Ch 5: Performance Management

Question 1

Performance Mangement

Answer 1

A system of individual performance improvement that typically includes:

1. Objective goal setting
2. Continuous coaching and feedback
3. Performance appraisal
4. Development planning

Question 2

Coaching

Answer 2

One-to-one collaborative relationship in which an individual provides performance-related guidance to an employee.

Question 3

Performance Appraisal

Answer 3

systematic review and evaluation of job performance

Question 4

360-degree Feedback

Answer 4

A method of performance appraisal in which multiple raters at various levels of the organization evaluate a target employee and the employee is provided with feedback from these multiple sources.

Typically used for leadership dimensions on a 5-point scale.

Question 5

Upward Appraisal Ratings

Answer 5

Ratings provided by individuals whose status, in an organizational-hierarchy sense is below that of the ratees.

Question 6

Telework

Answer 6

Working arrangements in which employees enjoy flexibility in work hours and/or location.

Question 7

BARS

Behaviorally Anchored Rating Scales

Answer 7

A performance appraisal format that uses behavioral descriptors for evaluation.

Question 8

Critical Incidents

Answer 8

Examples of job performance used in behaviorally anchored rating scales or job-analytic approaches.

Question 9

Types of Performance Appraisal

RATING FORMATS

Answer 9

1. Graphic Rating Scales
   P: Easy to develop + use
   C: Lack precision in dimensions + anchors
2. BARS
   P: Precise and well-defined scales - good for coaching; well received by raters and ratees
   C: Time and money; No evidence that it IS more Accurate!
3. Checklists
   > eg: forced-choice checklists
   P: Easy to develop + use
   C: Rater errors such as halo, leniency, and severity
4. Employee Comparision Procedures.
   > eg: Forced Distribution Ranking
   P: Precise rankings; Useful for rewards on a limited basis
   C: Time; not well received by raters (paired comparison) and ratees (forced distribution)

Question 10

Rating Error: Halo

Answer 10

The rating error that results from either:

1. a rater’s tendency to use their global evaluation of a rate in making dimension-specific ratings for that rate

OR

2. a rater’s unwillingness to discriminate between independent dimensions of a ratee’s performance.

Question 11

Rating Error: TRUE Halo

Answer 11

Halo that results from accurate intercorrelations among performance dimensions rather than from rating error.

Question 12

Distributional Errors

Answer 12

Rating errors, such as severity, central tendency, and leniency, that result from a mismatch between actual rating distributions and expected rating distributions.

Question 13

Rating Error: Leniency

Answer 13

The rating error that results when:

1. the mean of one’s ratings across ratees is higher than the mean of all ratees across all raters

OR

2. the mean of one’s ratings is higher than the midpoint of the scale.

Question 14

Rating Error: Central Tendency

Answer 14

The tendency to use only the midpoint of the scale in rating one’s employees.

Question 15

Rating Error: Severity

Answer 15

The tendency to use only the low end of the scale or to give consistently lower ratings to one’s employees than other raters do.

Question 16

Rater Error Training

RET

Answer 16

A type of training originally developed to reduce rater errors by focusing on describing errors like halo to raters and showing raters how to avoid making such errors.

Question 17

Frame-of-Reference Training

FOR

Answer 17

A type of training designed to enhance raters’ observational and categorization skills so that all raters share a common view and understanding of performance levels to improve rater accuracy.

*Similar to a rubric?

Question 18

The importance of the Social-Psychological

CONTEXT

Answer 18

The social-psychological climate in which performance appraisal takes place.

Question 19

Leader-member Exchange Theory

LMX

Answer 19

emphasizes the idea that supervisors have different types of relationships with different sub-ordinates

Very important for organizational functioning.

Question 20

Emmotional Intelligence

Answer 20

The role it places in assessment and goal setting

Question 21

Ruminator

Answer 21

Individuals that persist in negative thinking and feeling related to stressors that they experience.

Question 22

Feedback Intervention Theory

FIT

Answer 22

Feedback is most effective when it is targeted at the task rather than at the self.

Question 23

Feedback Environment

FE

Answer 23

The contextual aspects of the day-to-day supervisor-subordinate and coworker-coworker feedback process.

Question 24

Feedback Orientation

FO

Answer 24

an individual’s overall receptivity to feedback.