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Performance Management System > UNIT 3 PERFORMANCE REVIEW AND DISCUSSION > Flashcards

UNIT 3 PERFORMANCE REVIEW AND DISCUSSION Flashcards

1
Q

The component featured in essentially all performance
management frameworks is the giving of feedback.

A

Performance Review

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2
Q

This usually presents itself in the form of a performance
review.

A

Performance Review

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3
Q

Other names for the _____ are performance
evaluation or performance assessment.

A

Performance Review

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4
Q

a formal appraisal of an employee
and their work during an established time period

A

Performance Review

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5
Q

TYPES OF PERFORMANCE REVIEWS

A
  • Top-down Employee Assessment
  • Upward Feedback Leader Assessment
  • Self Assessment
  • Team Assessment
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6
Q

SIGNIFICANCE OF PERFORMANCE REVIEW

A

 Performance reviews give both the company and your employees important feedback.
 Acknowledgement and constructive criticism helps motivate people to improve.
 Target training and development
 Encourage engagement
 Spot talent

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7
Q

PERFORMANCE REVIEW PROCESS

A

 TEAMS Link to Review Site
 Timeline
 Flowchart
 Quick Reference Guides
 FAQs
 Training

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8
Q

Is a step in the work measurement in which the analyst
observes the worker’s performance and records a value
representing that performance relative to the analyst’s
concept of standard performance

A

PERFORMANCE RATING

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9
Q

It helps people people do their jobs better, identifies
training and education needs, assigns people to work they
can excel in, and maintains fairness in salaries, benefits, promotion, hiring, and firing.

A

PERFORMANCE RATING

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10
Q

Definition is given by _____
“Performance Appraisal is a systematic, periodic and so far as
humanly possible, an impartial rating of an employee’s
excellence in matters pertaining to his present job and to his
potentialities for a better job

A

Edwin B Flippo

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11
Q

s a systematic, periodic and so far as humanly possible, an impartial rating of an employee’s
excellence in matters pertaining to his present job and to his
potentialities for a better job

A

Performance Appraisal

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12
Q

is a way to evaluate the
performance of an employee and it is also edited as a complete process document.

A

Performance Appraisal

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13
Q

is done on a regular basis, there is
a regular review of employee performance in an
organization

A

Performance Appraisal

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14
Q

is also known as a performance
review, employee evaluation

A

Performance Appraisal

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15
Q

its performance is evaluated by the staff’s manager.

A

Performance Appraisal

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16
Q

APPRAISAL FACTORS

A

 JOB KNOWLEDGE
 QUALITY
 QUANTITY OF WORK
 RESPONSIBILITY AND DEPENDABILITY
 INITIATIVE
 EFFECTIVE USE OF TIME
 INTERPERSONAL RELATIONS
 ATTENDANCE AND PUNCTUALITY
 INTERNAL CONTROL

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17
Q

knowledge of duties and responsibilities, procedures sition

A

JOB KNOWLEDGE

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18
Q

correctness, completeness, and accuracy of work duties performed

A

QUALITY

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19
Q

amount of work done during
workday

A

QUANTITY OF WORK

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20
Q

willingness to take on assignments and be held accountable

A

RESPONSIBILITY AND DEPENDABILITY

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21
Q

origination and development of vital job procedures

A

INITIATIVE

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22
Q

ability to organize, prioritize and
schedule

A

EFFECTIVE USE OF TIME

23
Q

communication and cooperation with fellow employees

A

INTERPERSONAL RELATIONS

24
Q

conformity to work hours; timely attendance at meetings

A

ATTENDANCE AND PUNCTUALITY

25
Q

performance as related to
individual’s internal control responsibilities

A

INTERNAL CONTROL

26
Q

FACTORS AFFECTING PERFORMANCE APPRAISAL

A

 Dominant Work Orientation
 Superior Officer’s Value System
 Inter-Personal Relations
 Loyalty
 Level of Achievement
 Factors hindering objective assessment

27
Q

SOURCES OF ERROR IN PERFORMANCE APPRAISAL

A

 Validity
 Reliability
 Management Attitude
 Rater Errors
 Halo Effect
 Central Tendency
 Leniency/Strictness Bis
 Prejudice
 Recency Effect
 Relationship effect
 Subjective performance criteria

28
Q

PERFORMANCE APPRAISAL METHODS

A

 TRADITIONAL METHODS
 MODERN METHODS

29
Q
  1. Ranking Method
  2. Paired Comparison
  3. Grading Method
  4. Forced Distribution Method
  5. Checklist Method
  6. Essay Method
A

TRADITIONAL METHODS

30
Q
  1. Management by Objectives (MBO)
  2. Degree appraisal
  3. Cost Accounting Method
  4. Assessment Centres
  5. Behaviourally Anchored Rating Scales
A

MODERN METHODS

31
Q

are conscious or unconscious tendencies that affect how supervisors rate their employees.

A

Rater biases

32
Q

Ideally, _____ are
based on actual performance and the ratings themselves are
accurate reflections of that performance.

A

ratings

33
Q

Two approaches have been developed to control and
eliminate rater bias and error.

A
  1. design better performance appraisal forms that will be resistant to these problems.
  2. train raters to avoid rating errors.
34
Q

The objective of _____ is to familiarize raters
with rater errors and to teach them to avoid these rating
patterns

A

Rater Error Training

35
Q

the _____ might reduce the number of halo and leniency patterns in their ratings, but those ratings are less accurate in reflecting the true levels of performance.

A

raters

36
Q

PERFORMANCE REVIEW DISCUSSION

A

 Mutually review the employee’s responsibilities
 Mutually examine the employee’s performance
 Mutually explore what each can do to ensure performance improvement
 Mutually review the employee’s short-term and long-term goals

37
Q

OBJECTIVE OF PERFORMANCE REVIEW DISCUSSION

A
  1. To maintains records in order to determine compensation
    packages,wage structure, salaries raises, etc.
  2. To identify the strengths and weaknesses of employees to
    place right men on right job.
  3. To maintain and assess the potential present in a person
    for further growth and development.
  4. To provide a feedback to employees regarding their
    performance and related status.
  5. It serves as a basis for influencing working habits of the
    employees
  6. To review and retain the promotional and other training
    programmes.
38
Q

PERFORMANCE REVIEW DISCUSSION PROCESS

A
  1. Establish Purpose
  2. Outline Meeting Agenda
  3. Discuss Obstacles And Solutions
  4. Discuss Action Plan And Its Outcomes
  5. Reach a Mutual Agreement On Solutions
  6. Summarise
  7. Ask For Suggestions And Express Support
39
Q

A _____ may share with a mentee (or protege)
information about his or her own career path, as well as
provide guidance, motivation, emotional support, and role
modeling. A _____ may help with exploring careers, setting goals, developing contacts, and identifying
resources.

A

mentor

40
Q

_____ can play only three types of roles for you:
 Confidante
 supporter and
 guide.

A

Career mentor

41
Q

Help the mentee learn the ropes and prepare for career advancement.
 Coaching
 Challenging assignments
 Exposure and visibility
 Protection

A

Career Functions

42
Q

is a relationship of rapport and trust in which the coach uses their ability to listen, to ask questions and to play back what the client has communicated in order to help the client to clarify what matters to them and to work out what to
do to achieve their aspirations.

A

Coaching

43
Q

PROCESS OF COACHING

A

 Planning
 Observation
 Analysis
 Evaluation
 Feedback

44
Q

based on the information gained and in line with goals

A

Planning

45
Q

in training and t competition

A

Observation

46
Q

before, during and after performance

A

Analysis

47
Q

involves interpreting and decision making

A

Evaluation

48
Q

which should be appropriate, correct and positive

A

Feedback

49
Q

are designed to promote professional development by linking an employee with a mentor who will focus on the overall development of that mentoree.

A

Mentoring systems

50
Q

is transformational and involves much morethan simply acquiring a specific skill or knowledge.

A

Mentoring

51
Q

is about a relationship and involves both the professional and the personal. In many ways, _____ is like counseling.

A

Mentoring

52
Q

are designed to provide an employee with a content expert who works with that individual in
assuring that employee learns a particular skill or piece of
knowledge.

A

Coaching systems

53
Q

is about skills and knowledge acquisition

A

Coaching

Performance Management System (4 decks)

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