Measuring Results and Behaviors Overview Measuring Results Measuring

Measuring Results and Behaviors: Overview Measuring Results Ø Measuring Behaviors Ø

Measuring Results: Overview Accountabilities n Objectives n Performance Standards n

Key questions • • • Where should each individual focus efforts? What are the expected objectives? How do we know how well the results were achieved?

Accountabilities § Broad areas of a job for which employee is responsible for producing results

Objectives § Statements of important and measurable outcomes

Performance Standards § Yardstick used to evaluate how well employees have achieved objectives

Determining Accountabilities Collect information about job (Job Description) q Determine importance of task or cluster of tasks q • % of employee’s time spent performing task • Impact on unit’s mission if performed inadequately • Consequences of error

Determining Objectives n Purpose: to identify • Outcomes Limited number n Highly important n • When achieved n dramatic impact on overall organization success

10 Characteristics of Good Objectives 1. 2. 3. 4. 5. Specific and Clear Challenging Agreed Upon Significant Prioritized

10 Characteristics of Good Objectives (continued) 6. 7. 8. 9. 10. Bound by Time Achievable Fully Communicated Flexible Limited in Number

Determining Performance Standards refer to aspects of performance objectives, such as: n Quality • How well the objective is achieved n Quantity • How much, how many, how often, at what cost n Time • Due dates, schedule, cycle times, how quickly

Standards must include: n n A verb The desired result A due date Some type of indicator • Quality and/or • Quantity

Good Performance Standards: 6 Characteristics 1. 2. 3. 4. 5. 6. Related to Position Concrete, Specific, Measurable Practical to Measure Meaningful Realistic and Achievable Reviewed Regularly

Measuring Behaviors: Overview Identify competencies n Identify indicators n Choose measurement system n

Identify Competencies Measurable clusters of KSAs • Knowledges • Skills • Abilities That are critical in determining how results will be achieved

Types of Competencies n Differentiating • Distinguish between superior and average performance n Threshold • Needed to perform to minimum standard

Identify Indicators Observable behaviors Used to measure extent to which competencies are present – or not

Necessary Components for Describing Competencies n n Definition Description of specific behaviors • When competency demonstrated • When competency not demonstrated n Suggestions for developing the competency

Comparative Systems Simple rank order n Alternation rank order n Paired comparisons n Forced distribution n

Choose Measurement System n Comparative system • Compares employees with each other n Absolute system • Compares employees with prespecified performance standard

Advantages of Comparative Systems n n n Easy to explain Straightforward Better control for biases and errors found in absolute systems • Leniency • Severity • Central tendency

Disadvantages of Comparative Systems n Rankings may not be specific enough for • Useful feedback • Protection from legal challenge n n No information on relative distance between employees Specific issues with forced distribution method

Absolute Systems Essays n Behavior checklists n Critical incidents n Graphic rating scales n

Essays n Advantage: • Potential to provide detailed feedback n Disadvantages: • Unstructured and may lack detail • Depends on supervisor writing skill • Lack of quantitative information; difficult to use in personnel decisions

Behavior checklists n Advantage: • Easy to use and understand n Disadvantage: • Scale points used are often arbitrary • Difficult to get detailed and useful feedback

Critical incidents Kinds of measurement 1. Report of specific employee behavior n n Allows focus on specific behavior Very time-consuming 2. Examples of behavior illustrative of core competencies n n Easier to use Describes behavior desired

Graphic rating scales Clear meaning for each response category n Consistent interpretation by outside readers n Supervisor and employee should have same understanding of rating n

Graphic rating scales: BARS improvement n Behaviorally Anchored Rating Scales (BARS) • Use critical incidents as anchors • Involves multiple groups of employees in development Identify important job elements n Describe critical incidents at various levels of performance n Check for inter-rater reliability n

Measuring Performance n n Several types of methods Differ in terms of: • Practicality (time and effort) • Usefulness (quantifiable)

Quick Review n Measuring Results • Identify accountabilities • Set objectives • Determine standards of performance n Measuring Behaviors • Identify competencies • Identify indicators • Choose measurement system