WOP 3

1. performance
2. effectiveness
3. productivity

***performance*** : actions and behaviours relevant to the organisation's goals

***effectiveness*** (results) : evaluation of results of performance

***productivity*** : ratio of effectiveness (output) to cost of achieving that level of effectiveness (input)

3 direct determinants of job performance

1. declarative knowledge ( DK)
2. Procedural knowledge and skills (PKS)
3. Motivation (M)

1. ultimate criterion (theoretical)
2. actual criterion

ideal measure of all relevant aspects of job performance

actual measurement of job performance obtained

difference between actual and ultimate criterion = imperfections in measurement ( deficiency and contamination )

e.g. Eurovision not actually the measurement of voice performance but rather other factors

when actual criterion is missing information that is part of behaviour one is trying to measure

when actual criterion includes information unrelated to the behaviour one is trying to measure

point where theoretical and observed criterion meet

differentiate

1. Task performance ( doing just what is expected )

vs

1. Organisational Citizenship Behaviour (going beyond what is expected from you )

**altruism** : helpful behaviours directed toward individuals or groups within the organisation

**generalised** compliance : behaviours that is helpful to the broader organisation

= factor that influences the relationship between performance and results

unpredictability that are beyond your control

input differs from the output you intended

stealing , harassing etc

1. objective
2. judgemental
3. personell

quantitative count of results of work

evaluation of the effectiveness of an individual's work

typically kept in personnel files (e.g. absence , accidents, rate of advancement)

= beneficial due to changing nature of work

changing technologies alter work tasks

mergers, downsizing and corporate restructuring

globalisation and working in different cultures

→ Darwin's fit theory to adapt

= performance exhibited by those who have practiced for at least 10 years and have spent an average of 4 hours/day in deliberate practice

individualised training on tasks selected by a qualified teacher

=voluntary behaviour violating significant organisational norms and threatening organisation, its members or both

1. interpersonal devince
2. organisational deviance

1. dishonesty : theft or dishonest communications
2. absenteeism : failure to report for or remain at work as scheduled
3. sabotage : acts that damage , disrupt or subvert the organisations's operations

= process that determines 'essence' of a collection of tasks falling within scope of particular job title

what a person is doing vs what a person is supposed to do

= begins with statement of actual tasks and what is accomplished by those tasks

= focuses on attributes of the worker necessary to accomplish tasks

Knowledge

Skill

Ability

Other characteristics

collection of discrete , related facts and information about particular domain

e.g. computer or interpersonal skills

practiced act

stable capacity to engage in a specific behaviour

interests , personality etc

desire to make one's job look more difficult

attempts to provide answers that SME thinks job analyst wants

carelessness

1. observation
2. interviews : incumbent. supervisor
3. critical incidents and work diaries
4. questionnaires/surveys
5. performing the job

method of making internal pay decisions by comparing job titles to one another and determining their relative merit

skills

responsibility

effort

working conditions

criterion data : did the initial test of hiring predict well ?

employee development : strengths and weaknesses used to improve employee

motivation/satisfaction : set standards and be able to keep up with them

rewards : salary increases / bonuses

promotion : transfer form one job to another based on how well they do

layoff : selection of personnel

1. Hands on performance measures
2. Electronic monitoring
3. Performance management

in theory we would think that the correlation between different job measurements would be present

however data shows that there is low correlation ( even between supervisory ratings and objective measurements)

constructed simulations of central critical pieces of work

eliminates the biases (e.g. environment or other team mates )

permits observation of infrequent but important work activities

walk trough testing ( employee describes in detail how to do a job )

1. definition of performance
2. actual measurement process
3. communication between supervisor and subordinate about individual behaviour and organisation expectations

appraisal frequency '+' related to fairness perception

joint planning with supervisor to eliminate weakness enhances fairness perception

supervisor's knowledge of duties of person being measured

supervisor's knowledge of actual performance of person being rated

1. distributive justice

fairness of outcomes related to decisions

2. procedual justice

fairness of process by which ratings are assigned and a decision is made

3. interpersonal justice

respectfulness and personal tone of communications surrounding evaluation

1. task performance
2. contextual performance
3. counter productive performance

task based ratings

effectiveness of employee in acomplishing duties

most easily defended in court

critical incidents method

examples of critical behaviours that influence performance

extent to which duty/characteristic being rated is behaviourally defined

extent to which meaning of response categories is defined

degree that a person interpreting ratings can understand response that rater intended

graphically displayed performances scores running from hing to low

list of behaviours presented to rater who places a check next to items best ( or least) describe ratee

included items have assigned values or weights

requires the rater to choose two statements out of four that could describe the ratee

useful in making layoff or downsizing decisions

feedback is difficult because there is no clear standard of performance

difficulty in comparing individuals in different groups

mission of organisation

strategy of organisation

goals of the employees

performance measurement

reward

Consequence 1 : gaming

doing everything to make your target even bad behaviour

Consequence 2: fraud predictors

high targets

high bonuses

management hubris

most common information source

many actively avoid evaluation and feedback

more likely to know about the worker's typical performance

conflict of interest likely when competing for fixed resources

discussion of ratings with supervisor increases perceptions of procedural fairness

potential for distortion and inaccuracy ( minimised with supervisor discussion )

conflict of interest if used for administrative purposes

collect and provide an employee with feedback that comes form many sources

often used for feedback and employee development

raters choose mid point on scale to describe performance when more wxtreme point is appropriate

raters are unusually easy or harsh in their ratings

same rating is assigned to an individual on a series of dimensions causing the ratings all to be similar, lack of identification of strengths and weaknesses

a'halo' surroundings and ratings

problematic when same information is used for multiple purposes

feedback ( especially negative) should be stretched over several sessions

supervisor has sufficient sample of subordinate's actual behaviour

supervisor and subordonate agree on definition of good and poor

supervisor and subordonate agree on definition of roles and duties

supervisor focuses in ways to improve performance

The Dunning-Kruger effect is a cognitive bias whereby people with low ability, expertise, or experience regarding a certain type of task or area of knowledge tend to overestimate their ability or knowledge