compensation (raises, merit pay, bonuses) personnel decisions (e.g., promotion, transfer, dismissal)...
TRANSCRIPT
• Compensation (raises, merit pay, bonuses)
• Personnel Decisions (e.g., promotion, transfer, dismissal)
• Identification of Training Needs
• Research Purposes (e.g., assessing the worth/validity of selection tests)
Performance Appraisal Uses
Basic Performance Appraisal ProcessConduct a Job Analysis (e.g.,
specify tasks and KSAs)
Develop Performance Standards (e.g., define what is superior,
acceptable, and poor job performance)
Develop or Choose a Performance Appraisal System
Performance Appraisal Process
Observation
• Selective Attention
• Timing
• Structure
• Frequency
Storage
• Encoding of Information (e.g., categorization)
• Short vs. Long-term
• Memory
Evaluation
• Retrieve Information
• Combine information
• Decision-making (judgment)
Sources of Information1) Supervisors (most common)
• Role Conflict (e.g., judge and trainer/teacher)
• Motivation
• Time availability
• Friendship
2) Co-Workers (Peers)
• Friendship bias
• Leniency
• High level of accuracy
• Best used as a source of feedback
Sources of Information (cont)
3) Self
• Lots of knowledge
• Leniency effect
• Good preparation for performance appraisal meeting (conducive for dialog)
4) Subordinates
• Biases (e.g., # of subordinates, type of job, expected evaluation from supervisor)
5) Client
• Good source of feedback
• Negativity bias
Subjective Appraisal
Methods (can be used with any type of job)Relative Methods
1) Ranking
1st _____
2nd_____
3rd _____
2) Pair Comparison
Employee-1 _____ versus Employee-2 _____
Employee-1 _____ versus Employee-3 _____ etc.
• Both are difficult to use with a large number of subordinates
Subjective Appraisal Methods
Absolute Methods
1) Narrative essay
• Unstructured (e.g., content, length)
• Affected by the writing ability of supervisors and time availability
2) Graphic Rating Scale (most common)_____ _____ _____ _____ _____ Very Average Excellent Poor
1) Leniency (positive bias)
X _____ _____ _____ _____ _____ Very Average Excellent Poor
2) Severity (negative bias)
X _____ _____ _____ _____ _____ Very Average Excellent
Poor
3)Central Tendency (midpoint) X _____ _____ _____ _____ _____ Very Average Excellent Poor
All lead to a restriction in the
range of performance
scores
Common Rating Scale Errors
Responsibility
Commitment
Initiative
Sensitivity
Judgment
Communication
Observation of specific behavior (s) (e.g., volunteers to work
overtime)
Halo Error
High ratings on other performance dimensions
Subjective Appraisal Methods
Behavioral Methods (use of critical incidents; examples of good and poor job behavior collected by job experts
over time)
Behavior Observation Scales (BOS)
• Rate the frequency in which critical incidents are performed by employees
• Sum the ratings for a total “performance” score
1) Assists others in job duties._____ _____ _____ _____ _____Never Usually Always
2) Cleans equipment after each use._____ _____ _____ _____ _____Never Usually Always
Objective Appraisal Data
1) Production Data (e.g., sales volume, units produced)
• When observation occurs (timing), and how data is collected
• Fairness and relevancy issue
• Potential limited variability
• Limitations regarding supervisory personnel
2) Personnel Data
• Absenteeism (excused versus unexcused)
• Tardiness
• Accidents (fault issue)
Behaviorally Anchored Rating Scale (BARS) Process
1) Generate critical incidents (examples of good and poor job performance)
2) Place Critical Incidents Into performance dimensions (e.g., Responsibility, Initiative, Safety)
3) Retranslation Step (do step # 2 again with a separate group of job experts. Discard incidents where disagreement exists as to which dimension in which they belong)
4) Calculate the mean and standard deviation of each critical incident (discard those with a large standard deviation)
5) Place critical incidents on a vertical scale
BARS (Pros and Cons)• Process involves various employees (increases the likelihood of usage)
• Job specificity (different BARS need to be developed for each position)
• Not any better at reducing common rating scale errors (e.g., leniency, halo)
• Time consuming
Performance Appraisal Training
1) Frequent observation of performance and feedback (both positive and negative)
2) Recordkeeping (ongoing if possible)
3) Encourage self-assessment of employees
4) Focus on behaviors (not traits)
5) Use specific behavioral criteria and standards
6) Set goals for employees (specific and challenging ones)
7) Focus on how to observe job behaviors and provide incentives to do so
1) Ensure that procedures for personnel decisions do not differ as a function of the race, sex, national origin, religion, or age of those affected by such decisions.
2) Use objective and uncontaminated data whenever they are available.
3) Provide a formal system of review or appeal to resolve disagreements regarding appraisals.
4) Use more than one independent evaluator of performance.
5) Use a formal, standardized system for personnel decisions.
6) Ensure that evaluators have ample opportunity to observe and rate performance if ratings must be made.
7) Avoid ratings on traits such as dependability, drive, aptitude, or attitude.
8) Provide documented performance counseling prior to performance,-based termination decisions.
Legally Defensible Appraisal Systems
9) Communicate specific performance standards to employees.
10) Provide raters with written instructions on how to complete performance evaluations.
11) Evaluate employees on specific work dimensions, rather than on a single overall or global measure.
12) Require documentation in terms of specific behaviors (e.g., critical incidents) for extreme ratings.
13) Base the content of the appraisal form on a job analysis.
14) Provide employees with an opportunity to review their appraisals.
15) Educate personnel decision-makers regarding laws on discrimination.
Legally Defensible Appraisal Systems (cont)
• Asking for (and using) performance information/input from employees
• Ensure a 2-way interaction during the performance appraisal meeting
• Provide a way for employees to counter or challenge the appraisal
• Sufficient detail and knowledge of employee performance by supervisors
• Consistent use of performance standards across employees
• Basing performance evaluation on actual job behaviors
• Using performance ratings for personnel decisions (e.g., pay, promotion)
Factors Affecting Employees Acceptance of Performance Evaluations
importance of using employee self-evaluations
importance of rater training
x
GENDER
FEMALE MALE
REGULAR FAST REGULAR FAST
UNATTRACTIVE
ATTRACTRIVE
RATED ON VARIOUS FACTORS (E.G., ABILITY, INTEGRITY, LIKEABILITY)
KEY IS PERCEPTION OF LEVELS OF FEMININITY. IF HIGHLY FEMININE, NOT SEEN AS VERY CAPABLE.
Female attractiveness and corporate success
RATE TRAITS OF
TYPICAL MALES
RATE TRAITS OF
TYPICAL FEMALES
RATE TRAITS OF TYPICAL OF LEADERS
MALE TRAITS SEEN AS SIMILAR TO LEADERSHIP TRAITS
Female traits and leadership
SHOVING INCIDENT (DURING A DEBATE)
BLACK SHOVES WHITE PERSON = 75% DEFINED IT AS ACT OF VIOLENCE
WHITE SHOVES BLACK PERSON = 17% DEFINED IT AS ACT OF VIOLENCE
WHITES INTERVIEWED BLACK APPLICANTS
• MORE DISTANCE
• LESS EYE CONTACT
• LESS OPEN
• BLACKS VIEWED LESS WELL
WHITES INTERVIEWERS TREATED WHITE APPLICANTS THE SAME WAY AS BLACKS
• WHITE APPLICANTS VIEWED LESS WELL
RACE DISCRIMINATION
QUALIFICATIONS
LOW AVERAGE HIGH
YOUNG
OLD
EASIER QUESTIONS ASKED TO OLDER APPLICANTS DESPITE QUALIFICATIONS
AGE AND INTERVIEW QUESTIONS
EFFECT OF LABELS
ARMY RECRUITS
RANDOMLY ASSIGNED LABELS
LOW
AVERAGE
HIGHTHIS GROUP HAD BETTER PERFORMANCE SCORES ON VARIOUS MEASURES
ALSO VIEWED THEIR LEADERS AS MORE EFFECTIVESELP-FULFILLING PROPHECY AT WORK
(LEADERS SPENT MORE TIME WITH THE “HIGH” EXPECTATION GROUP)
IN-GROUP OUT-GROUP
• LIKING, SPEND TIME WITH LEADER
• CHALLENGING, VISIBLE JOBS
• BETTER MEMORY FOR GOOD BEHAVIOR
• TREATED WARMLY
• PERFORMANCE EVALUATIONS
• ALLOCATION OF REWARDS
SELECTION TO THE IN-GROUP
1) ABILITY
2) RESPONSIBILITY
3) TRUST
• LESS DESIREABLE JOBS
• LESS TIME SPENT WITH SUPERVISOR
• TREATED FORMALLY
• LOWER PERFORMANCE EVALUATIONS
• LESS REWARDS
PERCEIVED SIMILARITY
IN AND OUT-GROUP BIAS
Occupations with Highest and Lowest Mean Earnings, 1990
Ranking Occupation % Female Mean
EarningsHighHigh 1 Physicians 11 $57,166
2 Dentists 5 46,369
3 Lawyers 10 39,132
4 Podiatrists 5 38,402
5 Medical science teachers 17 37,958
6 Law Teachers 13 36,411
7 Securities and financial services sales 17 35,448
8 Airline pilots and navigators 1 34,488
9 Optometrists 6 34,211
10 Medical Scientists 35 33,909
LowLow 1 Child care workers, private household 98 $4,473
2 Private household cleaners/servants 92 5,530
3 Housekeepers and butlers 95 5,612
4 Child care workers, other 89 6,617
5 Cooks, private household 83 7,082
6 Waiters and waitresses 83 7,095
7 Misc. food preparation occupations 56 7,548
8 Waiters and waitresses’ assistants 46 7,632
9 Teachers’ aides 88 7,628
10 Textile sewing machine operators 93 7,726
If everyone were compensated for education and experience to the same degree as White men, the following differences in pay would occur:
Projected Pay Adjustments Based on Education and Experience
Observed Pay Projected Pay Difference % DifferenceWomen:
Black
Latina
Asian
Native Amer.
White
Men:
Black
Latino
Asian
Native Amer.
White
$ 10,429 $ 14,367 +$3,983 +37.8
9,725 13,189 +3,464 +35.6
12,432 16,111 +3,679 +29.6
10,052 13,663 +3,611 +35.9
11,213 14,662 +3,449 +30.8
$ 14,372 $ 16,263 +$1,891 +13.2
14,935 16,473 +1,538 +10.3
20,148 21,288 +1,140 +5.7
16,019 17,420 +1,401 +8.7
20,335 21,449 +1,114 +5.5