*Chapter 5*
- measuring result (accountabilities, objectives
& performance standard)
- advantages vs disadvantages for comparative
and absolute systems
Accountabilities
 Broad areas of a job for which an
employee is responsible for producing
results The primary sources is from job
description (resulted from job analysis)
 Example : Target’s web page regarding
the company’s strategic priorities
Determining objectives
 Next after accountabilities have been
identified, we need to determine
specific objective
 Objective = statement of an important
and measurable outcome that when
accomplished will help ensure success
for the accountability
 Purpose: to identify outcomes> Limited
number & Highly important
 When achieved Dramatic impact on
overall organization success
Ten Characteristics of Good Objectives
 Specific and Clear – the objective must
be clear and easy to understand
 Challenging – must be challenging at
the same are achievable
 Agreed Upon – the discussion between
employer and employee (win win
situation
 Significant – having impact towards
company and employees
 Prioritized
 Bound by Time
 Achievable
 Fully Communicated
 Flexible
 Limited in number
 You need to remember at least 4 or 5
points with explanation
Advantages of absolute systems
 Can be used in large and small
organizations
Determining Performance Standards
 Yardstick designed to help people
understand to what extent the
objective has been achieved
 Standards refer to aspects of
performance objectives, such as:
 Quality =How well the objective is
achieved
 Quantity = How much, how many, how
often, and at what cost?
 Time = Due dates, schedule, cycle
times, and how quickly?
Standards Must Include
 A verb
 The desired result
 A due date
 Some type of indicator (quality or
quantity)
Good Performance Standards: six characteristic
 Related to the position
 Concrete, specific and measurable
 Practical to measure
 Meaningful
 Realistic and achievable
 Reviewed regularly
Measuring Behaviours:
 Measuring performance includes the
assessment of competencies
 Competencies are measurable clusters
of knowledge, skills, abilities (KSAs) –
that are critical in determining how
results will be achieved
Advantages of comparative system
 Easy to explain
 Straightforward
 Identifies top as well as
underperformers
 Better control for biases and errors
found in absolute systems.
Disadvantages of Comparative system
 Rankings may not be specific enough
for useful feedback and protection from
legal challenge
 No information on relative distance
between employees.
 Specific issues with forced distribution
method
  Evaluations more widely accepted by
employees
Disadvantages of absolute systems
 Higher risk of leniency, severity, and
central tendency biases
 Generally, more time consuming than
comparative systems.
*Chapter 6*
- Nine components of appraisal forms
- desirable features of appraisal forms
- number of meeting & appraisal period
- advantages vs disadvantages of who should
provide info
- model of rater motivation
Nine components of appraisal forms
1. Basic employee information
2. Signatures
3. Accountabilities, objectives and
standards
4. Competencies and indicators
5. Major achievements and contributions
6. Stakeholder input
7. Employee comments
8. Developmental achievements
9. Developmental (needs, plans, goals)
Eight Desirable Features
1. Simplicity
2. Relevancy
3. Descriptiveness
4. Adaptability
5. Comprehensiveness
6. Definitional clarity
7. Communication
8. Time orientation
Number of meeting & appraisal period
 Annual: may not provide sufficient
opportunity for supervisor/employee
discussion
 Semi-annual-twice a year
 Quarterly-every 3 to 4 months
Advantages vs disadvantages of who should
provide info
Supervisor Advantages
 Can evaluate performance vs strategic
goals
 Make decisions about rewards
 Able to differentiate among
performance dimensions
 Viewed as exclusive source in some
cultural contexts
Supervisor Disadvantages
 Supervisor may nor be able to directly
observe performance
 Evaluations may be biased
Peers Advantages
 Assess teamwork
Peers Disadvantages
 Possible friendship bias
 May be less discriminating
 Context effects
Subordinates Advantages
 Accurate when used for developmental
purposes
 Good position to assess some
competencies
Subordinates Disadvantages
 Inflated when used for administrative
purposes
 May fear retaliation (confidentiality is
key)
Self Advantages
 Increased acceptance of decisions
 Decreased defensiveness during
appraisal interview
 Good position to track activities during
review period
Self Disadvantages
 May be more lenient and biased
Suggestions to improve quality of self-
appraisals
 Use comparative instead of absolute
measurement systems
 Allow employees to practice their self-
appraisals
 Ensure confidentiality
 Emphasize the future.
Customer Advantages (external and internal)
 Employees become more focused on
meeting customer expectations
Customer Disadvantages
 Time
 Money
Model of rater motivation
Rating behavior
 Motivation to provide accurate ratings.
-expected positive and negative
consequences of rating accuracy
-probability of experiencing positive
and negative consequences.
 Motivation to distort ratings.
-expected positive and negative
consequences of rating distortion
-probability of experiencing positive
and negative consequences.
*Chapter 7*
- communication plan
- how to avoid bias in communication
- bias affect the effectiveness of communication
plan (3 biases)
- 4 types of training for raters
- pilot testing
- additional measure for monitoring (pg 192-
193)
Communication plan
 What is Performance Management
(PM)? – general information about
PMS, how PMS are implemented,
general goals of PMS
 How does PM fit into our strategy? –
information on the relationship
between PMS and strategic planning,
how the PMS will help accomplish
strategic goals
 What’s in it for me? - describe the
benefits of implementing PMS
 How does it work? – detailed
explanation of PMS process and
timeline; when meeting will take place,
what purpose for each meeting, etc
 What are our roles and responsibilities?
– including all the information on the
role and responsibility of each person
who involved at each stage at the
process
 How does PM relate to other
initiatives? – information on the
relationship PMS with other initiatives
such as training, promotion, and
succession planning
To Minimize Effects of Cognitive Biases
Consider employees.
 Involve employees in system design –
the higher the level or participation, the
greater the support for the system
 Show how employee needs are met –
understand the need of employees and
identify ways to fulfill the needs
Emphasize the positive
 Use credible communicators – HR
department is the credible sources
 Strike first—create positive attitude
 Provide facts and consequences –
clearly explain facts about the system,
and explain what is the consequences
Repeat, document, be consistent
 Put it in writing – create documentation
that can be store, shared online
 Use multiple channels of
communication – use meeting, e-mail,
paper communication
 Say it, and then say it again – Repeat
the information frequently
Cognitive Biases That Affect Communication
Effectiveness
 Selective exposure
 Selective perception
 Selective retention
4 Types of training for raters
 Rater error training
 Frame of reference training
 Behavioral observation
 Self-leadership training
Pilot Testing
 Pilot testing is done before the system
is implemented.
 Provides ability to discover potential
problems and fix them
Pilot Testing Benefits
 Gain. Gain information from potential
participants
 Learn about. Learn about
difficulties/obstacles
 Collect. Collect recommendations on
how to improve system
 Understand. Understand personal
reactions
 Get early buy-in from some participants
 Get higher rate of acceptance
Implementing a Pilot Test
Roll out test version with sample group
 Staff and jobs generalizable to the
organization
Fully implement planned system
 All participants keep records of issues
encountered
 Do not record appraisal scores
 Collect input from all participants
Additional measure for monitoring
 Number of individuals evaluated. One
of the most basic measures is to assess
the number of employees who are
actually participating in the system
 Distribution of performance ratings.
An indicator of quality of the
performance assessments is whether
all or most scores are too high, too low,
or clumped around the center of the
distribution
 Quality of information. Another
indicator of quality of the performance
assessments is the quality of the
information provided in the open-
ended sections of the forms
 Quality of follow-up actions. A good
indicator of the quality of the system is
whether it leads to important follow-up
actions in terms of development
activities or improved processes.
 Quality of performance discussion
meeting. A confidential survey can be
distributed to all employees on a
regular basis to gather information
about how the supervisor is managing
the performance discussion meetings.
 System satisfaction. A confidential
survey could also be distributed to
assess the perceptions of the system’s
users, both raters and ratees.
 Overall cost/benefit ratio or return on
investment (ROI). A fairly simple way to
address the overall impact of the
system is to ask participants to rate the
overall cost/benefit ratio for the
performance management system.
 Unit-level and organization-level
performance. Another indicator that
the system is working well is provided
by the measurement of unit- and
organization-level performance.
*Chapter 8* Characteristic of good 360degree feedback
- developmental plan objectives  Anonymity
- developmental activities  Observation of employee performance
- SV roles  Avoidance of survey fatigue
- advantages and risk of 360 degree feedback  Raters are trained
- characteristic of good 360degree feedback  Used for developmental purposes only
Developmental plan objectives (at least initially)
Overall developmental plan objectives  Emphasis on behaviors
 Encourage  Raters go beyond ratings
 Continuous learning  Feedback interpretation
 Performance improvement  Follow-up
 Personal growth
Content of developmental plan.
 Developmental objectives
 New skills or knowledge
 Timeline
 How the new skills or knowledge will be
acquired
 Resources
 Strategies
Developmental activities
 On the job
 Mentoring
 Job rotation
 Temporary assignments
SV roles
 Explain. Explain what is necessary
 Refer. Refer employee to appropriate
developmental activities
 Review and make. Review and make
suggestions regarding developmental
objectives
 Check on employee’s progress
 Provide motivational reinforcement

Advantages and risk of 360 degree feedback

 Decreased possibility of biases
 Increased awareness of expectations
 Increased commitment to improve
 Improved self-perception of
performance
 Improved performance
 Reduction of “undiscussables”
 Increased employee control of their
own careers
*Chapter 9*
- 4 guiding principles successful coaching
- coaching styles
- constraint in observing and record
developmental (of 243-244)
- why need to document performance
- giving feedback (praise vs negative feedback)
- pitfall
4 Guiding Principles Successful Coaching
 Trusting and collaborative
 Willing to listen in order to understand.
 Looking for positive aspects of the
employee
 Understanding that coaching is done
with the employee, not to the
employee.
Coaching styles
Task and fact oriented
 More assertive (driver
 Less assertive (analyzer)
People oriented
 More assertive (persuader)
 Less assertive (amiable
Constraint in observing and record
developmental (of 243-244)
 Time
 Situation
 Activity
Why need to document performance
 Minimize cognitive load
 Create trust
 Plan for the future
 Provide legal protection
Giving feedback (praise vs negative feedback)
 Main purposes:
 Help build confidence.
 Develop competence.
 Enhance involvement.
 Improve future performance.
 Guidelines for giving praise.
 Be sincere only give praise when it is
deserved.
 Give praise about specific behaviors or
results.
 Take your time.
 Be comfortable with act of praising.
 Emphasize the positive.
 Giving negative feedback
 Negative reactions and consequences
 Negative experiences in the past
 Dislike of playing “God”.
 Need irrefutable and conclusive
evidence.
Five pitfalls to be avoided in the termination of
an employee.
1. Acceptance of poor performance.
(suggestion: do not ignore the problem,
address it immediately)
2. Failure to get the message through.
(suggestion: be specific about the
performance problem and the
consequences of not addressing it
effectively.)
3. Performance standards are “unrealistic”
or “unfair”. (suggestion: Remind
employees of the fairness of the
performance standard and provide
documentation of the poor
performance)
4. Negative affective reactions.
(suggestion: do not let emotional
reactions derail you from your mission
of describing the nature of the
problem, what need to be done, and
the consequences of not doing so.)
5. Failure to consult human resources.
(suggestion: consult with human
resources regarding legal requirement
prior to termination.)
*Chapter 10*
- reason intro CPP
- problem associated with CPP
- what make reward is actually rewards (pg 281-
282)
- legal principle affecting PMS
Reason intro CPP
 Performance management is more
effective when rewards are tied to
results.
 CP plans force organizations to : clearly
define effective performance and
determine what factors are necessary.
 Supervisors and employees are better
able to understand what really matters.
 CP plans enhance employee motivation
to accomplish goals that match
organizational needs.
 Help to recruit and retain top
performers.
CP
 Make sure that all employees are
eligible. In many organizations, top
executives receive benefits such as
profit sharing, stock options, executive
life and liability insurance, invitations to
meetings in attractive locations, and
permission to fly first-class.
 Make rewards visible. Rewards should
be visible to those who receive them.
Rewards should also be visible to
others, together with information
about what needs to happen for an
employee to receive the reward in the
future.
 Make rewards contingent. Rewards
should be tied to performance directly
and exclusively. Imagine that an
outsider is asked to guess the salary
levels for various employees in an

 Plans projects good corporate image.

I
1
organization.
Problem Associated with CPP  Make rewards timely. Rewards should
 Poor performance management system be given soon after the occurrence of
 Rewarding counterproductive behavior. the result or behavior being rewarded.
(Rewarding A while hoping for B)  Make rewards reversible. Increasing an
 #@°@π
Rewards are not considered significant.
Insignificant rewards employee’s base pay creates an annuity
 Managers are not accountable. (The for the employee’s tenure with the
reward becomes the driver) undermine organization
the
integrity
 Extrinsic vs. intrinsic motivation
( Unbalanced )
 Disproportionately large rewards for
executives. executives
daripada
dapat
others
> reward

employee

What make reward is actually rewards (pg 281-

282)
 Define and measure performance first,
then allocate rewards. Before rewards
are allocated, there must be a good
performance management system in
place that (1) defines performance and
performance expectations, and (2)
measures performance well.
 Use only rewards that are available. If
the organization does not have financial
rewards available, then employee
expectations should be adjusted
accordingly, and the focus should be on
nonfinancial rewards.
Legal principle affecting PMS ~
 Employment at will. Employment
relationship can be ended at any time
by employer and employee.
Expectations: implied contract and
possible violation of legal rights.
 Negligence. If organization documents
describe a system and it is not
implemented as described, employee
can challenge evaluation, charging
negligence. Capa orge
Kena
j
buat.
perm
Kaian
buat, diorama
x d'Kira
negligence)
 Defamation. Disclosure of performance
information what is untrue and
unfavorable.
 Misrepresentation. Disclosure of
performance information that is untrue
and favorable.
[Burnk]
 Adverse impact. PM system has
unintentional impact on a protected
class. Organization must demonstrate:
-A specific KSA is a business
requirement for the job
-All affected employees are evaluated in
the same way
-
Organization should review ongoing
performance score data by protected
class to implement corrective action as
necessary.
 Illegal discrimination. Raters assign
different scores to employees based on
factors that are NOT related to
performance.
-Employees receive different treatment
as result of such ratings.
-Employees can claim they were
intentionally and illegally treated differently
due to their status.
*Chapter 11* PMS process for team performance v
- types of teams  Prerequisites. Knowledge of mission
- PMS process for team performance (organization & team).
Types of teams -knowledge of job to be performed by
 Classified by complexity of task and the team including KSAs.
membership configuration. -KSAs needed for most teams(task &
Complexity of Task Ranges from: contextual)
-Routine -communication
 Well-defined -decision-making
 Few deviations in how work is done -collaboration
 Outcomes are easily assessed -team leadership
-to- -self-control
-Nonroutine  Performance planning. Results
 Not defined well expected of the team.
 No clear specifications on how to do -behaviours expected of team
the work. members.
 Outcomes are long term and difficult to -Developmental objectives to be
assess. achieved by team and its members.
Membership configuration includes.  Performance execution
 Length of time team expects to work -Team responsibilities:1. Commit to
together. goal achievement. 2. Seek feedback
 Stability of team membership. from one another and supervisor. 3.
Types of Teams V Communicate openly and regularly. 4.
 Work or service teams Conduct regular and realistic peer
 Project teams appraisals.
 Network teams -Supervisor responsibilities: 1. Observe
and document of team performance
and relative contribution of team
Dynamic
members. 2. Update team on any
N etwork
changes in goals of the organization. 3.
(T] Provide resources and reinforcement.
project
(T)
 Performance assessment.
>Types of assessments.
work I
service
(T7
- self-appraisals
Static
- -peer evaluation
routine NOn
↑Outin 2
-supervisor evaluation
-outsider appraisals if appropriate
>Kinds of Performance to Assessed
-individual task performance
-individual contextual performance
-team performance
>Dimensions of Team Performance to
Assess
-effectiveness /quality]
-efficiency [communication]
-learning and growth [innovation]
-team member satisfaction (now teamwork

contribute]
  Performance review
 Two meetings with supervisor or
review board of team meeting and
individual meeting.
 Emphasis on past, present, and
future.
- Team meeting
 discuss overall team
(performance & results)
Information comes from:
 team members
 other teams/outsiders
 supervisor’s evaluation
o Individual Meeting
 Discuss how individual
behavior contributed to team
performance
 Information comes from:
o Self-appraisal
o Peer ratings
o Supervisor’s evaluation
 Performance renewal and
recontracting.
 Make adjustment to
performance plan.
 Include plan for individual
performance as it affects team
functioning.