Problem 1: job performance & measurement

Question 1

Job performance

Answer 1

individual aggregated (over time) value to the organisation of specific behavioural episodes

Question 2

why is performance episodic?

Answer 2

people don’t work for 8 hours straight, periods of time aren’t equally productive

Question 3

why is performance multidimensional

Answer 3

performance encompasses different aspects, it is not just 1 thing –> makes it hard to compare between jobs

Question 4

task performance

Answer 4

maintenance of the technical core / the actual physical task that needs to be performed

Question 5

contextual performance

Answer 5

social and psychological environment in which the technical core functions

Question 6

campbell and Campbell theory on individual differences

Answer 6

declarative knowledge, procedural knowledge and motivation are the three factors that add up to job performance

Question 7

McCrae and costa on individual differences

Answer 7

five categories: basic tendencies, characteristic adaptations, objective biography, self-concept and external influences –> add up to job performance

Question 8

motivation theory (individual differences)

Answer 8

individual differences in motivation may be the cause of difference in motivational traits and skills

Question 9

self efficacy (individual differences)

Answer 9

belief that you can execute an action (only relevant in beginning when learning something)

Question 10

implications individual perspective:

Answer 10

select personnel based on experience, ability and personality, not just one

Question 11

situations that facilitate performance

Answer 11

-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)

Question 12

situations that hinder performance

Answer 12

-role theory: role conflict/role ambiguity negatively impacts performance (weak evidence)
-situational restraints: lack of info + stressors –> take focus away from performance (mixed evidence)

Question 13

expert research approach (performance regulation perspective)

Answer 13

what differentiates people performing at different levels (high performance approach tasks & arrive at solutions differently, more planning + long term goals)

Question 14

action theory approach (performance regulation perspective)

Answer 14

process point of view = focus on sequential aspects
structural point of view = focus on hierarchical organisation

Question 15

goal setting theory (performance regulation perspective)

Answer 15

specific + difficult goals –> better performance

Question 16

feedback:

Answer 16

feedback enhances performance if it is task related and feedback with goal setting is better than just goal setting

Question 17

trends:

Answer 17

• continuous learning
• proactivity (personal initiative)
• working in teams
• globalisation
• technology

Question 18

sources of performance data

Answer 18

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)

Question 19

rating error

Answer 19

• 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

Question 20

types of judgmental data

Answer 20

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)

Question 21

employee comparison methods

Answer 21

-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 )

Question 22

types of behavioural checklists and scales

Answer 22

• 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

Question 23

rater training

Answer 23

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

Question 24

problems with appraisee for AI

Answer 24

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)).

Question 25

relation between appraiser and appraisee

Answer 25

• 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