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IO Psychology > evaluating employee performance > Flashcards

evaluating employee performance Flashcards

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1
Q

three concepts associated with assessing performance

A

performance appraisal, performance development, performance management

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2
Q

application of performance appraisal

A

job analysis&raquo_space; criterion development&raquo_space; performance appraisal

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3
Q

reasons for evaluating employee performance

A

training, salary, promotion, termination, research

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4
Q

the difference in compensation between two individuals within the same job is a function of both…

A

tenure and job performance

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5
Q

limitations that can affect appraisal system

A

overworked supervisors, no money, cohesive environment

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6
Q

current customers who have been enlisted by a company to periodically evaluate the service

A

secret shoppers

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7
Q

these ppl actually see the employee’s behavior

A

peers

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8
Q

peer evaluations have what problems?

A

leniency and they have negative feedbacks from low peer ratings

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9
Q

a performance appraisal system in which feedback is obtained from multiple sources

A

360 degree feedback

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10
Q

a performance appraisal strategy in which an employee receives feedback from sources other than just their supervisors

A

multiple-source feedback

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11
Q

different appraisal methods

A

appraisal dimensions
should dimensions be weighted?
use of employee comparisons

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12
Q

different appraisal dimensions

A

traits, competencies, task types, goals

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13
Q

focuses on employee attributes. not a good idea since they provide poor feedback. specificity is very scarce in this dimension

A

trait-focused performance dimensions

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14
Q

concentrates on the employee’s KSAOs. easy to provide feedback

A

competency-focused performance dimension

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15
Q

based on the goals to be accomplished by the employee. easier for an employee to understand why certain behaviors are expected

A

goal-focused performance dimension

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16
Q

weight dimensions indicate what?

A

that some dimensions are more important than others

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17
Q

why should dimensions be differentially weighted?

A

it may reduce racial and other biases

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18
Q

why do many organizations choose to weight all performance dimensions equally?

A

because it is administratively easier to compute and explain to employees

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19
Q

refers to ranking–compare employees with one another (rank order from best to worst)

A

employee comparisons

20
Q

refers to hard criteria such as attendance and number of units sold

A

objective measures

21
Q

easiest and most common employee comparison; reduces leniency

A

rank order

22
Q

a form of ranking in which a group of employees to be ranked are compared one pair at a time

A

paired comparison

23
Q

predetermined percentage of employees are placed into a number of performance categories

A

forced distribution method

24
Q

four objective measures of performance

A

quantity, quality, attendance, safety

25
Q

used to measure job performance by counting the number of relevant job behaviors

A

quantity of work

26
Q

used to measure job performance by comparing a job behavior with a standard; usually measured in terms of error (any deviation from standard of quality)

A

quality of work

27
Q

can be separated into 3 distinct criteria (absenteeism, tardiness, and tenure) and the weight of each one largely depends on the nature of the job

A

attendance

28
Q

employees who follow safety rules and who have no occupational accidents don’t cost an organization as much money as those who don’t

A

safety

29
Q

involves rating employee performance on an interval or ratio scale. criticized for susceptibility to rating errors, halo effect and leniency

A

graphic rating scale

30
Q

consist of a list of behaviors, expectations, or results for each dimension. constructed by taking statements from a JD and converting them to either behavior-based or result-focused statements

A

behavioral checklists

31
Q

“types correspondence” to “correspondence is typed accurately and does contain spelling/grammatical errors

A

behavior-based statements

32
Q

concentrate on what an employee accomplished as a result of what they did (tangible output); evaluate employees on their contribution to the bottom line

A

results-based statements

33
Q

condition in which a criterion score is affected by things other than those under the control of the employee

A

contamination

34
Q

types of rating scales

A

performance based
normative based
frequency based

35
Q

a method of training raters in which the rater is provided with job-related info, a chance to practice ratings, examples of ratings made by experts, and the rationale behind the expert trainings

A

frame-of-reference training

36
Q

examples of excellent and poor employee performance

A

critical incidents

37
Q

when a rater uses only one part of the rating scale

A

distribution error

38
Q

an error at the upper end of the scale

A

leniency error

39
Q

an error at the middle of the scale

A

central tendency error

40
Q

an error at the low end of the scale

A

strictness error

41
Q

occurs when a rater allows either a single attribute or an overall impression of an individual to affect the ratings that she makes on each relevant job dimension

A

halo errors

42
Q

occur when a rating made on one dimension affects the
rating made on the dimension that immediately follows it on the rating scale

A

proximity errors

43
Q

the performance rating one person receives can be
influenced by the performance of a previously evaluated person

A

contrast errors

44
Q

low reliability across raters occurs because of the ff reasons

A

commit rating errors
raters’ very different standards
two different raters may actually see very diff. behaviors

45
Q

two sampling problems

A

recency effect
infrequent observation

46
Q

positive feedback, negative feedback, positive feedback

A

feedback sandwich

IO Psychology (10 decks)

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