Ch. 7 Performance Management Flashcards

1
Q

Performance management (PM)

A

a continuous process of identifying, measuring, and developing the performance of individuals and teams
Aligns performance of employees with strategic goals for the organization

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2
Q

Performance appraisal

A
  • One piece of performance management

- Formal evaluations of an individual’s performance that occur periodically within organizations

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3
Q

The Performance Management Process

A

?

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4
Q

Six Purposes

A

Strategic – Maximize employee contribution to the goals of organization
Administrative – Making salary adjustments, promotions, and terminations
Communication – Inform employees of expectations and their performance
Developmental – Improve performance of employees via constructive feedback and training opportunities
Organizational Maintenance – Succession planning and assessing the value of training programs
Documentation – Use performance appraisal ratings for criterion validity studies and to provide paper trail for firing

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5
Q

Performance Appraisal and the Law

A
  • Federal law on fair employment practices also pertains to performance appraisal
  • Charges of discrimination may be brought under Title VII
    Litigation can also result from
  • Negligence – breach of duty to conduct appraisals with due care
  • Defamation – disclosure of untrue BAD performance information that damages reputation of employee
  • Misrepresentation – disclosure of untrue favorable performance information that presents a risk of harm to prospective employees or third parties
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6
Q

Serial position errors

A
  • Primacy vs. recency effect
    Raters are more likely to recall initial information about a person and what happened most recently (leaving out the middle)
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7
Q

Contrast error

A
  • After rating a star employee, rater might rate the next person lower than they otherwise would have
  • Comparisons against others vs. against set standards
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8
Q

Halo errors

A
  • Halo vs. horn effect

- Liking or disliking a person could color the rater’s rating of them

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9
Q

Leniency errors

A
  • Positive vs. negative leniency

- Tendency toward being a harsh or easy grader is stable within a person

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10
Q

Central-tendency error

A

Avoidance of extreme ratings

Absence of errors does not equal accuracy
Someone might deserve all top ratings, but a rater avoids to not look too lenient or to give person “room to improve”

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11
Q

Rating Scales

A

Graphic Rating Scales: 5-7 point scale
Employee Comparison Methods
Behavioral Checklists and Scales

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12
Q

Employee Comparison Methods

A
  • Rank Order
    High to Low
  • Paired Comparison
    Each employee compared with every other employee
    Best used with small samples
  • Forced Distribution
    5- 7 categories (normal distribution assumption)
    Employees must be distributed across all categories
    Best used with large samples
    Top-grading (“rank and yank”)
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13
Q

Behavioral Checklists and Scales

A
  • Critical Incidents
    Record of good and poor performance behaviors
    Not usually quantified
  • Behaviorally Anchored Rating Scales (BARS)
    Combines behavioral incident and rating scale method
  • How do you know when your ratings are valid?
    Compare them to objective performance (production, sales)?

How do you know that objective is representing “true” contribution?

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14
Q

Rater error training

A
  • Taught to make fewer errors
  • Taught about serial, leniency, halo, etc.
  • Does not necessarily result in increased accuracy
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15
Q

Frame-of-reference training

A
  • Calibrates raters, showing them what to look for
  • Gives raters a description of what to look for as they make each rating
  • Particularly promising
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16
Q

Rater motivation

A
  • Refers to organizationally-induced pressures that compel raters to distort their evaluations
  • They may be able to rate accurately, but unwilling to
  • May engage in “conscious rater distortion”
17
Q

Numerous reasons to inflate/deflate ratings

A
  • No rewards for accurate ratings; no punishment for inaccurate ratings
  • High ratings needed for promotion, salary increases, other rewards
  • Ratings of subordinates are a reflection on the manager
  • Want to avoid backlash from subordinate and keep morale high
  • Raters could artificially deflate ratings to really get attention of employee and to leave a paper trail
18
Q

Peer Assessments (3 Types)

A

Members of a group appraise the performance of their colleagues (those equal to them)

  • Peer nomination – each person nominates someone as the best on some dimension
  • Peer ratings – each member of group rates all the others in their work group
    Peers have high inter-rater reliability
  • Peer ranking – each member of group ranks the other members of the group

Biased by friendship
Better for developmental (vs. administrative) purposes
“Your coworkers think you do a great job at teamwork”
“Your coworkers think you could manage your time more efficiently”

19
Q

Self-Assessments

A
  • Individuals have poor understanding of their strengths and weaknesses
    “Better than average effect” or, among engineers, better than 75% of other employees
    Positive leniency is a problem
20
Q

Actor-observer effect

A
  • We tend to attribute our own bad behaviors to environmental factors; whereas we attribute others’ bad behavior to dispositional factors
  • Managers rate themselves higher than their supervisors rate them and also higher than they rated their supervisor
  • Better used for developmental purposes rather than administrative
21
Q

360-Degree Feedback

A
  • Also called multisource feedback (MSF)
  • Employees provide self-assessment and subordinates, peers, and supervisors provide assessments
  • Results are compared

Based on two key assumptions:

  • Awareness of rating discrepancies enhance self-awareness
  • Enhanced self-awareness is key to maximum performance
  • Disagreement among raters: error or potentially valuable information?
  • Research suggests that improvements made upon this feedback may not actually improve job performance
    Example: If your employees want you to be more sociable, and you change, that might not mean that you’re better at your job criteria
22
Q

Feedback in PM Contexts

A
  • Giving Feedback
    Essential, but supervisors dislike doing it
  • Mum effect – reluctance or failure of individuals to provide bad news
  • One-third of feedback results in decreased performance
23
Q

Bad News Delivery

A
  • News receivers prefer to receive bad news first
  • News givers have slight preference to give good news first
  • A bad news sandwich (give bad news, then good news) is effective for:
    Maintaining rapport
    Regulating news-recipients’ emotions and shrouding bad news
  • A bad news sandwich is ineffective when:
    You want recipients to change their behavior related to bad news
    The good news is irrelevant, insincere, or wishy-washy
    When the news-giver does not follow-up the conversation to ensure news-recipient received and remembers critical feedback

-Bad news SOLUTION sandwich
Begin with relevant and specific compliment, then give bad news, then end with concrete way to address bad news

24
Q

Three motives for seeking feedback from others

A
  • Instrumental motive (self-improvement)
  • Ego-based motive (defend or enhance self-views)
    They already think well of themselves, so may seek feedback to confirm; will disregard negative
  • Image-based motive (look better to others)
    Ask feedback when supervisor is in good mood or from friends
25
Q

7 characteristics contributing to employee acceptance

A
  1. Solicit and use employee input
  2. Two-way communication during interview
  3. Opportunity for employee to rebut rating
  4. Rater’s degree of familiarity with ratee’s work
  5. Consistent standards applied
  6. Ratings are based on actual performance
  7. Recommendations for rewards that are based on the ratings
  • Supervisor must be perceived as trustworthy
  • To change, employees have to believe the ratings were accurate and believe they have control over their performance