IO PSYCHOLOGY 1 FINAL EXAM

Performance Evaluation

Evaluating employees' current and or past performance relative to a performance standard

Annually or 5 months for newly hired

When do we usually evaluate employee's performance

Rater

have the opportunity to observe the employee's performance on an ongoing basis

Determine reasons for evaluating employees

Step 1 of Performance Evaluation

Administrative & Developmental

2 Components of Step 1 Performance Evaluation

Administrative

Salary increases

Promotion Decision

must be based on competence of new job position (not current)

Termination Decision

Consecutive reasons

Developmental

Training & Feedback, Personnel Research

Training & Feedback

Areas for Improvement

Personnel Research

Know the accuracy of selection techniques

Identify environmental and cultural limitations

Step 2 of Performance Evaluation

Time

Raters have time for it; ongoing basis for monitoring

Budget

Train raters; Salary increases

Train Raters

rating the right behaviors, performance, etc.

Salary Increases

company sustain a regular upgrade

Team Dynamics

cohesiveness can affect performance

Determine the raters

Step 3 of Performance Evaluation

Supervisors

Managing workflow and training new hires

Self

Developmental; Compared to supervisor rating

360 Feedback

Intended to provide an accurate view of employee's performance from several angles

Select the best appraisal method

Step 4 of Performance Evaluation

Performance Standards

Individual performance can be evaluated using objective and subjective performance criteria

Objective

These are tangible measures of performance and can easily be quantified; Role-specific

Subjective

Aspects of the job that cannot be easily seen and are often behavioral in nature

Appraisal Dimensions

Trait-focused, Competence-focused, Task-focused, Goal-focused

Trait Focused

Emphasis on employees' personality/values

Examples of Trait-Focused

Honesty, Responsibility, Dependability, Assertiveness

Competency-focused

Emphasis on employees' KSAOs

Degree of competence exhibited

Rating of Competency-focused

Example of Competency-focused

Report-writing skills, public speaking skills, physical abilities

Task-focused

Emphasis on employees' TDRs

Example of Task-focused

Screening of applicants, salary negotiations, posting job advertisements

Goal-focused

Emphasis on employees' targets/results

Examples of Goal-focused

Increase in hiring, minimize applicant attrition, increase sales, reduce customer complaints

Weight of Appraisal Dimensions

Similar to Unit/Rational Weighting

Method/Techniques of Evaluating Appraisal Dimensions

Rating Scales, Alteration Ranking, Paired Comparison, Forced distribution, Critical incidents- BARS & BOS, Forced-choice, Written narrative

Rating Scales

Lists a number of traits and a range of performance for each, The employee is then rated by identifying the score that best describes their level of performance for each trait

Alteration Ranking

Ranking employees from best to worst on a trait

Paired Comparison

Ranking employees by making a chart of all possible pairs of the employees for each trait and indicating who is the better employee of the pair

Forced Distribution

Predetermined percentages of rates are placed in various performance categories

Critical Indicents - BARS & BOS

A record of uncommonly good or undesirable examples of an employee's work-related behavior

Behaviorally Anchored Rating Scale (BARS)

Appraisers rate the degree to which the employee displays a critical behavior

Behavioral Observation Scale (BOS)

Appraisers rate the frequency of critical employee behaviors

Forced-Choice

Raters are presented with groups of descriptive statements and are asked to select the phrase in each group that is most descriptive or least descriptive of the employee being evaluated

Written Narrative

Brief essay describing employee performance

Train Raters

Step 5 of Performance Evaluation; Increase accuracy, Reduce rating error, Frame-of-reference training (how to effectively rate the performance of a person)

Unclear Standards

Performance standards is too open for interpretation

Halo Errors

Rating of one trait biases the rating of the other traits

Distribution Error

Central Tendency; Leniency/Strictness

Central Tendency

Rate all employees the same way

Leniency/Strictness

Rating everyone too high or low

Proximity Error

Rating on one dimension affects other dimensions that immediately follows it on the rating scale

Contrast Error

Performance rating can be influenced by the person rate forehand; Main character yung rinate before tas ikaw sunod niya edi mababa rating sayo

Sampling Problems

Recency effect, will remember lang certain moments

Cognitive Processing of Observed Behavior

Observed behavior in comparison to the behavior being rated

Frame of Reference Training

Raters are provided with: Job-related information, Chance to practice ratings, Examples of ratings made by experts, Rationale behind expert ratings

Observe & Document Performance

Step 6 of Performance Evaluation

Critical Incidents

Employee Performance Record

Issues/Concerns

First impressions, Recent behaviors, Unusual/Extreme behaviors

Evaluate Performance

Step 7 of Performance Evaluation; Review the objective data; Complete the form

Communicate results to employees

Step 8 of Performance Evaluation

Before the Interview

Allocate time; Schedule the Interview; Prepare for the Interview

During the Interview

Begin with Small Talk; Communicate the ff: Role of performance appraisal, How the performance appraisal was conducted, How the evaluation process was accomplished, The expectation that this interview will be interactive, Goal of understanding and improving performance

Training Process

Aligning strategy and training

Employee learning and organizational performance

Aims of training and performance

Analysis, Design, Develop, Implement, Effectiveness

Meaning of ADDIE

Analysis

Letter A of ADDIE - training needs

Strategic TNA

Focuses on identifying the training that employees will need to fill new future jobs

Succession planning

Filling the organization's KEY POSITIONS & formulating plans to ensure that high-potential employees get the T&D to fill future positions

Current TNA

Aims to improve CURRENT performance: particularly training new employees and low performers

New employees

Task analysis: review job description and breakdown tasks then teach those to new employees

Low Performers

Performance Analysis: process of verifying that there is a performance deficiency and determining whether employer should correct such deficiencies through training

Organizational Analysis

Identifying factors that could enable or hinder training EFFECTIVENESS

Task Analysis

Uses job analysis methods and identify: TDRs, conditions, KSAOs

Determining "how" employees will learn

Person Analysis

Answers the ff questions: who needs training?, what areas need to improve/develop?

Design

1st Letter D of ADDIE: Training Program

Trainee Ability

Consider the maturity and experience of trainees

Remedial & one-on-one training

Types of Trainees

Motivation

Reduce stress; establish importance of training program; overview; incentives; familiar examples; visual aids; logical information; feedback; social support

Make transfer of training easy

Maximize the similarity of the training situation and work situation; provide learning materials; discuss possible incidents; self-paced learning; adequate practice

Reinforce learning

Provide reinforcement; provide follow-up

Develop

2nd D of ADDIE - the course

Developing the program

Focused on creating the program's training content and materials

Implement

Letter I of ADDIE - training

Lecture

Present knowledge to group of trainees

Case study

Usually by group; application of learning (analysis, synthesis and evaluation); living cases

Simulation

Placing trainee in situation that is similar to the one that will be encountered on the job

Role play

Demonstrates essential interpersonal skills by acting out stimulated roles

Behavior modeling

Observe; Practice: role playing; Receive feedback; Application of learning

Job instruction training

Listing each job's basic tasks and key points in order to provide step by step training for employees

Synchronous

Type of distance learning: same time, same space

Asynchronous

Type of distance learning: own time, own pace

On the Job training

Informal training by experienced peers and supervisors that occurs on the job and during job tasks

Modeling

Watching a model and imitating it

Similar to observer, Successful, Status

3 S of characteristics of the model

Attention, retention, reproduce

Characteristics of the observer

job rotation

Perform various job positions in an organization; managerial training

Apprenticeship

Combination of classroom training and ojt; training skilled crafts and trades