PERFORMANCE MANAGEMENT

EVALUATING B-SCHOOL
STUDENTS’
PERFORMANCE IN TEAM
PROJECTS

SUBMITTED BY: Kritika Dev(2k10b66)

Meenal Surjuse(2k10a34)

Mohit Bohra(2k10a36)

Richa Singh(2k10b65)
 Sakshi Jain(2K10IB21)

BRIEF ABOUT THE PROJECT

In many universities, students are required to conduct team projects. In order to evaluate business student
performance in team project we need to list the competencies for them. To measure each competency we
need to create graphic rating scales using BARS. Therefore our project aims at generating list of
competencies and creating BARS to measure each competency.

OBJECTIVES OF THE STUDY

To generate the list of competencies which are must for any B-SCHOOL students.

To identify critical behavioral indicators for each competency.

To generate incidents for each behavioral indicators.

To create graphic rating scales using BARS to measure each competency.

SCOPE AND USES

This will provide an opportunity to students to define their own competencies.

As a result, students can judge themselves on the basis of their own evaluation criteria
(i.e. List of competencies laid by them).

This will also detail about the various parameters whereby students can be judged in team
performance.

As a result this will give know-how to the students regarding their positive & negative
areas, which lead to further growth.
COMPENTENCIES

Competencies refer to skills or knowledge that lead to superior performance. These are formed
through an individual/organization’s knowledge, skills and abilities and provide a framework for
distinguishing between poor performances through to exceptional performance. Competencies
can apply at organizational, individual, team, and occupational and functional levels.
Competencies are individual abilities or characteristics that are key to effectiveness in work.

The three essential competencies are:

1. Technical skills – involve process or technique knowledge and proficiency in a certain

specialized field, such as engineering, computers, accounting, or manufacturing. These skills are
more important at lower levels of management since these managers are dealing with employees
doing the organization’s work.
The technical skill involves the manager’s understanding of the nature of job that people under
him have to perform. It refers to a person’s knowledge and proficiency in any type of process or
technique. In a production department, this would mean an understanding of the technicalities of
the process of production. Whereas this type of skill and competence seems to be more important
at the lower levels of management, its relative importance as a part of the managerial role
diminishes as the manager moves to higher positions. In higher functional positions, such as the
position of a marketing manager or production manager, the conceptual component, related to
these functional areas becomes more important and the technical component becomes less
important and the technical component becomes less important.

2. Human Skills – involve the ability to interact effectively with people. Managers interact and
cooperate with employees. Because managers deal directly with people, this skill is crucial.
Managers with good human skills re bale to get best out of their people. They know how to
communicate, motivate, lead, and inspire enthusiasm and trust. These skills are equally important
at all levels of management.
Human skills are also the ability to interact effectively with people at all levels. This skill
develops in the manager sufficient ability.
a) To recognize the feelings and sentiments of others.
b) To judge the possible reactions to, and outcomes of various courses of action he may
undertake and
c) To examine his own concepts and values this may enable him to develop more useful attitudes
about himself.

3. Conceptual Skills- involve the formulation of ideas, conceptualization about abstract and
complex situations. Managers understand abstract relationships, develop ideas and solve
problems creatively. Using these skills, managers must be able to see the organization as a
whole. They have to understand the relationships among various subunits, and visualize how
organization fits into its border environment. These skills are most important at the top
management levels.
Conceptual skills refer to the ability of a manager to take a broad and farsighted view of the
organization and its future, his ability to think in abstract, his ability to analyze the forces
working in a situation, his creative and innovative ability and his ability to assess the
environment and the changes taking place in it. In short, it is his ability to conceptualize the
environment, the organization, and his won job, so that he can set appropriate goals for his
organization, for himself and for his team. This skill seems to increase in importance as a
manager move up to higher positions of responsibility in the organization. Thus, technical skill
deals with things, human skills concerns people, and conceptual-skill has to do with ideas.

Why competencies are important?

As global business competition shifts from efficiency to innovation and from enlargement of
scale to creation of value, management needs to be oriented towards the strategic use of human
resources.

Under these circumstances, the ability of companies to effectively carry out competency based
human resources management (HRM) is becoming more and more crucial for their survival. A
competency based HRM system captures the differing worth of individual contributors,
facilitates multiple career paths and allows flexibility in reward-related decisions, which are
important to address with the changing nature of organizations.

The field of competency development is growing in popularity with administrative management

in businesses and agencies worldwide. One important reason to collect data and build
competency models is that they are powerful decision-making tools.

Reasons why competencies are needed: -

The best way to understand performance is to observe what people actually do to be

successful rather than relying on assumptions pertaining to trait and ntelligence.
The best way to measure and predict performance is to assess whether people have key
competencies.
Competencies can be learnt and developed.
They should be made visible/accessible
They should be linked to meaningful life outcomes that describe how people should
perform in the real world.

BEHAVIOURALLY ANCHORED RATING SCALE (BARS)

BARS are also known as the behavioral expectations scale, this method represents the latest
innovation in performance appraisal. It is a combination of the rating scale and critical incident
techniques of employee performance evaluation. The critical incidents serve as anchor
statements on a scale and the rating form usually contains six to eight specifically defined
performance dimensions. The following chart represents an example of a sales trainee’s
competence and a behaviorally anchored rating scale.
Table: An Example of Behaviorally Anchored Rating Scale (BARS)

Performance Points Behavior

Extremely good 7 Can expect trainee to make valuable suggestions for
increased sales and to have positive relationships with
customers all over the country.
Good 6 Can expect to initiate creative ideas for improved sales.
Above average 5 Can expect to keep in touch with the customers throughout
the year.
Average 4 Can manage, with difficulty, to deliver the goods in time.
Below average 3 Can expect to unload the trucks when asked by the
supervisor.
Poor 2 Can expect to inform only a part of the customers.
Extremely poor 1 Can expect to take extended coffee breaks and roam
around purposelessly.

How to construct BARS? Developing BARS follows a general format which combines
techniques employed in the critical incident method and weighted checklist ratings scales.
Emphasis is pinpointed on pooling the thinking of people who will use the scales as both
evaluators and evaluates.

Step 1: Collect critical incidents: People with knowledge of the job to be probed, such as job
holders and supervisors, describe specific examples of effective and ineffective behavior related
to job performance.
Step 2: Identify performance dimensions: The people assigned the task of developing the
instrument cluster the incidents into a small set of key performance dimensions. Generally
between five and ten dimensions account for most of the performance. Examples of performance
dimensions include technical competence, relationships with customers, handling of paper work
and meeting day-to-day deadlines. While developing varying levels of performance for each
dimension (anchors), specific examples of behavior should be used, this could later be scaled in
terms of good, average or below average performance.

Step 3: Reclassification of incidents: Another group of participants who are knowledgeable

about the job is instructed to retranslate or reclassify the critical incidents generated (in Step II)
previously. They are given the definition of job dimension and told to assign each critical
incident to the dimension that it best describes. At this stage, incidents for which there is not 75
per cent agreement are discarded as being too subjective.

Step 4: Assigning scale values to the incidents: Each incident is then rated on a one-to-seven or
one-to-nine scale with respect of how well it represents performance on the appropriate
dimension. A rating of one represents ineffective performance; the top scale value indicates very
effective performance. The second group of participants usually assigns the scale values. Means
and standard deviations are then calculated for the scale values assigned to each incident.
Typically incidents that have standard deviations of 1.50 or less (on a 7-point scale) are retained.

Step 5: Producing the final instrument: About six or seven incidents for each performance
dimension – all having met both the retranslating and standard deviation criteria – will be used as
behavioral anchors. The final BARS instrument consists of a series of vertical scales (one for
each dimension) anchored (or measured) by the final incidents. Each incident is positioned on
the scale according to its mean value.

Because the above process typically requires considerable employee participation, its acceptance
by both supervisors and their subordinates may be greater. Proponents of BARS also claim that
such a system differentiates among behavior, performance and results and consequently is able to
provide a basis for setting developmental goals for the employee. Because it is job-specific and
identifies observable and measurable behavior, it is a more reliable and valid method for
performance appraisal.

Researchers, after surveying several studies on BARS, concluded that “despite the intuitive
appeal of BARS, findings from research have not been encouraging”. It has not proved to be
superior to other methods in overcoming rater errors or in achieving psychometric soundness. A
specific deficiency is that the behaviors used are activity oriented rather than results oriented.
This creates a potential problem for supervisors doing the evaluation.

Behaviorally anchored rating scales (BARS) are rating scales whose scale points are defined by
statements of effective and ineffective behaviors. They are said to be behaviorally anchored in
that the scales represent a continuum of descriptive statements of behaviors ranging from least to
most effective. An evaluator must indicate which behavior on each scale best describes an
employee's performance.

BARS differ from other rating scales in that scale points are specifically defined behaviors. Also,
BARS are constructed by the evaluators who will use them. There are four steps in the BARS
construction process:

1. Listing of all the important dimensions of performance for a job or jobs

2. Collection of critical incidents of effective and ineffective behavior
3. Classification of effective and ineffective behaviors to appropriate performance dimensions
4. Assignment of numerical values to each behavior within each dimension (i.e., scaling of
behavioral anchors)

Sample of BARS

INTERPERSONAL
SKILL DESCRIPTION: Develops and maintains a friendly rapport with others; demonstrates
sensitivity to their feelings; respects the dignity of others and responds with empathy to their
own sense of self-worth.
Ratings 1 and 2: Demonstrates the ability to get along well with subordinates, managers, and
peers; strives to achieve work group objectives. Can express own ideas, thoughts, and feelings
and considers the needs, ideas, and feelings of others.

Ratings 3 and 4: Demonstrates the ability to apply factors of effective listening, on a one-to-one
basis, such as displaying interest, not interrupting when another is speaking, and withholding
judgments. Consistently provides honest (both positive and negative) feedback and provides
constructive criticism when appropriate.

Ratings 5 and 6: Demonstrates the ability to consistently consider and respond to the needs and
ideas of others which encourages and stimulates further communication. Effectively listens in
group or one-to-one situations involving distractions, stress, complex information, or when the
person speaking is emotional distraught. Creates maintains a positive working environment that
encourages expression of thoughts, ideas, and feelings.
Graphic rating method

Graphic rating scale: Perhaps the most commonly used method of performance evaluation is the
graphic rating scale. Of course, it is also one of the oldest methods of evaluation in use. Under
this method, a printed form, as shown below, is used to evaluate the performance of an
employee. A variety of traits may be used in these types of rating devices, the most common
being the quantity and quality of work. The rating scales can also be adapted by including traits
that the company considers important for effectiveness on the job. A model of a graphic rating
scale is given below.
Table: Typical Graphic Rating Scale

Employee Name................... Job title .................

Department ......................... Rate ...............

Data ..................................

Quantity of work: Unsatisfactory Fair Satisfactory Good Outstanding

Volume of work
under normal working
conditions
Quality of work:
Neatness,
thoroughness and
accuracy of work
Knowledge of job
A clear understanding
of the factors
connected with the job
Attitude: Exhibits
enthusiasm and
cooperativeness on the
job
Dependability:
Conscientious,
thorough, reliable,
accurate, with respect
to attendance, reliefs,
lunch breaks, etc.
Cooperation:
Willingness and
ability to work with
others to produce
desired goals.
From the graphic rating scales, excerpts can be obtained about the performance standards of
employees. For instance, if the employee has serious gaps in technical-professional knowledge
(knows only rudimentary phases of job); lacks the knowledge to bring about an increase in
productivity; is reluctant to make decisions on his own (on even when he makes decisions they
are unreliable and substandard); declines to accept responsibility; fails to plan ahead effectively;
wastes and misuses resources; etc., then it can safely be inferred that the standards of the
performance of the employee are dismal and disappointing.

The rating scale is the most common method of evaluation of an employee’s performance today.
One positive point in favor of the rating scale is that it is easy to understand, easy to use and
permits a statistical tabulation of scores of employees. When ratings are objective in nature they
can be effectively used as evaluators. The graphic rating scale may however suffer from a long
standing disadvantage, i.e., it may be arbitrary and the rating may be subjective. Another pitfall
is that each characteristic is equally important in evaluation of the employee’s performance and
so on.

METHODOLOGY

“When designing research, one is faced with a continual series of tradeoffs. Since there are
tropically numerous design alternatives that will work, the goal is to find the design that
enhances the value of the information obtained, while reducing cost of obtaining it.”

 SAMPLING UNIT: Individual

 SAMPLE SIZE: Sample size refers to the numbers of elements to be included in the study.
The study has taken 30 samples. The study collected data from APIM through a structured
questionnaire and face to face interview. A sample size of 30 respondents was taken for the
survey.

 RESEARCH AREA: APIM

 SAMPLING METHOD: Non probabilistic convenience sampling. The study took the help of
random sampling. The study specifically used systematic sampling. The data was collected
through a structured questionnaire.

 RESEARCH INSTRUMENT: Data collection is one of the most important methods for any
research. Data are of two type’s primary and secondary data. There sources of collecting
primary and secondary data. Questionnaire is one of the methods of collecting data for which
the study is adopted

 STASTICAL TOOL: Percentage cross tabulation represented by pie charts and graphs.

ANALYSIS & INTERPRETATION

Que 1: On what basis do you think your project report should be evaluated?

crtical thinking
13%

fluency of ideas
10%
mathematical
50%
10%
reasoning
written expressions

17% information
ordering
Que 2: On what basis do you think your presentation should be evaluated?

27% communication
skills
time management
56%
clarity
17%

Que 3: On what basis your case study should be evaluated?

submission of assignments
on time ,participation in
extra- curricular activities
,active listening
24%
problem solving and
attendence
41%
0%
communication & media

35%
administration &
management
Que 4: Generate the list of competencies which are must for any B-SCHOOL students.

Administration and Management

Attendance

Extracurricular activities

Psychology

Communications and Media

Reading Comprehension

Active Listening

Critical Thinking

Judgment and Decision Making

Time Management

Speech Clarity

Written Expression

Fluency of Ideas

Deductive Reasoning

Information Ordering

Originality

Que 5: Identify critical behavioral indicators for each competency.

Knowledge:-
 Administration and Management: Knowledge of business and management principles
involved in strategic planning, resource allocation, human resources modeling, leadership
technique, production methods, and coordination of people and resources.

Psychology: Knowledge of human behavior and performance; individual differences in

ability, personality, and interests; learning and motivation.

Communications and Media: Knowledge of media production, communication, and

dissemination techniques and methods. This includes alternative ways to inform and
communicate via written, oral, and visual media.

Skills:-

Reading Comprehension: Understanding written sentences and paragraphs in work-

related documents.

Active Listening: Giving full attention to what other people are saying, taking time to
understand the points being made, asking questions as appropriate, and not interrupting at
inappropriate times.

Critical Thinking: Using logic and reasoning to identify the strengths and weaknesses
of alternative solutions, conclusions, or approaches to problems.

Judgment and Decision Making: Considering the relative costs and benefits of
potential actions to choose the most appropriate one.

Time Management: Managing one's own time and the time of others.

Abilities:-

Speech Clarity: The ability to speak clearly so others can understand you.

Written Expression: The ability to communicate information and ideas in writing so

others will understand.

Fluency of Ideas: The ability to come up with a number of ideas about a topic (the
number of ideas is important, not their quality, correctness, or creativity).
 Deductive Reasoning: The ability to apply general rules to specific problems to produce
answers that make sense.

Information Ordering: The ability to arrange things or actions in a certain order or

pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters,
words, pictures, or mathematical operations).

Originality: The ability to come up with unusual or clever ideas about a given topic or
situation, or to develop creative ways to solve a problem.

Que 6: Generate incidents for each behavioral indicator.

Critical incidents:-

Information ordering.

Time management and communication.

Deductive and judgment.

Active listening, submission of assignments and extracurricular activities.

Que 7: Create graphic rating scales using BARS to measure each competency.

INFORMATION ORDERING:-

5 4 3 2 1

5- Excellent in arranging things or action in a certain order or pattern and follows the
specific rules efficiently.
 4- Very good in arranging things or actions in a certain order of pattern and conveys the
correct form.

3- Good in written expressions and information gathering.

2- Average in arranging things or action in a certain order of pattern and follows the rules
but needs assistance for other group members.

1- Poor information ordering skills

TIME MANAGEMENT AND COMMUNICATION:-

5 4 3 2 1

5- Excellent in communication and conveying information to others and efficient management

of time. Has a good command over the language and has comprehensive communication skills.

4- Very good in conveying things to others, comprehends and makes others comprehend things
at the same time. Also manages time efficiently.

3-Good in communication, capable of putting the point across but has pronunciation problems
also manages time reasonably.

2-Average in communication skills, has language problem, average comprehension skills and
conveys the matter with difficulty, completes the task but no proper management of time.

1- Poor communication skills, makes grammatical mistakes, poor pronunciation and is unable to
convey the message to others and does not complete work even in grace period.

DEDUCTION REASONING:-
5 4 3 2 1

5- Excellent in applying general rules to specific problems to produce answers that make sense
and come up with number of ideas.

4- Very Good in applying general rules and to the specific problems with their ideas.

3- Good in applying general rules, they take it easy and if there is a need then they come up with
questions.

2- Average in applying general rules and they very rarely come up with questions.

1- Poor in applying all the specific problems and they don’t come up with the ideas.

ACTIVE LISTENING:-

5 4 3 2 1

5- Excellent in giving full attention to what other people are saying, taking time to understand
the points being made, asking questions as appropriate, and not interrupting at inappropriate
times.

4-Very Good in giving full attention to what other people are saying, mostly take time to
understand.

3- Good in giving full attention to what other people are saying and sometimes ask appropriate
questions and do not interrupt.

2- Average in giving full attention to other people and do not interrupt.

1- Poor in giving full attention in what people are saying.

CONCLUSION
 Though majority of students gave priority to information ordering but critical thinking,
written expressions and fluency of ideas are also important competency. Apart from time
management and communication skills, speech clarity and originality are also important
competencies for business students.

FINAL DRAFT

Administration and Management

5 4 3 2 1

Extracurricular activities

5 4 3 2 1

Psychology

5 4 3 2 1

Communications and Media

5 4 3 2 1

Reading Comprehension

5 4 3 2 1

Active Listening

5 4 3 2 1
 Critical Thinking

5 4 3 2 1

Judgment and Decision Making

5 4 3 2 1

Time Management

5 4 3 2 1
Speech Clarity

5 4 3 2 1

Written Expression

5 4 3 2 1

Fluency of Ideas

5 4 3 2 1

Deductive Reasoning

5 4 3 2 1

Information Ordering
5 4 3 2 1

Originality

5 4 3 2 1