Term
| ___________ are broad areas of a job which the employee is responsible for producing results. |
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Definition
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Term
| __________ are statements of important and measurable outcomes. |
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Definition
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Term
| _________ provide information on acceptable and unacceptable performance and tell how well an objective was achieved. |
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Definition
| performance standards (pg95) |
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Term
T/F
MBO systems are likely to implement PM systems which include objectives and standards. |
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Definition
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Term
T/F
A key goal of MBO is to allow employees to translate organizational goals into individual goals. |
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Definition
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Term
| The primary source of determining accountabilities is ___________ , since it provides info on tasks performed. |
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Definition
| the job description (pg95) |
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Term
1. frequency 2. if performed inadequately, impact on units mission. 3. significant consequence of error (death or serious problem) are all examples of how to determine ______________. (pg96)
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Definition
| accountabilities degree of importance. |
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Term
| ___________ are statements of an important and measurable outcome which ensure success in areas were the employee is accountable. |
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Definition
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Term
T/F
The purpose of establishing objectives is to identify the highly important objectives that will have a dramatic impact on overall success of the organization. |
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Definition
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Term
1. specific and clear
2. challenging
3. agreed upon
4. significant
5. prioritized,
6. bound by time,
7. achievable,
8. fully communicated,
9. flexible
10. limited in number
are all examples of __________. |
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Definition
| characteristics of good objectives (pg98) |
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Term
| ______________ are used as yardsticks that help determine to what extent the objective has been achieved. |
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Definition
| performance standards (pg98) |
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Term
| The 3 criteria used for determining the extent to which an objective is achieved are: |
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Definition
| quantity, quality, and time. |
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Term
| Standards must include what 4 components? |
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Definition
1.action
2.desired result
3.due date
4.quality/quantity indicator.
(pg99) |
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Term
T/F
Standards usually describe the top performance level |
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Definition
|
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Term
T/F
Good standards are based on individual traits and person-to person comparisons. |
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Definition
false (pg99)
*based on job's key elements and tasks |
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Term
1.related to position
2.concrete, specific, and measurable
3.practical to measure
4.meaningful
5.realistic and achievable
6.reviewed regularly
are example of _____________. |
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Definition
| good performance standards (pg100) |
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Term
| ___________ are clusters of KSA that are critical in determining how results are achieved. |
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Definition
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Term
| Customer service, written or oral communication, creative thinking, and dependable are all examples of _______. |
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Definition
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Term
T/F
differentiating competencies allows us to distinguish between average ans superior performers. |
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Definition
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Term
| _________ competencies are competencies which everyone needs to display to do the job to a minimally adequate standard. |
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Definition
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Term
T/F
When measuring behaviors, we measure competency directly. |
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Definition
false (pg101)
*measure indicators that tell us if competency is present. |
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Term
| __________ is a behavior that suggests that a competency is present |
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Definition
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Term
| 4 essential elements in describing a competency are: |
|
Definition
1. Definition of a competency
2. Description of indicators that can be observed when competency done effectively
3. Description of behaviors likely to occur when competency not done effectively
4. List of suggestions for developing competency in question |
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Term
| 2 types of systems used to evaluate competencies are: |
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Definition
| comparative and absolute (pg 102) |
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Term
| __________ systems base the measurement on comparing employees with a prescribed performance standard |
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Definition
|
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Term
| simple rank order, alternation rank order, paired comparisons, and forced distribution are all examples of _______ |
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Definition
| comparative systems (pg 103) |
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Term
| essays, behavior checklists, critical incidents, and graphic rating scales are all examples of __________ |
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Definition
| absolute systems (pg 103) |
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Term
| in _____ systems, employees are simply ranked from best performer to worst performer |
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Definition
| simple rank order (pg 103) |
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Term
| in ______ system, supervisors list all employees, then selects best performer and worst performer, alternating from top and bottom performers until all employees have been ranked |
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Definition
| alteration rank order (pg 103) |
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Term
| in ____ system, comparisons are made between all pairs of employees evaluated using formula n[n-1]/2, rank is determined by counting number of times he/she was ranked better |
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Definition
| paired comparisons (pg 103) |
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Term
| in _____ system, employees are apportioned according to approximate normal distribution, such as 20% must be exceeding, 70% must be meeting, 20% must be not meeting |
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Definition
| forced distribution (pg 103) |
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Term
| T/F: Paired comparison systems force managers to manages low achieving performers better |
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Definition
| false, it's forced ranking (pg 103) |
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Term
| easy to explain, decisions resulting are straight forward, helps control biases/errors |
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Definition
| advantages to using comparative systems (pg 104) |
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Term
| employees only compared in single overall category, employees not compared on individual behaviors, not specific therefore feedback difficult, rankings suspect to legal challenge, no information about distance between employees |
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Definition
| disadvantages of comparative systems (pg 104) |
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Term
- assumes performance scores are normally distributed
- may discourage employees from engaging in teamwork
- difficult to implement in organizations not experiencing growth |
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Definition
| issues with forced distribution method (pg 105) |
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Term
| T/F: implementing a forced distribution system, improvements are most noticeable in the first several years of program implementation |
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Definition
|
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Term
| in _____ systems, supervisors provide evaluations without making direct references to other employees |
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Definition
| absolute systems (pg 106) |
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Term
| ______ method describes each employees strengths/weaknesses and and suggestions for improvement in a written format |
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Definition
|
|
Term
- almost totally unstructured
- comparisons across individual virtually impossible
- different employees rated on different aspects of performance
- do not provide quantitative information
- difficult to use in personnel decisions |
|
Definition
| disadvantages to essays (pg 106) |
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Term
| _____ method utilizes a form, listing behavioral statements that are indicators of competencies which are checked and each response category weighed |
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Definition
| behavior checklist (pg 106) |
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Term
| _____ can be used for scales involving frequencies and amounts |
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Definition
|
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Term
| T/F: in creating scales, we must choose anchors that are approximately equally spaced |
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Definition
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Term
| _____ method gather reports of behaviors that were especially effective or ineffective |
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Definition
| critical incidents (pg 109) |
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Term
| allows supervisors to focus on actual job behavior rather than defined traits, very time consuming to collect info, difficult to attach a score quantifying the impact |
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Definition
| disadvantages of critical incidents method (pg 109) |
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Term
| ______ use graphic rating scales that use critical incidents as anchors |
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Definition
BARS (pg 110)
Behaviorlly anchored rating scales |
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Term
| for graphic rating scales to be most useful and accurate, they must include the following 3 features: |
|
Definition
- meaning of each response category is clear
- individual interpreting the ratings can tell clearly what responses were intended
- performance dimension being rated is defined clearly for the rater |
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