612 fill in the blanks
Declarative Procedural
Ability includes both.. D_____ P_____
In a circle: Prerequisites Performance planning Performance execution Performance assessment Performance review Performance renewal and contracting
Aguinis (2014) PM process In a circle: _____ Performance _____ Performance _____ Performance _____ Performance _____ Performance r_____ and c_____
Job rotation: periodic shifting of employees between tasks, to eliminate repetitiveness Job enlargement: expanding a job horizontally, in terms of the number and variety of tasks Job enrichment: expanding a job vertically, to increase a person's planning, execution, and evaluation of their work Self-autonomous teams (or autonomous work groups, E. Trist): job enrichment at the group level, i.e., groups manage their own work and working practices Empowerment (functional and psychological): people are given more knowledge, more autonomy, more responsibility and more decision-making powers
Approaches to job (re)design (5) J_____ r_____: periodic shifting of employees between tasks, to eliminate r_____ J_____ e_____: expanding a job h_____, in terms of the n_____ and v_____ of tasks J_____ e_____: expanding a job v_____, to increase a person's p_____, e_____, and e_____ of their work S_____ t_____ (or _____ _____ _____, E. Trist): job enrichment at the g_____ level, i.e., groups manage their own work and working practices E_____ (functional and psychological): people are given more k_____, more a_____, more r_____ and more d_____ powers
Core job dimensions = - Skill variety - Task identity - Task significane - Autonomy - Job feedback Critical psyc states = - Experienced the meaningfulness of work - Responsibility - Knowledge of results Personal and work outcomes = - Internal motivation - Work effectiveness - General job satisfaction - Satisfaction with growth Moderated by GNS, contextual factors, and knowledge and skill
Approaches to job re design Job design theory (hackman and oldham) Core job dimensions = - _____ _____ - _____ _____ - _____ _____ - _____ - _____ _____ Critical psyc states = - Experienced the _____ of work - _____ - K_____ of r_____ Personal and work outcomes = - I_____ m_____ - w_____ e_____ - G_____ j_____ s_____ - S_____ w_____ g_____ Moderated by _____, c_____ f_____, and k_____ and s_____
Approaches to measuring performance A performer (individual or team) - traits, competencies -> In a given situation -> Engages in certain behaviours -> That produce various results
Approaches to measuring performance A performer (i_____ or t_____) - t_____, c_____ -> In a given s_____ -> Engages in c_____ b_____ -> That produce v_____ r_____
That in permanent competition against others
Assumption of strategy That in p_____ c_____ against others
Behaviours (2) • Focused on what employees do on the job; on the how, hence on behaviours in relation to situations • Allows development of instructions, best practices, employees' guided improvement and development
Behaviours (2) • Focused on what employees do o_____ t_____ j_____; on the h_____, hence on behaviours in relation to s_____ • Allows development of i_____, best p_____, employees' guided i_____ and d_____
Behaviours Limitations (2) 1) certain behaviours may indicate performance, even if they are not directly related (e.g. attendance); 2) can be costly and time consuming to develop and implement
Behaviours Limitations (2) 1) certain behaviours may i_____ performance, even if they are not d_____ r_____ (e.g. attendance); 2) can be c_____ and t_____ c_____ to d_____ and i_____
Behaviours are most appropriate when: (3) - Link between behaviours and results is not obvious - Outcomes occur in distant future - Results not always under employee's control
Behaviours are most appropriate when: (3) - Link between b_____ and r_____ is not o_____ - O_____ occur in d_____ f_____ - R_____ not always under employee's c_____
Clarify definitions of job and of success criteria Increase engagement and OCBs Increase motivation to stay and to perform Increase self-esteem Enhance self-insight and development
Benefits of PM for employees? Clarify definitions of _____ and of _____ _____ Increase _____ and _____ Increase _____ to _____ and to _____ Increase _____ Enhance _____ and _____
Communicate supervisors' views of performance more clearly Managers gain insight about subordinates Better and more timely differentiation between good and poor performers Employees become more competent Employee misconduct is minimised
Benefits of PM for managers? _____ supervisors' _____ of _____ more clearly Managers gain _____ about _____ Better and more _____ _____ between _____ and _____ _____ Employees become more _____ Employee _____ is _____
Clarify organisational goals Facilitate organisational change Fairer, more appropriate administrative actions Better protection from lawsuits
Benefits of PM for organisations/HRM Clarify _____ _____ Facilitate _____ _____ _____, more _____ _____ actions Better _____ from _____
Defines organisational identity Prepares for the future Develops capabilities to adapt to environmental changes Provides focus for resource allocation Creates culture of cooperation, competition, or coopetition Provides direction for everyday activities
Benefits of strategy if done properly (6) Defines organisational i_____ Prepares for the f_____ Develops c_____ to adapt to e_____ c_____ Provides focus for r_____ a_____ Creates culture of c_____, c_____, or c_____ Provides d_____ for everyday _____
Competencies (behavioural approach) (3) • Clusters of KSAs necessary to do job right • Derived from critical incidents (job analysis) or top-down (starting with outcomes and listing necessary competencies/behaviours) • Core competencies as definition of performance in a managerial context: - E.g.,Leading and Deciding, Supporting and Cooperating, Interacting and Presenting, Analysing and Interpreting, Creating and Conceptualising, Organising and Executing, Adapting and Coping, Enterprising and Performing (Bartram, 2005)
Competencies (behavioural approach) (3) • Clusters of _____ necessary to d_____ j_____ r_____ • Derived from c_____ i_____ (job _____) or t_____ (starting with o_____ and listing necessary c_____/b_____) • C_____ c_____ as d_____ of performance in a m_____ context: - E.g.,Leading and Deciding, Supporting and Cooperating, Interacting and Presenting, Analysing and Interpreting, Creating and Conceptualising, Organising and Executing, Adapting and Coping, Enterprising and Performing (Bartram, 2005)
The capability of producing an effect (focus: competencies to get things done)
What is effectiveness? The _____ of producing an _____ (focus: _____ to get things _____)
• Not specified anywhere • Behaviours which facilitate (or hinder) task performance of self and others • Can be distinguished further in - Interpersonal facilitation - Job dedication • Specific dimensions: - Organisational Citizenship Behaviours - Counterproductive Work Behaviours - Civic behaviours • Fairly similar across jobs • Influenced by personality
Contextual performance (OCBS) (6) • Not s_____ anywhere • Behaviours which f_____(or h_____) t_____ performance of s_____ and o_____ • Can be distinguished further in - I_____ f_____ - J_____ d_____ • Specific dimensions: - O_____ c_____ behaviours - C_____ w_____ behaviours - C_____ behaviours • Fairly s_____ across jobs • Influenced by p_____
Degree to which desired goals are achieved (focus: achievement as such)
What is efficacy? Degree to which _____ _____ are _____ (focus: _____ as such)
"Do whatever you like!": performance not connected to desired outcomes "It doesn't really matter what you do!": poor connection between tasks and organisational goals "Why would I do this?": low motivation and engagement "Where are the competent professionals?": hiring done almost randomly "What skills do we really need?": difficulties getting the right skills "Wasting...": of time and money, hence low productivity "Is this a fair organisation?": risk of litigation "It's pointless to work here!": increased turnover, destructive behaviour
Dangers/disadvantages of poorly designed and implemented PM systems "Do whatever you like!": performance not _____ to _____ _____ "It doesn't really matter what you do!": _____ _____ between _____ and _____ _____ "Why would I do this?": low _____ and _____ "Where are the competent professionals?": _____ done almost _____ "What skills do we really need?": difficulties getting the _____ _____ "Wasting...": of _____ and _____, hence _____ _____ "Is this a fair organisation?": risk of _____ "It's pointless to work here!": increased _____, _____ behaviour
Facts and things Task and methods Information about - Facts - Labels - Principles - Goals - How to look stuff up(?) Understanding of task requirements
Declarative (4): F_____ and t_____ T_____ and m_____ Information about - F_____ - L_____ - P_____ - G_____ - H_____ _____ _____ _____ _____(?) Understanding of t_____ r_____
What employees do in relation to organisational goals
Define performance in organisations What employees do in relation to _____ _____
Abilities/skills + motivation/incentives + opportunity to participate --> Effective discretionary effort --> Firm performance
Determinants of performance (AMO model) A_____/S_____ + M_____/I_____ + o_____ to p_____ --> Effective d_____ e_____ --> F_____ performance
Multidimensionality of performance is a problem. Indicators should aggregate a few behaviours. Dynamical, important behaviours may change Subjective measurement also problem
Difficulty measuring performance (2) M_____ of performance is a problem. Indicators should aggregate a few behaviours. Dynamical, important behaviours may _____ _____ measurement also problem
World changing and work becoming more mental
Difficulty of job analysis? W_____ _____ and work becoming more _____
- Absenteeism, turnover, accidents... - Presentism, ELVN, punctuality... - Stress, alcoholism, fatigue... - Stealing, fraud, suicide... - LIDB and HIDB
Dysfunctions management - _____, turnover, _____... - _____, ELVN, _____... - Stress, _____, fatigue... - _____, fraud, _____... - LIDB and _____
- Performance Appraisal - Knowledge management - Discipline and grievance - Health and safety - Administrative HR
Evaluation and control - _____ _____ - _____ management - Discipline and _____ - _____ and _____ - _____ HR
Factors in selecting the PA technique: (6) - The organisation - Relevant behaviours - What are the global and specific goals - Available resources, especially money - Personal preferences/knowledge - Other
Factors in selecting the PA technique: (6) - The o_____ - R_____ behaviours - What are the g_____ and s_____ g_____ - Available r_____, especially m_____ - Personal p_____/k_____ - O_____
• Focus on the employee, and on HRM goals • Designed and driven by HRM • Feedback once a year, not ongoing
What is performance appraisal? • Focus on the _____, and on _____ _____ • Designed and driven by _____ • _____ once a year, not _____
Individual ranking (what is it?) Comparative system Rank-orders employees from best to worse No ties are allowed Ranking is based on the existing scales, and not on an absolute anchor More complex individual ranking may use specific criteria Several variations exist (e.g. simple rank order, paired comparisons, forced distribution, etc.)
Individual ranking (what is it?) _____ system R_____ employees from best to worse No t_____ are allowed Ranking is based on the existing s_____, and not on an a_____ a_____ More c_____ individual ranking may use specific c_____ Several v_____ exist (e.g. simple rank order, paired comparisons, forced distribution, etc.)
- Planning - Recruitment - Selection - Dismissals
Integration and adaption (4) - Planning - _____ - Selection - _____
• Describing the tasks, KSAs, and working conditions in place to achieve goals, and mission, and vision on both unit and organisational levels • Congruence goals-tasks important • Job analysis - Goals of specific position (or overall) - Which tasks are necessary to reach goals? - What knowledge, skills and abilities (KSA) are needed to do these skills? - Who do we need to hire to acquire those skills?
Job description (first product of job analysis) (3) • Describing the t_____, k_____, and w_____ c_____ in place to achieve g_____, and m_____, and v_____ on both u_____ and o_____ levels • Congruence g_____-t_____ important • Job analysis - G_____ of specific position (or overall) - Which t_____ are necessary to reach goals? - What k_____, s_____ and a_____ (_____) are needed to do these skills? - Who do we need to h_____ to acquire those skills?
Efficacy: 1, 2, 5, 7 Efficiency: 4, 6, 9 Effectiveness: 3, 8, 10
Label as efficacy, efficiency, or effectiveness: 1. Final score of a match 2. # kilometres run by a player during a match 3. Average height of players on a team 4. Rank position in the championship 5. Number of fouls by a team 6. Average number of yellow cards by player 7. Number of passes on a match, by a player 8. Stadium facilities 9. Goal average of a team 10. Having Ronaldo playing in your team
Organisation's strategic plan --> Unit's strategic plan (e.g. HRM) --> Job description --> Individual and team performance
Link between performance management and strategic plan (4) O_____ s_____ p_____ --> U_____ s_____ p_____ (e.g. _____) --> J_____ d_____ --> I_____ and t_____ performance
Linking PM with PA There is a link between: Strategic Goals (PM) Individual Development (PA) Human Resource Management
Linking PM with PA There is a link between: S_____ G_____ (PM) I_____ D_____ (PA) H_____ R_____ M_____
Linking PM with PA: HRM (3) Direct implications: compensation and rewards management, career and transfers management Indirect implications: outsourcing decisions, recruitment and selection Indirect implications: motivation, development, and other human variables
Linking PM with PA: HRM (3) D_____implications: c_____ and r_____ management, c_____ and t_____ management I_____ implications: o_____ decisions, r_____ and s_____ I_____ implications: m_____, d_____, and other h_____ variables
Linking PM with PA: individual development (pa) (3) Employee potential, control, assessment Help individuals know their weaknesses and strengths Help set up actions to improve performance
Linking PM with PA: individual development (pa) (3) Employee p_____, c_____, a_____ Help individuals know their w_____ and s_____ Help set up a_____ to i_____ performance
Linking PM with PA: strategic goals (pm) (5) Linked to org. strategy Transferred into lower- level goals (e.g. dpt.) Based on metrics Communicated and negotiated Important to monitor and give feedback
Linking PM with PA: strategic goals (pm) (5) Linked to org. s_____ Transferred into l_____ goals (e.g. dpt.) Based on m_____ C_____ and n_____ Important to m_____ and give f_____
Traditionally: strong focus on assessment and appraisal of performance: performance appraisal Currently: developing performance at all levels, i.e. performance can be shaped in a way that benefits organisation
Old versus new perspective of PM Traditionally: strong focus on _____ and _____ of performance: _____ _____ Currently: _____ performance at all levels, i.e. performance can be _____ in a way that benefits organisation
Task performance, or role- related Contextual performance (OCBs)
Performance dimensions (2) T_____ performance, or r_____ C_____ performance (_____)
Measuring competencies (4) • Behaviours require competencies, therefore competencies can be assessed by behaviours - Identify necessary competencies - Identify behaviours that reflect competencies - Identify indicators of behaviours • Standards for what type of behaviour represent certain level of competency - When competency is demonstrated - When competency is not demonstrated • Compare to latent variable - competencies, with indicators - behaviours • Decision: describe top competencies, acceptable levels, or when competency not exhibited?
Measuring competencies (4) • Behaviours require c_____, therefore c_____ can be assessed by behaviours - Identify necessary c_____ - Identify b_____ that r_____ c_____ - Identify i_____ of behaviours • S_____ for what t_____ of behaviour represent certain l_____ of competency - When competency is d_____ - When competency is n_____ d_____ • Compare to l_____ variable - competencies, with i_____ - behaviours • Decision: describe t_____ competencies, a_____ levels, or when competency n_____ e_____?
Modern techniques/methods Assessment centres Management by objectives Competencies management
Modern techniques/methods A_____ c_____ M_____ by o_____ C_____ m_____
Motivation = • Choices - Expenditure of effort - Level of effort - Persistence of effort • Deliberate practice leads to excellence Opportunity = • HR practices • Work environment • Leaders and managers • Labour market • (Lady Luck)
Motivation (2) / Opportunity (5) Motivation = • C_____ - E_____ of effort - L_____ of effort - P_____ of effort • D_____ practice leads to _____ Opportunity = • _____ practices • Work e_____ • L_____ and M_____ • L_____ M_____ • (_____)
Design of HRM (HR department) - Integration and adaption - Retention and development - Evaluation and control - Dysfunctions management Implementation (middle management) Motivation and other human outputs -> Individual performance (affected by social dynamics and extraneous variables)
Organisation of the HR function _____ of HRM (_____ _____) - _____ and adaption - Retention and _____ - Evaluation and _____ - _____ management _____ (middle management) _____ and other _____ _____ -> _____ performance (affected by _____ _____ and _____ _____)
PA philosophy. A Performance Appraisal system should be (4) - Formal - Systematic - Standardised - Regular
PA philosophy. A Performance Appraisal system should be (4) - F_____ - S_____ - S_____ - R_____
PA philosophy: Ultimate goal of PA To guide the person's professional activity towards continuous improvement. And to assure that such activity has a positive impact on the overall company's performance
PA philosophy: Ultimate goal of PA To g_____ the person's professional a_____ towards c_____ i_____. And to assure that such activity has a p_____ i_____ on the overall company's p_____
PA purposes (8) - Research - Compensation - Personnel decisions - Retention/discharge - Personnel planning - Training & development - Promotion - Performance feedback
PA purposes (8) - R_____ - C_____ - P_____ d_____ - R_____/d_____ - P_____ p_____ - T_____ & d_____ - P_____ - P_____ f_____
- Several techniques available - The perfect technique does not exist - Should always ask: "what is the goal of performance appraisal in this organisation?"
PA techniques general - Several techniques available - The p_____ technique does not exist - Should always ask: "what is the _____ of performance appraisal in this organisation?"
Knowledge of organisation's mission and goals. - Clear mission and strategies - Vision and strategy used to shape objectives for units (departments, work groups) - Objectives used to formulate job descriptions that are in line with the goals Knowledge of what the job entails (usually done with job analysis). - Tasks to carry out (prepare and deliver lectures) - Required knowledge (psychology theories) - Skills (speaking, instructing) - Abilities (oral expression, speech clarity)
PM Process: What are the prerequisites? Knowledge of organisation's m_____ and g_____. - Clear m_____ and s_____ - V_____and s_____ used to shape o_____ for units (departments, work groups) - O_____ used to formulate job d_____ that are in line with the _____ K_____ of what the job _____ (usually done with job _____). - _____ to carry out (prepare and deliver lectures) - Required _____ (psychology theories) - _____(speaking, instructing) - _____ (oral expression, speech clarity)
- To search and select people - To develop them and expand their competencies - To retain them, and lead them achieve better performance levels - To control and evaluate them
PM and the link with HRM (4) - To _____ and _____ people - To _____ them and expand their _____ - To _____ them, and _____ them to achieve better _____ _____ - To _____ and _____ them
Performance is about specific combinations of employee behaviours, that add value. Powerful mechanisms to shape such combinations include: HRM, psychology, leadership, work design As it depends on the company's goals, it is likely that PM systems are dynamical
PM initial reflections: Performance is about _____ _____ of _____ _____, that _____ _____. Powerful mechanisms to shape such combinations include: _____, _____, _____, _____ _____ As it depends on the company's _____, it is likely that PM systems are _____
Are the necessary skills and competencies present in the current staff? Are HR policies or training programs effective?
PM is a powerful management tool for HRM Are the necessary _____ and _____ present in the current staff? Are _____ _____ or _____ _____ effective?
Feedback for individual employees, informing about expectations, prioritizing
PM is a powerful management tool for communication _____ for individual employees, informing about _____, _____
administration Employee decisions, hiring, layoffs, salary, rewards, promotions, training
PM is a powerful management tool for: administration Employee _____, _____, layoffs, salary, _____, promotions, _____
strategy Linking employee goals with organisational goals
PM is a powerful management tool for: strategy Linking _____ _____ with _____ _____
Development and change Focusing on what could be better, what should get better, performance improvement
PM is a powerful management tool for: development and change Focusing on what could be ______, what should get ______, ______ ______
To what extent did employee: • Achieve the results? • Display the behaviours? • Reach the stated goals? Who assesses? • Employee • Manager • Co-workers • Clients • Multiple?
PM process: What is performance assessment? To what extent did employee: • Achieve the _____? • Display the _____? • Reach the s_____ _____? Who a_____? • Employee • _____ • _____ • Clients • _____?
The actual behaviour, after getting clear instructions - Commit to goals - Seek out feedback - Communicate with and update supervisor - Prepare for review Supervisor tasks - Observation, documentation - Updates of job description (changing goals, priorities, circumstance) - Giving continuous feedback (coaching) - Providing adequate resources (physical, training) - Reinforcement (praise, or feedback about negative behaviors)
PM process: What is performance execution? The actual _____, after getting _____ _____ - Commit to _____ - Seek out _____ - _____ with and _____ supervisor - Prepare for _____ _____ tasks - O_____, d_____ - Updates of j_____ _____ (changing g_____, p_____, c_____) - Giving c_____ f_____ (c_____) - Providing a_____ r_____ (physical, training) - _____ (praise, or feedback about negative behaviors)
Results • What should be the outcome of the job, measurable, accountabilities (areas of a job for which the employee is responsible for) • Objectives • Performance standards (e.g. cost, time, quality) Behaviours • How should job be done, procedures, competencies Which aspects should get greater weight? PDP (personal development planning): How can I get better and continue to develop?
PM process: What is performance planning? Results • What should be the _____ of the job, m_____, a_____ (areas of a job for which the employee is _____ for) • O_____ • Performance s_____ (e.g. c_____, t_____, q_____) B_____ • How should job be _____, p_____, c_____ Which aspects should get greater _____? P_____ : How can I get _____ and continue to _____?
Starting the cycle again Part of the performance review, looking ahead, setting new goals
PM process: What is performance renewal and recontracting? _____ the c_____ again Part of the performance r_____, looking a_____, setting n_____ g_____
Dialogue between employee and manager Feedback from manager Discussion of compensation (salary negotiation, promotion) Often dreaded meeting on both parts Requires skills to both give and take feedback Should focus on both past (assessment) and future (progress, new goals), i.e., on appraisal and on motivation
PM process: What is performance review? (6) Dialogue between _____ and _____ _____ from manager Discussion of _____ (salary _____, _____) Often d_____ m_____ on both parts Requires skills to both _____ and _____ _____ Should focus on both past (_____) and future (p_____, n_____ g_____), i.e., on a_____ and on m_____
1) disappointing results, 2) bureaucracy, 3) disconnected to day-to-day activities, 4) low degree of fit between employees' work and organisational goals, 5) difficulty writing and implementing SMART goals, 6) too much complexity of PM systems, 7) subjective judgments, and 8) demotivating for managers
Problems with PM systems 1) disappointing _____, 2) b_____, 3) _____ to _____ activities, 4) low degree of _____ between employees' _____ and organisational _____, 5) difficulty _____ and _____ _____ goals, 6) too much _____ of PM systems, 7) _____ judgments, and 8) _____ for managers
- Motor skills - Mental skills Knowing - What to do - How to do it Skills - Cognitive - Physical - Perceptual - Motor - Interpersonal
Procedural (4) - M_____ skills - M_____ skills Knowing: - W_____ _____ _____ - H_____ _____ _____ _____ Skills - C_____ - P_____ - P_____ - M_____ - I_____
Results (3) • Focused on outcome of behaviours, hence it doesn't matter how employees do the job; nor it matters their traits • Relatively easy and fast to measure, hence less costly • Data resulting from this approach is usually more objective
Results (3) • Focused on o_____ of behaviours, hence it doesn't matter how employees d_____ t_____ j_____; nor it matters their t_____ • Relatively e_____ and f_____ to m_____, hence less c_____ • Data resulting from this approach is usually more o_____
Results are most appropriate when (4) - Workers possess all behaviours necessary to conduct their jobs - Behaviours and results are related (e.g. most easy tasks) - Results improve over time (it is an indication of employees learning how to do things better) - There are many ways to do the job to get the same results
Results are most appropriate when (4) - Workers possess all b_____ necessary to c_____ their jobs - Behaviours and results are r_____ (e.g. most easy tasks) - Results i_____ over time (it is an i_____ of employees l_____ how to do things b_____) - There are many ways to do the job to get the s_____ r_____
Results limitations (3) 1) too simplistic; 2) does not take into account the situation; and 3) may generate perceived unfairness
Results limitations (3) 1) too s_____; 2) does not take into account the s_____; and 3) may generate p_____ u_____
- Training and Development - Career Management - Reward Strategies and Systems - Communication - Teamwork Development
Retention and development (5) - Training and _____ - _____ Management - _____ strategies and _____ - _____ - _____ Development
How to fullfill mission, vision, and how to reach goals "How-to procedures" to reach objectives Important task for all organic/business units (including HR) is to develop unit strategies that are aligned to corporate strategy Translating management mission & goals to actionable knowledge
Strategy (4) How to fullfill m_____, v_____, and how to r_____ g_____ "H_____ p_____" to reach o_____ Important task for all organic/business units (including HR) is to develop u_____ s_____ that are aligned to c_____ s_____ Translating management mission & goals to a_____ k_____
Collecting information about: 1) external trends, challenges, etc.; and 2) the internal organisation (e.g. competencies, workforce evolution, etc.) SWOT analysis: a structured way to collect, analyse, and display information. S (strengths), W (weaknesses), O (opportunities), T (threats) GAP analysis (table) - Leverage (S/O) = who we are as an organisation, what we do. - Vulnerability (S/T) - Constraint (W/O) - Problem (W/T)
Strategy and the strategic process: Environmental analysis includes.. (3) Collecting information about: 1) e_____ t_____, c_____, etc.; and 2) the i_____ o_____ (e.g. c_____, workforce e_____, etc.) SWOT analysis: a structured way to c_____, a_____, and d_____ information. S (_____), W (_____), O (_____), T (_____) GAP analysis (table) - L_____ (S/O) = who we are as an organisation, what we do. - V_____ (S/T) - C_____ (W/O) - P_____ (W/T)
Specific information about implementation of mission Statements about achievements in medium to long range Clear direction for employees and managers: focus attention! Something to compare actual performance to: Key Performance Indicators
Strategy and the strategic process: Goals: (4) Specific information about i_____ of m_____ Statements about a_____ in m_____ to l_____ r_____ Clear d_____ for employees and managers: focus a_____! Something to compare a_____ p_____ to: K_____ P_____ I_____
Specifics business(es) in which firm intends to compete and customers it intends to serve More concrete than the vision
Strategy and the strategic process: Mission (2) Specifics business(es) in which firm intends to c_____ and c_____ it intends to s_____ More c_____ than the vision
The core and fundamental concepts and principles that guide the firm and its employees Single words or short expressions, varying between 3-10 in number Each one addresses different stakeholders
Strategy and the strategic process: Values (3) The c_____ and f_____ c_____s and p_____ that g_____ the firm and its employees S_____ w_____ or s_____ e_____, varying between _____ in number Each one addresses different s_____
Picture of what the firm wants to be and, in broad terms, what it ultimately wants to achieve A vision statement is the responsibility of the leader who should work with others to form it Foundation for the mission
Strategy and the strategic process: Vision (3) Picture of what the firm wants to b_____ and, in broad terms, what it ultimately wants to a_____ A vision statement is the responsibility of the leader who should work with others to form it Foundation for the m_____
1) focus directly on critical PM behaviours, 2) assume that PM is a relationship activity, 3) be ready to change and adapt to new conditions, i.e., view a PM system as a driver for change, and 4) ensure that the PM system responds to some real business need
Suggested changes to PM systems to improve problems 1) focus directly on c_____ p_____ behaviours, 2) assume that PM is a r_____ activity, 3) be ready to _____ and adapt to new _____, i.e., view a PM system as a _____ for _____, and 4) ensure that the PM system _____ to some r_____ b_____ n_____
• Should be specified in job descriptions • Producing services or goods consistent with organisational goals • Activities which relate to production • Can be routine, adaptive, or creative • Varies across jobs • Influenced by abilities and skills
Task performance, or role-related performance (6) • Should be specified in j_____ d_____ • Producing s_____ or g_____ consistent with o_____ g_____ • Activities which relate to p_____ • Can be r_____, a_____, or c_____ • Varies across j_____ • Influenced by a_____ and s_____
Person-job relationship - Job involvement - Job satisfaction - Job socialisation - Work motivation - OCBs Person-organisation relationship - Organisational commitment - Organisational socialisation - Psychological contract - Organisation identification - Organisation identity Person-person relationship - Leadership and management - Teamwork - Group socialisation - Negotiation and conflict - Interpersonal relationships
The role of HRM Person-_____ relationship - Job i_____ - Job s_____ - Job s_____ - Work m_____ - O_____ Person-_____ relationship - Organisational c_____ - Organisational s_____ - P_____ c_____ - Organisation i_____ - Organisation i_____ Person-_____ relationship - L_____ and m_____ - T_____ - G_____ s_____ - N_____ and c_____ - I_____ r_____
Classical The "we have no strategy here" Emergent
Three perspectives on strategy C_____ The "_____ _____ _____ _____ _____" E_____
Traditional techniques/methods Written essays Individual ranking Paired comparison Group order ranking Behavioural checklist Critical incidents Graphic rating scales Behaviourally anchored rating scales Forced distribution Etc.
Traditional techniques/methods W_____ e_____ I_____ ranking P_____ comparison G_____ o_____ ranking B_____ c_____ C_____ i_____ G_____ r_____ scales B_____ scales F_____ d_____ Etc.
Traits • Focus on stable attributes (e.g. personality) which are related to good performance. E.g. Big-5 Conscientiousness & Extraversion often included to predict performance (mainly contextual) • May be useful in situations when traits are important for certain behaviours or results - e.g., empathy, decision-making ability, extraversion
Traits • Focus on s_____ a_____ (e.g. personality) which are related to g_____ p_____. E.g. Big-5 Conscientiousness & Extraversion often included to predict performance (mainly c_____) • May be useful in situations when traits are i_____ for certain b_____ or r_____ - e.g., empathy, decision-making ability, extraversion
Traits limitations 1) traits hard to change, hence improvement more difficult; 2) does not take into account the situation; and 3) theoretically far away from results
Traits limitations 1) traits hard to c_____, hence i_____ more difficult; 2) does not take into account the s_____; and 3) t_____ far away from r_____
Informing employees about strategic plan Outline knowledge, skills and abilities (KSA) needed for implementing plan Propose reward systems which reinforce desired behaviours
Translating management mission & goals to actionable knowledge by...(3) Informing employees about s_____ p_____ Outline k_____, s_____ and a_____ (_____) needed for i_____ plan Propose r_____ s_____ which reinforce d_____ b_____
Implemented strategy that competitors are unable to duplicate or find too costly to imitate
What is competitive advantage? Implemented strategy that competitors are unable to d_____ or find too c_____ to i_____
What are performance indicators? observable measures or value of performance
What are performance indicators? o_____ measures or v_____ of performance
Refers to the simple display of skills (as in theatre performance) Refers to a conscious/oriented mode of behaving, different from just "doing" Refers to achievement/success in some activity (main concern in PM)
What are the 3 meanings of performance in org psyc? Refers to the simple _____ of _____ (as in theatre performance) Refers to a _____/_____ mode of behaving, different from just _____ Refers to _____/_____ in some activity (main concern in PM)
Strategic congruence: aligning individual, unit, and company goals Context congruence: especially with culture (company and national) Practical: should be easy to use and understand Meaningful: should cover relevant behaviours, standards, etc. Specific: should provide detailed and concrete guidance to employees regarding what is expected Reliable: consistent across evaluators, free of error Acceptable, correctable: should discriminate between effective and ineffective performance Ethical and fair: should be accepted and perceived as fair
What are the desired qualities of PM systems? (9) _____ congruence: _____ individual, _____, and company _____ _____ congruence: especially with _____ (company and _____) P_____: should be easy to use and _____ M_____: should cover _____ behaviours, standards, etc. S_____: should provide detailed and concrete _____ to employees regarding what is _____ R_____: _____ across _____, free of _____ A_____, c_____: should _____ between _____ and _____ performance E_____ and f_____: should be _____ and perceived as _____
Task performance (in-role) Citizenship behaviours (extra-role) Counterproductive behaviour (sabotage)
What are the different types of performance in organisations? _____ _____ (in-role) _____ _____(extra-role) _____ _____ (sabotage)
What is PA? A systematic evaluation of employees with regards to their performance at work But also is a complex interactional human process - Exercise of observation and judgment - Organisational intervention and change process - Feedback process - A measurement process - An emotional process Individual focused
What is PA? A s_____ e_____ of employees with regards to their performance at work But also is a complex i_____ h_____ process - Exercise of o_____ and j_____ - Organisational i_____ and c_____ process - F_____ process - A m_____ process - An e_____ process I_____ focused
social entity (made of people) which operates in a coordinated manner, to achieve objectives. People possess a set of competencies, which allow them to transform organisational inputs into value-added outputs
What is an organisation? _____ _____ (made of people) which operates in a _____ _____, to _____ _____. People possess a set of _____, which allow them to transform _____ _____ into _____ _____
• Focus on strategy, goals, vision, mission • Designed by strategic leaders (including HRM), and driven by line manager • Feedback is ongoing, so that corrective measures are taken on the spot
What is performance management? • Focus on _____, _____, _____, _____ • Designed by _____ _____ (including HRM), and driven by _____ _____ • Feedback is _____, so that _____ _____ are taken on the spot
• Focus on the outcome. • Productivity is about attaining the highest possible outcome, while consuming the minimum inputs. Performance is about performing actions that are meaningful to the company • It is possible to perform to standards, and yet productivity is low
What is productivity? • Focus on the _____. • Productivity is about attaining the _____ _____ _____, while consuming the _____ _____. Performance is about _____ _____ that are _____ to the company • It is possible to perform _____ _____, and yet _____ is _____
The ratio of outputs (e.g. goods, services) to inputs (e.g. labour, capital)
What is productivity? The ratio of _____ (e.g. _____, _____) to _____ (e.g. _____,_____)
Achieved when a firm formulates & implements a value-creating strategy
What is strategic competitiveness? Achieved when a firm f_____ & i_____ a v_____ strategy
Integrated and coordinated set of commitments and actions designed to exploit core competencies and gain a competitive advantage
What is strategy? I_____ and c_____ set of c_____ and a_____ designed to e_____ core c_____ and gain a c_____ a_____
Written essays (what is it?) Comparative/absolute system Narrative stating the employee's strengths, weaknesses, past performance, potential, and suggestions for improvement
Written essays (what is it?) _____ system N_____ stating the employee's s_____, w_____, p_____ performance, p_____, and suggestions for i_____
Written essays strengths Does not require complex forms or extensive training to complete, although more complex versions of this method may be developed (e.g., with standard and rigorous instruction on what and how to write) Good method if the goal is to evaluate the person's potential for growth and development
Written essays strengths Does not require c_____ forms or extensive t_____ to complete, although more c_____ versions of this method may be developed (e.g., with standard and rigorous instruction on what and how to write) Good method if the goal is to evaluate the person's p_____ for g_____ and d_____
Written essays weaknesses Results often reflect the ability of the writer as much as the performance of the employee hence a good or bad appraisal may be determined as much by the evaluator's writing skill as by the employee's actual level of performance Comparison between evaluations may be extremely difficult, especially if they come from different evaluators
Written essays weaknesses Results often reflect the a_____ of the w_____ as much as the performance of the employee hence a good or bad appraisal may be determined as much by the evaluator's w_____ s_____ as by the employee's a_____ l_____ of performance C_____ between evaluations may be extremely d_____, especially if they come from different e_____
performance in organisations is... ... what employees do to in relation to organisational goals ... behaviour (NOT results of behaviour) However: behaviours might be difficult to quantify/measure/observe, due to various reasons:...(3) - Frequent changes in context and consumer needs - Lack of instruments to quantify/measure/observe them - Lack of knowledge on how to do it - Difficulty in quantifying/measuring/observing In such cases, that means that outcomes (results) or predictors (traits, competencies) are assessed instead
performance in organisations is... ... what employees do to in relation to _____ _____ ... behaviour (NOT results of behaviour) However: behaviours might be difficult to q_____/m_____/o_____, due to various reasons:...(3) - Frequent changes in c_____ and c_____ _____ - Lack of _____ to _____/_____/_____ them - Lack of _____ on how to do it - Difficulty in _____/_____/observing In such cases, that means that o_____ (r_____) or p_____ (t_____, c_____) are assessed instead
performance indicators (4) • Traits (personal characteristics) • Competencies (KSAs that the person brings to the situation) • Behaviours (how are things done) • Results (what is achieved)
performance indicators (4) • Traits (p_____ c_____) • C_____ (KSAs that the person brings to the situation) • B_____ (how are things done) • R_____ (what is achieved)