Chapter 4/10 Flashcards

1
Q

What are criteria?

A

Evaluative standards for measuring success or quality (an outcome or attribute that you care about).

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2
Q

How is criteria used in organizations?

A

Used to appraise employees, make personnel decisions, and develop training.

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3
Q

What is the most valued organizational criterion?

A

Job performance.

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4
Q

What do performance measures focus on?

A

Behaviors and/or results.

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5
Q

What are behaviors in the context of job performance?

A

What people actually do (e.g., making calls).

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6
Q

What are results in the context of job performance?

A

Reflect behaviors and factors beyond the employee’s control (e.g., sales $$).

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7
Q

Why can appraising behaviors be more fair than appraising results?

A

Because results may be influenced by factors outside the employee’s control.

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8
Q

What is the ultimate criterion?

A

A theoretical construct encompassing all aspects of successful performance.

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9
Q

What is the actual criterion?

A

The real-world measurement ideally developed to reflect the ultimate criterion as much as possible.

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10
Q

What is an example of ultimate vs actual criterion?

A

Artist → create good works of art (ultimate) and judgment of experts (actual).

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11
Q

What are the five fundamental properties of effective criteria?

A

Relevance, reliability, sensitivity, practicality, and fairness.

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12
Q

What does relevance refer to in measuring criteria?

A

Extent to which the actual criterion overlaps with the ultimate criterion.

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13
Q

What is criterion deficiency?

A

Part of ‘ultimate’ not captured by ‘actual’.

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14
Q

What is criterion contamination?

A

Irrelevant stuff measured by ‘actual’ (measurement bias).

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15
Q

What does reliability refer to in measuring criteria?

A

Extent to which actual criteria is consistent across time/raters/forms.

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16
Q

What is sensitivity in the context of performance criteria?

A

The ability to discriminate between ineffective and effective performers.

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17
Q

What does practicality mean in measuring criteria?

A

Can and will be used (low cost, easily measured).

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18
Q

What does fairness mean in measuring criteria?

A

Perceived as just and reasonable; free from bias.

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19
Q

What is the Criterion Problem?

A

Challenges of measuring job performance due to its multidimensional nature.

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20
Q

What are the two types of criteria for measuring job performance?

A

Objective criteria and subjective criteria.

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21
Q

What are objective criteria?

A

Non-judgmental measures taken from organizational records (hard data).

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22
Q

What are subjective criteria?

A

Uses judgments and evaluations of others (soft data).

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23
Q

What are the three main types of performance dimensions?

A

Task performance, contextual performance, and counterproductive work behaviors (CWBs).

24
Q

What is task performance?

A

Behaviors that contribute to the technical core of the organization.

25
What is contextual performance?
Behaviors that contribute to the social context (e.g., helping workers).
26
What are counterproductive work behaviors (CWBs)?
Behaviors that harm or detract from the organization (e.g., theft, sabotage).
27
What is performance appraisal?
Systemic evaluation of job performance and provision of feedback.
28
What are the consequences of ineffective appraisal systems?
Wrong people promoted or fired, low motivation and satisfaction, high turnover.
29
What are common rating formats in performance appraisal?
Checklists, employee comparisons, forced distribution, graphic rating scales, and behaviorally anchored rating scales (BARS).
30
What is the halo error?
Giving high ratings for all dimensions despite different performance.
31
What is the recency effect?
Overly relying on the most recent information.
32
What is the primacy effect?
First impression bias.
33
What is the similar-to-me bias?
Higher ratings are given to people that a person feels similar to.
34
What are common distributional errors in performance appraisal?
Leniency errors, severity errors, and central tendency errors.
35
What is the importance of rater training?
To provide definitions of rating dimensions, define scale anchors, and allow raters to practice and receive feedback.
36
What is worker surveillance?
Monitoring employees' behavior during work hours, often via computer software.
37
What are important considerations for giving performance feedback effectively?
Feedback environment, organizational politics, trust in the appraisal system, feedback orientation, and participation.
38
What are practices to minimize legal issues in performance appraisals?
Use job analysis, develop rating forms, train raters, allow appeals, and document performance records.
39
Multiple dimensions
work best for research and developmental feedback
40
Composite scores
are more useful for personnel decisions
41
Job performance is multidimensional meaning that...
purpose is important in deciding what to measure
42
Types of rating formats:
checklists, employee comparisons, graphic rating scales, and BARS
43
Checklists
rater checks off each behavior that the employees exhibit “Arrives on time” “smiles at customers” Checked items are summed into an overall score (items can be weighted differently if desired) Easy to develop and use but less sensitivity
44
Employee comparisons
Rater rank orders their employees from best to worst Can be done through paired comparisons Compare everyone to everyone, then sum whoever wins the most Forced distribution Like grading on a curve (⅓ poor ⅓ ok ⅓ exceptional) Forces distribution and useful for personnel decisions but forces distribution and not liked by raters and ratees.
45
Graphic rating scales
Most common format, numerical scale with verbal anchors (see picture on slide) Easy to develop and use, lack of precision in scale anchors
46
Behaviorally anchored rating scales (BARS)
Graphic rating scale but you add behavioral anchors as scale anchors Behaviors are ‘critical incidents’ Behaviors you come up with beforehand through a survey or something Ex: “helps other servers when busy” 1= never 3= sometimes and 5= always Precise and well defined scales, but costly in time and $
47
Common distributional errors
leniency, severity and central tendency errors
48
Leniency errors
everyone gets very high ratings (when the supervisor wants to keep the peace)
49
Severity of errors
everyone gets low ratings (when raters are overly strict, or have misguided motivational strategies)
50
Central tendency errors
everyone is rated as average (can happen due to poor rater training, unfamiliarity with ratees)
51
Important considerations in giving effective feedback
Feedback environment Feedback orientation Reaction criteria Participation Multi-source feedback and 360-degree reviews
52
Feedback environment
org. Culture related to performance feedback → Organizational politics: people are motivated by self interests Trust in the appraisal system: affects raters and ratees (acceptance)
53
Feedback orientation
each employee’s level of receptivity towards feedback
54
Reaction criteria
outcomes that reflect how employees respond to appraisals Includes satisfaction with rating system, perceived utility and fairness
55
Participation
more employee participation associated with better reactions
56
Multi-source feedback
use ratings from multiple perspectives, popular for development purposes (more anticipation)