Measuring Results and Behavior {Lecture Notes}
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Transcript of Measuring Results and Behavior {Lecture Notes}
Prentice Hall, Inc. © 2006
Herman Aguinis, University of Colorado at Denver
Measuring Results and Behaviors:Measuring Results and Behaviors:OverviewOverview
Measuring ResultsMeasuring Behaviors
Prentice Hall, Inc. © 2006
Herman Aguinis, University of Colorado at Denver
Measuring Results: OverviewMeasuring Results: Overview
• Accountabilities• Objectives• Performance Standards
Prentice Hall, Inc. © 2006
Herman Aguinis, University of Colorado at Denver
Key questionsKey questions
• Where should each individual focus efforts?
• What are the expected objectives?
• How do we know how well the results were achieved?
Prentice Hall, Inc. © 2006
Herman Aguinis, University of Colorado at Denver
AccountabilitiesAccountabilities
Broad areas of a job for which employee is responsible for producing results
Prentice Hall, Inc. © 2006
Herman Aguinis, University of Colorado at Denver
ObjectivesObjectives
Statements of important and measurable outcomes
Prentice Hall, Inc. © 2006
Herman Aguinis, University of Colorado at Denver
Performance StandardsPerformance Standards
Yardstick used to evaluate how well employees have achieved objectives
Prentice Hall, Inc. © 2006
Herman Aguinis, University of Colorado at Denver
Determining AccountabilitiesDetermining Accountabilities
Collect information about job (Job Description) Determine importance of task or cluster of
tasks• % of employee’s time spent performing task• Impact on unit’s mission if performed inadequately• Consequences of error
Prentice Hall, Inc. © 2006
Herman Aguinis, University of Colorado at Denver
Determining ObjectivesDetermining Objectives
• Purpose: to identify – Outcomes
• Limited number• Highly important
– When achieved • dramatic impact on overall organization success
Prentice Hall, Inc. © 2006
Herman Aguinis, University of Colorado at Denver
Characteristics of Good ObjectivesCharacteristics of Good Objectives
• Specific and Clear• Challenging• Agreed Upon• Significant• Prioritized
• Bound by Time• Achievable• Fully Communicated• Flexible• Limited in Number
Prentice Hall, Inc. © 2006
Herman Aguinis, University of Colorado at Denver
Determining Performance StandardsDetermining Performance Standards
Standards refer to aspects of performance objectives, such as:
• Quality – How well the objective is achieved
• Quantity– How much, how many, how often, at what cost
• Time– Due dates, schedule, cycle times, how quickly
Prentice Hall, Inc. © 2006
Herman Aguinis, University of Colorado at Denver
Standards must include:Standards must include:
• A verb• The desired result• A due date• Some type of indicator
– Quality and/or– Quantity
Prentice Hall, Inc. © 2006
Herman Aguinis, University of Colorado at Denver
Characteristics of Characteristics of Good Performance StandardsGood Performance Standards
• Related to Position• Concrete, Specific, Measurable• Practical to Measure• Meaningful• Realistic and Achievable• Reviewed Regularly
Prentice Hall, Inc. © 2006
Herman Aguinis, University of Colorado at Denver
Measuring Behaviors: OverviewMeasuring Behaviors: Overview
• Identify competencies• Identify indicators• Choose measurement system
Prentice Hall, Inc. © 2006
Herman Aguinis, University of Colorado at Denver
Identify CompetenciesIdentify Competencies
Measurable clusters of KSAs – Knowledges– Skills– Abilities
That are critical in determining how results will be achieved
Prentice Hall, Inc. © 2006
Herman Aguinis, University of Colorado at Denver
Types of CompetenciesTypes of Competencies
• Differentiating – Distinguish between superior and average
performance
• Threshold– Needed to perform to minimum standard
Prentice Hall, Inc. © 2006
Herman Aguinis, University of Colorado at Denver
Identify IndicatorsIdentify Indicators
Observable behaviors
Used to measure extent to which competencies are present – or not
Prentice Hall, Inc. © 2006
Herman Aguinis, University of Colorado at Denver
Necessary Components for Necessary Components for
Describing CompetenciesDescribing Competencies
• Definition• Description of specific behaviors
– When competency demonstrated– When competency not demonstrated
• Suggestions for developing the competency
Prentice Hall, Inc. © 2006
Herman Aguinis, University of Colorado at Denver
Choose Measurement SystemChoose Measurement System
• Comparative system– Compares employees with each other
• Absolute system– Compares employees with pre-specified
performance standard
Prentice Hall, Inc. © 2006
Herman Aguinis, University of Colorado at Denver
Comparative SystemsComparative Systems
• Simple rank order• Alternation rank order• Paired comparisons• Forced distribution
Prentice Hall, Inc. © 2006
Herman Aguinis, University of Colorado at Denver
Advantages of Comparative SystemsAdvantages of Comparative Systems
• Easy to explain• Straightforward• Better control for biases and errors found in
absolute systems– Leniency– Severity– Central tendency
Prentice Hall, Inc. © 2006
Herman Aguinis, University of Colorado at Denver
Disadvantages of Comparative SystemsDisadvantages of Comparative Systems
• Rankings may not be specific enough for– Useful feedback– Protection from legal challenge
• No information on relative distance between employees
• Specific issues with forced distribution method
Prentice Hall, Inc. © 2006
Herman Aguinis, University of Colorado at Denver
Absolute SystemsAbsolute Systems
• Essays• Behavior checklists• Critical incidents• Graphic rating scales
Prentice Hall, Inc. © 2006
Herman Aguinis, University of Colorado at Denver
EssaysEssays
• Advantage:– Potential to provide detailed feedback
• Disadvantages:– Unstructured and may lack detail– Depends on supervisor writing skill– Lack of quantitative information; difficult to use in
personnel decisions
Prentice Hall, Inc. © 2006
Herman Aguinis, University of Colorado at Denver
Behavior checklistsBehavior checklists
• Advantage:– Easy to use and understand
• Disadvantage:– Scale points used are often arbitrary– Difficult to get detailed and useful feedback
Prentice Hall, Inc. © 2006
Herman Aguinis, University of Colorado at Denver
Critical incidentsCritical incidents
Two kinds of measurement– Report of specific employee behavior
• Allows focus on specific behavior• Very time-consuming
– Examples of behavior illustrative of core competencies
• Easier to use• Describes behavior desired
Prentice Hall, Inc. © 2006
Herman Aguinis, University of Colorado at Denver
Graphic rating scalesGraphic rating scales
• Clear meaning for each response category
• Consistent interpretation by outside readers
• Supervisor and employee should have same understanding of rating
Prentice Hall, Inc. © 2006
Herman Aguinis, University of Colorado at Denver
Graphic rating scales:Graphic rating scales:BARS improvementBARS improvement
• Behaviorally Anchored Rating Scales (BARS)– Use critical incidents as anchors– Involves multiple groups of employees in
development• Identify important job elements• Describe critical incidents at various levels of performance• Check for inter-rater reliability
Prentice Hall, Inc. © 2006
Herman Aguinis, University of Colorado at Denver
Measuring PerformanceMeasuring Performance
• Several types of methods • Differ in terms of:
– Practicality (time and effort)– Usefulness (quantifiable)
Prentice Hall, Inc. © 2006
Herman Aguinis, University of Colorado at Denver
SummarySummary
• Measuring Results– Identify accountabilities– Set objectives– Determine standards of performance
• Measuring Behaviors– Identify competencies– Identify indicators– Choose measurement system