- Performance Appraisal:
- The Achilles Heel of Personnel?
Why evaluate the performance of employees? - Personnel Decisions (e.g., promotion, transfer,
- dismissal)
- Training (Identify specific requirements)
- Research (e.g., assessing the worth/validity of
- selection tests
Breaking Down the Performance Appraisal Process - Observation
- Selective Attention
- Timing
- Structure
- Frequency
- Storage
- Encoding of Information (e.g., categorization)
- Short vs. Long-term
- Memory
- Evaluation
- Retrieve Information
- Combine information
- Decision-making (judgment)
-
Basic Performance Appraisal Process - Conduct a Job Analysis (e.g., specify tasks and KSAs)
- Develop Performance Standards (e.g., define what is superior, acceptable, and poor job performance)
- Develop or Choose a Performance Appraisal Approach
- Productivity measures, absenteeism, tardiness, turnover, absenteeism
- Assisting others, loyalty, extra work/effort, emotional labor, volunteering, counterproductive behaviors (CWBs; tardiness, sabotage, gossiping)
- Performance ratings (e.g., supervisor, co-workers, self, subordinates, clients
- Static --- Individual performance varies by performance criteria
- Specific work methods, interests, personality, interpersonal relationships
- Criteria Dimensionality (cont.)
- Temporal --- Performance varies as a function of time; importance of when performance is assessed
- Criteria Dimensionality (cont.)
- Individual --- Employees excel at different aspects of job performance
- Client support & satisfaction
- Role prescriptions, organizational impact
- Criteria Challenges (cont.)
- Variation due to methods used, who observes
- Low variability (e.g., production line speed, process limitations)?
-
- Performance Dimensions ---
- Uni-dimensional vs. multidimensional criteria
- (Over-reliance on supervisor ratings of performance; 879/1506)
- Contamination ---
- Error
- b) Biases (e.g., rating scales, group membership, knowledge of predictor scores, self-fulfilling prophecy)
- Relevance --- Generally considered the most important issue
- To Combine or Not to Combine Criteria?
- Separate, multiple criteria
- Is there a single, underlying dimension that “allows” combining separate criteria?
- Purposes of the data (e.g., a) for personnel decisions or b) feedback, understanding psychological and behavioral processes
Sources of Information - 1) Supervisors (most common)
- Role Conflict (e.g., judge and trainer/teacher)
- Motivation
- Time availability
- Friendship
- Co-Workers (Peers)
- Peer nominations: (Identifying those with highest and lowest KSAs)
- *Peer ratings: For providing feedback
- Peer rankings: For discriminating highest to lowest performance on various dimensions
-
- Effects of poor peer ratings on subsequent task performance:
- Lower perceived group performance
- Lower cohesiveness
- Lower satisfaction
- Lower peer ratings
Sources of Information (cont) - 3) Self
- Lots of knowledge
- Leniency effect
- Good preparation for performance appraisal meeting (conducive for dialog)
- 4) Subordinates
- Biases (e.g., # of subordinates, type of job, expected evaluation from
- supervisor)
- Best if ratings are anonymous -- if not, leniency in ratings occur
- (Antonioni, 1994)
- Can add information above and beyond other sources (Conway, et. al 2001)
- 5) Clients
- Good source of feedback
- Negativity bias
- Customer ratings on the web (usage/role, accuracy, verification issues)
- Technology and Client/Customer Feedback
- Other examples: Amazon, eBay, Trip Advisor, iTunes
- Technology and Client/Customer Feedback (cont.)
- Other Examples of Internet-Based Performance Information
- Other Examples of Internet-Based Performance Information
- The standard rooms are very, very small, I had only one bag and no place to put it. you could barely turnaround in the bathrooms. I love the decor/ art deco style but a little updating is definitely do. Rating: 2.0
- That's the second time I stay in this hotel. The location is fantastic and the rooms, in general are very comfortable. The view from the top, at the breakfast place is superb. Rating: 4.0
Subjective Appraisal Methods (can be used with any type of job) - Relative Methods
- Ranking
- 1st _____
- 2nd_____
- 3rd _____
- Pair Comparison
- Employee-1 _____ versus Employee-2 _____
- Employee-1 _____ versus Employee-3 _____ etc.
- Both are difficult to use with a large number of subordinates
Subjective Appraisal Methods - 1) Narrative essays
- Unstructured (e.g., content, length)
- Affected by the writing ability of supervisors and time availability
- Cannot validate selection devices (no numbers)
- Graphic Rating Scale (most common)
- _____ _____ _____ _____ _____
- Very Average Excellent
- Poor
Common Rating Scale Errors - Leniency (positive bias)
- X
- _____ _____ _____ _____ _____
- Very Average Excellent
- Poor
- Central Tendency (midpoint)
- X
- _____ _____ _____ _____ _____
- Very Average Excellent
- Poor
- Both lead to a restriction in the range of performance scores
Halo Error - Responsibility
- Commitment
- Initiative
- Sensitivity
- Judgment
- Communication
- Observation of specific behavior (s) (e.g., volunteers to work overtime)
- High ratings on other performance dimensions
- Supervisor Characteristics
- Subordinate Characteristics (e.g., age, gender, race, attractiveness)
- Labels for Subordinate (positive or negative)
- Expectations for Subordinate
- Observation of Subordinate Job Performance
- (e.g., gender, race, age)
- Self-Fulfilling Prophecy Process and Performance Ratings
Subjective Appraisal Methods - Behavioral Methods (use of critical incidents; examples of good and poor job behavior collected by job experts over time)
- Behavior Observation Scales (BOS)
- Rate the frequency in which critical incidents are performed by employees
- Sum the ratings for a total “performance” score
- 1) Assists others in job duties.
- _____ _____ _____ _____ _____
- Never Usually Always
- Cleans equipment after each use.
- _____ _____ _____ _____ _____
- Never Usually Always
-
Behaviorally Anchored Rating Scale (BARS) Process - Generate critical incidents (examples of good and poor job performance)
- 2) Place Critical Incidents Into performance dimensions (e.g., Responsibility, Initiative, Safety)
- Retranslation Step (do step # 2 again with a separate group of job experts. Discard incidents where disagreement exists as to which dimension in which they belong)
- Calculate the mean and standard deviation of each critical incident (discard those with a large standard deviation)
- 5) Place critical incidents on a vertical scale
BARS (Pros and Cons) - Process involves various employees (increases likelihood of usage)
- Job specificity (different BARS need to be developed for each position)
- Not any better at reducing common rating scale errors (e.g., leniency, halo)
- Time consuming
- 3. Problem Solving/Troubleshooting
- Definition: Uses a logical, step-by step approach to identify and solve process problems
| | | | | | | | | | | - 1 2 3 4 5
- Well Below Expectations Below Meets Expectations Consistently Exceeds Outstanding
- Expectations Expectations
| | | | | - Fails to understand how equipment and processes interrelate
- Does not complete checklists or other required forms
- Is not able to identify root causes of process deviations
- Does not consistently meet A2E expectations
- Depends on others to solve problems
| | - Uses available resources (e.g., drawings, checklists, forms, people—engineers, data historian) to determine the root cause of problems
- Selects and interprets data to solve problems
- Investigates the nature of equipment and process malfunctions on an ongoing basis
- Participates in A2E efforts
| | - Develops novel, safe and effective solutions to current problems
- Anticipates problems before they occur and suggests solutions
- Takes ownership in problem solving and sees it through to completion
- Effectively leads problem solving efforts (e.g., A2E, handles complicated analysis requests on one’s own)
| | | | | | | - Behavioral Examples of Rating:_____________________________________________________________________
- __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
| | | | | - 4. Teamwork
- Definition: Strives to build and maintain a good working relationship with one’s work group; shares information with team members; accepts ideas and opinions of others
| | | | | | | | | | | - 1 2 3 4 5
- Well Below Expectations Below Meets Expectations Consistently Exceeds Outstanding
- Expectations Expectations
| | | | | - Does not respond to work requests from other team members
- Fails to share information and/or resources with others
- Refuses to help co-workers
- Conflicts with coworkers on 'yours not mine' work situations, or is known to say "that's not my job“
- Frequently complains or makes negative or derogatory remarks about site initiatives, leadership, and/or fellow workers
- Is slow to respond to work requests from other team members or management
| | - Considers alternative solutions provided by team members
- Accepts and provides feedback to others
- Shares information (e.g., trends, status updates) and/or resources with others when asked
- Readily offers to help other team members on tasks
- Works with support services and other areas (e.g., maintenance) to resolve shift problems in a timely manner
| | - Anticipates other team members’ needs (e.g., training, tools, equipment, information)
- Resolves conflicts between team members
- Supports company objectives and volunteers for work duties within and outside of one’s work area
- Sacrifices one’s own needs for the need of the team
- Initiates team building activities (e.g., organizing outside group activities, breakfasts)
| | | | | | | - Behavioral Examples of Rating:_____________________________________________________________________
- __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
| | | | | Objective Appraisal Data - 1) Production Data (e.g., sales volume, units produced)
- When observation occurs (timing), and how data is collected
- Fairness and relevancy issue
- Potential limited variability
- Limitations regarding supervisory personnel
- 2) Personnel Data
- Absenteeism (excused versus unexcused)
- Tardiness
- Accidents (fault issue)
- 360 Degree Performance Appraisal
Performance Appraisal Training: Best Practices - Frequent observation of performance and feedback (both positive and negative)
- 2) Recordkeeping (ongoing if possible)
- 3) Encourage self-assessment of employees
- 4) Focus on behaviors (not traits)
- Use specific behavioral criteria and standards
- 6) Set goals for employees (specific and challenging ones)
- 7) Focus on how to observe job behaviors and provide incentives to do so
Legally Defensible Appraisal Systems - Ensure that procedures for personnel decisions do not differ as a function
- of the race, sex, national origin, religion, or age of those affected by such
- decisions.
- Use objective and uncontaminated data whenever they are available.
- 3) Provide a formal system of review or appeal to resolve disagreements
- regarding appraisals.
- Use more than one independent evaluator of performance.
- 5) Use a formal, standardized system for personnel decisions.
- Ensure that evaluators have ample opportunity to observe and rate
- performance if ratings must be made.
- Avoid ratings on traits such as dependability, drive, aptitude, or attitude.
- 8) Provide documented performance counseling prior to performance,-based
- termination decisions.
Legally Defensible Appraisal Systems (cont) - 9) Communicate specific performance standards to employees.
- 10) Provide raters with written instructions on how to complete performance evaluations.
- 11) Evaluate employees on specific work dimensions, rather than on a single overall or global measure.
- 12) Require documentation in terms of specific behaviors (e.g., critical incidents) for extreme ratings.
- 13) Base the content of the appraisal form on a job analysis.
- 14) Provide employees with an opportunity to review their appraisals (e.g., several days prior to formal feedback session).
- 15) Educate personnel decision-makers regarding laws on discrimination.
- Asking for (and using) performance information/input from employees
- Ensure a 2-way interaction during the performance appraisal meeting
- Provide a way for employees to counter or challenge the appraisal
- Sufficient detail and knowledge of employee performance by supervisors
- Consistent use of performance standards across employees
- Basing performance evaluation on actual job behaviors
- Factors Affecting Employees Acceptance of Performance Evaluations
- Importance of rater training
- (importance of using employee self-evaluations)
- Equal validity, unequal criterion means
- Equal test scores; Minorities performing less well on job (over predicting performance)
- Minorities hired same as non minorities but probability of success is small. Can
- reinforce existing stereotypes.
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