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

2. 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

3. 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

4. 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

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

6. 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

7. 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

8. 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.

9. 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

10. 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

11. 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

12. 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.

13. Paired Comparisons

14. 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.

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

16. 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.

17. 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.

18. 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

19. 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

20. 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

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

22. 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

23. 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.

24. 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.

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

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

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

28. 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

29. 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