Chapter 4 Defining Performance and Choosing a Measurement Approach Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Overview Defining Performance Determinants of Performance Performance Dimensions Approaches to Measuring Performance Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Defining Performance Performance is: Behavior What employees do Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Defining Performance Performance is NOT: Results or outcomes What employees produce Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Behaviors Labeled as Performance Are… Evaluative Negative Neutral Positive Multidimensional Many different kinds of behaviors Advance or hinder organizational goals Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Behaviors Are NOT Always… Observable Measurable Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Results/Consequences May Be Used… To infer behavior As proxy for behavioral measure Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Determinants of Performance Declarative Knowledge X Procedural Knowledge Motivation Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Declarative Knowledge Information about Facts Labels Principles Goals Understanding of task requirements Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Procedural Knowledge Knowing What to do How to do it Skills Cognitive Physical Perceptual Motor Interpersonal Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Motivation Choices Expenditure of effort Level of effort Persistence of effort Deliberate practice leads to excellence Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Deliberate Practice Approach performance with goal of getting better and better Focus on performance What is happening? Why? Seek feedback from expert sources Build mental models of job, situation, and organization Repeat first four steps on an ongoing basis Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Implications for Addressing Performance Problems Managers need information to accurately identify source(s) of performance problems Performance management systems must… Measure performance AND Provide information on source(s) of problems Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Factors Influencing Determinants of Performance Individual characteristics Procedural knowledge Declarative knowledge Motivation HR practices Work environment Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Performance Dimensions: Types of Multidimensional Behaviors Task performance Contextual performance Prosocial behaviors Organizational citizenship Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Task Performance Activities that Transform raw materials Help with the transformation process Replenishing Distributing Supporting Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Contextual Performance Behaviors that Contribute to the organization’s effectiveness AND Provide a good environment in which task performance can occur Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Differences Between Task and Contextual Performance Task Performance Varies across jobs Likely to be role prescribed Influenced by Abilities Skills Contextual Performance Fairly similar across jobs Not likely to be role prescribed Influenced by Personality Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Why Include Task and Contextual Performance Dimensions in PM System? Global competition Customer service Teamwork Employee perceptions of PM Supervisor views Cultural differences Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Voice Behavior Behavior that emphasizes expression of constructive challenge with the goal to improve rather than merely criticize Challenges the status quo in a positive way Makes innovative suggestions for change Recommends modifications to standard procedures Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Job Performance in Context That produce various results A performer (individual or team) Engages in certain behaviors In a given situation TRAIT BEHAVIOR RESULTS Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Approaches to Measuring Performance Behavior Approach Emphasizes how employees do the job Results Approach Emphasizes what employees produce Trait Approach Emphasizes individual traits of employees Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Behavior Approach Appropriate if… Employees take a long time to achieve desired outcomes Link between behaviors and results is not obvious Outcomes occur in the distant future Poor results are due to causes beyond the performer’s control Not appropriate if… Above conditions are not present Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Results Approach Advantages: Less time Lower cost Data appear objective Most appropriate when: Workers skilled in necessary behaviors Behaviors and results obviously related Consistent improvement in results over time Many ways to do the job right Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Trait Approach Most appropriate when: Emphasis on individual Evaluate stable traits (i.e., cognitive abilities, personality) Positive relationship between abilities, personality traits, and desirable work-related behaviors Appropriate if structural changes planned for organization Disadvantages Improvement not under individual’s control Trait may not lead to desired behaviors or results Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Quick Review Defining Performance Determinants of Performance Performance Dimensions Approaches to Measuring Performance Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in the United States of America. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall