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IOP > Chapter 5 Performance Appraisal > Flashcards

Chapter 5 Performance Appraisal Flashcards

1
Q

determines whether employees perform effectively and meet the company’s expectations. It concretizes and measures performance as an aspect of the performance management system.

A

Performance appraisal

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2
Q
  • one of the best ways to keep employees motivated.
A

Performance Evaluation

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3
Q

the roots of performance appraisal traced to Taylor’s pioneering time and motion studies.

A

In the early 20th Century

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4
Q

an employee’s accomplishment of assigned work measured against standards of the employee’s position

A

Performance

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5
Q

Refers to the integrated process by which organisation involves it employees in improving organisational effectiveness in the accomplishment of organisation mission & strategic goals.

A

Performance Management

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6
Q

Performance Management consists of:

A

~ Performance Planning
~ Monitoring Employee Performance
~ Employee Development
~ Evaluating Performance
~ Recognition

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7
Q

Characteristics of Performance Appraisal

A

• It is a step by step process.
• It is a Scientific & Objective study.
• It examines the employee’s strengths & weaknesses.
• It is an ongoing & continuous process
• It is a secure process for making correct decision on employees

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8
Q

Job Evaluation

A

Job rated keeping in mind responsibility.
Qualification. experience. working conditions.

A job rated before employee appointed.

Purpose is to establish wage differentials

It is not compulsory

Job evaluation committee is consulted for inc
burpose of Evaluation.

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9
Q

Performance appraisal

A

Employee rated on the basis of performance

Employee rated after the emolovee has been hired and placed.

Purpose is to decide promotion, rewards, punishments, etc.

Compulsory

Appraisal is done by the employees themselves

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10
Q

Objectives/Importance of Performance Appraisal

A

To review the performance of the employee over a given period of time.
To judge the gap between the actual & desired performance.
To help the management in exercising organizational control.
• elps to strengthen the relationship & communication between superior, subordinates & management-employee.
• To diagnose the strength & weakness of the individuals so as to identify the training & development needs for the future.
• To provide feedback to the employees regarding their past experiences.
• Provide information to assist in the other personnel decisions in the organisation.
Provide clarity on the expectations & responsibilities of the functions to be performed by the employees.
• To judge the effectiveness of other human resource function of the organisation such as recruitment, selection, training & development.
To reduce the grievances of the employees.

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11
Q

Pre-Requisites for Effective & Successful Performance Appraisal

A

• Documentation
Standards/Goals
Practical and Simple Format
Evaluation Technique
Communication
• Feedback
• Personal Bias

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12
Q

Challenges of Performance Appraisal

A

Determining the Evaluation Criteria
Create a Rating Instrument

• Lack of Competence
Errors in Rating and Evaluation
• Resistance

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13
Q

Traditional Approach/Overall
Approach

A

Method for determining and justifying the salaries of the employees.

Past Oriented

Training and Development

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14
Q

Modern Approach

A

Performance development has made the performance appraisal process more formal and structured.

Performance Appraisal is taken as a tool to
identity better performing employees from others

Future Oriented Aboroach towards its individuality

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15
Q

Process of Performance Appraisal

A

•Objectives of Performance Appraisal
•Establishing Performance Standards
•Communicating the Standards
• Measuring the Actual Performance
•Comparing the Actual with the Desired Performance
•Discussing Results
•Decision Making

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16
Q

Personal Qualities

A

Adaptability
Appearance and Bearing
Decisiveness
Dependability
Drive and Determination
Ingenuity
Initiative
Loyalty
Maturity
Stamina
Tenacity
Verbal Expression
Written Expression

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17
Q

Demonstrated Performance

A

Professional Knowledge
Administration ADITICY
Responsibility for Staft Develonmen
Foresight
Delegation
Motivation
Morale
Control

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18
Q

(Common errors in Performance Evaluation)

Tendency of a rater to evaluate people in comparison with other individuals rather than against the standards for the job.

A

Contrast Effect

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19
Q

Common errors in Performance Evaluation

Tendency of a rater to make an initial positive or negative judgment of an employee and allow that first impression to colour or distort later information.

A

First impression Error

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20
Q

Common Errors in Performance Evaluation

  • Inappropriate generalizations from one aspect of an individual’s performance to all areas of that person’s performance
A

Halo/Horns Effect

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21
Q

Common Errors in Performance Evaluation

The inclination to rate people in the middle scale even when their performance clearly warrants a substantially higher or lower rating.

A

Central Tendency

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22
Q

Common errors in Performance Evaluation

The opposite of central tendency: the rating of all individuals as higher or lower that their performance warrants.

A

Negative and Positive Skew

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23
Q

Common errors in Performance Evaluation

The tendency to attribute performance failings to factors under the control of the individual and performance successes to external causes

A

Attribution Bias

24
Q

Common errors in Performance Evaluation

The tendency of minor events that have happened recently to have more influence on the rating than major events of many months ago.

A

Recency Effect

25
Q

Common errors in Performance Evaluation

The tendency to generalize across groups and ignore individual differences.

A

Stereotyping

26
Q

Common errors in Performance Evaluation

Rater tends to rate every employee at the upper end of the scale regardless of the actual performance of the employee

A

Leniency

27
Q

According to Desser (2010), there are two types of performance appraisal techniques, namely

A

individual and group.

28
Q
  • the most popular technique as it is easy to use and comparisons between employees are possible.
  • The downside of this technique is that traits are too general and raters may have the tendency to underrate or overrate an employee. It cannot accurately describe an employee based simply on a number of traits (Dessler, 2012)
A

Graphic Rating Scale

29
Q

this technique originated from the
Graphic Rating Scale.
This technique is not costly and is fairly easy to employ. However, just like the graphic rating scale, the rater is forced to choose from a number of statements that may or may not describe an employee. In this case, the rater may easily fall into the pit of subjectivity (Dessler, 2010)

A

Forced Choice Technique -

30
Q

in this technique, the rater or the immediate superior keeps track of all the critical or relevant behaviors of the subordinates.
This technique presents an actual picture of performance through the handling of critical incidents. It demonstrates a degree of accuracy and fairness

A

Critical Incident Technique -

31
Q

developed the BARS.

A

Patricia C. Smith and Lorne M. Kendall

32
Q

In this technique, the rater discusses in narrative form all the levels of performance manifested by his/her subordinates Deblieux, 2003)

A

Essay Evaluation

33
Q
  • allows a supervisor to group his /her subordinates at his/her own discretion.
A

Forced Distrbution

34
Q
  • the supervisor compares each employee with every other employee in the form of pairs
A

Paired Comparison Technique

35
Q

This technique allows an employee to set his/her own goals or objectives.
- It develops the work commitment of ratees as team members who eventually excel in performance

A

Management by objectives (MBO)

36
Q

Also known as ‘multi-rater feedback’, is the most comprehensive appraisal where the feedback about the employees’ performance comes from all the sources that come in contact with the employee on his job

A

360 Degree Feedback Method

37
Q

Self Appraisal
Superior’s appraisal
Subordinates appraisal
Peer Appraisal
Assessment Centres

A

Four intergral components of 360 degree method

38
Q

Components of Assessment Centre for Performance Appraisal

A

Social/Informal Events

Information Sessions

Assignments

39
Q
  • To understand the job challenges and competencies in their work environment.
A

Job Analysis

40
Q
  • Modelling the competencies.
A

• Predefine Competencies

41
Q

•- Behaviours displayed by participants must be relevant

A

Behavioral Classification

42
Q
  • Stipulate a number of exercises to test the assesses potentials.
A

• Assessment Techniques

43
Q
  • The exercises must be simulate the job responsibilities.
A

Simulations

44
Q
  • The most critical aspect of an Assessment Centres.
A

Observation

45
Q
  • used to eliminate subjectivity and biases.
A

Observers

46
Q

A systematic procedure of recording that can be used for future reference.

A

Recording Behaviour -

47
Q

Each observer must make a detailed report of his observation.

A

Reports -

48
Q

Done through statistical techniques.

A

Data Integration -

49
Q

Answer questions relating to the subject matter.

A

Case Study Interview -

50
Q
  • Personal history questions.
A

Competency Based Interview

51
Q

Includes problem solving within a committee or team.

A

Group Exercise -

52
Q
  • Includes building a structure with limited materials.
A

Problem Solving Task

53
Q

• 10-15 minutes presentation about the pre-determined topic.

A

Presentation

54
Q
  • Personality questionnaire and diagrammatic reasoning tests.
A

Psychometric/Personality Aptitude Tests

55
Q
  • Exercise Acting out related situations
A

• Role Play

56
Q
  • Provides concise summary and collection of
A

• Written Exercise

IOP (4 decks)

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