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;
20 Cards in this Set
- Front
- Back
|
Performance |
1. Behaviours 2. What employees do NOT: results or outcomes or what employees produce |
|
|
Behaviours |
Evaluative - Negative - Neutral - Positive Multidimensional - Many different kinds of behaviours - Advance or hinder organizational goals |
|
|
Behaviours are NOT always: - Observable - Measureable |
Results/Consequences may be used: - to infer behaviour - as a proxy for behavioural measure |
|
|
Determinants of Performance |
Performance = Declarative Knowledge x Procedural Knowledge x Motivation |
|
|
Declarative Knowledge |
Information about: - facts - labels - principles - goals Understanding of task requirements |
|
|
Procedural Knowledge |
Knowing: - what to do - how to do it Skills: - cognitive - physical - perceptual - motor - interpersonal |
|
|
Motivation |
Choices - expenditure of effort - level of effort - persistence of effort Deliberate practice leads to excellence |
|
|
Deliberate Practice |
- Approach performance with goal of getting better and better - Focus on performance (What is happening? Why?) - Seek feedback from expert sources - Build mental models of job, situation, organization - Repeat first 4 steps on an ongoing basis |
|
|
Implications for addressing performance problems |
- managers need information to accurately identify source(s) of performance problems - performance management systems must: - measure performance - provide information on source(s) of problems |
|
|
Factors influencing determinants of performance |
Individual characteristics - procedural knowledge - declarative knowledge - motivation HR Practices Work Environment |
|
|
Types of Multidimensional Behaviours |
Task Performance Contextual Performance - pro-social behaviours - organizational citizenship |
|
|
Task Performance |
Activities that: - transform raw materials - help with the transformation process - replenishing - distributing - supporting |
|
|
Contextual Performance |
Behaviours that: - contribute to the organization's effectiveness - provide a good environment in which task performance can occur |
|
|
Differences between Task Performance and Contextual Performance |
Task Performance: varies across jobs, likely to be role prescribed, influenced by abilities and skills Contextual Performance: fairly similar across jobs, not likely to be role prescribed, influenced by personality |
|
|
Why include task and contextual performance dimensions in PM System? |
- global competition - customer service - teamwork - employee perceptions of PM - supervisor views - cultural differences |
|
|
Voice Behaviour |
Behaviour that emphasizes expression of constructive challenge with the goal to improve rather than merely criticize
Challenges the status quo in positive way Makes innovative suggestions for change Recommends modifications to standard procedures |
|
|
Approaches to Measuring Performance |
Behaviour Approach: - emphasizes how employees do the job Results Approach: - emphasizes what employees produce Trait Approach: - emphasizes individual traits of employees |
|
|
Behaviour Approach |
Appropriate if: - employees take a long time to achieve desired outcomes - link between behaviours and results is not obvious - outcomes occur in the distant future - poor results are due to causes beyond performer's control |
|
|
Results Approach |
Advantages: - less time - lower cost - data appear objective Most appropriate when: - workers skilled in necessary behaviours - behaviours and results obviously related - consistent improvement in results over time - many ways to do the job right |
|
|
Trait Approach |
Most appropriate when: - emphasis on individual (stable traits) - positive relationship between abilities, personality traits, and desired work-related behaviours - structural changes planned for organization Disadvantages - improvement not under individual's control - may not lead to desired outcome or results |
