Assessment and Development of HR Flashcards
the performance management process: 6 steps
- identify important goals and results
- identify how to achieve goals
- what activities
- make them part of job description - provide training and resources
- discuss about target vs actual results
- identify needs, strengths and weaknesses
- provide consequences for achieving or failing
the 6 purposes of performance management
- strategic: link actions and goals
- administrative: pay, recognition, layoffs
- developmental: strengths and weaknesses identification and working towards them
- communication: what is expected and how to do it
- organizational maintenance: show performance and needs
- documentation: litigation and investigation and other administrative needs
Performance measures crietria (5)
- strategic congruence: KSF and KPI must be congruent with goals and values, using both qualitative and quantitative methods for testing relationships
- validity: extent to which a PM assesses all relevant aspects of performance, must NOT be:
- deficient (not measuring all aspects)
- contaminated (evaluate irrelevant aspects of performance) - reliability
- consistency of the measure
- interrater reliability: consistency among EVALUATORS
- test retest reliability - acceptability - three categories of fairness
a) procedural: opportunity to participate
b) interpersonal: ability to get complete feedback and challenge the evaluation, plus respect and courtesy
c) outcome: communicate expectations and understanding the rationale behind decisions
- specificity: extent to which a PM tells employees what is expected and how to meet expectations, relevant for both strategic and developmental purposes.
the 5 approaches to measuring performance
- the comparative approach
- simple ranking
- alternation ranking
- paired comparison
pros:
- easy
- eliminates leniency (too many positive rankings)
- eliminates central tendency (too many middle)
- eliminates strictness (being too harsh)
cons:
- not tied to strategic goals
- subjective judgment dependency
- lacks specificity of feedback
- employees are less likely to accept evaluations and managers feel pressure
- forced distribution
- employees ranked in pre-set categories
- best to identify top and bottom performers
- helps tailoring development activities based on performance
- can improve performance of workforce
2 attribute approach
a) “graphic rating scale”
- evaluates list of traits on a five point scale (discrete or continuous) like knowledge, communication, creativity, etc…
b) “mixed standard scale”
- define relevant performance dimensions and develops statements representing good/avg/bad
- the statements are mixed across dimensions
- either trait or behaviour oriented
pros: easy and generalizable
cons: little congruence to strategy, and vague interpretation
- behavioral approach
a) “BARS” - behaviorally anchored rating scales
basically anchores rating to situations with different options (never on time, on time, always early etc..)
pros: increase interrater reliability
cons: bias information recall
b) “BOS” behavioral observation scale
- rating frequency with which employees exhibited behaviors (almost never - always)
c) competency models
- provides descriptions of common competencies
- useful for recruiting, selection, training, and development
- helps identify best employees to fill open positions
pros: link to strategy, good for feedback, high acceptability and reliability
cons: behaviours must be continuously monitored, assuming the is one “best way” to do a job
- results approach
-a) set goals to evaluate performance
- SMART (spec. meas. attainable relevant timely)
- different types of measurements
- goals are set with employee participation and the manager gives continuous objective feedback
b) BSC
objectives > measurement > target > initiative
c) ProsMES - “productivity measurement and evaluation system)
pros: minimize subjectivity, link to strategy
cons: only focusing on measured performance, feedback on performance rather than behaviours
- quality approach
- customer orientation
- but incompatible with many performance management systems
- major focus on providing employees with feedback
best practices in goal setting
- no more that 3 or 5
- brief, meaningful, challenging
- time frame
- good relationship between goals and rewards
- linked up rather than scales down (set goals from the bottom related to company goals)
choosing the source of performance information
managers: motivated to make accurate ratings but takes time
peers: potential bias for discomfort in evaluating peers
direct reports: upward feedback, but might lead to emphasis of employer satisfaction over production
self: inflated assessment
customers: expensive and useful in service industries
360 degree appraisal: multiple raters, less bias, mostly used for strategic and developmental purposes
use of technology in performance management, issues and rating errors
a.
- web based systems
- social media
- electronic tracking and monitoring
b.
issues with privacy and some “needless surveilling” that creates stress
c.
rating errors:
- unconscious bias
- appraisal politics
- halo horns
what to consider in analyzing poor performance (5)
- input
does employer know what it needs to do and have enough resources - employee characteristics
skills, knowledge, motivation - feedback
does he know he is doing bad and is the feedback relevant - standards/goals
do they exist and does the employee believe he can reach them - consequences
are consequences aligned with performance
boundaryless vs protean careers
boundaryless:
- span organizations and even occupations
protean:
- self directed
- frequent changes
- goal of psychological success (accomplishment)
development planning process steps (4)
- self assessment
identify opportunities vs provide assessment of strenght and weaknesses - reality check
identify realistic needs vs performance evaluation - goal setting
- action planing
approaches to employee development (4)
- formal education
- assessment
multiple activities to identify employees with managerial potential with personality tests and inventories:
a. MBTI (myers-briggs) - 16 personality traits, mostly for interpersonal relationships (mediator, debater, entrepreneur)
b. strengthsfinder - measure thoughts and feelings to identify where to build on
c. DiSC assessment - dominance, influence, conscientiousness
- job experiences - “stretch assignment” mismatches between current skills and past experiences, although creates both positive and negative stress! done via:
- job enlargement: new challenges
- job rotation: lateral move
- transfers, promotions, and downward moves: (may involve relocation and may be seen as a punishment)
- other experiences: temporary assignments, sabbaticals, volunteering
- interpersonal relationships:
- mentoring (senior or peer, formal or informal, needs to be a good match and mentors need to be trained
- coaching: one on one
assessment centre, 360 feedback
- upward feedback
- must tell how to improve (identify goal)
- understand strengths and weaknesses
- identify strategies for reaching the development goal
special issues in employee development
- melting the “glass ceiling”
- underrreresentations
- stereotypes limit access to learning - succession planning
- requires senior management’s constant review
- ensures talent is available
- “bench strength” advantage
- tell or not if employees are on or off?
- 9 box grid used to find stars according to potential of promotability and performance
