Transcript PM: Chapter 4

Chapter 4
Defining Performance and Choosing a
Measurement Approach
Amber Malmstead
4.1
Defining Performance
Performance Management Systems
 Includes measurements of:
 Behavior
 What an Employee does
 Results
 The outcomes of an Employee’s behavior
Characteristics of Performance
Behaviors
Evaluative
 Can be judged: negative,
positive, neutral
 The behavior’s contribution to
the individual, unit, or
organization
Multidimensional
 Many different behaviors that
advance or hinder organization’s
goals
Not all Behaviors are
Measurable
Evaluate the results
4.2
Determinants of Performance
Performance Factors
 Declarative Knowledge
 Procedural Knowledge
 Motivation
Declarative Knowledge
 Knowledge of facts and things
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Task requirements
Labels
Principles
Goals
Procedural Knowledge
 Knowing what to do and how to do it

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Cognitive skills
Physical skills
Motor skills
Interpersonal skills
Motivation
 Choice to expend effort
 Choice of level of effort
 Choice to persist in the expenditure of that level of
effort
Declarative
Knowledge
Procedural
Knowledge
Motivation
Performance
Deliberate Practice
1. Approach Performance with the goal of getting
better
2. As you are performing, focus on what is happening
and why you are doing things the way you do
3. After your task, seek performance feedback from
expert sources; the more sources the better
4. Build mental models of your job, situation, and
organization
5. Repeat steps 1-4 continually
Implications for Addressing
Performance Problems
 A lack one or combination of Declarative Knowledge,
Procedural Knowledge, or motivation causes poor
performance
 Possible solution: Employee Training
 There may not be a solution
Factors Influencing Determinants of
Performance
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Employee past experiences
Human resources (HR) practices
Work environment
Survivor Syndrome: cause by downsizing
 Results in employee frustration, resentment, anger, and
negative effect on motivation
4.3
Performance Dimensions
Two Important Types of Behavior
 Task Performance
 Tasks involving the production process from raw
materials to final good or service
 Contextual Performance
 Behavior contributing to an organization‘s effectiveness
caused by a good working environment
 Teamwork and Trust
Task Performance
 Activities that transform raw material into goods and
services
 Activities that help with the organization’s transformation
process in efficiency and effectiveness:
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Replenishing the supply of raw materials
Distributing its finished product
Providing planning and coordination
Supervising
Staff functions
Contextual Performance
 Persisting enthusiasm and exerting extra effort as
necessary to successfully complete a task
 Volunteering to carry our tasks not formally a part of
the job
 Helping and cooperating with others
 Following organizational rules and Procedures
 Endorsing, supporting, and defending organizational
objectives
Table 4.2
Main Differences Between Task and Contextual
Performance
Task Performance
Contextual Performance
Varies across jobs
Fairly similar across jobs
Likely to be role prescribed
Not likely to be role prescribed
Influence: abilities and skills
Influenece: personality
Why Should Task and Context Performance be
Included in Performance Management Systems
1.
2.
3.
4.
5.
Global competition is raising the levels of effort required
by employees
Globalization increased the need to offer outstanding
customer service
Many organizations are forming employees into teams
It is believed to increase fairness if Contextual
Performance is measured along side Task Performance
Difficult for supervisors to ignore contextual
performance’s effect on overall employee performance
Why Should Task and Context Performance be Included in
Performance Management Systems (Continued)
 All organizational members are given an opportunity
to bring the added individual value to the
organization regardless of cultural and behavioral
differences
Voice Behavior
 Additional type of behavior associated with Context
Performance
 Emphasizes expression of constructive challenges
with goals to improve
 Challenges the status quo
 Making innovative suggestion for change and
standard procedures modifications
4.4
Approaches to Measuring
Performance
Figure 4.1
Job Performance in Context
A performer
(individual
or team
with certain
traits)
In a given
work
situation
Engages in
certain
behaviors
That
produce
various
results
Behavior Approach
How It Is Done
 Circumstances:
 No obvious link between behavior and results
 When outcomes occur in the distant future choose to
evaluate behaviors in short intervals
 Poor results are due to causes beyond the performer’s
control
Results Approach
The Bottom-line
 Focuses on what is produced (sales, number of errors,
time spent with customers, and accounts acquired)
 Circumstances:
 Workers are skilled in the needed behavior: based on
knowledge, skill, and results
 Behaviors and results are obviously related
 Results show consistent improvement over time
 There are many ways to do the job
Table 4.3
Behavior Approach V. Results Approach
When to adopt a behavior approach to
measure performance :
 The link between behaviors
and results are not obvious
 Outcomes occur in the distant
future
 Poor results are due to causes
beyond the performer’s
control
When to adopt a results approach
to measure performance:
 Workers are skilled in the
needed behaviors
 Behaviors and results are
obviously related
 Results show consistent
improvement over time
 There are many ways to do the
job right
!!!!Surprise!!!!
Most companies measure both
Behavior and Results Approaches
Trait Approach
Emphasizes the Individual
 Ignores
 Specific situations
 Behaviors
 Results
 Evaluates
 Cognitive ability (not easily trainable)
 Personality (not likely to change over time)
Trait Approach (Continued)
 Believes in a positive relationship between
 Abilities
 Personality traits
 Desirable work-related behaviors
Challenges of the Trait Approach
1. Traits are not under control of individuals
 The traits are fairly stable over one’s lifespan
 Not likely to change even with substantial effort
 Employees may feel this approach to be unfair
2. Possessing a certain trait does not mean equal
desired results
 Example: Intelligence + Faulty Equipment = Efficiency
Chapter 4
Defining Performance and Choosing a
Measurement Approach
Amber Malmstead