Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
50 Cards in this Set
- Front
- Back
|
Six steps |
How many steps are in the Performance Management Process? |
|
|
Step 1: Define performance outcomes for company division and department |
What is step 1 of the Performance Management Process? |
|
|
Step 2: Develop employee goals, behaviors, and actions to achieve outcomes. |
What is step 2 of the Performance Management Process?
|
|
|
Step 3: Provide support and ongoing performance discussions |
What is step 3 of the Performance Management Process?
|
|
|
Step 4: Evaluate performance |
What is step 4 of the Performance Management Process?
|
|
|
Step 5: Identify improvements needed |
What is step 5 of the Performance Management Process?
|
|
|
Step 6: Provide consequences for performance results |
What is step 6 of the Performance Management Process?
|
|
|
Strategic Purpose |
Effective performance management helps the organisation achieve its business objectives |
|
|
Administrative Purpose |
Ways in which organizations use the system to provide information for day-to-day decisions about salary, benefits, and recognition programs |
|
|
Developmental Purpose |
Serves as a basis for developing employees knowledge and skills |
|
|
1. Fit with strategy 2. Validity (measure what is supposed to be measured) 3. Reliability (consistent over time) 4. Acceptability 5. Specific feedback |
What are the 5 criteria for effective performance management? |
|
|
1. Comparative 2. Attribute 3. Behavior 4. Results |
What are the four methods for measuring performance? |
|
|
1. Fit with strategy: Poor 2. Validity: Can be high if ratings done correctly 3. Reliability: Depends on rater, but usually no measure of agreement used 4. Acceptability: Moderate 5. Specificity: Very low |
How does the comparative approach measure up to the performance criteria? 1. Fit with strategy: 2. Validity: 3. Reliability: 4. Acceptability: 5. Specificity: |
|
|
1. Fit with strategy: Usually low 2. Validity: Usually low 3. Reliability: Usually low 4. Acceptability: High 5. Specificity: Very low |
How does the attribute approach measure up to the performance criteria? 1. Fit with strategy: 2. Validity: 3. Reliability: 4. Acceptability: 5. Specificity: |
|
|
1. Fit with strategy: can be quite high 2. Validity: usually high 3. Reliability: usually high 4. Acceptability: moderate 5. Specificity: very high |
How does the behavioral approach measure up to the performance criteria? 1. Fit with strategy: 2. Validity: 3. Reliability: 4. Acceptability: 5. Specificity: |
|
|
1. Fit with strategy: Very high 2. Validity: Usually high 3. Reliability: High 4. Acceptability: High 5. Specificity: High |
How does the results approach measure up to the performance criteria? 1. Fit with strategy: 2. Validity: 3. Reliability: 4. Acceptability: 5. Specificity: |
|
|
Simple Ranking |
Requires managers to rank employees in their group from the highest performer to the poorest performer. |
|
|
Forced Distribution Ex: High = top 20% Avg = mid 60% Low = low 20% |
Assigns a certain percentage of employees to each category in a set of categories. |
|
|
Paired Comparison |
Compares each employee with each other employee to establish rankings. |
|
|
Forced Distribution |
Which of the three comparisons measuring performance is the most widely used? |
|
|
Graphic Rating Scale |
Lists traits and provides a rating scale for each trait. Employer uses this to indicate to which an employee displays each trait. |
|
|
Mixed-Standard Scale |
Uses several statements describing each trait to produce a final score for that trait. |
|
|
Critical-Incident Method |
Based on managers specific examples of employees acting in ways that are either effective or ineffective. |
|
|
Critical-Incident Method |
In this method of rating individuals based on performance, employees receive feedback about what they do well and what they do poorly and how they are helping the organization achieve its goals. |
|
|
Behaviorally Anchored Rating Scale (BARS) |
Rates behavior in terms of a scale showing specific statements of behavior that describe different levels of performance. |
|
|
Behavioral Observation Scale (BOS) |
A variation of a BARS which uses all behaviors necessary for effective performance to rate performance at a task. |
|
|
Behavioral Observation Scale (BOS) |
This method of rating individuals based on performance also asks the manager to rate frequency with which the employee has exhibited the behavior during rating period. |
|
|
Management by Objectives (MBO) |
People at each level of the organization set goals in a process that flows from top to bottom, so that all levels are contributing to the organizations overall goals. |
|
|
Employees: Because this approach is more objective (results) than subjective (attitudinal). Managers: Less explaining needs to be done for the employees, it takes less time and its easier. |
Why do employees like the management by objectives approach to measuring results? Why do managers like it? |
|
|
360-Degree Performance Appraisal |
Performance measurement that combines information from the employees managers, peers, subordinates, self, and customers. |
|
|
1. Managers 2. Peers 3. Subordinates 4. Self 5. Customers |
Who makes up the components of a 360-Degree Performance Appraisal? |
|
|
Contrast Errors |
Rater compares an individual, not against an objective standard, but against other employees. |
|
|
Distributional Errors |
Rater tends to use only one part of a rating scale |
|
|
1. Leniency 2. Strictness 3. Central Tendency |
What are the 3 types of distributional errors? |
|
|
Leniency Error |
The reviewer rates everyone near the top of the scale. |
|
|
Strictness Error |
The rater favors lower rankings |
|
|
Central Tendency Error |
The rater puts everyone near the middle of the scale. |
|
|
Rater Bias |
Raters often let their opinion of one quality color their opinions of others. |
|
|
1. Halo Error 2. Horns Error |
What are the two types of rater bias? |
|
|
Halo Error |
When bias is in favorable direction This can mistakenly tell employees they don't need to improve in any areas. |
|
|
Horns Error |
When bias involves negative ratings. This can cause employees to feel frustrated and defensive. |
|
|
Political Behavior in Performance Appraisals |
Distorting a performance evaluation to advance ones personal goals. |
|
|
Calibration Meeting |
Meeting at which managers discuss employee performance ratings and provide evidence supporting their ratings with the goal of eliminating influence of rating errors. |
|
|
False: Annual feedback is not enough. Employees should receive feedback so often that they know what the manager will say during their annual performance review. |
True or False: Annual feedback is enough for employees. |
|
|
High Ability Low Ability High Motivation Low Motivation |
What makes up the 4 block matrix of improving performance? |
|
|
High Ability - Low Motivation: Misdirected Effort Low Ability - Low Motivation: Deadwood High Motivation - High Ability: Solid Performers High Motivation - Low Ability: Underutilizers |
What are the names of each of the 4 blocks in the matrix of improving performance? |
|
|
Solid Performers |
Which of the 4 block matrix sections of improving performance is characterized by: Reward good performance Identify development opportunities Provide honest, direct feedback |
|
|
Underutilizers |
Which of the 4 block matrix sections of improving performance is characterized by: Give honest, direct feedback Provide counseling Use team building and conflict resolution Link rewards to performance outcomes Offer training for needed knowledge or skills Manage stress levels |
|
|
Solid Performer |
Which of the 4 block matrix sections of improving performance is characterized by: High Motivation - High Ability |
|
|
Underutilizers |
Which of the 4 block matrix sections of improving performance is characterized by:
High Motivation - Low Ability |
