CHAPTER 5 Measuring Results and Behaviors

STEPS IN MEASURING RESULTS

1. Determining Accountabilities
2. Determining Objectives
3. Determining Performance Standards

I. Determining Accountabilities
+Accountabilities are the various areas in which an individual is expected to focus
+The first step in determining accountabilities is to collect information about the job. The primary source is, of
course, the job description.
+The job description provides information on the tasks performed. Tasks included in the job description can be
grouped into clusters of tasks based on their degree of relatedness.

II. Determining Objectives

+Objectives are statements of an important and measurable outcome that, when accomplished, will help ensure
success for the accountability.
Characteristics of Good Objectives:
1. Specific and clear 6. Bound by time
2. Challenging 7. Achievable
3. Agreed upon 8. Fully communicated
4. Significant 9. Flexible
5. Prioritized 10. Limited in number

III. Determining Performance Standard

+Performance standards are yardsticks designed to help people understand to what extent the objective has
been achieved.
+ In creating standards, we must consider the dimensions of:
 Quality – how well the objective has been achieved
 Quantity – how much has been produced
 Time – how quickly
+Good standards are:
(1) related to the position – based on the job’s key elements
(2) concrete, specific, and measurable – observable and verifiable
(3) practical to measure – taking into account the cost, accuracy, and availability of the needed data
(4) meaningful – important and relevant to the purpose of the job
(5) realistic and achievable – possible to accomplish
(6) reviewed regularly – available on a regular basis
STEPS IN MEASURING BEHAVIORS
1. Identifying Competencies
2. Identifying Indicators
3. Choosing an appropriate measurement system

I. Identifying Competencies
+Competencies are measurable clusters of knowledge, skills, and abilities (KSAs) that are critical in determining
how results will be achieved.

II. Identifying Indicators

+To understand the extent to which an employee possesses a competency, we measure indicators. Each
indicator is an observable behavior that gives us information regarding the competency in question.
+ In other words, we don’t measure the competency directly, but we measure indicators that tell us whether the
competency is present or not.
+ In describing a competency, the following components must be present:
1. Definition of competency
2. Description of specific behavioral indicators that can be observed when someone demonstrates a
competency effectively
3. Description of specific behaviors that are likely to occur when someone doesn’t demonstrate a
competency effectively (what a competency is not)
4. List of suggestions for developing the competency in question.

III. Choosing an appropriate measurement system

Two types of systems are used to evaluate competencies:
1. Comparative systems - base the measurement on comparing employees with one other
2. Absolute systems - base the measurement on comparing employees with a pre-specified
performance standard.

1. Comparative Systems
a. Simple rank order - employees are simply ranked from best performer to worst performer.
b. Alternation rank order - the supervisor initially lists all employees then alternates from the top to the
bottom of the list until all employees have been ranked.
c. Paired comparisons - supervisors systematically compare the performance of each employee against
the performance of all other employees
d. Relative percentile method - this type of measurement system asks raters to consider all ratees at the
same time and to estimate the relative performance of each by using a 100-point scale.
e. Forced Distribution - in this type of system, employees are apportioned according to an approximately
normal distribution
2. Absolute Systems
a. Essays - a supervisor writes an essay describing each employee’s strengths and weaknesses and makes
suggestions for improvement
b. Behavior Checklist - consists of a form listing behavioral statements that are indicators of the various
competencies to be measured.
c. Critical Incidents - involves gathering reports of situations in which employees exhibited behaviors that
were especially effective or ineffective in accomplishing their jobs.
d. Graphic rating scales - is the most popular tool used to measure performance. The aim of graphic rating
scales is to ensure that the response categories (ratings of behavior) are clearly defined, that
interpretation of the rating by an outside party is clear, and that the supervisor and the employee
understand the rating.

Comparative
Simple rank order
Alternative rank order
Paired comparisons
Relative percentile
Forced distribution
Absolute
Essays
Behavior checklists
Critical incidents
Graphic rating skills