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Problem 1: Job Performance (How to measure job performance? (sources for…
Problem 1: Job Performance
Sources
Motowidlo, S. J., Borman, W. C., & Schmit, M. J. (1997). A theory of individual differences in task and contextual performance. Human Performance, 10(2), 71–83. doi:10.1207/s15327043hup1002_1
Sonnentag, S., & Frese, M. (2002). Performance concepts and performance theory In Sonnentag, S., Psychological management of individual performance (pp.3-19)
Fletcher, C. (2002). Appraisal: An individual psychological perspective In S. Sonnentag, Psychological management of individual performance (pp.115-131)
Muchinsky, P.M. (2003). Performance Appraisal. In Muchinsky, P.M. (Ed.), Psychology applied to work. (pp. 218–233). Wadsworth
What is job performance?
basic assumptions:
behavioural
episodic
evaluative
mutlidimensional
measurable
Performance is
dynamic
learning process:
JP increases initially when getting a new job
temporary changes:
controlled processing during early skill acquisition
automatic processing when skill acquired
different factors important at different stages of learning
transition stage: new job + novel task -> cognitive ability important
maintenance stage: dispositional factors (motivation, interest, values) important
short term variablity
due to changes in psychological state, processing capacity, etc.
2 dimensions
task performance
= contribution to organization's technical core
direct & indirect
components: (Campbell, 1990)
task proficiency
communication proficiency
supervision, management
contextual performance
= contribution to organizational, social, psychological environment
2 types:
stabilizing
proactive
How to measure job performance?
performance appraisal
assess JP (typically done by line manager)
goal:
solve problmes
personal development
increase job performance
sources for appraisal info:
objective (e.g. sales)
limited in frequency & value
not complete measure of JP -> only quantity, not quality
personnel data
absenteism
accidents
-> mostly indicators for poor performance
judgemental data
graphic rating scales -> rate traits & characteristics
employee comparison models
-> force variance into comparison
rank order
paired comparison
forced distribution
behavioral checklists
critical incident method
= some incidents are critical for performance outcomes
behavioral anchored rating scales (BARS)
long development
high involvement of rater necessary -> accuracy
job specific
behavior observation scale
observe frequency of critical incidents
rating errors
halo effect = generalization from one aspect of JP
leniency error = being evaluated by "hard" or "easy" rater
central tendency error = avoid extreme ratings
Rater Training
frame of reference
rater motivation is important! -> e.g make himself look better
psychological variables of appraiser & appraisee important for outcome of performance appraisal
What influences JP?
Individual influences
Causal Model
(Hunter, 1983)
ability -> job knowledge -> JP
General Model of Individual Differences
(Campbell, 1990)
3 determinants of JP:
declarative knowledge
procedural knowledge
motivation
Metatheoretical model
(McCrae & Costa, 1996)
5 categories of important factors
basic tendencies
characteristic adaptations
objective biography
self concept
external influences
Theory of individual differences in task and contextual performance
(Motowidlo, 1997)
#
self efficacy theory
#
self efficacy important for:
contextual performance
learning process
Motivation Differences
motivational traits
motivational skill
Situational Influences
facilitating performance
Job Characteristics Model
(Hackman & Oldham)
job characteristics effect psychological state -> effect personal & work outcomes
limited support -> only small effect
Sociotechnical System Theory
more for group performance!
2 work systems
social
technical
improve both systems -> improve JP
Impeding performance
role theory
role ambiguity/conflict -> stress -> lower JP
only weak support!
direct performance impairments by situational constraints
for example: lack necessary info
regulatory capacity needed -> less capacity for job task
mixed support
How to regulate performance?
action theory
process view on performance:
goal development -> info search -> planning -> execution -> monitoring -> feedback processing
igh goals, good mental model, detailed planning, good feedback process = good performanc
Roe (1999): 5 broad perspectives
energetic regulation
emotional regulation
vitality regulation
self image regulation
specific interventions
goal setting
feedback
behavioral modification