DEFINING PERFORMANCE

AND CHOOSING A MEASUREMENT

APPROACH

CHAPTER 4

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 Defining Performance
PM systems usually measure both behaviors (what an

employee does) and results (the outcomes of an

employee’s behavior)

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 Measuring employees Results are very explicit and
vivid and much easier than measuring behaviors .
For example:
 The sales representative is required to reach his quota which is a
specific number , by the end of the month .

Whereas its much difficult when it comes to measuring

behaviors .
 Therefore behaviors have two additional characteristics
 1-Evaluative ( the employees behavior is \negative \ neutral or
positive )
 Example :
 to label the employees performance in
 Contributing in organization effectiveness
 Plays a core role in accomplishing unit or organizational goals

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  2- multidimensional (means there are different kinds of behaviors that
have the capacity either to advance or hinder organizational goal
 Example:
 Consider a set of behaviors that can be grouped under the general label
“ contribution to effectiveness of others in the work unit “
 Works with others within and outside the unit in a manner that
improves their effectiveness
 Shares information and resources
 Develop effective working relationship
 Constructively manage conflict
 Works under pressure
 Juggle to many balls
 Multi tasking
 Which can be assessed by using a scale including anchors
demonstrating various levels of competences
 Fully meets standards
 Does not fully meet standards
 Unacceptable
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 Defining Performance

Does high sales volume from a salesperson may indicate

to right behaviors ?

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 Implications for Addressing Performance
Problems
A combination of three factors allows some people to
perform at higher levels than others and allowed
managers To properly address performance problems :

1. Declarative knowledge

2. Procedural knowledge

3. Motivation

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 Factors Determining Performance

Declarative Knowledge Procedural Knowledge Motivation

Facts and things Cognitive skill Three types of choice

Information about the Psychomotor skill behaviors:
task’s requirements Physical skill Choice to perform
Labels Interpersonal skill Choice of level of effort
Principles Perceptual skill Choice to persist in a
Goals certain level of effort
A combination of
knowing what to do and
how to do it

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 Motivation
Choice to expend effort ( I will go to work to day )
Choice of level of effort ( I will put in my best effort at
work ) vs. ( I will not try very hard)
Choice of persist in the expenditure of the level of
effort ( I will give up after a little while ) versus ( I will
persist no matter what )

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 Performance = declarative knowledge x procedural knowledge x motivation

 All determinants of performance must be present

 If any determinant has a value of 0, then performance also has a value of 0

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 Implications for Addressing Performance Problems
managers must find information on the source of the problem:

 Declarative knowledge

 Procedural knowledge

 Motivation

 Combination of three

PM systems should measure performance and provide information

on the source of performance deficiencies

If the source is not known, time and resources may be wasted; for

example, correcting something that is not even an issue

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 Factors Influencing Determinants of Performance

Beside the declarative , procedural knowledge and motivation there are Additional Factors that

determine performance level and its affected by it :

 HR practices and the work environment

 For example :

 some companies have more opportunities for training that do other , in these companies lack of
declarative knowledge is not likely to be a big problem because when lack of declarative knowledge
is identified employees have multiple opportunities to fill in the gap .
 Performance problem may be related more to procedural knowledge and motivation

In terms of procedural knowledge employee may actually have the declarative knowledge to
perform certain task but may not have the skill to do them because of lack opportunity for practice.

In terms of motivation , downsizing interventions may have caused a survivor syndrome which
includes retained employees’ feelings of frustration resentment and employees may expend minimal
energy ( burn out ) on their jobs
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 Performance Dimensions
Performance is multi-dimensional so we need to consider many types of behaviors to

understand performance
Two types of behaviors or performance facets:

 Task performance

 Contextual performance / Pro-social behaviors / Organizational citizenship behaviors

The two behaviors should be considered separately, because they should not

necessarily occur in tandem .

Example :

 An employee can be highly professional at her task , but be under performance regarding contextual

performance

Both need to be considered in PM systems

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 Task Performance
Activities that transform raw materials into the goods and

services that are produced by the organization

Activities that help with the transformation by:

 replenishing the supply of raw materials, distributing its

finished products,
 providing planning, coordination, supervising, or staff

functions that enable it to function effectively and efficiently

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 Contextual Performance

 Those behaviors that contribute to the organization’s effectiveness

by providing a good environment in which task performance can

occur

 Includes behaviors like:

 Persisting with enthusiasm and putting in extra effort as needed to complete tasks

 Volunteering to carry out tasks that are not part of the job; ex: making constructive

suggestions

 Helping and cooperating with others; ex: assisting customers and coworkers

 Following organizational rules and procedures

 Endorsing, supporting and defending organizational objectives; ex: loyalty

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 Differences between Task and Contextual Performance .

Differences Between Task and Contextual Performance

Task Performance Contextual Performance

Varies across jobs Fairly similar across jobs

Likely to be role prescribed; ex: Not likely to be role prescribed; ex:
included in job descriptions are expected
Antecedents: abilities and skills Antecedents: personality

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 Differences between Task and Contextual Performance .

Task performance varies across jobs

Example:
the task performed by HR managers are different from those
performed by any other line a manager .
A task performed by a senior HR analyst ( more strategic in
nature ) , Differ from those performed by an entry level HR analyst (
more operational in nature )
On the other hand contextual performance is fairly similar across
functional and hierarchical level .
All employees regardless of job title , function and
responsibilities are equally responsible for . For example :
volunteering to carry out task activities the are not formally part
of the job .

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 Differences between Task and Contextual Performance .

Task usually to be role prescribed .

Meaning that task performance is usually included in
your job description
Contextual performance usually are not role prescribed
.
Are usually expected without making them explicit .

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 Differences between Task and Contextual Performance .

Task performance antecedent .

Abilities and skills
Contextual performance atecedent.
Personality

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 Reasons Why Both Dimensions Should be Included in PM systems

1. Global competition is raising the levels the level of effort required of employees

2. The need to offer outstanding customer service

3. Organizations forming employees into teams for the short or long term

4. Supervisors consider both dimensions in evaluations because they both impact

performance.

Both task and contextual performance should be clearly defined to everyone

so that:
Bias is minimized, especially as contextual performance can be subjective
Employees understand what is expected of them
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