Chapter 5 Measuring Results and Behaviors Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

The reason most people never reach their goals is that they don’t define them, or ever seriously consider them as believable and achievable. Winners can tell you where they are going, what they plan to do along the way, and who will be sharing the adventure with them Denis Waitly

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Outline of Chapter Measuring Results Measuring Behaviors Measurement systems 1- Comparative systems 2- Absolute systems Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Measuring Results Measuring results is through: Identifying the key accountabilities. Identifying the objectives Identifying the performance standards. Then, comparing the actual performance with above Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Measuring Behaviors: Overview Identify competencies Identify indicators Choose measurement system Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Identify Competencies Measurable clusters of KSAs Knowledge Skills Abilities That are critical in determining how results will be achieved Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Identify Indicators Observable behaviors Used to measure the extent to which competencies are present or not Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

As an example. “Consideration” “Consideration” is the degree to which the leader looks after the well-being of their employee. Four indicators indicate presence of Consideration are: 1- supports subordinates 2- asks about well being of employees lives. 3- gets to know employees personally. 4- shows respect for employees work and time.

Choose a Measurement System Comparative system Compares employees with one another Absolute system Compares employees with prespecified performance standards Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Comparative Systems Simple rank order Alternation rank order Paired comparisons Relative percentile Forced distribution Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Simple Rank Order Employees are ranked from best performer to worst performer. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Alternation Rank Order The supervisor initially lists all the employees, then The supervisor selects the best performer (#1), then the worst performer (#n), then the second best (#2), then the second worst (#-1), and so forth. Alternating from the top to the bottom of the list until all employees have been ranked.

Paired Comparisons  

Relative Percentile Asks the raters to consider all the ratees at the same time and to estimate the relative performance of each by using a 100 point scale. If 50th percentile is average performance. 50% of employees are better and 50% are worse than an employee in 50th percentile. It may include a scale for each competency.

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Forced Distribution Employees are apportioned according to a normal distribution. For Ex. 20% of employees must be classified as exceeding the performance. 70% as meeting expectation. 10% not meeting expectation. A Company as Example, GE, uses forced ranking, it helps the managers to manage low performers. Each year, 10% of performers are assigned as “C” Grade, if they don’t improve, they are asked to leave the company.

Some issues with forced distribution It makes the managers to only consider the grades than what an employee really does. This normal distribution may not work for all units in organizations. Some may have high performing majority. Reduces the contextual performance among employees.

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Absolute Systems Essays Behavior checklists Critical incidents Graphic rating scales Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Essays It is the simplest absolute method. A supervisor writes an essay describing each employee’s strength and weaknesses and makes suggestions for improvement. Essays do not provide any quantitative information. Supervisors are evaluators. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Behavior Checklists Consists of a form listing behavioral statements that are indicators of various competencies to be measured. Supervisors are not much “Evaluators”, as they are “Reporters”. When the behavior observed is in place, the supervisor checks. Based on different anchors of scales. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Critical Incidents Involves gathering reports of situations in which employees exhibited behaviors that were especially effective or ineffective in accomplishing their jobs. The recorded incidents provide an assessment of behavior. This method is similar to Essay in terms of time-consuming. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Example of Critical Incident An example of the a high school, the incidents of head of disability services office (Tom): A sophomore with learning disabilities was experiencing difficulty in writing. Her parents wanted a laptop for her. Tom ordered a computer and it was delivered to the student. No training was provided to the child, nor her parents. The laptop was never used.

Graphic Rating Scales One of the most popular tool used to measure performance. Ensures the clarity of the response categories to the outside party, the supervisor, and the employee to understand the rating of behavior.

Graphic Rating Scales: Behaviorally Anchored Rating Scales Behaviorally Anchored Rating Scales (BARS) Uses critical incidents as anchors to describe specific behaviors.

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Measuring Performance Several types of methods Differ in terms of: Practicality Usefulness Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Quick Review Measuring Results Identify accountabilities Set objectives Determine standards of performance Measuring Behaviors Identify competencies Identify indicators Choose measurement system 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