Chapter 4 Defining Performance and Choosing a Measurement

Chapter 4 Defining Performance and Choosing a Measurement Approach Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4 -1

Overview Ø Defining Performance Ø Determinants of Performance Ø Performance Dimensions Ø Approaches to Measuring Performance Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4 -2

Defining Performance is: n The job related activities (Results and Behavior) expected of a worker and how well those activities were executed. http: //www. businessdictionary. com Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4 -3

Determinants of Performance = Declarative Knowledge X Procedural Knowledge X Motivation Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4 -4

Declarative Knowledge n Information about • Facts • Labels • Principles • Goals n Understanding of task requirements Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4 -5

Procedural Knowledge n Knowing • What to do • How to do it n Skills • Cognitive • Physical • Interpersonal Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4 -6

Motivation n Choices of motivation are: • Expenditure of effort “I will go to work today” • Level of effort “I will put in my best effort at work” • Persistence of effort “I will persist no matter what” Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4 -7

Performance Dimensions: q Task performance q Contextual performance q. Organizational citizenship q Adaptive Performance Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4 -8

Task Performance n Task performance includes behaviors that contribute to the core transformation and maintenance activities in an organization, such as producing/selling products, managing subordinates, or delivering services (Motowidlo & Schmit, 1999). Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4 -9

Contextual Performance Non job specific Behaviors that n Contribute to the organization’s effectiveness AND n n Provide a good environment in which task performance can occur Ex. Cooperation, dedication, enthusiasm, etc. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4 -10

Examples of Contextual Performance n n n Being punctual and rarely absent Volunteering to carry out task activities that are not formally a part of the job. Helping coworkers and customers Following organization’s rules and procedures. (showing respect to authority) Organizational Loyalty (Inside and outside) 4 -11

Differences Between Task and Contextual Performance n Task Performance • Varies across jobs n Contextual Performance • Fairly similar across jobs • A given role and approved • Not likely to be a role or approved. • Influenced by n Abilities n Skills Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall n Personality 4 -12

Adaptive Performance n n The concept of adaptive performance is defined in general terms as an individual’s ability to adapt to dynamic work situations (Hesketh & Neal, 1999). adjusting their behaviors to the requirements of work situations and new events (Pulakos et al. , 2000) Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4 -13

Approaches to Measuring Performance Behavior Approach n Emphasizes how employees do the job Results Approach n Emphasizes what employees produce Trait Approach n Emphasizes individual traits of employees Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4 -14

Behavior Approach n Emphasizes on what the employees do on the job and it is a process-oriented approach, it does not consider employee’s traits nor the results. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4 -15

Behavior Approach Appropriate if… n n n Link between behaviors and results is not obvious. (Ex. Sales Person and economic downturn). Outcomes occur in the distant future. (NASA’s Mars mission takes 6 months). Poor results are due to causes beyond the performer’s control. (Two assembly line shifts/ and technical problems) Not appropriate if… n Above conditions are not present 4 -16

Results Approach n n Emphasizes the outcomes and results produced by the employees, regardless of their behavior or traits. It is a bottom-line approach that is not concerned about employee behavior and the process, but what is produced. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4 -17

Results Approach Most appropriate when: • Workers skilled in necessary behaviors • Behaviors and results obviously related. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4 -18

Trait Approach n n Emphasizes the individual performer and ignores the specific behavior, and results. Traits, means the skills, personality, and intelligence. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4 -19

Trait Approach Most appropriate when: n n Emphasis on individual Positive relationship between abilities, personality traits, and desirable work-related behaviors is existed. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4 -20

Quick Review Ø Defining Performance Ø Determinants of Performance Ø Performance Dimensions Ø Approaches to Measuring Performance Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4 -21

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