Defining Performance and Choosing A Measurement Approach

Chapter 4
Defining
Performance
and
Choosing a Measurement
Approach 4-1
Overview
Defining Performance
Determinants of Performance
as Prentice Hall
Education, Inc. publishing
Copyright 2013 Pearson
Performance Dimensions
Approaches to Measuring
Performance
4-2
Performance is about:
Behavior
as Prentice Hall
What employees do
4-3
Performance is NOT:
Results or outcomes
as Prentice Hall
What employees produce
4-4
Behaviors Labeled as
Performance Are
Evaluative
Negative
Neutral

as Prentice Hall
Positive
Multidimensional
Many different kinds of behaviors

Advance or hinder organizational goals
4-5
Observable
Measurable
Behaviors Are NOT Always

as Prentice Hall
4-6
Results/Consequences May Be
Used
To infer behavior
As proxy for behavioral measure
as Prentice Hall
4-7
Performance =
1. Declarative Knowledge
as Prentice Hall
X
2. Procedural Knowledge
X
3. Motivation 4-8
1. Declarative Knowledge
Information about
Facts
Labels
as Prentice Hall
Principles
Goals
Understanding of task requirements
4-9
2. Procedural Knowledge
Knowing
What to do
How to do it
Skills
as Prentice Hall
Cognitive
Physical
Perceptual
Motor
Interpersonal
4-
10
3. Motivation
Choices
Expend of effort
Level of effort
as Prentice Hall
Persistence of effort
Deliberate practice leads to

excellence
4-
11
FACTORS DETERMINING PERFORMANCE
Declarative Knowledge Procedural Knowledge Motivation
Facts Cognitive Skills Choice to Perform
as Prentice Hall
Principles Psychomotor Skills Level of Effort
Goals Physical Skills Persistence of Effort
Interpersonal Skills
12
Deliberate Practice
1. Approach performance with goal of getting better
and better
2. Focus on performance
What is happening?
Why?
as Prentice Hall
3. Seek feedback from expert sources
4. Build mental models of job, situation, and
organization
5. Repeat first four steps on an ongoing basis
4-
13
Implications for Addressing
Performance Problems
Managers need information to accurately identify
source(s) of performance problems
Performance management systems must
as Prentice Hall
Measure performance
AND
Provide information on source(s) of problems
4-
14
Factors Influencing
Individual characteristics
Procedural knowledge
Declarative knowledge
as Prentice Hall
Motivation
HR practices
Work environment
4-
15
Performance Dimensions:
Types of Multidimensional Behaviors
Task performance ( activities that transform raw materials

into the ggods and services that are produced by the organization)
Contextual performance (those behaviours that
as Prentice Hall
contribute to the organizations effectiveness by providing a good
environment in which task performance can occur)
Prosocial behaviors
Organizational citizenship
4-
16
Task Performance
Activities that
Transform raw materials
Help with the transformation process
as Prentice Hall
Replenishing
Distributing
Supporting
4-
17
Contextual Performance
Behaviors that
Contribute to the organizations effectiveness
AND
as Prentice Hall
Provide a good environment in which task performance can
occur
4-
18
Differences Between
Task and Contextual Performance
Task Performance Contextual Performance
Varies across jobs Fairly similar across jobs
Likely to be role Not likely to be role
as Prentice Hall
prescribed prescribed
Influenced by Influenced by
Abilities Personality
Skills
4-
19
Why Include Task and Contextual
Performance Dimensions in PM
System?
1. Global competition
2. Customer service
as Prentice Hall
3. Teamwork
4. Employee perceptions of PM
5. Supervisor views
6. Cultural differences
4-
20
Voice Behavior
Behavior that emphasizes expression
of constructive challenge with the
goal to improve rather than merely
criticize
as Prentice Hall
Challenges the status quo in a positive
way
Makes innovative suggestions for change
Recommends modifications to standard
procedures 4-
21
Job Performance in Context
That
A performer Engages in
In a given produce
(individual or certain
situation various
as Prentice Hall
team) behaviors
results
TRAIT BEHAVIOR RESULTS
4-
22
Approaches to Measuring
Performance
Behavior Approach
Emphasizes how employees do the job

Results Approach
as Prentice Hall
Emphasizes what employees produce
Trait Approach
Emphasizes individual traits of employees

4-
23
Behavior Approach
Appropriate if
Employees take a long time to achieve desired

outcomes
Link between behaviors and results is not obvious
Outcomes occur in the distant future
as Prentice Hall
Poor results are due to causes beyond the
performers control
Not appropriate if
Above conditions are not present

4-
24
Results Approach
Advantages:
Less time
Lower cost
Data appear objective
Most appropriate when:
as Prentice Hall
Workers skilled in necessary behaviors
Behaviors and results obviously related
Consistent improvement in results over time
Many ways to do the job right
4-
25
Trait Approach
Most appropriate when:
Emphasis on individual
Evaluate stable traits (i.e., cognitive abilities, personality)
Positive relationship between abilities, personality traits, and

desirable work-related behaviors
as Prentice Hall
Appropriate if structural changes planned for organization
Disadvantages
Improvement not under individuals control
Trait may not lead to desired behaviors or results
26
THANK YOU

4-
27
as Prentice Hall

Defining Performance and Choosing A Measurement Approach

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Defining Performance and Choosing A Measurement Approach

Uploaded by

Copyright:

Available Formats

Chapter 4

Many different kinds of behaviors

Copyright 2013 Pearson

Deliberate practice leads to

Declarative Knowledge Procedural Knowledge Motivation

Facts Cognitive Skills Choice to Perform

Goals Physical Skills Persistence of Effort

Task performance ( activities that transform raw materials

Contextual performance (those behaviours that

TRAIT BEHAVIOR RESULTS

Emphasizes how employees do the job

Emphasizes individual traits of employees

Employees take a long time to achieve desired

Above conditions are not present

Positive relationship between abilities, personality traits, and

Copyright 2013 Pearson

You might also like