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Chapter 3 defining performance and choosing a measurement approach
1.
Chapter 3Chapter 3 DefiningDefining PerformancePerformance andand Choosing
a MeasurementChoosing a Measurement ApproachApproach 4-4-11
2.
Defining PerformanceDefining Performance Performance
is defined asPerformance is defined as what anwhat an employee does (his or heremployee does (his or her behaviors). It does not include thebehaviors). It does not include the results or outcomes of an employee’sresults or outcomes of an employee’s behaviors.behaviors. Copyright © 2013 Pearson Education, Inc. publishing as Prentice HallCopyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4-4-22
3.
Two Additional Characteristics
of theTwo Additional Characteristics of the Behaviors Labelled PerformanceBehaviors Labelled Performance 1. Evaluative – such behaviors can be judged as1. Evaluative – such behaviors can be judged as negative, neutral, or positive for individual andnegative, neutral, or positive for individual and organizational effectiveness. Thus, the valueorganizational effectiveness. Thus, the value of these behaviors can vary based on theirof these behaviors can vary based on their contribution toward the accomplishment ofcontribution toward the accomplishment of individual, unit, and organizational goals.individual, unit, and organizational goals. 2. Multidimensional – There are many different2. Multidimensional – There are many different kinds of behaviors that can advance (orkinds of behaviors that can advance (or hinder) organizational goals.hinder) organizational goals. Copyright © 2013 Pearson Education, Inc. publishing as Prentice HallCopyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4-4-33
4.
Behaviors are Not
AlwaysBehaviors are Not Always Observable or MeasurableObservable or Measurable Because not all behaviors are observableBecause not all behaviors are observable or measurable, PM systems often includeor measurable, PM systems often include measures of results or consequencesmeasures of results or consequences that we infer are the direct result ofthat we infer are the direct result of employees’ behaviors.employees’ behaviors. Copyright © 2013 Pearson Education, Inc. publishing as Prentice HallCopyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4-4-44
5.
Results or Consequences
MayResults or Consequences May Be Used to Infer BehaviorBe Used to Infer Behavior A salesperson whose job consists of visitingA salesperson whose job consists of visiting clients to offer them products or services isclients to offer them products or services is often evaluated on his or her sales volumeoften evaluated on his or her sales volume – a proxy for a behavioral measure – since– a proxy for a behavioral measure – since the salesperson’s supervisor may be backthe salesperson’s supervisor may be back in the home office and cannot observe thein the home office and cannot observe the salesperson’s behaviors.salesperson’s behaviors. Copyright © 2013 Pearson Education, Inc. publishing as Prentice HallCopyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4-4-55
6.
Determinants of PerformanceDeterminants
of Performance Copyright © 2013 Pearson Education, Inc. publishing as Prentice HallCopyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4-4-66 Performance =Performance = Declarative KnowledgeDeclarative Knowledge XX Procedural KnowledgeProcedural Knowledge XX MotivationMotivation
7.
Declarative KnowledgeDeclarative Knowledge Declarative
Knowledge is informationDeclarative Knowledge is information about:about: • Facts and Things (including informationFacts and Things (including information regarding a given task’s requirements)regarding a given task’s requirements) • LabelsLabels • PrinciplesPrinciples • GoalsGoals Copyright © 2013 Pearson Education, Inc. publishing as Prentice HallCopyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4-4-77
8.
Procedural KnowledgeProcedural Knowledge Procedural
Knowledge is a combination of:Procedural Knowledge is a combination of: Knowing what to do and how to do it.Knowing what to do and how to do it. Includes cognitive, physical, perceptual,Includes cognitive, physical, perceptual, motor, and interpersonal skills.motor, and interpersonal skills. Copyright © 2013 Pearson Education, Inc. publishing as Prentice HallCopyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4-4-88
9.
MotivationMotivation Motivation involves three
types of choiceMotivation involves three types of choice behaviors:behaviors: • Expenditure of effort (e.g., “I will go toExpenditure of effort (e.g., “I will go to work today.”)work today.”) • Level of effort (e.g., “I will put in myLevel of effort (e.g., “I will put in my best effort at work today.”)best effort at work today.”) • Persistence of effort (e.g., “I will persistPersistence of effort (e.g., “I will persist no matter what.”)no matter what.”) Copyright © 2013 Pearson Education, Inc. publishing as Prentice HallCopyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4-4-99
10.
Deliberate PracticeDeliberate Practice Deliberate
Practice involves the following steps:Deliberate Practice involves the following steps: Approach performance with the goal of gettingApproach performance with the goal of getting better and better.better and better. As you are performing, focus on what isAs you are performing, focus on what is happening and why you are doing things the wayhappening and why you are doing things the way you do.you do. When your task is finished, seek performanceWhen your task is finished, seek performance feedback from many expert sources.feedback from many expert sources. Build mental models of your job, your situation,Build mental models of your job, your situation, and your organization.and your organization. Repeat steps 1-4 on an ongoing basis.Repeat steps 1-4 on an ongoing basis. Copyright © 2013 Pearson Education, Inc. publishing as Prentice HallCopyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4-4-1010
11.
Implications for AddressingImplications
for Addressing Performance ProblemsPerformance Problems In order to address performance problemsIn order to address performance problems properly, managers must find information thatproperly, managers must find information that will allow them to understand whether the sourcewill allow them to understand whether the source of the problem is declarative knowledge,of the problem is declarative knowledge, procedural knowledge, motivation, or someprocedural knowledge, motivation, or some combination of these factors.combination of these factors. Thus, PM systems need not only measureThus, PM systems need not only measure performance but also provide information aboutperformance but also provide information about the source of any performance deficiencies.the source of any performance deficiencies. Copyright © 2013 Pearson Education, Inc. publishing as Prentice HallCopyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4-4-1111
12.
Factors InfluencingFactors Influencing Determinants
of PerformanceDeterminants of Performance Three individual characteristics -Three individual characteristics - procedural knowledge, declarativeprocedural knowledge, declarative knowledge, and motivation – determineknowledge, and motivation – determine performance.performance. In addition, HR practices (e.g., theIn addition, HR practices (e.g., the amount of training available toamount of training available to employees) and the work environmentemployees) and the work environment (e.g., downsizing) can affect(e.g., downsizing) can affect performance.performance. Copyright © 2013 Pearson Education, Inc. publishing as Prentice HallCopyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4-4-1212
13.
Performance Dimensions:Performance Dimensions: Types
of MultidimensionalTypes of Multidimensional BehaviorsBehaviors Since performance is multidimensional, we needSince performance is multidimensional, we need to consider many different types of behaviors toto consider many different types of behaviors to understand it. Two types of behaviors areunderstand it. Two types of behaviors are particularly important:particularly important: Task performance.Task performance. Contextual performance (also called prosocialContextual performance (also called prosocial behaviors or organizational citizenshipbehaviors or organizational citizenship behaviors).behaviors). Copyright © 2013 Pearson Education, Inc. publishing as Prentice HallCopyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4-4-1313
14.
Task PerformanceTask Performance Task
Performance is defined as activities that:Task Performance is defined as activities that: transform raw materials into the goods andtransform raw materials into the goods and services that are produced by the organization.services that are produced by the organization. help with the transformation process byhelp with the transformation process by replenishing the supply of raw materials;replenishing the supply of raw materials; distributing its finished products; or providingdistributing its finished products; or providing important planning, coordination, supervising,important planning, coordination, supervising, or staff functions that enable the organizationor staff functions that enable the organization to function effectively and efficiently.to function effectively and efficiently. Copyright © 2013 Pearson Education, Inc. publishing as Prentice HallCopyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4-4-1414
15.
Contextual PerformanceContextual Performance Contextual
Performance is defined as behaviorsContextual Performance is defined as behaviors that contribute to an organization’sthat contribute to an organization’s effectiveness by providing a good environmenteffectiveness by providing a good environment in which task performance can occur.in which task performance can occur. Contextual Performance includes behaviorsContextual Performance includes behaviors such as:such as: Persisting with enthusiasm and exerting extraPersisting with enthusiasm and exerting extra effort as necessary to complete one’s own taskeffort as necessary to complete one’s own task activities successfully.activities successfully. Helping and cooperating with other coworkers.Helping and cooperating with other coworkers. Following organizational rules and procedures.Following organizational rules and procedures. Copyright © 2013 Pearson Education, Inc. publishing as Prentice HallCopyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4-4-1515
16.
Differences BetweenDifferences Between Task
and Contextual PerformanceTask and Contextual Performance Task PerformanceTask Performance • Varies acrossVaries across jobsjobs • Likely to be roleLikely to be role prescribedprescribed • Influenced byInfluenced by Abilities andAbilities and SkillsSkills ContextualContextual PerformancePerformance • Fairly similar acrossFairly similar across jobsjobs • Not likely to be roleNot likely to be role prescribedprescribed • Influenced byInfluenced by PersonalityPersonality Copyright © 2013 Pearson Education, Inc. publishing as Prentice HallCopyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4-4-1616
17.
Why Include Task
and ContextualWhy Include Task and Contextual Performance Dimensions in a PM System?Performance Dimensions in a PM System? 1.1. Global competition is raising the level of taskGlobal competition is raising the level of task and contextual performance required ofand contextual performance required of employees for an organization to beemployees for an organization to be competitive.competitive. 2.2. Customer service – Global competition is alsoCustomer service – Global competition is also raising the need for outstanding customerraising the need for outstanding customer service.service. 3.3. Teamwork – Many organizations have formedTeamwork – Many organizations have formed employees into teams.employees into teams. Copyright © 2013 Pearson Education, Inc. publishing as Prentice HallCopyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4-4-1717
18.
Why Include Task
and ContextualWhy Include Task and Contextual Performance Dimensions in a PMPerformance Dimensions in a PM System? (continued)System? (continued) 4. Employee perceptions of PM – Employees are4. Employee perceptions of PM – Employees are more satisfied with the PM system and believe itmore satisfied with the PM system and believe it is fairer if contextual performance is measured inis fairer if contextual performance is measured in addition to task performance.addition to task performance. 5. Supervisor views – Since contextual5. Supervisor views – Since contextual performance has an impact on ratings of overallperformance has an impact on ratings of overall performance even when only task performance isperformance even when only task performance is measured, it makes sense to include contextualmeasured, it makes sense to include contextual performance more explicitly.performance more explicitly. Copyright © 2013 Pearson Education, Inc. publishing as Prentice HallCopyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4-4-1818
19.
Voice BehaviorVoice Behavior Copyright
© 2013 Pearson Education, Inc. publishing as Prentice HallCopyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4-4-1919 Behavior that emphasizes expression ofBehavior that emphasizes expression of constructive challenges with the goal ofconstructive challenges with the goal of improving employee performance ratherimproving employee performance rather than merely criticizing it.than merely criticizing it. Challenges the status quo in a positive way.Challenges the status quo in a positive way. Makes innovative suggestions for change.Makes innovative suggestions for change. Recommends modifications to standardRecommends modifications to standard procedures.procedures.
20.
Job Performance in
ContextJob Performance in Context Copyright © 2013 Pearson Education, Inc. publishing as Prentice HallCopyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4-4-2020 A performer (individual or team with certain traits) In a given work situation Engages in certain behaviors That produce various results TRAIT BEHAVIOR RESULTS
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Job Performance in
ContextJob Performance in Context The previous power point shows thatThe previous power point shows that employees do not perform in a vacuum.employees do not perform in a vacuum. Instead, they work in an organizationalInstead, they work in an organizational context, engaging in certain behaviors thatcontext, engaging in certain behaviors that produce certain results. The sameproduce certain results. The same employees may behave differently (andemployees may behave differently (and produce different results) if placed in aproduce different results) if placed in a different situation (e.g., working with adifferent situation (e.g., working with a different supervisor or using betterdifferent supervisor or using better machinery).machinery). Copyright © 2013 Pearson Education, Inc. publishing as Prentice HallCopyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4-4-2121
22.
Approaches to MeasuringApproaches
to Measuring PerformancePerformance Behavior ApproachBehavior Approach Emphasizes how employees do the job. Does not consider employees’ traits or the outcomes resulting from their behaviors. Results Approach Emphasizes only the outcomes produced by employees. Trait Approach Emphasizes only the individual traits (e.g., intelligence, conscientiousness) of employees. Copyright © 2013 Pearson Education, Inc. publishing as Prentice HallCopyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4-4-2222
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Behavior ApproachBehavior Approach Appropriate
if:Appropriate if: Employees take a long time to achieve desiredEmployees take a long time to achieve desired outcomes.outcomes. Link between behaviors and results is notLink between behaviors and results is not obvious.obvious. Outcomes occur in the distant future.Outcomes occur in the distant future. Poor results are due to causes beyond thePoor results are due to causes beyond the performer’s control.performer’s control. Not appropriate if:Not appropriate if: The above conditions are not present.The above conditions are not present. Copyright © 2013 Pearson Education, Inc. publishing as Prentice HallCopyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4-4-2323
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Results ApproachResults Approach Advantages:Advantages: •
Takes less time and is less expensive thanTakes less time and is less expensive than tracking employees’ behavior.tracking employees’ behavior. • Data appear objective.Data appear objective. Most appropriate when:Most appropriate when: • Workers skilled in necessary behaviors.Workers skilled in necessary behaviors. • Behaviors and results obviously related.Behaviors and results obviously related. • Consistent improvement in results over time.Consistent improvement in results over time. • Many ways to do the job right.Many ways to do the job right. Copyright © 2013 Pearson Education, Inc. publishing as Prentice HallCopyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4-4-2424
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Trait ApproachTrait Approach Most
appropriate when:Most appropriate when: Emphasis on individualEmphasis on individual • Evaluate stable traits (i.e., cognitive abilities,Evaluate stable traits (i.e., cognitive abilities, personality)personality) Positive relationship between abilities, personalityPositive relationship between abilities, personality traits, and desirable work-related behaviorstraits, and desirable work-related behaviors Appropriate if structural changes planned forAppropriate if structural changes planned for organizationorganization DisadvantagesDisadvantages Improvement of traits is not under individual’s controlImprovement of traits is not under individual’s control Trait may not lead to desired behaviors or resultsTrait may not lead to desired behaviors or results Copyright © 2013 Pearson Education, Inc. publishing as Prentice HallCopyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4-4-2525
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