*Chapter 5* Determining Performance Standards

- measuring result (accountabilities, objectives  Yardstick designed to help people

& performance standard) understand to what extent the
- advantages vs disadvantages for comparative objective has been achieved
and absolute systems  Standards refer to aspects of
Accountabilities performance objectives, such as:
 Broad areas of a job for which an  Quality =How well the objective is
employee is responsible for producing achieved
results The primary sources is from job  Quantity = How much, how many, how
description (resulted from job analysis) often, and at what cost?
 Example : Target’s web page regarding  Time = Due dates, schedule, cycle
the company’s strategic priorities times, and how quickly?
Determining objectives
 Next after accountabilities have been Standards Must Include
identified, we need to determine  A verb
specific objective  The desired result
 Objective = statement of an important  A due date
and measurable outcome that when  Some type of indicator (quality or
accomplished will help ensure success quantity)
for the accountability Good Performance Standards: six characteristic
 Purpose: to identify outcomes> Limited  Related to the position
number & Highly important  Concrete, specific and measurable
 When achieved Dramatic impact on  Practical to measure
overall organization success  Meaningful
 Realistic and achievable
Ten Characteristics of Good Objectives  Reviewed regularly
 Specific and Clear – the objective must Measuring Behaviours:
be clear and easy to understand  Measuring performance includes the
 Challenging – must be challenging at assessment of competencies
the same are achievable  Competencies are measurable clusters
 Agreed Upon – the discussion between of knowledge, skills, abilities (KSAs) –
employer and employee (win win that are critical in determining how
situation results will be achieved
 Significant – having impact towards Advantages of comparative system
company and employees  Easy to explain
 Prioritized  Straightforward
 Bound by Time  Identifies top as well as
 Achievable underperformers
 Fully Communicated  Better control for biases and errors
 Flexible found in absolute systems.
 Limited in number Disadvantages of Comparative system
 You need to remember at least 4 or 5  Rankings may not be specific enough
points with explanation for useful feedback and protection from
legal challenge
 No information on relative distance
Advantages of absolute systems between employees.
 Can be used in large and small  Specific issues with forced distribution
organizations method
  Evaluations more widely accepted by
employees
Disadvantages of absolute systems
 Higher risk of leniency, severity, and
central tendency biases
 Generally, more time consuming than
comparative systems.
*Chapter 6* Peers Advantages
- Nine components of appraisal forms  Assess teamwork
- desirable features of appraisal forms Peers Disadvantages
- number of meeting & appraisal period  Possible friendship bias
- advantages vs disadvantages of who should  May be less discriminating
provide info  Context effects
- model of rater motivation Subordinates Advantages
Nine components of appraisal forms  Accurate when used for developmental
1. Basic employee information purposes
2. Signatures  Good position to assess some
3. Accountabilities, objectives and competencies
standards Subordinates Disadvantages
4. Competencies and indicators  Inflated when used for administrative
5. Major achievements and contributions purposes
6. Stakeholder input  May fear retaliation (confidentiality is
7. Employee comments key)
8. Developmental achievements Self Advantages
9. Developmental (needs, plans, goals)  Increased acceptance of decisions
Eight Desirable Features
 Decreased defensiveness during
1. Simplicity
appraisal interview
2. Relevancy
 Good position to track activities during
3. Descriptiveness
review period
4. Adaptability
Self Disadvantages
5. Comprehensiveness
 May be more lenient and biased
6. Definitional clarity
Suggestions to improve quality of self-
7. Communication
appraisals
8. Time orientation
 Use comparative instead of absolute
Number of meeting & appraisal period
measurement systems
 Annual: may not provide sufficient
 Allow employees to practice their self-
opportunity for supervisor/employee
appraisals
discussion
 Ensure confidentiality
 Semi-annual-twice a year
 Emphasize the future.
 Quarterly-every 3 to 4 months
Customer Advantages (external and internal)
Advantages vs disadvantages of who should
provide info  Employees become more focused on
Supervisor Advantages meeting customer expectations
Customer Disadvantages
 Can evaluate performance vs strategic
goals  Time
 Make decisions about rewards  Money
 Able to differentiate among
performance dimensions
 Viewed as exclusive source in some
cultural contexts
Supervisor Disadvantages
 Supervisor may nor be able to directly
observe performance
 Evaluations may be biased
Model of rater motivation
Rating behavior
 Motivation to provide accurate ratings.
-expected positive and negative
consequences of rating accuracy
-probability of experiencing positive
and negative consequences.
 Motivation to distort ratings.
-expected positive and negative
consequences of rating distortion
-probability of experiencing positive
and negative consequences.
*Chapter 7* Emphasize the positive
- communication plan  Use credible communicators – HR
- how to avoid bias in communication department is the credible sources
- bias affect the effectiveness of communication  Strike first—create positive attitude
plan (3 biases)  Provide facts and consequences –
- 4 types of training for raters clearly explain facts about the system,
- pilot testing and explain what is the consequences
- additional measure for monitoring (pg 192- Repeat, document, be consistent
193)  Put it in writing – create documentation
Communication plan that can be store, shared online
 What is Performance Management  Use multiple channels of
(PM)? – general information about communication – use meeting, e-mail,
PMS, how PMS are implemented, paper communication
general goals of PMS  Say it, and then say it again – Repeat
 How does PM fit into our strategy? – the information frequently
information on the relationship Cognitive Biases That Affect Communication
between PMS and strategic planning, Effectiveness
how the PMS will help accomplish  Selective exposure
strategic goals  Selective perception
 What’s in it for me? - describe the  Selective retention
benefits of implementing PMS 4 Types of training for raters
 How does it work? – detailed  Rater error training
explanation of PMS process and  Frame of reference training
timeline; when meeting will take place,  Behavioral observation
what purpose for each meeting, etc  Self-leadership training
 What are our roles and responsibilities? Pilot Testing
– including all the information on the  Pilot testing is done before the system
role and responsibility of each person is implemented.
who involved at each stage at the
 Provides ability to discover potential
process
problems and fix them
 How does PM relate to other Pilot Testing Benefits
initiatives? – information on the
 Gain. Gain information from potential
relationship PMS with other initiatives
participants
such as training, promotion, and
 Learn about. Learn about
succession planning
difficulties/obstacles
To Minimize Effects of Cognitive Biases
 Collect. Collect recommendations on
Consider employees.
how to improve system
 Involve employees in system design –
 Understand. Understand personal
the higher the level or participation, the
reactions
greater the support for the system
 Get early buy-in from some participants
 Show how employee needs are met –
understand the need of employees and  Get higher rate of acceptance
identify ways to fulfill the needs Implementing a Pilot Test
Roll out test version with sample group
 Staff and jobs generalizable to the
organization
Fully implement planned system
 All participants keep records of issues
encountered
 Do not record appraisal scores
 Collect input from all participants
Additional measure for monitoring
 Number of individuals evaluated. One
of the most basic measures is to assess
the number of employees who are
actually participating in the system
 Distribution of performance ratings.
An indicator of quality of the
performance assessments is whether
all or most scores are too high, too low,
or clumped around the center of the
distribution
 Quality of information. Another
indicator of quality of the performance
assessments is the quality of the
information provided in the open-
ended sections of the forms
 Quality of follow-up actions. A good
indicator of the quality of the system is
whether it leads to important follow-up
actions in terms of development
activities or improved processes.
 Quality of performance discussion
meeting. A confidential survey can be
distributed to all employees on a
regular basis to gather information
about how the supervisor is managing
the performance discussion meetings.
 System satisfaction. A confidential
survey could also be distributed to
assess the perceptions of the system’s
users, both raters and ratees.
 Overall cost/benefit ratio or return on
investment (ROI). A fairly simple way to
address the overall impact of the
system is to ask participants to rate the
overall cost/benefit ratio for the
performance management system.
 Unit-level and organization-level
performance. Another indicator that
the system is working well is provided
by the measurement of unit- and
organization-level performance.
*Chapter 8* Characteristic of good 360degree feedback
- developmental plan objectives  Anonymity
- developmental activities  Observation of employee performance
- SV roles  Avoidance of survey fatigue
- advantages and risk of 360 degree feedback  Raters are trained
- characteristic of good 360degree feedback  Used for developmental purposes only
Developmental plan objectives (at least initially)
Overall developmental plan objectives  Emphasis on behaviors
 Encourage  Raters go beyond ratings
 Continuous learning  Feedback interpretation
 Performance improvement  Follow-up
 Personal growth
Content of developmental plan.
 Developmental objectives
 New skills or knowledge
 Timeline
 How the new skills or knowledge will be
acquired
 Resources
 Strategies
Developmental activities
 On the job
 Mentoring
 Job rotation
 Temporary assignments
SV roles
 Explain. Explain what is necessary
 Refer. Refer employee to appropriate
developmental activities
 Review and make. Review and make
suggestions regarding developmental
objectives
 Check on employee’s progress
 Provide motivational reinforcement

Advantages and risk of 360 degree feedback

 Decreased possibility of biases
 Increased awareness of expectations
 Increased commitment to improve
 Improved self-perception of
performance
 Improved performance
 Reduction of “undiscussables”
 Increased employee control of their
own careers
*Chapter 9*  Giving negative feedback
- 4 guiding principles successful coaching  Negative reactions and consequences
- coaching styles  Negative experiences in the past
- constraint in observing and record  Dislike of playing “God”.
developmental (of 243-244)  Need irrefutable and conclusive
- why need to document performance evidence.
- giving feedback (praise vs negative feedback) Five pitfalls to be avoided in the termination of
- pitfall an employee.
4 Guiding Principles Successful Coaching 1. Acceptance of poor performance.
 Trusting and collaborative (suggestion: do not ignore the problem,
 Willing to listen in order to understand. address it immediately)
 Looking for positive aspects of the 2. Failure to get the message through.
employee (suggestion: be specific about the
 Understanding that coaching is done performance problem and the
with the employee, not to the consequences of not addressing it
employee. effectively.)
Coaching styles 3. Performance standards are “unrealistic”
Task and fact oriented or “unfair”. (suggestion: Remind
 More assertive (driver employees of the fairness of the
 Less assertive (analyzer) performance standard and provide
People oriented documentation of the poor
 More assertive (persuader) performance)
 Less assertive (amiable 4. Negative affective reactions.
Constraint in observing and record (suggestion: do not let emotional
developmental (of 243-244) reactions derail you from your mission
 Time of describing the nature of the
 Situation problem, what need to be done, and
 Activity the consequences of not doing so.)
Why need to document performance 5. Failure to consult human resources.
 Minimize cognitive load (suggestion: consult with human
 Create trust resources regarding legal requirement
prior to termination.)
 Plan for the future
 Provide legal protection
Giving feedback (praise vs negative feedback)
 Main purposes:
 Help build confidence.
 Develop competence.
 Enhance involvement.
 Improve future performance.
 Guidelines for giving praise.
 Be sincere only give praise when it is
deserved.
 Give praise about specific behaviors or
results.
 Take your time.
 Be comfortable with act of praising.
 Emphasize the positive.
*Chapter 10*
- reason intro CPP  Make sure that all employees are
- problem associated with CPP eligible. In many organizations, top
- what make reward is actually rewards (pg 281- executives receive benefits such as
282) profit sharing, stock options, executive
- legal principle affecting PMS life and liability insurance, invitations to
Reason intro CPP meetings in attractive locations, and
 Performance management is more permission to fly first-class.
effective when rewards are tied to  Make rewards visible. Rewards should
results. be visible to those who receive them.
 CP plans force organizations to : clearly Rewards should also be visible to
define effective performance and others, together with information
determine what factors are necessary. about what needs to happen for an
 Supervisors and employees are better employee to receive the reward in the
able to understand what really matters. future.
 CP plans enhance employee motivation  Make rewards contingent. Rewards
to accomplish goals that match should be tied to performance directly
organizational needs. and exclusively. Imagine that an
 Help to recruit and retain top outsider is asked to guess the salary
performers. levels for various employees in an
CP

 Plans projects good corporate image.

I
1
organization.
Problem Associated with CPP  Make rewards timely. Rewards should
 Poor performance management system be given soon after the occurrence of
 Rewarding counterproductive behavior. the result or behavior being rewarded.
(Rewarding A while hoping for B)  Make rewards reversible. Increasing an
 #@°@π
Rewards are not considered significant.
Insignificant rewards employee’s base pay creates an annuity
 Managers are not accountable. (The for the employee’s tenure with the
reward becomes the driver) undermine organization
the
integrity
 Extrinsic vs. intrinsic motivation
( Unbalanced )
 Disproportionately large rewards for
executives. executives
daripada
dapat
others
> reward

employee

What make reward is actually rewards (pg 281-

282)
 Define and measure performance first,
then allocate rewards. Before rewards
are allocated, there must be a good
performance management system in
place that (1) defines performance and
performance expectations, and (2)
measures performance well.
 Use only rewards that are available. If
the organization does not have financial
rewards available, then employee
expectations should be adjusted
accordingly, and the focus should be on
nonfinancial rewards.
Legal principle affecting PMS ~
 Employment at will. Employment
relationship can be ended at any time
by employer and employee.
Expectations: implied contract and
possible violation of legal rights.
 Negligence. If organization documents
describe a system and it is not
implemented as described, employee
can challenge evaluation, charging
negligence. Capa orge
Kena
j
buat.
perm
Kaian
buat, diorama
x d'Kira
negligence)
 Defamation. Disclosure of performance
information what is untrue and
unfavorable.
 Misrepresentation. Disclosure of
performance information that is untrue
and favorable.
[Burnk]
 Adverse impact. PM system has
unintentional impact on a protected
class. Organization must demonstrate:
-A specific KSA is a business
requirement for the job
-All affected employees are evaluated in
the same way
-
Organization should review ongoing
performance score data by protected
class to implement corrective action as
necessary.
 Illegal discrimination. Raters assign
different scores to employees based on
factors that are NOT related to
performance.
-Employees receive different treatment
as result of such ratings.
-Employees can claim they were
intentionally and illegally treated differently
due to their status.
*Chapter 11* PMS process for team performance v
- types of teams  Prerequisites. Knowledge of mission
- PMS process for team performance (organization & team).
Types of teams -knowledge of job to be performed by
 Classified by complexity of task and the team including KSAs.
membership configuration. -KSAs needed for most teams(task &
Complexity of Task Ranges from: contextual)
-Routine -communication
 Well-defined -decision-making
 Few deviations in how work is done -collaboration
 Outcomes are easily assessed -team leadership
-to- -self-control
-Nonroutine  Performance planning. Results
 Not defined well expected of the team.
 No clear specifications on how to do -behaviours expected of team
the work. members.
 Outcomes are long term and difficult to -Developmental objectives to be
assess. achieved by team and its members.
Membership configuration includes.  Performance execution
 Length of time team expects to work -Team responsibilities:1. Commit to
together. goal achievement. 2. Seek feedback
 Stability of team membership. from one another and supervisor. 3.
Types of Teams V Communicate openly and regularly. 4.
 Work or service teams Conduct regular and realistic peer
 Project teams appraisals.
 Network teams -Supervisor responsibilities: 1. Observe
and document of team performance
and relative contribution of team
Dynamic
members. 2. Update team on any
N etwork
changes in goals of the organization. 3.
(T] Provide resources and reinforcement.
project
(T)
 Performance assessment.
>Types of assessments.
work I
service
(T7
- self-appraisals
Static
- -peer evaluation
routine NOn
↑Outin 2
-supervisor evaluation
-outsider appraisals if appropriate
>Kinds of Performance to Assessed
-individual task performance
-individual contextual performance
-team performance
>Dimensions of Team Performance to
Assess
-effectiveness /quality]
-efficiency [communication]
-learning and growth [innovation]
-team member satisfaction (now teamwork

contribute]
  Performance review
 Two meetings with supervisor or
review board of team meeting and
individual meeting.
 Emphasis on past, present, and
future.
- Team meeting
 discuss overall team
(performance & results)
Information comes from:
 team members
 other teams/outsiders
 supervisor’s evaluation
o Individual Meeting
 Discuss how individual
behavior contributed to team
performance
 Information comes from:
o Self-appraisal
o Peer ratings
o Supervisor’s evaluation
 Performance renewal and
recontracting.
 Make adjustment to
performance plan.
 Include plan for individual
performance as it affects team
functioning.