Professional Documents
Culture Documents
Dr Bhavana Adhikari
Measuring Results
Measuring results
Key accountabilities What are the different areas on which the employee is expected to focus (broad areas) Objectives Within each area what are the expected objectives (statements of important and measurable outcomes) Performance standards How do we know how well the results have been achieved (yardstick used to evaluate how well
Determining accountabilities
Collect
information about the job Job description (result of job analysis) and organisation goals Job description gives information on tasks performed
Determining accountabilities
Related
tasks grouped together form clusters or accountabilities (broad area for which employee is responsible for producing result) After establishing key accountabilities determine the relative degree of importance
Determining accountabilities
Determining accountabilities
Determining accountabilities
Example: One of the accountabilities for training specialist Team building consultation Assists company leaders in designing and delivering their own team building sessions and other interventions. This is relatively important to the successfulness of teams. Mismanagement of this function will result in teams not meeting their full potential and wasting time and resources on conducting their team sessions (10%of time)
Determining objectives
After determining accountabilities determine specific objectives Statements of an important and measurable outcome that contribute to accountability Help employee guide their effforts
Determining Objectives
Purpose:
to identify
Outcomes
Limited number Highly important
When achieved
dramatic impact on overall organization success
Determining objectives
1. 2. 3. 4. 5.
Objectives must have the following characteristics Specific and clear Challenging ( not impossible) Agreed upon Significant Impact overall success of orgn Prioritised- Prioritised and tackled one by one
Determining objectives
Time bound 7. Achievable- Employees should have the skills trg and resources 8. Fully communicated Not only to manager and employee in question but other orgn members who may be related and effected by the objectives 9. Flexible- Dynamic business environment
6.
Determining objectives
10.
Limited in number Too many objectives difficult toachieve Too few May not make a sufficient impact 5-10 objectives per review period is manageable but can change based on
Determining objectives
Example: Team building consultation Objectives Deliver necessary team training sessions throughout the year within budget with an acceptable satisfaction rating
Quality
How well the objective has been achieved Can include
Usefulness Responsiveness Acceptance rate Error rate Feedback from users and customers
Quantity
How much has been produced, how often and at what cost
Time
Due date, cycle time, deadlines, adherence to schedules
Example of performance standard Reduce overtime from 150 hours / month to 50 hours/ month by December 1, 2007 at a cost not to exceed Rs 1,20,000
2.
Related to postion based on jobs key elements and tasks and not individual traits or person to person comparisons Concrete , specific and measurable
Observable and verifiable No dispute over whether and how well they have been met
3. 4. 5.
Meaningful Measure what is relevant Realistic and achievable Reviewed regularly so that remedial actions can be taken
Measuring Behaviours
Measuring Behaviour
Includes
Identify Competencies
Competencies are Measurable clusters of KSAs
Knowledges Skills Abilities
That are critical in determining how results will be achieved Example- Written or oral commn, creative thinking
Types of Competencies
Differentiating
Types of Competencies
For
Measuring Behaviour
Indicators
To understand the extent to which an employee possesses a competency we have indicators An indicator is a behaviour which if displayed shows that the competency is present A competency can have several indicators We dont measure the competency directly but we measure indicators
Measuring Behaviour
For
Measuring Behaviour
Five
system
system
Comparative system
Base
Comparative system
Simple
rank order
Comparative system
Alternation
rank order
Supervisor initially lists all employees Supervisor selects the best employee (#1), then the worst performer (#n), then the second best (#2) then the second worst (#n-1)
Comparative system
Paired comparison
Comparisons are made between pairs of employees to be evaluated Performance of each employee is compared with every other employee No of comparisons n(n-2)/ 2 where n is the number of employees to be evaluated The better of the two is chosen Ranked based on number of times he or she was rated better
Comparative system
Forced comparison
Employees are distributed according to an approximate normal distribution
20% above expectation 70% meeting expectation 10% below expectation
GE follows this approach Enables managers to concentrate on low performers Asked to improve or leave
Comparative system
Forced
comparison
Drawbacks
Assumes that performance is normally distributed, may not be true Discourages employees from engaging in contextual performance behaviour Important to consider orgn culture before implementing it- unhealthy competitivenessmay cut into the bone of the orgn
to explain Straightforward Better control for biases and errors found in absolute systems
Leniency ( giving high scores to most employees) Severity ( giving low scores to most employees) Central tendency (not giving any above expectations or below expectation ratings)
No information on relative distance between employees Specific issues with forced distribution method
Absolute Systems
Essays Behavior
Essays
Supervisors write essays describing each employees strength and weaknesses and making suggestions for improvement Advantage:
Potential to provide detailed feedback
Disadvantages:
Unstructured and may lack detail Depends on supervisor writing skill Lack of quantitative information; difficult to use in personnel decisions
Behavior checklists
Consist of a number of behaviour statements which are indicators of various competencies Supervisor checks the appropriate statement Supervisors are mere reporters than evaluators of employee behaviour Because each behaviour is present to some extent a scale is also provided
Each response is weighted Overall score is computed
Behavior checklists
The employee shows respect for rules and regulations
1 Never 2 Sometimes 3 Often 4 Fairly often 5 Always
Behavior checklists
There is an assumption that distance between anchors is the same Widespread popularity 7 point, 5 point, 3 point scale 5 point scale generally most suitable, less complex than 7 point scale, more motivating than 3 point scale because employees believe it is more doable to move one step on a 5 point scale rather than a 3 point scale Careful while choosing anchors Anchors of frequency Anchors of amount Anchors of evaluation Anchors of agreement
Behavior checklists
Advantage:
Scale points used are often arbitrary Difficult to get detailed and useful feedback
behaviour account for the difference between doing a job effectively and ineffectively Gathering of information about different situations (specially those when employees were effective or ineffective in accomplishing jobs)
Different variations of critical incidents method Summarising critical incidents and giving them to supervisors in the form of scales
During m/c breakdown was able to keep up production level Strongly agree Agree Undecided Disagree Strongly disagree
meaning for each response category Consistent interpretation by outside readers Supervisor and employee should have same understanding of rating
1.
2.
3.
Practical to measure-Should take into account cost, accuracy and avalability of data Meaningful- Relevant to the purpose of the job, to the achievement of orgn objectives and mission Realistic and achievable Employees should be able to reach the stds within the specified time frame Reviewed regularly Regular information
Summary
Measuring Results
Identify accountabilities Set objectives Determine standards of performance
Measuring Behaviors
Identify competencies Identify indicators Choose measurement system
Activity Creating BARS- based graphic rating scales for evaluating business students performance in team projects
Solution
1. Competencies: Team work: Ability to work in a team to finish all project deliverables on time and according to instructions. Assists others as necessary and constantly seeks to further relationships with team members. Failure to develop team work will result in reduced team effectiveness due to lack of communication and cooperation between team members. Business knowledge: Aware of current business trends and applies relevant business research skills to projects at hand. Always learning new skills, staying current on business news and talking with business professionals. Failure to develop business knowledge will result in a decrease in the quality of work produced by the team. Communication: Ability to articulate verbally or through written communication ideas on project deliverables. Use of correct grammar, professional presentation, and clear and concise messages characterize good communication. Failure to communicate well will result in the decreased performance of the team, because team members will no longer understand ideas put forth
2. Behavioral Indicators: Team work o Friendly environment exists o Team members input is accepted o Offers to help other team members when necessary Business knowledge o Student offers input when group is discussing business problems o Actively researches solutions presented o Reads business news sources on a daily basis to stay upto-date on business trends Communication o Clearly articulates points in meetings o Uses correct grammar and word usage in written communications o Professionally presents ideas and findings in project presentations
Summary
Measuring Results
Identify accountabilities Set objectives Determine standards of performance
Measuring Behaviors
Identify competencies Identify indicators Choose measurement system