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MGT 310 > EXAM 2 Performance Management > Flashcards

EXAM 2 Performance Management Flashcards

1
Q

Performance management

A

Continuous process of identifying, measuring, evaluating, communicating, developing, & rewarding performance by linking individual performance to org’s mission and goals

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2
Q

Benefits of performance management

A

Higher performance, insights, forces communication, avoids lawsuits

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3
Q

Performance appraisal

A

Measuring & evaluating

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4
Q

Performance management process

A

Prereqs (missions, job analysis, support) -> performance planning -> performance execution -> performance assessment -> performance review

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5
Q

Performance Planning

A

Plan what the employee will be working on

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6
Q

Performance Execution

A

Supervisor evaluating + giving feedback

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7
Q

Performance Assessment

A

Manager + employee individually rate employee

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8
Q

Performance Review

A

Get together + discuss, evaluate, past performance + future

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9
Q

Purposes of performance management

A
  • Administrative
  • Developmental

Should do both, most do administrative

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10
Q

Administrative

A

Evaluation (good or bad)
Decision making (personnel decisions)
Recognizes past performance
Numerical (based on #s)

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11
Q

Developmental

A

Motivation (to improve, identify strengths + weakness)
Engagement
Narrative (descriptive)

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12
Q

360 degree feedback

A

All sources (supervisor, coworker, self, subordinate, customer)

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13
Q

Supervisor evaluation

A

MOST RELIABLE

  • Bias
  • Don’t see on regular basis
  • Sees outcomes
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14
Q

Coworkers evaluation

A

2ND MOST POSITIVELY BIASED
Developmental

  • Lots of bias (usually pos.)
  • Neg. bias when admin
  • See day-to-day
  • See comm. skills
  • No training on how to give feedback
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15
Q

Self evaluation

A

MOST POSITIVELY BIASED
Developmental

  • Encourages self-reflection
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16
Q

Subordinate (lower in rank)

A
  • Best position to evaluate managing skills
  • Bias -> retribution
  • Don’t always see everything
17
Q

Customer evaluation

A

NEGATIVELY BIASED

  • Rarely see you
  • Good to evaluate customer service skills
  • More likely to give feedback when seeing bad
  • Low response rate
18
Q

Rating errors

A

Distributional
- Leniency
- Severity
- Central tendency
Halo/Horn
Similarity
Recency
Contrast

19
Q

Distributional rating error

A

Only use part of rating scale

20
Q

Leniency

A

Only use top part of scale (higher than deserved)

People with high agreeableness

21
Q

Severity

A

Only use bottom part of scale (hard ratings)

People with high conscientiousness

22
Q

Central tendency

A

Only use middle part of scale (everyone is avg.)

23
Q

Halo/Horn

A

Because of only ONE thing, assume the rest bad or good

24
Q

Similarity

A

More similar = better rated

25
Q

Recency

A

Focus on most recent action, not the entire picture

26
Q

Contrast

A

Comparing to people instead of standard

27
Q

To avoid rating errors

A
  • Multiple reviews
  • Spread them out
  • Train evaluators
  • Standards
  • Evaluate evaluators
  • Documentation
28
Q

Methods of rating performance

A

Narrative/Qualitative (Written description)

Results oriented (Focus on outcomes, what was achieved, don’t care how achieved, objective)

Behavior oriented (Focus on methods to get results, subjective)

29
Q

Narrative/Qualitative

A

Developmental

Essay (no feedback, no examples, dependent on person writing, can’t really compare)

Critical Incidents (writing down throughout, time consuming, only extreme examples written)

30
Q

Results oriented: Management by Objectives (MBO)

A

Administrative, most common, objective

Joint goal setting, realistic, specific measurable, time-bound

31
Q

Which evaluator has the most bias?

A

Self

32
Q

Behavior Oriented methods

A

Relative (compare to coworkers)
Absolute (compare to pre-determined standard)

33
Q

Relative

A

Alternation ranking (admin, best to worst, start @ edges)
Paired comparison (one @ a time)
Forced distribution (certain # per category)

34
Q

Absolute

A

Behavior checklists (list all behaviors, check ones done, BINARY)
Graphic rating scale (MOST COMMON, continuum, recognize diff. levels)
BARS (combo of graphic rating scale & critical incident, includes definition)

35
Q

Giving feedback

A
  • Reduces uncertainty
  • Higher perf.
  • Rewarding + motivating
  • Shows you care
36
Q

Why managers don’t give feedback

A
  • Afraid of reaction
  • No training
  • Don’t see all
  • Too busy
37
Q

Characteristics of good feedback

A
  • Both pos. & neg.
  • Objective (evidence)
  • What next?
  • Timely manner
  • Cover everyone
  • Tailer to individual
  • Be ready for reaction
  • Focus on behavior NOT individual
  • Look for patterns (not on time)
  • Discuss impact
38
Q

Creating legal PM systems

A
  • Use job analysis
  • Standardize
  • Rate on multiple dimensions
  • Document perf.
  • Review w/ employees
  • Train & hold raters accountable
  • Use multiple raters

MGT 310 (9 decks)

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