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IO psych > chapter 5 > Flashcards

chapter 5 Flashcards

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1
Q

performance management

A

continuous process of identifying, measuring, and developing the performance of individuals and teams and aligning performance with the strategic goals of the organization

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2
Q

4 parts of performance management system

A
  1. objective goal setting
  2. continuous coaching
  3. performance appraisal
  4. development planning
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3
Q

2 key points of perf management system:

A
  1. linked to company goals

2. implemented on a continuous cycle rather than once a year

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4
Q

performance appraisal

A

systematic review and evaluation of a job performance & provision of performance feedback

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5
Q

3 most significant purposes of performance management:

A
  1. used to make personnel decisions & raises
  2. developmental purposes
  3. documentation
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6
Q

developmental purposes

A

employees are informed of their strengths and weaknesses

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7
Q

documentation in performance management

A

documentation of employee’s work over time to use in case the employee is fired so they don’t get sued lol

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8
Q

multisource feedback

A

involves multiple raters at various levels of the organization who evaluate and provide feedback to a target employee

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9
Q

another name for multisource feedback

A

360-degree feedback

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10
Q

3 assumptions of the 360 feedback system

A
  1. when multiple raters used, participants are happy that they’re involved in the process
  2. multiple raters from different levels gets to equal out rating biases
  3. multiple perspectives=more accurate view of performance
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11
Q

upward appraisal ratings

A

ratings provided by individuals who status is below the ratee

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12
Q

360 pro:

A

beneficial in assessing both competencies and effectiveness

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13
Q

360 health study summary:

A

high percentage of surgeons reported that feedback was accurate, and that they changed their practices as a result of the feedback. Over 75% of participants found the process valuable

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14
Q

360 education study summary

A

principals experienced cognitive dissonance (they were uncomfortable) when teachers gave the low performance management ratings

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15
Q

telework

A

employees working from home/remote location

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16
Q

telecommuting study summary:

A

telecommuting had a positive impact on performance; task performance and contextual performance was improved.

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17
Q

what kind of relationships does telework thrive under?

A

a good employee-supervisor relationship and can assume more autonomy

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18
Q

graphic rating scale

A

oldest formats; numerical/verbal anchors like 1-10, below/exceeds expectations; very easy and simple

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19
Q

Behaviorally anchored rating scale (BARS)

A

similar to graphic, but provides behavioral descriptions

i.e. “usually follows most important procedures” and “never deviates from the procedures outlines”

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20
Q

con of BARS

A

painstaking development

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21
Q

critical incidents:

A

behavioral examples used in BARS development

22
Q

checklists

A

rater is asked to read large # of behavioral statements and check off each behavior the employee exhibits

23
Q

weighted checklist

A

series of items that have previously been weighted by importance

24
Q

forced-choice checklist

A

asked to choose 2 items out of 4 that best describe the employee–meant to detract purposive bias

25
Q

which is used more: forced or weighted checklists?

A

weighted

26
Q

con of forced checklist

A

raters feel like they’ve lost power in rating

27
Q

CARS computerized adaptive rating scale

A

adaptation of forced checklist that tries to give more discrimination between answers/ giver raters feeling of power

28
Q

employee comparison procedure

A

evaluation of rates in comparison to other employees

29
Q

rank-ordering

A

Employee comparison method: rank employees from best to worst

30
Q

paired comparison

A

Employee comparison method: comparison of each employee to every other employee

31
Q

pro of rank-ordering

A

clear ‘winner’; gives easy method for promotions

32
Q

cons of rank-ordering

A

can be very complex; very cumbersome with large # of employees

33
Q

forced distribution

A

Employee comparison method: raters are instructed to force a designated proportion of ratees into each of five out f 7 categories; similar to grading on a curve

34
Q

con of forced distribution

A

not popular among employees bc lots of “very close” people are not recognized for their work

35
Q

halo

A

raters using a global evaluation of the ratee OR unwilling to discriminate between independent dimensions of a ratees performance

36
Q

true halo

A

halo that results from accurate intercorrelations rather than from rating error (meaning they get marked high for everything bc they’re genuinely good at all the areas)

37
Q

distributional errors

A

mismatch between actual rating and expected ratings–much farther toward one end of the distributions

38
Q

leniency

A

when the mean of rating is higher than the midpoint of the scale

39
Q

central tendency

A

tendency to use only the midpoint of the sale riating one’s employees

40
Q

example of a central tendency

A

a professor who gives most students a C and does not evaluate their actual performance

41
Q

Severity

A

tend to use only the lower end of the rating scale

42
Q

whats the least frequent: leinceny, central tendency, or severity ?

A

severity

43
Q

what’s a con of severity

A

raters lose the respect of subordinates

44
Q

range restrictgions

A

orgs only use a small part of the scale, not the whole scale

45
Q

first impressions error/ primacy effect

A

pay attention to initial experiences w employee

46
Q

recency error

A

raters heavily weight their most recent interactions with or observations of the ratee

47
Q

Rater Error Training (RET)

A

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

48
Q

Frame of Reference (FOR)

A

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

49
Q

Pros of FOR

A

improves appraisal accuracy, and recognized as the most effective approach for improving rater accuracy

50
Q

Behavioral observation training BOT

A

focuses on teaching raters how to watch for certain errors and avoid behavioral observation errors

51
Q

feedback environment

A

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

52
Q

feedback orientation

A

is the individual difference side; individuals overall receptivity to feedback

IO psych (3 decks)

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