GoConqr has a new look! Let us know what you think.

Sign up free

Flashcards

CHAPTER 5: PERFORMANCE APPRAISAL

jessica cardoso Psychology English 34 cards

Cards in this deck (34)

  1. 1USE OF PERFORMANCE APPRAISAL (PURPOSES)PERSONNEL DECISIONS
    DEVELOPMENT PURPOSES
    DOCUMENATATION
  2. 2SOURCES OF PERFORMANCE RATINGSMULTI SOURCE FEEDBACK
    UPWARD APPRAISAL RATING
  3. 3RATING FORMATSGRAPHIC RATING SCALES
    BEHAVIORALLY ANCHORED RATING SCALES
    CHECKLISTS
    EMPLOYEE COMPARISON PROCEDURES
  4. 4RATER CONSIDERATIONSRATER TRAINING
    RATER GOALS
    ACCOUNTABILITY
  5. 5RATING ERRORSHALO
    LENIENCY
    CENTRAL TENDENCY
    SEVERITY
    PRIMACY EFFECTS
    SIMILAR-TO-ME
  6. 6COMTEMPORARY PERFORMANCE APPRAISAL RESEARCH*SOCIAL-PSYCHOLOGICAL CONTEXT
    *SUPERVISOR-SUBORDINATE RELATIONSHIP
    *ORGANIZATIONAL POLITICS
    *TRUST AND JUSTICE
    *PROVIDING PERFORMANCE FEEDBACK
  7. 7PERFORMANCE APPRAISAL*THE SYSTEMATIC REVIEW AND EVALUATION OF JOB PERFORMANCE AND THE PROVISION OF PERFORMANCE FEEDBACK
    -PLAYS AN IMPORTANT ROLE IN ORGANIZATIONAL LIFE
  8. 8PURPOSES OF PERFORMANCE APPRAISAL: PERSONNEL DECISIONSUSED IN DECIDING WHO GETS PROMOTED, FIRED, DEMOTED, OR LAID OFF; ALSO USED IN DECISIONS ABOUT RAISES.
  9. 9PURPOSES OF PERFORMANCE APPRAISAL: DEVELOPMENT PURPOSES*INFORMS EMPLOYEES OF THEIR PERFORMANCE STRENGTHS/WEAKNESS
    *FACILITATES EMPLOYEE ADVANCEMENT, WHICH IS GOOD FOR THE ORGANIZATION
  10. 10PURPOSES OF PERFORMANCE APPRAISAL: DOCUMENTATION OF ORGANIZATIONAL DECISIONS*IMPORTANT TO KEEP TRACK OF EMPLOYEES' PERFORMANCE PATTERNS OVER TIME
    *PROVIDES DETAILED ACCOUNT OF INADEQUATE PERFORMANCE
  11. 11PERFORMANCE MANAGEMENT*A MOTIVATIONAL SYSTME OF INDIVIDUAL PERFORMANCE
    -OBJECTIVE GOAL SETTING
    -CONTINOUS COACHING AND FEEDBACK
    -PERFORMANCE APPRAISAL
    -DEVELOPMENTAL PLANNING
    *COMPONENTS ARE LINKED TO COMPANY GOALS
    *IMPLEMENTED ON A CONTINUOUS CYCLE, NOT JUST ANNUALLY
  12. 12SOURCES OF PERFORMANCE RATINGS: MULTISOURCE FEEDBACK*ALSO CALLED 360-DEGREE FEEDBACK
    *INVOLVES MULTIPLE RATERS AT VARIOUS ORGANIZATIONAL LEVELS WHO EVALUATE AND PROVIDE FEEDBACK TO A TARGET EMPLOYEE
    -SUBORDINATES, PEERS, SUPERVISRS, CLIENTS, OR CUSTOMERS, SELF RATINGS.
  13. 13THREE BASIC ASSUMPTIONS ABOUT 360-DEGREE FEEDBACK1. WHEN MULTIPLE RATERS AER USED, PARTICIPANTS ARE HAPPIER BECAUSE THEY ARE INVOLVED IN THE PROCESS
    2. WHEN MULTIPLE RATERS ARE SED, THE IDIOSYNCRASIES OR BIASES OF ANY SINGLE RATER ARE OVERCOME
    3. MULTIPLE RATERS BRING MULTIPLE PERSPECTIVES FOR A BROADER/MORE ACCURATE VIEW OF PERFORMANCE
  14. 14GRAPHIC RATING SCALES*Among the oldest formats used
    *consist of a number of traits or behaviors
    *raters judge how much of each particular trait the ratees posses, or where on the dimension the ratees fall with respect to organizational expectations.
  15. 15BEHAVIORALLY ANCHORED RATING SCALE (BARS)Similar to graphic rating scales except for behavioral descriptions as "anchors"
  16. 16BARS (PROCESS FOR DEVELOPING BARS)Step1: SMEs identify and define several dimensions that are important for the job.
    Step2: Another group generates a series of behavioral examples - critical incident technique.
    Step3: Retranslation stage - sort critical incidents into appropriate dimensions
    Step4: Rating behavioral examples on effectiveness
    Step5: Choose items that represent performance levels.
    *drawback is that BARS development is painstaking; costs a lot of time and money
  17. 17WEIGHTED CHECKLISTSeries of items previously weighted on importance or effectiveness; items indicate desirable and undesirable behavior.
    *drawback is that raters do not like it, feel like they lose control over the rating process
  18. 18FORCED CHOICE CHECKLISTRaters choose two items from a group of four that best describe the employee; purpose is to reduce rater bias/distortion
    *drawback is that raters do not like it, feel like they lose control over the rating process
  19. 19RANK ORDERINGCan be useful for promotion decisions
  20. 20PAIRED COMPARISONSBecomes more complex as number of ratees increases
  21. 21FORCED DISTRIBUTIONOften done because ratings are tied to raises; public lawsuits have involved these systems.
  22. 22RATING ERRORS: HALO ERRORRater's tendency to use global evaluation of a ratee in making dimension-specific ratings or raters unwillingness to discriminate between independent dimensions of a ratee's performance
    TRUE HALO: Accurate intercorrelations among performance dimensions
  23. 23RATING ERRORS: DISTRIBUTIONAL ERRORS:LENIENCY, CENTRAL TENDENCY, AND SEVERITY
    ---MISMATCHE BETWEEN ACTUAL AND EXPECTED RATING DISTRIBUTIONS---
  24. 24RATING ERRORS: DISTRIBUTIONAL ERRORS: LENIENCY--The mean of ratings across ratees is higher than the mean of all ratees across all raters OR
    --The mean of their ratings is higher than the midpoint of the scale
    --Why?
    -Raters want to look good, be liked, keep peace in the workplace
  25. 25RATING ERRORS: DISTRIBUTIONAL ERRORS: CENTRAL TENDENCY--Occurs when raters only use the midpoint of the scale
    -Why?
    ---Raters are lazy, easier not to differentiate between good and poor performing employees
    ---Raters don't know how well each employee performs
    ---Rating scale format promotes bias toward middle
    ---Normal distribution is where large percentage of employees fall
  26. 26RATING ERRORS: DISTRIBUTIONAL ERRORS: SEVERITY--When raters use only the low end of rating scale
    OR
    --Give consistently lower ratings to their employees than other raters
    --Why?
    ---Raters want to maintain impression of being tough, keep employees from getting too cocky, think giving low ratings motivates employees, provides baseline to improve
  27. 27OTHER ERRORS: RECENCY ERRORRaters heavily weight their most recent interactions/observations of ratee
  28. 28OTHER ERRORS: FIRST IMPRESSION OR PRIMARY EFFECTOpposite of recency, raters pay too much attention to initial experiences with ratee
  29. 29OTHER ERRORS: SIMILAR - TO - ME ERRORRaters tend to give more favorable ratings to ratees who are like themselves
  30. 30RATER ERROR TRAINING (RET)Focuses on describing errors and showing raters how to avoid them
  31. 31FRAME OF REFERENCE TRAINING--Focuses on enhancing raters' observational and categorizing skills; establishes a common frame of refrence
    --Improves appraisal accuracy, especially when combined with behavioral observation training (BOT)
  32. 32SUPERVISOR-SUBORDINATE RELATIONSHIP: LEADER-MEMBER EXCHANGE THEORY(LMX)--Supervisors have different types of relationships with subordinates
    --Performance appraisal research has ignored the role of LMX
    --Important because relationship between employee and supervisor plays a role in the performance appraisal process
    --Frequency of supervisor-subordinate communication interact with LMX to affect performance ratings.
  33. 33FEEDBACK ENVIRONMENT (FE)--Organization's climate and attitude toward feedback
    -includes source credibility, feedback quality, and feedback delivery
    -favorable FE linked satisfaction with and motivation to use feedback, interest in seeking feedback, high levels of organizational commitment, and OCBs
  34. 34FEEDBACK ORIENTATION (FO)--Individual's overall attitude toward feedback or receptivity to feedback
    -includes perceptions of feedback utility, accountability to use feedback, social awareness through feedback, self-efficiancy, in dealing with feedback
    -related to other individual differences such as learning goal orientation
    -employees high on FO tend to seek feedback more often than those low on FO

Information

Description
Psychology (INDUSTRIAL/ORGANIZATIONAL) Flashcards on CHAPTER 5: PERFORMANCE APPRAISAL, created by jessica cardoso on 08/10/2017.
Created by
jessica cardoso
Views
0
Rating

Feedback

What is it about?

What do you think of the new look?

How do you like it?