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MGT 367 > MGT 367 Chapter 7 > Flashcards

MGT 367 Chapter 7 Flashcards

1
Q

_____________: Outputs, productivity, customer satisfaction, profits…(employee performance)

A

Observable Outcomes

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2
Q

______________: Team/group cohesiveness, organizational commitment, organizational image/reputation, employee well-being, job satisfaction

A

Intangible outcomes

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3
Q

____________: Behaviors required for a job (as prescribed by job analysis)

A

In-role/Task behaviors

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4
Q

___________: Behaviors NOT specifically required for a job but nevertheless related to organizational success such as helping coworkers, endorsing/defending the organization..

A

Non-task behaviors

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5
Q

__________: The quality/characteristics that determine success on the job.

A

trait based

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6
Q

___________: Ambiguous, not direct, easy to be challenged in court.

A

problem

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7
Q

____________: Can be defined as behavior:

The specific behaviors that lead to job success.

A

behavior- based

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8
Q

___________ : Can be defined as outcomes of values to organizations:

A

result based

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9
Q

_________: A record of outcomes produced on specified job functions or activities during a specified time period.
But this definition is “contaminated” by situational factors

A

result based

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10
Q

________________Performance management is the process used to identify, encourage, measure, evaluate, improve, and reward employee performance. Includes: performance appraisal, feedback, and compensation.

A

The Role of Performance Management & Appraisal

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11
Q

_______________

  • Tools to manage and improve employee performance
  • Link to organizational goals and strategies
A

The Role of Performance Management & Appraisal

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12
Q

The Role of Performance Management & Appraisal

A
  • Staffing
  • Training and Development
  • Compensation
  • Research & Program Evaluation
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13
Q

___________ To determine pay for performance compensation

A

compensation

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14
Q

__________

  • To determine whom to promote or retain/terminate
  • To validate staffing methods
A

staffing

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15
Q

____________To determine what needs to be trained and who needs the training

A

training

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16
Q

_____________ To assess other HRM programs or activities (e.g., training, recruiting sources, pay systems)

A

Research & Program Evaluation

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17
Q

_____________ : Lawsuits related to staffing (e.g., promotion/layoff) can follow the disparate impact theory (the four-fifths rule)
Need to show the PA system is job-related

A

legal implications

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18
Q

Who should have input on performance appraisal design?

A
  • Immediate supervisors
  • Human resource professionals
  • Customers (internal and external)
  • Those who are appraised
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19
Q

What should be considered?

A
  • Measurement content (What?)
  • Measurement process (How?)
  • Rater/evaluation administrator (Who should rate performance)
  • Which/whom (level of performance) to rate.
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20
Q

____________ : Consider the organization’s objectives and strategic plan, then define performance with one or more relevant outcome criteria or aspects of value

A

Designing an Appraisal System:Measurement Content

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21
Q

Six primary criteria on which performance may be assessed:

A
  • Quality
  • Quantity
  • Timeliness
  • Cost-effectiveness
  • Need for supervision
  • Interpersonal impact/ contextual or “citizenship” performance.
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22
Q

__________ : The degree to which the process or result of carrying out an activity approaches perfection, in terms of either conforming to some ideal way of performing the activity or fulfilling the activity’s intended purpose.

A

quality

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23
Q

___________ : The amount produced, expressed in such terms as dollar value, number of units, or number of completed activity cycles.

A

quantity

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24
Q

_______: The degree to which an activity is completed, or a result produced, at the earliest time desirable.

A

timliness

25
Q

________: The degree to which the use of the organization’s resources (e.g., human, monetary, technological, material) is optimized in the sense of getting the highest gain or lowest reduction in loss.

A

cost effectiveness

26
Q

_________: The degree to which a performer can carry out a job function without either having to request supervisory assistance or requiring supervisory intervention to prevent an adverse outcome.

A

need for supervision

27
Q

___________: The degree to which a performer promotes feelings of self-esteem, goodwill, and cooperation among co-workers and subordinates.

A

Interpersonal impact/contextual performance

28
Q

What are the three basic comparisons methods for raters?

A

Comparisons among ratees’ performance, anchors or standards, and Comparisons of individuals’ performance to anchors

29
Q

___________: Comparisons Among Ratees’ Performances

A

rating instruments

30
Q

___________ : rater compares all possible pairs of ratees on overall job performance.

A

paired comparisons

31
Q

________ rater ranks employees on overall job performance from best to worst.

A

straight ranking

32
Q

__________: rater is forced to place ratees in categories (best (A), moderate (B), worst (C) with a limited number allowed in each category.
GE: 10%=A 80%= B 10%= C

A

forced distribution

33
Q

______________: Comparisons Among Performance-Level Anchors

A

rating instruments

34
Q

___________: presented raters with pairs of behavioral statements reflecting different levels of performance on the same performance dimension.

A

Computerized adaptive rating scales

35
Q

___________: requires that rater to compare performance statements and select one (or more) as the most descriptive.
-Scoring key is hidden

A

forced choice

36
Q

________: Comparison to Performance-Level Anchors

A

rating instruments

37
Q

__________: use adjectives or numbers (or both) as anchors to rate someone on a specific competency.

A

graphic rating scales

38
Q

___________: graphic ratings scales with specific behavioral descriptions as anchors instead of adjectives.

A

Behaviorally anchored rating scales (BARS)

39
Q

_________ : - all employees are rated at the high end (leniency) or low end (severity) across all performance categories. Primary reason why companies have turned to forced distribution.

A

leniency/ severity

40
Q

_________: rater allows high (halo) or low (horns) ratings on one performance category to influence others.

A

halo/ horns effect

41
Q

_________: the tendency to rate all or most employees towards the center of the scale (e.g. average) regardless of their level of performance.

A

centeral tendency

42
Q

________________: tendency of observers to underestimate external factors and for actors to overestimate those same factors .

A

Fundamental attribution error/ actor-observer bias

43
Q

______________: making judgments about someone based on their similarity to others

A

representitiveness

44
Q

_________: mistaking how easily something may be recalled from memory for actual frequency of occurrence

A

availability

45
Q

__________: the tendency to insufficiently alter a judgment from an initial judgment

A

anchoring

46
Q

Frame-of-reference training helps with ___________.

A

overcoming unintentional errors

47
Q

_____________

  • Improves rater accuracy, controls
  • Helps reduces unintentional errors. However, there is little impact on intentional bias.
A

frame- of- reference training

48
Q

__________

  • Leniency/severity related to high “Agreeableness” and low “Conscientiousness” from the Five Factor Model.
  • Hidden scoring keys
  • Forced distribution
  • Cross-checks or reviews of ratings by other people
  • Multi-rater systems
A

Overcoming Intentional errors

49
Q

Define who the raters are…….

A
  • Supervisor
  • Peers
  • Clients or customers/mystery shoppers
  • Higher-level managers
50
Q

________:ratings from supervisors, self, peers, subordinates, customers

A

multirater or 360 system

51
Q

_______ is beneficial for greater accuracy, fewer biases, perceptions of fairness, and fewer/better legal issues

A

360- degree

52
Q

___________is a “High Performance Work System” characteristic

A

360 appraisal

53
Q

Define who the ratees are……

A

Single individual - an employee or supervisee

  • Work group or business unit
  • Division of organization
  • Organization wide
54
Q

What are the two conditions needed to assess performance on aggregate level?

A
  • High work group cohesiveness

- Difficult in identifying individual contributions

55
Q

___________

  • Used for assessing performance at aggregate levels
  • Comparing ratings to outside standards, such as industry standards or government standards
A

benchmarking

56
Q

_____________ results to ratees. Feedback gives the ratee information about themselves and where they stand in their work performance.

A

Communication of appraisal

57
Q

_______ serves an important role for both motivational and informational purposes.

A

feedback

58
Q

________ : refers to any attempt to improve employee performance on the job; usually includes changes in the knowledge, skills, or abilities of the person, or some combination of these three.

A

training

MGT 367 (6 decks)

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