the circumstances under which performance management is tightly integrated with other hr activities to improve workforce competencies, attitudes, and motivation

A

high performance work system (HPWS)

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17
Q

relationship between performing well and its consequences

A

instrumentality

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18
Q

management approach that begins with the establishment of performance objectives (goals) for the upcoming performance period; performance is then measured against the objectives that were set

A

Management by objectives (MBO)

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19
Q

process of making decisions about which behaviors to engage in and how much effort to expend

A

motivation

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20
Q

behaviors that support the social and psychological environment in which task performance takes place

A

organizational citizenship behaviors

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21
Q

the process of evaluating performance based on the judgments and opinions of subordinates, peers, supervisors, other managers, and even the employees themselves

A

performance appraisal

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22
Q

the dimensions against which the performance of an incumbent, a team, or a work unit is evaluated

A

performance criteria

23
Q

formal, structured process used to measure, evaluate, and influence employees’ job-related attitudes, behaviors, and performance results
Purposes:
-enhance employee motivation and productivity
-support achievement of organization’s strategic goals
-facilitate strategic planning and change

A

performance management

24
Q

company culture that depends on effective performance management

A

performance- driven culture

25
Q

the use of positive rewards to increase the occurrence of the desired performance

A

positive reinforcement

26
Q

an action that decreases the frequency of undesirable behavior

A

punishment

27
Q

criteria that focus on what was accomplished or produced rather than on how it was accomplished or produced

A

results criteria

28
Q

process of employees assessing their own performance

A

self appraisal

29
Q

a process in which an appraiser lists the focal employees (or teams of employees) in order, from best to worst, usually on the basis of overall performance

A

straight ranking

30
Q

criteria that focus on personal characteristics, such as loyalty, dependability, communication ability, and leadership

A

trait based criteria

31
Q

use of surveys to evaluate the performance of specific managers

A

upward appraisal

32
Q

value of the consequences to the employee

A

valence

33
Q

measurement that accurately reflects all aspects of the job, and nothing else

A

valid performance measure

34
Q

 Helps to direct & motivate employees to maximize their
efforts on behalf of the organization by:
 Defining clear performance goals & measures.
 Conducting performance appraisals.
 Providing ongoing performance feedback.
 Linking performance results to rewards & consequences
 Providing career planning & development opportunities.

A

effective performance management

35
Q
  • decreased employee morale
  • inability to achieve strategic goals
  • decreased employee productivity
  • increased employee turnover
  • negative impact on financial performance
A

inneffective performance management processes lead to

36
Q

expectancy theory: people chose their behaviors and effort levels- choices made on beliefs that behaviors and efforts will lead to desired consequences

A

enhancing motivation and productivity

37
Q

split into administrative and developmental

  • administrative (compensation, job evaluation)
  • developmental (individual evaluation, training, career planning)
A

performance appraisal

38
Q
  • motivation (feelings of frustration or satisfaction, ambition, goals/expectations)
  • environment (equipment, job design, economic conditions, management support, laws and regulations)
  • ability (technical skills, interpersonal skills, problem solving skills, analytical, communication, physical limitations)
A

factors that influence performance

39
Q
  • low competency = possible skill issue, training development
  • high competency, poor behavior = motivational issue, coaching incentives
  • high behavior rating, poor results = work environment, work redesign
A

performance diagnosis

40
Q

-Performance Goals: Goals should be clearly defined, difficult but achievable, & accepted as a positive effect on productivity.
-Interdependent Others: When employees need other employees to help
accomplish their job, even highly motivated
employees may perform poorly if their coworkers’
performance is poor.
-Satisfaction: Satisfaction is determined by perceptions of
whether the rewards are fair

A

factors affecting motivation

41
Q
  • internal environment: performance driven culture
  • technology: makes it possible for employees to receive detailed information about behaviors and performance
  • external environment: laws and regulations
A

performance management within integrated HRM system

42
Q

line managers: develop valid performance measures, measure employee performance and give constructive/honest feedback, be open to feedback, develop performance improvement strategies
HR Professionals: provide legal performance managers, prevent performance appraisal errors, coordinate feedback, train how to give and receive feedback, provide personal assistance to employees if requested
Employees: set performance expectations, appraise work of coworkers, self appraisal, seek and accept constructive feedback, develop performance improvement strategies

A

HR Triad in performance management

43
Q
  • performance criteria
  • personal traits “loyalty, dependability” (but difficult to measure)
  • behaviors “not late for 6 months”
  • objective resutls (what is accomplished or produced)
  • multiple weighted criteria that capture all aspects of job
A

what to measure

44
Q
  • focal point approach: all employees evaluated at the same time (easier to standardize but is burdensome on managers)
  • anniversary approach (on employees anniversary, doesn’t tie in performance to overall organizational performance, ratings earlier in year may be more lenient, difficult to make comparisons to other employees)
  • natural time span of job (feedback given when most useful- quarterly, annually, semi-annually)
A

timing

45
Q
  • 360 degree appraisals (evaluations collected from all, less susceptible to bias)
  • customers (most useful when large # of customers respond and results are not biased by few with negative experiences)
  • supervisors (usually most reliable judgments)
  • subordinate (useful if anonymity is guaranteed and contains specific improvements)
  • self appraisal (accuracy might be biased, vary by culture)
  • peer appraisal (often have best opportunity to observe behavior, are useful predictors of future performance)
A

participants/sources for employee appraisals

46
Q
  1. recognize relevant information
  2. store information in memory
  3. revise information based on new rater perception
  4. make performance judgment
  5. record official performance judgment
A

rating process

47
Q

 Halo/Horn (tendency to think of employee as good/bad is carried over into specific performance ratings)
 Leniency (all employees rated higher than should be)
 Strictness (all employees rated lower than should be)
 Central Tendency (all employees rated as average, when performance varies)
 Primacy (raters may use initial information to categorize a person as good/bad performer and information that supports this initial judgment is amassed while other info is ignored)
 Recency (ignore employee performance until appraisal date is near- recent events have more weight than they should)
 Contrast (when compared with weak employees, average will appear outstanding and vice versa)

A

common rating errors

48
Q
  • precise rating scale format (each dimension rated separately, ambiguous terms avoided)
  • provide memory aids
  • provide rater training
  • reward timely and accurate appraisals
  • use multiple raters (increases employee acceptance of evaluation results)
A

improving rater accuracy

49
Q

Sources of Conflict Associated with Providing
Performance Feedback:
 Understanding Attributions (need to be candid and protect employee’s self esteem).
 Timing (immediate feedback most useful, giving only as much information as receiver can use)
 Preparation (scheduling feedback sessions in advance, clarifying purpose and content of meeting) .
 Content of the Discussion (problem solving approach- diagnosis, removing roadblocks, mutual goal setting) .
 Follow-Up (positive reinforcements)
 punishment (decreases frequency of undesired behavior but can have side effects like employee anger)

A

providing feedback

50
Q

transfer- when employee and job are not well matched
neutralize - assign noncritical tasks to minimize the impact of deficiencies
terminate - things that cannot be corrected

A

When nothing else works after you’ve tried all feedback methods

51
Q

-Task Completion: Accuracy, speed, Creativity, cost
-Team Development: Cohesiveness, Flexibility, preparedness for new tasks
-Stakeholder Satisfaction: Customer, team & other teams’ satisfaction with procedures &
outputs

A

performance criteria for teams

52
Q
  • Task Performance: Accuracy, speed, creativity, & efficiency
  • Relationships with Others: Understanding others’ perspectives, Trust by others, New friendships
  • Personal Development: Development of competencies, technical knowledge, & skills, Development of networks of colleague
A

individual performance of team members

53
Q
  • organizational culture
  • time of employment
  • manager to employee ratio
  • place of growth
  • consider what to focus on
A

factors to consider for performance reviews

54
Q
  • opportunity to motivate
  • essential to improving performance
  • way to keep learning
  • method to change or reinforce behavior
A

reasons for doing performance feedback in a company

HR Fundamentals (7 decks)

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