Problem 1: job performance & measurement Flashcards
Job performance
individual aggregated (over time) value to the organisation of specific behavioural episodes
why is performance episodic?
people don’t work for 8 hours straight, periods of time aren’t equally productive
why is performance multidimensional
performance encompasses different aspects, it is not just 1 thing –> makes it hard to compare between jobs
task performance
maintenance of the technical core / the actual physical task that needs to be performed
contextual performance
social and psychological environment in which the technical core functions
campbell and Campbell theory on individual differences
declarative knowledge, procedural knowledge and motivation are the three factors that add up to job performance
McCrae and costa on individual differences
five categories: basic tendencies, characteristic adaptations, objective biography, self-concept and external influences –> add up to job performance
motivation theory (individual differences)
individual differences in motivation may be the cause of difference in motivational traits and skills
self efficacy (individual differences)
belief that you can execute an action (only relevant in beginning when learning something)
implications individual perspective:
select personnel based on experience, ability and personality, not just one
situations that facilitate performance
-job characteristics model: job influences the person, then person influences the job (cycle)
-sociotechnical systems theory: optimise both social and technical system to optimise job performance (focussed on group > individual)
situations that hinder performance
-role theory: role conflict/role ambiguity negatively impacts performance (weak evidence)
-situational restraints: lack of info + stressors –> take focus away from performance (mixed evidence)
expert research approach (performance regulation perspective)
what differentiates people performing at different levels (high performance approach tasks & arrive at solutions differently, more planning + long term goals)
action theory approach (performance regulation perspective)
process point of view = focus on sequential aspects
structural point of view = focus on hierarchical organisation
goal setting theory (performance regulation perspective)
specific + difficult goals –> better performance
feedback:
feedback enhances performance if it is task related and feedback with goal setting is better than just goal setting
trends:
- continuous learning
- proactivity (personal initiative)
- working in teams
- globalisation
- technology
sources of performance data
1) objective production data (frequency and value, doesn’t take into account other factors than individual)
2) personnel data (absences and accidents, but only reflects bad performance)
3) rating error (error in rating an employee)
4) judgmental data (based on subjective data from rater)
rating error
- halo error: you see good performance in one area and generalise it
- leniency error: rating an employee based on personal standards + experience
- central tendency error: no extreme ratings, might happen when evaluating someone unknown
types of judgmental data
a) graphic rating skills (people are rated on specific traits or factors)
b) employee comparison methods
c) behavioural checklist and scales (behaviour that reflects good or poor job performance –> critical incidents)
employee comparison methods
-rank order method (comparing employees but in rankles you’re still unable to tell how good/bad performance actually is)
- paired comparison (everyone is compared with each other)
- forced distribution (compare employees one one dimension based on a normal distribution )
types of behavioural checklists and scales
- behaviourally anchored rating scales: scale of behavioural incidents, each has a ranking of how important it is
- behaviour observation scale: rater rates employee on the frequency of the critical incidents
rater training
training trainers to avoid mistakes –> it reduces errors, but still factors that influence accuracy
- frame of reference training: trainers are trained to have a standard and remove subjectivity
problems with appraisee for AI
need for achievement, goal orientation (learning of performance goal), self awareness, self esteem, self efficacy, locus of control, attributional style, feedback attitudes (internal, external, internal ability (ability to self assess)).
relation between appraiser and appraisee
- more openness in communication –> mean higher satisfaction with appraisal and job and company
- if appraisal is discussed more often –> better attitude and outcome of appraisal
