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Meeting 1: The best and the rest (RESEARCH ON PERFORMANCE APPRAISAL (THE…

- - - - (direct, e.g. production, or indirect, e.g. management)
      - components
        
        job-specific task proficiency
        
        non-job-specific task proficiency
        
        written and oral communication proficiency
        
        supervision (in the case of a supervisory or leadership position)
        
        partly management/administration
      - types:
        
        Activities that transform raw materials
        
        Activities that service and maintain the technical core
    - - (e.g. helping coworkers, making suggestions to improve organization)
      - types
        
        Stabilizing behaviors --> "the smooth functioning of the organization "
        
        include: organizational citizenship , organizational spontaneity , prosocial organizational behavior
        
        Proactive behaviors --> changing and improving work procedures and organizational processes
        
        Include: personal initiative, voice, taking charge
  - - - (1) Learning processes and other long-term changes
        
        Performance initially increases with increasing time spent in a specific job and later reaches a plateau
        
        Murphy (1989):
        
        Transition stage - when individuals are new in a job and when the tasks are novel; cognitive ability is highly relevant
        
        Maintenance stage - the knowledge and skills needed to perform the job are learned and when task accomplishment becomes automatic
      - (2) Temporary changes in performance
        
        Due to changes in an individual’s psycho-physiological state, including processing capacity across time
  - - - Which individuals perform best?
        
        CAMPBELL’S GENERAL MODEL -->Performance components (e.g., job-specific task proficiency) are a function of three determinants
        
        Motivation ( Predictors: Campbell does not make specific assumptions)
        
        Procedural knowledge and skills (Predictors: abilities, personality, interests)
        
        Declarative knowledge (Predictors: person’s abilities, personality, interests,)
        
        META-ANALYTIC EVIDENCE
        
        There is a strong relationship between cognitive ability and job performance
        
        General relationships between personality factors and job performance are relatively small
        
        Differences in motivation = differences in motivational traits and differences in motivational skills
        
        Motivational traits closely related to personality constructs, more relevant for motivational processes
        
        Motivational skills refer to self-regulatory strategies pursued during goal striving
        
        Self-efficacy has been shown to be related both to task performance, as well as to contextual performance
        
        Ability directly affects job knowledge and skill, and it affects job performance only through its effects on knowledge and skill
        
        McCrae & Costa
        
        • Basic tendencies(stable) are the fundamental capacities and dispositions that describe differences between people
        
        • Characteristic adaptations are the concrete expressions of abstract basic tendencies
        
        • Objective biography is the set of overt behaviors that theories of personality try to predict
    - - In which situations do individuals perform best?
        
        JOB CHARACTERISTICS MODEL (Hackman & Oldham; 1 approach, motivational model on performance)
        
        job characteristics -->
        
        critical psychological states -->
        
        on personal and work outcomes& job performance
        
        META-ANALYTIC EVIDENCE
        
        Empirical support for the assumed negative effects of role ambiguity and role conflict is weak.
        
        None found a significant relationship between role conflict and job performance.
        
        situational constraints are assumed to impair job performance (directly) | 2. additional regulation capacity (indirectly)
    - - How does the performance process look like? What is happening when someone is performing?
        
        high performers focus on abstract and general information
        
        focus more on long-range goals and show more planning in complex and ill-structured tasks
        
        ACTION THEORY APPROACH (Frese & Zapf)
        
        Process point of view-->Performance depends on high goals, a good mental model, detailed planning, and good feedback processes.
        
        Structural point of view--> refers to action’s hierarchical organization
        
        Roe (1999) approach to performance regulation
        
        energetic regulation 2 .emotional regulation 3.vitality regulation 4.self-image regulation 5. action theory approach
        
        most prominent interventions
        
        goal setting
        
        Feedback interventions
        
        The performance regulation perspective suggests that an improvement of the action process itself improves performance
    - - regulative interventions from outside the individual, particularly positive reinforcement.
      - behavior modification interventions have a positive effect on task performance, both in the manufacturing and in the service sector
      - Based on reinforcement theory
- - - - task work habits --> Affected both by cognitive ability and personality (conscientiousness).
      - Contextual work habits --> Affected by personality traits
- - - - (2) procuring access to organizational resources and rewards
      - (1) projecting a favorable image of the work unit they lead so as to reflect well on them personally
      - (3) presenting themselves as a caring boss
      - (4) avoiding conflict with subordinates and the negative consequences of that
      - (5) avoiding disapproval from peers.
  - - - one of the most important is likely to be the appraisee’s Need for Achievement (N.Ach).
        
        Elements of N.Ach
        
        Work Ethic & 2. Acquisitiveness & 3.Dominance & 4. Pursuit of Excellence & 5.Competitiveness & 6. Status Aspiration &7. Mastery
    - - Learning Goal Orientation (LGO)
      - Performance Goal Orientation (PGO)
      - LGO was positively related to feedback seeking but PGO was negatively related to feedback seeking. GO is connected to self-efficacy
    - - . Internals show a preference for participative bosses and respond more positively to incentive systems.
      - Perceived feedback showed no significant impact on an area of organizational commitment for internals
    - - internal propensity
      - internal ability
      - external propensity
- - - - Behaviorally anchored rating scales (BARS) – combination of the critical-incident and rating-scale methods
      - Behaviorally anchored rating scales (BARS) – combination of the critical-incident and rating-scale methods