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1. Measuring Results and Behaviors:
Overview
 Measuring Results
 Measuring Behaviors

2. Measuring Results: Overview
 Accountabilities
 Objectives
 Performance Standards

3. Key questions
• Where should each individual focus
efforts?
• What are the expected objectives?
• How do we know how well the
results were achieved?

4. Accountabilities
 Broad areas of a job for
which employee is
responsible for producing
results

5. Objectives
 Statements of important
and measurable outcomes

6. Performance Standards
 Yardstick used to evaluate
how well employees have
achieved objectives

7. Determining Accountabilities
 Collect information about job
(Job Description)
 Determine importance of task or
cluster of tasks
• % of employee’s time spent
performing task
• Impact on unit’s mission if
performed inadequately
• Consequences of error

8. Determining Objectives
 Purpose: to identify
• Outcomes
 Limited number
 Highly important
• When achieved
 dramatic impact on overall organization
success

9. 10 Characteristics of Good
Objectives
1. Specific and Clear
2. Challenging
3. Agreed Upon
4. Significant
5. Prioritized

10. 10 Characteristics of Good Objectives
(continued)
6. Bound by Time
7. Achievable
8. Fully Communicated
9. Flexible
10. Limited in Number

11. Determining Performance
Standards
Standards refer to aspects of
performance objectives, such as:
 Quality
• How well the objective is achieved
 Quantity
• How much, how many, how often, at what cost
 Time
• Due dates, schedule, cycle times, how quickly

12. Standards must include:
 A verb
 The desired result
 A due date
 Some type of indicator
• Quality and/or
• Quantity

13. Good Performance Standards:
6 Characteristics
1. Related to Position
2. Concrete, Specific,
Measurable
3. Practical to Measure
4. Meaningful
5. Realistic and Achievable
6. Reviewed Regularly

14. Measuring Behaviors: Overview
 Identify competencies
 Identify indicators
 Choose measurement system

15. Identify Competencies
Measurable clusters of KSAs
• Knowledges
• Skills
• Abilities
That are critical in determining
how results will be achieved

16. Types of Competencies
 Differentiating
• Distinguish between superior and
average performance
 Threshold
• Needed to perform to minimum
standard

17. Identify Indicators
Observable behaviors
Used to measure extent to which
competencies are present – or
not

18. Necessary Components for
Describing Competencies
 Definition
 Description of specific behaviors
• When competency demonstrated
• When competency not demonstrated
 Suggestions for developing the
competency

19. Choose Measurement System
 Comparative system
• Compares employees with each
other
 Absolute system
• Compares employees with pre-
specified performance standard

20. Comparative Systems
 Simple rank order
 Alternation rank order
 Paired comparisons
 Forced distribution

21. Advantages of Comparative
Systems
 Easy to explain
 Straightforward
 Better control for biases and
errors found in absolute systems
• Leniency
• Severity
• Central tendency

22. Disadvantages of Comparative
Systems
 Rankings may not be specific
enough for
• Useful feedback
• Protection from legal challenge
 No information on relative
distance between employees
 Specific issues with forced
distribution method

23. Absolute Systems
 Essays
 Behavior checklists
 Critical incidents
 Graphic rating scales

24. Essays
 Advantage:
• Potential to provide detailed
feedback
 Disadvantages:
• Unstructured and may lack detail
• Depends on supervisor writing skill
• Lack of quantitative information;
difficult to use in personnel
decisions

25. Behavior checklists
 Advantage:
• Easy to use and understand
 Disadvantage:
• Scale points used are often
arbitrary
• Difficult to get detailed and useful
feedback

26. Critical incidents
Kinds of measurement
1. Report of specific employee
behavior
 Allows focus on specific
behavior
 Very time-consuming
2. Examples of behavior
illustrative of core
competencies
 Easier to use
 Describes behavior desired

27. Graphic rating scales
 Clear meaning for each
response category
 Consistent interpretation
by outside readers
 Supervisor and employee
should have same
understanding of rating

28. Graphic rating scales:
BARS improvement
 Behaviorally Anchored Rating
Scales (BARS)
• Use critical incidents as anchors
• Involves multiple groups of employees
in development
 Identify important job elements
 Describe critical incidents at various levels
of performance
 Check for inter-rater reliability

29. Measuring Performance
 Several types of methods
 Differ in terms of:
• Practicality (time and effort)
• Usefulness (quantifiable)