978-0078029165 Appendix B Part 8

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This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

Evaluating the appraisal process in terms of the recommendations in Figure 7-3 (page 176) would be a

good strategy along with a careful analysis of possible “disparate treatment” violations in terms of the

six individuals.

5. Based on the survey data and what you know about performance appraisal, what areas are

most important for a rater-training program? Any particular rating errors or biases in need

of attention based on the survey data?

Attribution training related to the actor/observer bias (see survey results on understanding of

performance constraints). Provide training especially for fundamental attribution error (page 234)

since the survey indicated the lack of understanding that supervisors had in subordinates’ work–

related problems.

Subordinates should review the supervisor’s evaluation prior to the feedback session. The differences

in the appraisals should then be discussed at the feedback session. It may be that the situational

constraints that the subordinate perceived were not clearly understood by the supervisor. Or it may

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be that what the employee thought were situational constraints could have been avoided by taking a

different action.

Page 237- “Supervisors, for example, can be inappropriately affected by the level of subordinates’

initial self-ratings particularly if the supervisor has not anchored future judgments with his/her own

7. Steve just read a Jack Welsh book (former CEO of GE) and Jack likes “forced distribution.”

What should you tell Steve about this rating method?

Page 233- “Leniency is probably the primary reason companies have turned to forced distribution

systems such as the GE A, B, C system where managers have to put a certain percentage of

subordinates into the “C” category. Jack Welch and many others argue that differentiation of

8. Should the managers be formally evaluated? If so, describe the system you recommend.

Darby should consider the use of multi-raters in the form of 360-degree feedback system. Not only

are 360-degree appraisals a characteristic of “High Performance Work Systems,” but also tend to be

more accurate, perceived as fairer, have fewer biases and are less likely to be targets for lawsuits.

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9. A performance appraisal guru said to use ratings of “relative frequency.” What does this

mean? Give an example.

See pages 232-233. Research says when you do ratings, the focus should be on how frequently (e.g.,

always, 100% of the time, never) the ratee achieved a certain level of performance in the context of

all the times the ratee had the opportunity to achieve at this level. Ratings of frequency are superior

ratings.”

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Chapter Exercise 7.5

The Development of a Performance Appraisal

System for Instructors

Jeffrey S. Kane

Objectives. After completing this exercise students should have a better understanding of the

multidimensionality of performance. They will also know how to construct measurable performance

dimensions and understand the steps involved in the development of an appraisal system.

Description. The purpose of this exercise is to give the student a feel for a more sophisticated

approach to performance measurement. This exercise was written by Dr. Jeffrey Kane, the developer

of “Performance Distribution Assessment” (PDA), an approach discussed on page 231 and 232. Figure

7-4 (page 226), which defines the six primary criteria on which the value of performance may be

assessed. The instructor may choose to skip parts of the exercise using information provided below.

The text discusses the superiority of using performance rating scales that call for ratings of relative

frequency. PDA is one such rating system.

Part A: The Multidimensionality of Performance Assessment

You could decide to develop your own dimensions of performance instead of using the eight

functional activities presented in the case and defined below. PART A calls for the student to derive

importance weights for these eight activities. You could elect to skip PART A and use the average

weight presented below:

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USING AUDIOVISUAL MEDIA: uses a variety of audiovisual aids (e.g., on-line material, Power Point

slides, interactive games, videos/movies)

IMPORTANCE RATINGS/WEIGHTS

The mean “importance” ratings of these activities as judged by students, using the definitions above, are as

follows:

LECTURE ORGANIZATION= 16%

ORAL EXPLANATION: 20%

Part B: Determining Performance Criteria

Remind students to review Figure 7-4 (page 226) for definitions of the criteria (e.g., quality, quantity,

timeliness, interpersonal impact). Exhibit 7.5.1 presents a matrix listing only these particular criteria

but point out that “Need for Supervision” and “Cost–effectiveness” could apply to other jobs and work

functions or activities.

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for deriving the full weighting scheme.

WEIGHT #2 (Multiply the importance weight (e.g., 16 for Lecture Organization, 20 for Oral

Explanation, etc.) by the criterion weights for each function.

Interpersonal

Quality Quantity Timeliness Impact

LECTURE ORGANIZATION (16) 16

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USING AUDIOVISUAL (5) 5

GRADING (26) 23.4 2.6

Part D: Creation of PLDs (Performance Level Descriptors)

Parts E and F. Performance as a Distribution

Instructors should go through the examples used in class and/or the examples used in the exercise.

The exercise can be discussed using Figure 7-1. For the function “Oral Explanation” (note also

Prescription # 2 in figure 7-1), the extent to which students understand their instructors’ lectures

which the ratee achieved each level of performance out of all the ratee’s opportunities to achieve at

this level. Ratings of frequency allow greater precision than ratings of “intensity” (e.g., strongly

agree/disagree) or satisfactoriness (e.g., how satisfied are with your instructor).

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So the “5” level on this scale might be: “I had a clear, unambiguous understanding of what s/he was

trying to teach; no one needed to ask questions to clarify the material presented.” Raters would rate

Research on rating formats supports the use of ratings of relative frequency. The PDA system is most

compatible with this approach to appraisal.

KEY REFERENCES ON PERFORMANCE DISTRIBUTION ASSESSMENT (PDA)

Kane, J. S. (1984). Performance distribution assessment: A new breed of appraisal methodology. In H.

some illustrative applications in human resource management. In Cardy, R.L., Puffer, S.M. &

Newman, J.M. (Eds.) Advances in Information Processing in Organizations, Volume 3, pages 25-37.

Greenwich, CT: JAI Press.

Kane, J. S. (1996). The conceptualization and representation of total performance effectiveness.

Human Resource Management Review, 6(2), 123-145.

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Kane, J. S. & Woehr, D. J. (2006). Performance measurement reconsidered: An examination of

frequency estimation as a basis for assessment. In D. J. Woehr, W. Bennett, & C. Vance (Eds.),

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CHAPTER 8 – CHAPTER EXERCISES

Chapter Exercise 8.1

Conducting a Needs Assessment

Jeffrey D. Kudisch, Stephanie A. Myers, and Joyce E. A. Russell

Objective. The purpose of Exercise 8.1 is to give the student practice in identifying organizational

training needs. The exercise requires the student to integrate material from Chapter 4 (Work Design

and Analysis) and serve in the capacity of interviewer and consultant.

Description. This is a rather simple exercise that requires about two hours of out–of-class

preparation in addition to reading the chapter. Part A requires students to divide up into groups of

two to three, choose a job that they are familiar with, and collect job analysis information*. One of

the primary purposes for gathering this information is to generate a list of possible training topics to

be used in conjunction with the structured interview (Form 8.1.1). Next, students should conduct

several interviews with employees from the target job. The interviews may be conducted individually

or in groups. The time it takes to complete this part of the exercise may vary by interviewee (e.g.,

some respondents will offer more information than others). The questions on Form 8.1.1 are

designed to take students through all three phases of a needs assessment (organizational, task, and

preparation time, allowing students more time to concentrate on conducting the interviews.]

Following the interviews, students are asked to assume the role of management consultant and

summarize their findings and recommendations to the VP of Human Resources. Although not

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mentioned in the exercise instructions, you may want to set aside time (5-10 minutes) for each group

to present a brief summary to the class.

We recommend that both Exercise 8.1 Assessment Questions and Exercise 8.1 Supplemental

Assessment Questions be used to facilitate in-class group discussions. Together the questions should

heighten students’ awareness of relevant “process” issues. In addition, some questions are designed

to get students to think about subsequent follow-up activities (e.g., designing a five-year training

plan).

Exercise 8.1 Assessment Questions

1. How might you use the information you obtained from the needs assessment to develop a

five-year training plan (e.g., what courses should be offered, who should take these courses,

etc.).

2. What would you suggest as a follow-up activity in collecting needs assessment information?

Why?

A logical follow-up activity would be to design and administer a needs assessment questionnaire using

3. What are the advantages of using a structured interview format for the needs assessment as

opposed to using a nonstructured format?

4. Why is it important to include future oriented questions in the needs assessment?

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Jobs are not static across time. The use of future oriented questions is important in order to identify

5. What are some of the issues that you should consider when deciding whether to conduct the

interviews on an individual or group basis?

There are few disadvantages associated with conducting group interviews, including: (1) one or two

individuals may dominate or inhibit the discussion so that the responses from group interviews may

be biased or one-sided; and (2) some people may be inhibited from talking in a group situation. In the

6. What is the difference between conducting an organizational analysis, a task analysis, and a

person analysis?

An organizational analysis is conducted in order to assess system-wide aspects of the organization

that may affect the design and implementation of training programs. Compared to the other types of

needs analysis, it has the broadest scope. Types of information gathered during such an analysis

performance. Other information collected at this level of inquiry includes data regarding KASOCs

needed to carry out the job tasks and duties.

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Finally, when implementing training programs, one needs to decide who actually needs training and

development. This is because employees differ with respect to the skill and ability levels they bring to

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Table 8.1.1

UNIVERSITY POLICE DEPARTMENT – TRAINING NEEDS ASSESSMENT

5-YEAR PLAN

PHASE 1 : Meet with UPD training department representatives to become familiar with

the client, to uncover climate issues, and to gather organizational material (e.g.,

past needs assessment surveys, job descriptions, training curriculums and

materials, etc.).

PHASE 4: Analyze questionnaire data. Be sure to identify training deficiencies and

excesses of those KASOC’s deemed critical. Also, acquire relevant

organizational information (e.g., strategic planning; manpower planning, etc.)

to ensure that training parallels organizational objectives, goals, etc.

PHASE 8: Set up evaluation mechanisms. Use the training objectives as criteria for

monitoring training outcomes (hopefully successes!). Revise and modify

training programs as needed.

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Exercise 8.1 Supplemental Assessment Questions

1. Why is it important to use a representative sample when conducting a needs assessment?

2. Why is it important to assess training climate as part of the needs assessment?

(1) In the event of an unsupportive climate, change management efforts may need to precede the

design and development of training programs.

3. Why were some of the questions phrased so that interviewees provided responses from a

fellow worker’s point of view (e.g., “If you ask a fellow worker to give his or her opinion

regarding training in this firm, what would the response likely be”)?

The interview format does not afford the interviewee with anonymity in providing his/her responses.

4. Were some questions more difficult than others for interviewees to answer? If so, how did

you deal with the situation?

It is common for respondents to experience difficulty when answering interview questions because

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5. Were some of the interviewees reluctant to participate in the needs assessment process?

What are some organizational factors that may make interviewees less willing/eager to

participate? What are some individual factors?

6. Did you find that occasionally the interviewees provided “discrepant or divergent”

responses to questions? If so, how did you deal with this information?

It is common to find discrepant information when comparing responses from several interviews. In

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Chapter Exercise 8.2

Rainyday Insurance Adjusters Company

Steven M. Barnard and Joyce E. A. Russell

(IM Notes prepared by Joyce E. A. Russell)

Objective . The purpose of Exercise 8.2 is to provide students with information about a case, and

have them diagnose the situation to determine whether training is needed, and if so, what type of

training. This is important if students are to understand how to conduct a training needs assessment.

Description . This exercise will require about 1 hour of out–of–class preparation in addition to reading

the chapter. Students will first read the case background information, and then complete Form 8.2.1.

This Form requires their diagnosis of the situation in terms of major problems, causes of the

problems, and recommendations for dealing with the issues. Following their individual work (Part A),

students are instructed to work in groups during class time to discuss their responses to Form 8.2.1.

Each group of about 4-6 members should provide recommendations for the company, which will be

presented to the CEO (class professor). These suggestions should consist of a short-term plan (within

the month) and a longer-term plan (within the next six months). Students will also describe the

benefits and drawbacks associated with their recommendations.

The professor can have groups present their recommendations to the class as a whole. He or she can

lead a discussion regarding what the primary problems were in the case, the causes of those

problems, and the recommended solutions. The advantages and disadvantages of each plan should be

discussed.

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Exercise 8.2

Answers to Form 8.2.1

1. What do you see as the major problems at Rainyday Insurance Adjusters Company?

Based on increased growth in the company, the firm has implemented new computers to enable

claims processors to have speedier turnaround and higher capacity. However, since the installation of

2. What are the causes of those problems?

Employees are dissatisfied, especially more tenured employees. It seems with the installation of the

new computers, employees did not feel properly trained to use them. Additionally, when new

systems are implemented in organizations, often employees may initially resist the changes,

especially if they have not been involved in the process of the change. The more tenured employees