Read “Case Study 4-2: Choosing a Performance Management Approach at Show Me the Money” on pages 119-120 of your textbook. After reading the case study, recommend a suitable performance management approach amongst results, behavior, and a combination of both approaches for the company. Justify and support your recommendations.
Embed course material concepts, principles, and theories, which require supporting citations, along with two scholarly peer-reviewed references in supporting your answer. Keep in mind that these scholarly references can be found in the Saudi Digital Library by conducting an advanced search specific to scholarly references.
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Be sure to support your statements with logic and argument, citing all sources referenced. Post your initial response early and check back often to continue the discussion. Be sure to respond to your peers’ posts as well.
Answer all questions posted by students and your professor. These post replies need to be substantial and constructive in nature. They should add to the content of the post and evaluate/analyze that post answer. Normal course dialogue doesn’t fulfill these two peer replies but is expected throughout the course. Answering all course questions is also required.
CASE STUDY 4-1
Differentiating Task from Contextual Performance at
Pharma Co. Company
Consider the following adaptation of a job description for the position of a district busi-ness manager for a sales organization in a
pharmaceutical company (Pharma Co.). Pharma
Co. prod uces pharmaceuticals, infant formulas and
nutritional products, ostomy and advanced wound
care products, cardiovascular imaging supplies,
and over-the-counter products. Their stated mission
is to “extend and enhance human life by providing
the highest-quality pharmaceutical and related
health care products.” In addition, all employees
live by the Pharma Co. pledge: “We pledge-to
our patients and customers, to our employees and
partners, to our shareholders and neighbors, and
to the world we serve-to act on our belief that the
priceless ingredient of every product is the honor
and integrity of its maker.”
Job Responsibilities of the District
Business Manager
The following are the core performance objectives
for the district business manager (DBM) position:
Create the environment to build an innovative
CASE STUDY 4-2
culture, create and articulate a vision, drive innov-
ation by embracing diversity and change, set the
example, and thereby shape the culture. Develop
and communicate the business plan, understand
and explain Pharma Co. strategies, translate national
plan to business plans for districts and territories, set
goals and expectations of performance, set priorities,
and allocate resources. Execute and implement the
business plan, maximize rank order lists of med-
ical education professional relationships, achieve
optimum coverage frequency of highest potential
physicians, take accountability, and achieve results.
Build relationships focused on customer retention,
develop relationships (i.e., networks), influence
others (i.e., internal and external), and develop self
and others. Strong skills are acquired in the following
areas: written and oral communication, negotiation,
strategic analysis, leadership, team building, and
coaching. (Source: Pharma Co.)
1. Based on the DBM job description, extract
a list of KPis in each of the following four
dimensions (a) task, (b) contextual, (c)
counterproductive, and (d) adaptive.
Choosing a Performance Measurement Approach at Show
Me the Money
T he following job description is for an account executive at Show Me the Money, a payroll and HR solution providers similar to ADP,
AmCheck, BenefitMall, Big Fish Payroll Services,
Fuse Workforce Management, GetPayroll, Gusto, and
others. Show Me the Money offers payroll, human
resources, and benefits outsourcing solutions for
small- to medium-sized businesses. Because account
executives often make sales calls individually, their
managers do not always directly observe their be-
havior. Furthermore, managers are also responsible
for sales in their markets and for staying up-to-date
on payroll Jaws. However, account executives are
responsible for training new account executives
and networking in the industries in which they
sell products. For example, if an account manager
120 Part II System lm plementation
is responsible for retail companies, then that account executive is expected to
attend retail trade shows and professional meetings to identify potential clients
and to stay current with the issues facing the retail industry.
Account Executive Job Responsibilities
• Performing client needs analysis to ensure that the major market services
product can meet a client’s requirements and expectations
• Establishing clients on the host processing system
• Acting as primary contact for the client during the conversion process
• Supporting clients during the first few payrolls
• Completing the required documentation to turn the client over to
customer service for ongoing support
• Scheduling and making client calls, and when necessary, supporting sales
representatives in presales efforts
• Keeping abreast of the major market services system and software
changes, major changes and trends in the PC industry, and changes in
wage and tax Jaw.
1. Based on the above description, assess whether Show Me the Money
should use a behavior approach, a results approach, or a combination
of both to measure performance.
2. Using the accompanying tables as a guide, place check marks next to
the descriptions that apply to the job of account executive. Explain why
you chose the approach you did.
Behavior approach to measuring performance is most appropriate when
the l1nk between behaviors and results is not obvious
outcomes occur in the distant future
poor results are due to causes beyond the performer’s control
Results approach to measuring performance is most appropriate when
workers are sk1lled 1n the necessary behaviors
behaViors and results are obviously related
results show consistent improvement over t1me
there are many ways to do the job right
Chapter 4 Defining Performance and Choosing a Measurement Approach 121
– ———
ENDNOTES
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122 Part II System Implementation
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Part II: System Implementation
Chapter 4: Defining Performance and Choosing a Measurement Approach
Chapter 5: Measuring Results and Behaviors
Chapter 6: Performance Analytics
Chapter 7: Rolling Out the Performance Management System
Results Approach
Advantages:
Less time
Lower cost
Data appear objective
Most appropriate when:
Workers skilled in necessary behaviors
Behaviors and results obviously related
Consistent improvement in results over time
Many ways to do the job right
Performance Management
Third Edition
Herman Aguinis
Kelley School of Business
Indiana University
Boston Columbus Indianapolis New York San Francisco Upper Saddle River
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
CONTENTS
Preface viii
Acknowledgments xiii
Dedication xiv
About the Author xiv
PART I Strategic and General Considerations 1
Chapter 1 Performance Management and Reward Systems in Context 1
1.1 Definition of Performance Management (PM) 2
1.2 The Performance Management Contribution 4
1.3 Disadvantages/Dangers of Poorly Implemented PM Systems 8
1.4 Definition of Reward Systems 10
1.4.1 Base Pay 10
1.4.2 Cost-of-Living Adjustments and Contingent Pay 11
1.4.3 Short-Term Incentives 11
1.4.4 Long-Term Incentives 11
1.4.5 Income Protection 12
1.4.6 Work/Life Focus 13
1.4.7 Allowances 13
1.4.8 Relational Returns 13
1.5 Aims and Role of PM Systems 14
1.5.1 Strategic Purpose 15
1.5.2 Administrative Purpose 16
1.5.3 Informational Purpose 16
1.5.4 Developmental Purpose 16
1.5.5 Organizational Maintenance Purpose 16
1.5.6 Documentational Purpose 17
1.6 Characteristics of an Ideal PM System 18
1.7 Integration with Other Human Resources and Development
Activities 23
1.8 Performance Management Around the World 24
� CASE STUDY 1-1: Reality Check: Ideal Versus Actual Performance
Management System 28
� CASE STUDY 1-2: Performance Management at Network Solutions, Inc. 31
� CASE STUDY 1-3: Distinguishing Performance Management Systems from
Performance Appraisal Systems 32
Chapter 2 Performance Management Process 37
2.1 Prerequisites 38
2.2 Performance Planning 46
2.2.1 Results 46
2.2.2 Behaviors 46
2.2.3 Development Plan 47 iii
iv Contents
2.3 Performance Execution 48
2.4 Performance Assessment 49
2.5 Performance Review 50
2.6 Performance Renewal and Recontracting 52
� CASE STUDY 2-1: Job Analysis Exercise 55
� CASE STUDY 2-2: Disrupted Links in the Performance Management Process
at “Omega, Inc.” 55
� CASE STUDY 2-3: Performance Management at the University of Ghana 56
Chapter 3 Performance Management and Strategic Planning 59
3.1 Definition and Purposes of Strategic Planning 60
3.2 Process of Linking Performance Management to the Strategic
Plan 61
3.2.1 Strategic Planning 65
3.2.2 Developing Strategic Plans at the Unit Level 74
3.2.3 Job Descriptions 76
3.2.4 Individual and Team Performance 77
3.3 Building Support 79
� CASE STUDY 3-1: Evaluating Vision and Mission
Statements at Pepsico 82
� CASE STUDY 3-2: Dilbert’s Mission Statement Generator 83
� CASE STUDY 3-3: Linking Individual with Unit and Organizational
Priorities 84
� CASE STUDY 3-4: Linking Performance Management to Strategy at
Procter & Gamble 84
PART II System Implementation 87
Chapter 4 Defining Performance and Choosing a Measurement Approach 87
4.1 Defining Performance 88
4.2 Determinants of Performance 89
4.2.1 Implications for Addressing Performance Problems 90
4.2.2 Factors Influencing Determinants of Performance 91
4.3 Performance Dimensions 91
4.4 Approaches to Measuring Performance 95
4.4.1 Behavior Approach 95
4.4.2 Results Approach 96
4.4.3 Trait Approach 99
� CASE STUDY 4-1: Diagnosing the Causes of Poor Performance 101
� CASE STUDY 4-2: Differentiating Task from Contextual Performance 102
� CASE STUDY 4-3: Choosing a Performance Measurement Approach at
Paychex, Inc. 102
� CASE STUDY 4-4: Deliberate Practice Makes Perfect 103
Chapter 5 Measuring Results and Behaviors 106
5.1 Measuring Results 107
5.1.1 Determining Accountabilities 107
Contents v
5.1.2 Determining Objectives 109
5.1.3 Determining Performance Standards 111
5.2 Measuring Behaviors 112
5.2.1 Comparative Systems 115
5.2.2 Absolute Systems 118
� CASE STUDY 5-1: Accountabilities, Objectives, and Standards 126
� CASE STUDY 5-2: Evaluating Objectives and Standards 126
� CASE STUDY 5-3: Measuring Competencies at the Department of
Transportation 127
� CASE STUDY 5-4: Creating BARS-Based Graphic Rating Scales for
Evaluating Business Student Performance in Team Projects 128
Chapter 6 Gathering Performance Information 130
6.1 Appraisal Forms 131
6.2 Characteristics of Appraisal Forms 137
6.3 Determining Overall Rating 140
6.4 Appraisal Period and Number of Meetings 143
6.5 Who Should Provide Performance Information? 146
6.5.1 Supervisors 146
6.5.2 Peers 146
6.5.3 Subordinates 147
6.5.4 Self 148
6.5.5 Customers 149
6.5.6 Disagreement Across Sources: Is This a Problem? 149
6.6 A Model of Rater Motivation 150
6.7 Preventing Rating Distortion Through Rater Training
Programs 153
� CASE STUDY 6-1: Evaluating an Appraisal Form Used in Higher Education 157
� CASE STUDY 6-2: Judgmental and Mechanical Methods of Assigning
Overall Performance Score at The Daily Planet 162
� CASE STUDY 6-3: Minimizing Intentional and Unintentional Rating Errors 164
� CASE STUDY 6-4: Minimizing Biases in Performance Evaluation at Expert
Engineering, Inc. 165
Chapter 7 Implementing a Performance Management System 168
7.1 Preparation: Communication, Appeals Process, Training
Programs, and Pilot Testing 169
7.2 Communication Plan 170
7.3 Appeals Process 174
7.4 Training Programs for the Acquisition of Required Skills 176
7.4.1 Rater Error Training 177
7.4.2 Frame of Reference Training 180
7.4.3 Behavioral Observation Training 181
7.4.4 Self-Leadership Training 182
7.5 Pilot Testing 184
7.6 Ongoing Monitoring and Evaluation 185
vi Contents
7.7 Online Implementation 188
� CASE STUDY 7-1: Implementing a Performance Management
Communication Plan at Accounting, Inc. 192
� CASE STUDY 7-2: Implementing an Appeals Process at Accounting, Inc. 192
� CASE STUDY 7-3: Evaluation of Performance Management System at
Accounting, Inc. 192
� CASE STUDY 7-4: Training the Raters at Big Quality Care 193
PART III Employee Development 195
Chapter 8 Performance Management and Employee Development 195
8.1 Personal Developmental Plans 196
8.1.1 Developmental Plan Objectives 197
8.1.2 Content of Developmental Plan 199
8.1.3 Developmental Activities 200
8.2 Direct Supervisor’s Role 203
8.3 360-Degree Feedback Systems 206
8.3.1 Advantages of 360-Degree Feedback Systems 213
8.3.2 Risks of Implementing 360-Degree Feedback Systems 215
8.3.3 Characteristics of a Good System 215
� CASE STUDY 8-1: Developmental Plan Form at Old Dominion University 220
� CASE STUDY 8-2: Evaluation of a 360-Degree Feedback System Demo 220
� CASE STUDY 8-3: Implementation of 360-Degree Feedback System at Ridge
Intellectual 221
� CASE STUDY 8-4: Personal Developmental Plan at Brainstorm, Inc.—Part I 221
� CASE STUDY 8-5: Personal Developmental Plan at Brainstorm, Inc.—
Part II 222
Chapter 9 Performance Management Skills 226
9.1 Coaching 227
9.2 Coaching Styles 233
9.3 Coaching Process 233
9.3.1 Observation and Documentation of Developmental Behavior
and Outcomes 235
9.3.2 Giving Feedback 239
9.3.3 Disciplinary Process and Termination 245
9.4 Performance Review Meetings 248
� CASE STUDY 9-1: Was Robert Eaton a Good Coach? 256
� CASE STUDY 9-2: What Is Your Coaching Style? 257
� CASE STUDY 9-3: Preventing Defensiveness 259
� CASE STUDY 9-4: Recommendations for Documentation 260
PART IV Reward Systems, Legal Issues, and Team
Performance Management 263
Chapter 10 Reward Systems and Legal Issues 263
10.1 Traditional and Contingent Pay Plans 264
10.2 Reasons for Introducing Contingent Pay Plans 265
Contents vii
10.3 Possible Problems Associated with Contingent Pay Plans 268
10.4 Selecting a Contingent Pay Plan 270
10.5 Putting Pay in Context 272
10.6 Pay Structures 276
10.6.1 Job Evaluation 277
10.6.2 Broad Banding 279
10.7 Performance Management and the Law 280
10.8 Some Legal Principles Affecting Performance
Management 281
10.9 Laws Affecting Performance Management 284
� CASE STUDY 10-1: Making the Case for a CP Plan at Architects, Inc. 289
� CASE STUDY 10-2: Selecting a CP Plan at Dow AgroSciences 289
� CASE STUDY 10-3: Contingency Pay Plan at Altenergy LLC 290
� CASE STUDY 10-4: Possible Illegal Discrimination at Tractors, Inc. 291
Chapter 11 Managing Team Performance 294
11.1 Definition and Importance of Teams 295
11.2 Types of Teams and Implications for Performance
Management 296
11.3 Purposes and Challenges of Team Performance
Management 298
11.4 Including Team Performance in the Performance Management
System 299
11.4.1 Prerequisites 300
11.4.2 Performance Planning 302
11.4.3 Performance Execution 303
11.4.4 Performance Assessment 304
11.4.5 Performance Review 305
11.4.6 Performance Renewal and Recontracting 306
11.5 Rewarding Team Performance 307
� CASE STUDY 11-1: Not All Teams Are Created Equal 309
� CASE STUDY 11-2: Team Performance Management at Duke University
Health Systems 310
� CASE STUDY 11-3: Team-Based Rewards for the State of Georgia 312
� CASE STUDY 11-4: Team Performance Management at Bose 313
Index 315
1 Generating buzz: Idaho Power takes on performance management to prepare for workforce aging. (2006,
June). Power Engineering. Retrieved November 26, 2010 from http://www.powergenworldwide.com/index/
display/articledisplay/258477/articles/power-engineering/volume-110/issue-6/features/generating-buzz-
idaho-power-takes-on-performance-management-to-prepare-for-workforce-aging.html
2 Workforce performance is top HR priority. (2005). T+D, 59(7), 16.
PREFACE AND INTRODUCTION
In today’s globalized world, it is relatively easy to gain access to the competition’s technology and
products. Thanks to the Internet and the accompanying high speed of communications, technolog-
ical and product differentiation is no longer a key competitive advantage in most industries. For
example, most banks offer the same types of products (e.g., various types of savings accounts
and investment opportunities). If a particular bank decides to offer a new product or service
(e.g., online banking), it will not be long until the competitors offer precisely the same product. As
noted by James Kelley, performance management project leader at Idaho Power, “technology is a
facilitator, but not a guarantor, of effectiveness or efficiency of a company’s workforce.”1
So, what makes some businesses more successful than others? What is today’s key compet-
itive advantage? The answer is people. Organizations with motivated and talented employees
offering outstanding service to customers are likely to pull ahead of the competition, even if
the products offered are similar to those offered by the competitors. This is a key organizational
resource that many label “human capital” and gives organizations an advantage over the compe-
tition. Customers want to get the right answer at the right time, and they want to receive their
products or services promptly and accurately. Only having the right human capital can make
these things happen. Only human capital can produce a sustainable competitive advantage. And,
performance management systems are the key tools that can be used to transform people’s talent
and motivation into a strategic business advantage. Unfortunately, although 96% of human
resources (HR) professionals report that performance management is their number 1 concern,
fewer than 12% of HR executives and technology managers believe that their organizations have
aligned strategic organizational priorities with employee performance.2
This edition includes the following six important changes. More detailed information on
each of these issues is provided in the section titled “Changes in This Edition.”
• There is an emphasis on the role of the context within which performance management
takes place.
• This edition emphasizes that knowledge generated regarding performance management is
essentially multidisciplinary.
• This edition emphasizes the important interplay between science and practice.
• This edition describes the technical aspects of implementing a performance management
system in detail and, in addition, it emphasizes the key role that interpersonal dynamics
play in the process.
• This new edition includes new cases in almost every chapter. Taken together, this new
edition includes a total of 43 case studies.
• Each of the chapters includes new sections.
SOME UNIQUE FEATURES OF THIS BOOK
Performance management is a continuous process of identifying, measuring, and developing the
performance of individuals and teams and aligning their performance with the strategic goals of
the organization. Performance management is critical to small and large, for-profit and not-for-profit,
viii
Preface and Introduction ix
domestic and global organizations, and to all industries. In fact, the performance management
model and processes described in this book have been used to create systems to manage the perform-
ance of college students.3 After all, the performance of an organization depends on the performance of
its people, regardless of the organization’s size, purpose, and other characteristics. As noted by
Siemens CEO Heinrich von Pierer, “whether a company measures its workforce in hundreds or
hundreds of thousands, its success relies solely on individual performance.” As an example in the
not-for-profit sector, the government in England has implemented what is probably the world’s
biggest performance management system, and, by statutory force, the performance of teachers and
“headteachers” (i.e., school principals) is now evaluated systematically. This particular system
includes a massive national effort of approximately 18,000 primary schools, 3,500 secondary schools,
1,100 special schools, 500 nursery schools, 23,000 headteachers, 400,000 teachers, and an unspecified
number of support staff.4
Unfortunately, few organizations use their existing performance management systems
in productive ways. Performance management is usually vilified as an “HR department require-
ment.” In many organizations, performance management means that managers must comply
with their HR department’s request and fill out tedious, and often useless, evaluation forms.
These evaluation forms are often completed only because it is required by the “HR cops.”
Unfortunately, the only tangible consequence of the evaluation process is that the manager has to
spend time away from his or her “real” job duties.
This book is about the design and implementation of successful performance management
systems. In other words, it focuses on research-based findings and up-to-date applications that
help increase an organization’s human capital. Performance management is ongoing and cyclical;
however, for pedagogical reasons, the book needs to follow a linear structure. Because performance
observation, evaluation, and improvement are ongoing processes, some concepts and practices
may be introduced early in a cursory manner but receive more detailed treatment in later sections.
Also, this book focuses on best practices and describes the necessary steps to create a top-notch
performance management system. As a result of practical constraints and lack of knowledge about
system implementation, many organizations cut corners and do not implement systems that
follow best practices because of environmental and political issues (e.g., goals of raters may not be
aligned with goals of the organization). Because the way in which systems are implemented in
practice is often not close to the ideal system, the book includes numerous examples from actual
organizations to illustrate how systems are implemented given actual situational constraints.
CHANGES IN THIS EDITION
This edition includes important updates and additional information. In preparation for revising
and updating this book, I gathered more than 300 potentially relevant articles and books. About
150 of those were most relevant, and about 50 of those new sources are now included in this
edition. These sources have been published since the second edition of the book went into
production. This vast literature demonstrates an increased interest in performance management
on the part of both academics and practitioners.
This edition includes five important changes throughout the book. First, there is an emphasis
on the role of the context within which performance management takes place. Performance manage-
ment does not operate in a vacuum. Rather, it takes place within a particular organizational context,
and organizations have a particular history, unwritten norms about what is valued and what is not,
3 Gillespie, T. L., & Parry, R. O. (2009). Students as employees: Applying performance management principles
in the management classroom. Journal of Management Education, 33, 553–576.
4 Brown, A. (2005). Implementing performance management in England’s primary schools. International
Journal of Productivity and Performance Management, 54, 468–481.
x Preface and Introduction
5 Aguinis, H., Boyd, B. K., Pierce, C. A., & Short, J. C. (2011). Walking new avenues in management research
methods and theories: Bridging micro and macro domains. Journal of Management, 37, 395–403.
6 Cascio, W. F., & Aguinis, H. (2008). Research in industrial and organizational psychology from 1963 to 2007:
Changes, choices, and trends. Journal of Applied Psychology, 93, 1062–1081.
and unwritten norms about communication, trust, interpersonal relations, and many other factors
that influence daily activities. Thus, for example, implementing a 360-degree feedback system may be
effective in some organizations but not in others (Chapter 8). As a second illustration, some organiza-
tions may have a culture that emphasizes results more than behaviors which, in turn, would dictate
that the performance management system also emphasize results; instead, other organizations may
place an emphasis on long-term goals, which would dictate that performance be measured by empha-
sizing employee behaviors rather than results (Chapter 4). Also, we need to understand the contextual
reasons why performance ratings may not be accurate—particularly if there is no accountability for
raters to provide valid assessments (Chapter 6). As yet another example, cultural factors affect what
sources are used for performance information: In a country like Jordan, whose culture determines
more hierarchical organizational structures, the almost exclusive source of performance information
is supervisors, whereas employees and their peers almost have no input; this situation is different in
countries with less hierarchical cultures in which not only performance information is collected from
peers, but also supervisors are rated by their subordinates (Chapter 6). To emphasize the role of
culture, this edition describes examples and research conducted in organizations in Jordan (Chapter
6); Japan, China, Turkey, Germany, France, South Korea, Mexico, Australia, and the United Kingdom
(Chapter 1); Brazil (Chapter 3); Hong Kong and the Pearl River Delta (Chapter 11); Ghana (Chapter 1);
South Africa (Chapter 1); Bulgaria and Romania (Chapter 1); and India (Chapters 1 and 3).
Second, this edition emphasizes that knowledge generated regarding performance manage-
ment is essentially multidisciplinary. Accordingly, the sources used to support best-practice
recommendations offered in this book come from a very diverse set of fields of study ranging from
micro-level fields focusing on the study of individual and teams (e.g., organizational behavior,
human resource management) to macro-level fields focusing on the study of organizations as a
whole (e.g., strategic management). This is consistent with a general movement toward multidis-
ciplinary and integrative research in the field of management.5 For example, best-practice
recommendations regarding the measurement of performance originate primarily from industrial
and organizational psychology (Chapter 5). On the other hand, best-practice recommendations
regarding the relationship between performance management and strategic planning were
derived primarily from theories and research from strategic management (Chapter 3). In addition,
much of the best-practice recommendations regarding team performance management originated
from the field of organizational behavior (Chapter 11).
Third, this edition emphasizes the important interplay between science and practice.
Unfortunately, there is a great divide in management and related fields between scholars and
practitioners. From the perspective of scholars, much of the work conducted by practitioners is
seen as relevant but not rigorous. Conversely, from the perspective of practitioners, the work done
by scholars is seen as rigorous but mostly not relevant. This “science-practice divide” has been
documented by a content analysis of highly prestigious scholarly journals, which regularly pub-
lish work that does not seem to be directly relevant to the needs of managers and organizations.6
This edition attempts to bridge this divide by discussing best-practice recommendations based on
sound theory and research and, at the same time, by discussing the realities of organizations and
how some of these practices have been implemented in actual organizations.
Fourth, this edition, as its predecessor, describes the technical aspects of implementing a
performance management system in detail. In addition, this edition emphasizes the key role that
interpersonal dynamics play in the process.7 Traditionally, much of the performance appraisal
literature has focused almost exclusively on the measurement of performance—for example,
Preface and Introduction xi
whether it is better to use 5-point versus 7-point scales. However, more recent research suggests
that, related to the issue of context mentioned earlier, issues such as trust, politics, leadership, nego-
tiation, mentorship, communication, and other related topics related to interpersonal dynamics are
just as important in determining the success of a performance management system. Accordingly,
this edition discusses the need to establish a helping and trusting relationship between supervisors
and employees (Chapter 9), the role of an organization’s top management in determining the
success of a system (Chapter 3), and the motivation of supervisors to provide accurate performance
ratings (Chapter 6), among many other related issues throughout the book.
Fifth, this new edition includes new cases in almost every chapter. Taken together, this
new edition includes a total of 43 case studies. In addition, the instructor’s manual includes
approximately 4 more cases per chapter, for a total of about 40 additional cases. Thus, depending
on an instructor’s preference, a course based on this new edition could be taught entirely follow-
ing a case format or using a lecture and case combination format.
In addition to the aforementioned changes that permeate the entire book, each chapter includes
new sections. As illustrations, consider the following chapter-by-chapter nonexhaustive additions:
• Performance management around the world (Chapter 1). This material will be useful in
terms of understanding that although performance management systems may have similar
goals, their implementation and deployment will be affected by cultural and contextual
factors depending on where the organization is located.
• Biases in the job analysis process and their effects in the resulting job analysis ratings
(Chapter 2). This material will be useful in terms of providing guidelines on how to gather
valid job analysis information.
• Relationship between strategies, goals, and firm performance (Chapter 3). This new material
will be useful in providing guidelines on the most effective sequence of implementation of
the various strategic planning steps as it cascades down and across the various organizational
units.
• Voice behavior: Raising constructive challenges with the goal to improve rather than merely
criticize, challenge the status quo in a positive way, and make innovative suggestions for
change when others, including an employee’s supervisor, disagree (Chapter 4). This material
will be useful in terms of understanding the multidimensional nature of performance and
how different performance dimensions may be valued differently in different organizations.
• Relative percentile method for measuring performance (Chapter 5). This material will be
useful regarding the development of measures to assess performance more accurately.
• Open-ended sections included in most appraisal forms (Chapter 6). This material will be
useful in terms of learning how to make the most of this information, which is typically
underutilized in most performance management systems.
• Calculation of return on investment of portions of a performance management system
(Chapter 7). This material will be useful in terms of learning how to document the relative
effectiveness, in tangible and financial terms, of a performance management system.
• The feedforward interview (FFI) (Chapter 8). This new material will be useful in terms of
understanding how the FFI is a process that leads to uncovering the contextual and per-
sonal conditions that lead to success regarding both achievement and job satisfaction.
• Disciplinary process that may lead to termination (Chapter 9). This material will be useful in
terms of providing information on what to do when performance problems are identified but
employees are unable or unwilling to address them effectively.
• Relationship between new legal regulations and the implementation of performance
management systems in China (Chapter 10). This new information will be useful in terms
7Aguinis, H., & Pierce, C. A. (2008). Enhancing the relevance of organizational behavior by embracing
performance management research. Journal of Organizational Behavior, 29, 139–145.
xii Preface and Introduction
of understanding how the legal environment has a direct impact on performance
management practices worldwide.
• Types of learning that can take place as part of the team development plan in the perform-
ance planning stage (Chapter 11). This material will be useful in terms of providing a
deeper understanding of specific interventions aimed at improving team learning and
performance.
Further, the following is a nonexhaustive list of specific topics that have been updated and
expanded in each chapter:
• The discussion of voice behavior (i.e., constructive criticisms that challenge the status quo
and promote innovative improvements) as an important contribution of performance
management systems, performance management’s contribution to minimizing employee
misconduct, an expanded discussion of allowances, an expanded discussion of the four dif-
ferent dimensions of fairness (i.e., procedural, distributive, interpersonal, and informa-
tional justice), the additional strategic purpose of performance management systems as a
catalyst for onboarding (i.e., processes helping new employees to transition from organiza-
tional outsiders to organizational insiders), and the importance of implementing a system
that is congruent with the cultural norms of the organization as well as the culture of the re-
gion and country where the organization is located (Chapter 1).
• An expanded discussion of how rater accountability leads to improved accuracy in perform-
ance ratings (Chapter 6).
• An expanded discussion of how to evaluate whether the performance management system
is working as intended, and a new section on the implementation of online performance
management systems (Chapter 7).
• A description of the performance review meetings as work meetings—each one with spe-
cific purposes, the need to separate the performance review meetings to minimize negative
surprises, an expanded discussion of how to deal with employee defensiveness during the
performance review meeting, and the need to consider an employee’s personality (e.g., core
self-evaluations) in the process of giving feedback (Chapter 9).
• An expanded discussion of nonfinancial rewards (Chapter 10).
• New material regarding challenges faced in implementing performance management with
expatriate teams (Chapter 11).
PLAN FOR THE BOOK
Part I, which includes Chapters 1 through 3, addresses general as well as strategic considerations
regarding performance management. Chapter 1 discusses the advantages of implementing a
successful performance management system as well as the negative outcomes associated with
deficient systems, including lowered employee motivation and perceptions of unfairness. This
chapter also includes what can be described as the features of an ideal system. Chapter 2
describes the performance management process starting with what should be done before a
system is implemented and ending with the performance renewal and recontracting phases.
Chapter 3 links performance management systems with reward systems and an organization’s
strategic plan. This chapter makes it clear that a good performance management system is a
critical component of the successful implementation of an organization’s strategy.
Part II, including Chapters 4 through 7, addresses the details of system implementation. This
discussion is sufficiently general yet detailed enough so that all managers, not just HR managers,
will benefit from this material. Chapters 4 and 5 describe some of the technical aspects associated
with the assessment of performance and how to identify and measure both behaviors and results.
Chapter 6 discusses appraisal forms and various types of rating schemes, and it discusses the
Preface and Introduction xiii
advantages and disadvantages of using various sources of performance information (e.g., supervisor,
peers, and customers). Finally, Chapter 7 describes the steps involved in implementing a
performance management system, including a communication plan and pilot testing of the system
before it is implemented.
Part III, including Chapters 8 and 9, addresses employee development issues. Chapter 8
includes a description of employee developmental plans and the advantages of using 360-degree
systems for developmental purposes. Chapter 9 addresses the skills needed by supervisors to
observe and assess performance as well as those needed to provide constructive feedback.
Part IV, including Chapters 10 and 11, concerns the relationship among performance
management, rewards, the law, and teams. Chapter 10 includes a discussion of traditional and
contingent pay plans, pay structures, and their links to performance management. In addition, this
chapter provides a discussion of legal issues to consider when implementing a performance man-
agement system. Finally, Chapter 11 addresses the timely topic of how to design and implement
performance management systems dealing with team performance.
FACULTY RESOURCES
Each of the chapters includes a list of its learning objectives as well as summary points and cases for
discussion. I hope this additional material will allow students to have an enjoyable and productive
learning experience that will enhance your own individual human capital. Also, there are several
resources available for instructors including PowerPoint slides, exam questions and answers
(multiple choice and essay-type), role plays, and approximately 40 additional cases (about 4 per
chapter) that can be used for in-class discussions, examination materials, or take-home homework
or examinations. These materials will allow instructors to prepare for teaching this course more
quickly and help make teaching this course a more enjoyable and interactive experience. These fac-
ulty resources can be downloaded by visiting www.pearsonhighered.com/aguinis and clicking on
Instructor Resources.
ACKNOWLEDGMENTS
I would like to thank several individuals who were extremely instrumental in allowing me to
write the first edition, second, and current third edition of this book. I am indebted to Graeme
Martin for encouraging me to start this project. Wendy O’Connell and Jon Dale helped me
gather the numerous examples and illustrations that I have used throughout. Barbara Stephens
helped me update many of these examples in the second edition. Christine Henle allowed me to
use her extremely useful lecture notes. Barbara Stephens, Bonnie Davis, Debra Lammers, and
Ray Zammuto gave me excellent and detailed comments that allowed me to improve each of
the chapters. Harry Joo, Ryan K. Gottfredson, and Sofia J. Vaschetto assisted me in writing the
Instructor’s Manual for this edition. Teaching and giving lectures and workshops on perform-
ance management at the Instituto de Empresa (Madrid, Spain), Université Jean Moulin Lyon 3
(Lyon, France), University of Johannesburg (South Africa), University of Salamanca (Spain),
and University of Melbourne (Australia) allowed me to test and improve various sections of the
book. Finally, this edition benefited from the feedback provided by Lynn K. Bartels, Robyn A.
Berkley, Perry A. Barton, Alan Cabelly, and Clifford E. Thermer, who have used the second
edition to teach courses at universities throughout the United States and were kind enough to
offer their suggestions for improvements and additions. I thank each of you for your time and
intellectual investment in this project. Your coaching and feedback certainly helped me improve
my performance!
Herman Aguinis
Bloomington, Indiana
www.pearsonhighered.com/aguinis
ABOUT THE AUTHOR
Dr. Herman Aguinis is the Dean’s Research Professor, Professor of Organizational Behavior and
Human Resources, and the Founding Director of the Institute for Global Organizational
Effectiveness at Indiana University’s Kelley School of Business. He has been a visiting scholar at
universities in the People’s Republic of China (Beijing and Hong Kong), Malaysia, Singapore,
Australia, Argentina, France, Puerto Rico, South Africa, and Spain. His teaching, research, and
consulting activities are in the areas of human capital acquisition, development, and deployment.
Dr. Aguinis wrote Applied Psychology in Human Resource Management (with Wayne F. Cascio,
7th ed., 2011, Prentice Hall) and Regression Analysis for Categorical Moderators (2004, Guilford) and
edited Test-Score Banding in Human Resource Selection (2004, Praeger) and Opening the Black Box of
Editorship (with Y. Baruch, A. M. Konrad, & W. H. Starbuck, 2008, Palgrave-Macmillan). In addi-
tion, he has written more than 90 refereed journal articles in Academy of Management Journal,
Academy of Management Review, Journal of Applied Psychology, Personnel Psychology, Organizational
Behavior and Human Decision Processes, and elsewhere. Dr. Aguinis is a Fellow of the American
Psychological Association, the Society for Industrial and Organizational Psychology, and
the Association for Psychological Science, and has been inducted into the Society of
Organizational Behavior. He has served as Division Chair for the Research Methods Division of
the Academy of Management, Program Chair for the Iberoamerican Academy of Management,
and editor-in-chief for the journal Organizational Research Methods. He has delivered more than
180 presentations at professional conferences and more than 90 invited presentations at universi-
ties in more than 20 countries around the world, and consulted with numerous organizations in
the United States, Europe, and Latin America using his English, Spanish, French, Italian, and
German language skills. For more information, please visit http://mypage.iu.edu/~haguinis/
xiv
DEDICATION
To my dear friend Ariel Aisiks, true visionary and global leader who has
been teaching me how to be a top performer for more than 30 years.
http://mypage.iu.edu/~haguinis/
1
A manager is responsible for the application
and performance of knowledge.
—PETER F. DRUCKER
LEARNING OBJECTIVES
By the end of this chapter, you will be able to do the following:
� Explain the concept of performance management (PM).
� Distinguish performance management from performance appraisal.
� Explain the many advantages and make a business case for implementing
a well-designed performance management system.
� Recognize the multiple negative consequences that can arise from the poor design and
implementation of a performance management system. These negative consequences
affect all the parties involved: employees, supervisors, and the organization as a whole.
� Understand the concept of a reward system and its relationship to a performance
management system.
� Distinguish among the various types of employee rewards, including
compensation, benefits, and relational returns.
� Describe the multiple purposes of a performance management system including
strategic, administrative, informational, developmental, organizational
maintenance, and documentational purposes.
� Describe and explain the key features of an ideal performance management system.
PART I: STRATEGIC AND GENERAL CONSIDERATIONS
Chapter 1
Performance Management
and Reward Systems in Context
2 Part I • Strategic and General Considerations
� Create a presentation providing persuasive arguments in support of the reasons that
an organization should implement a performance management system, including
the purposes that performance management systems serve and the dangers of a
poorly implemented system.
� Note the relationships and links between a performance management system and
other human resources functions, including recruitment and selection, training and
development, workforce planning, and compensation.
� Describe and explain contextual and cultural factors that affect the implementation
of performance management systems around the world.
1.1 DEFINITION OF PERFORMANCE MANAGEMENT
Consider the following scenario:
Sally is a sales manager at a large pharmaceutical company. The fiscal year
will end in one week. She is overwhelmed with end-of-the-year tasks,
including reviewing the budget she is likely to be allocated for the following
year, responding to customers’ phone calls, and supervising a group of
10 salespeople. It’s a very hectic time, probably the most hectic time of the
year. She receives a phone call from the human resources (HR) department:
“Sally, we have not received your performance reviews for your 10 employees;
they are due by the end of the fiscal year.” Sally thinks, “Oh, those perform-
ance reviews. . . .What a waste of my time!” From Sally’s point of view, there
is no value in filling out those seemingly meaningless forms. She does not
see her subordinates in action because they are in the field visiting customers
most of the time. All that she knows about their performance is based on
sales figures, which depend more on the products offered and geographic
territory covered than the individual effort and motivation of each sales-
person. And, nothing happens in terms of rewards, regardless of her ratings.
These are lean times in her organization, and salary adjustments are based
on seniority rather than on merit. She has less than three days to turn in her
forms. What will she do? She decides to follow the path of least resistance: to
please her employees and give everyone the maximum possible rating. In
this way, Sally believes the employees will be happy with their ratings and
she will not have to deal with complaints or follow-up meetings. Sally fills
out the forms in less than 20 minutes and gets back to her “real job.”
There is something very wrong with this picture, which unfortunately happens all
too frequently in many organizations. Although Sally’s HR department calls this
process “performance management,” it is not.
Performance management is a continuous process of identifying, measuring, and devel-
oping the performance of individuals and teams and aligning performance with the strategic goals
of the organization. Let’s consider each of the definition’s two main components:
1. Continuous process. Performance management is ongoing. It involves a
neverending process of setting goals and objectives, observing performance,
and giving and receiving ongoing coaching and feedback.1
Chapter 1 • Performance Management and Reward Systems in Context 3
2. Alignment with strategic goals. Performance management requires that
managers ensure that employees’ activities and outputs are congruent with the
organization’s goals and, consequently, help the organization gain a competitive
advantage. Performance management therefore creates a direct link between
employee performance and organizational goals and makes the employees’ contri-
bution to the organization explicit.
Note that many organizations have what is labeled a “performance management”
system. However, we must distinguish between performance management and
performance appraisal. A system that involves employee evaluations once a year
without an ongoing effort to provide feedback and coaching so that performance can be
improved is not a true performance management system. Instead, this is only a
performance appraisal system. Performance appraisal is the systematic description of
an employee’s strengths and weaknesses. Thus, performance appraisal is an important
component of performance management, but it is just a part of a bigger whole because
performance management is much more than just performance measurement.2
As an illustration, consider how Merrill Lynch has transitioned from a perform-
ance appraisal system to a performance management system. Merrill Lynch is one
of the world’s leading financial management and advisory companies, with offices in 37
countries and private client assets of approximately US$ 1.6 trillion (http://ml.com/). As
an investment bank, it is a leading global underwriter of debt and equity securities and
strategic adviser to corporations, governments, institutions, and individuals world-
wide. Recently, Merrill Lynch started the transition from giving employees one per-
formance appraisal per year to focusing on one of the important principles of
performance management: the conversation between managers and employees in
which feedback is exchanged and coaching is given if needed. In January, employees
and managers set employee objectives. Mid-year reviews assess what progress has been
made toward the goals and how personal development plans are faring. Finally, the
end-of-the-year review incorporates feedback from several sources, evaluates progress
toward objectives, and identifies areas that need improvement. Managers also get
extensive training on how to set objectives and conduct reviews. In addition, there is a
Web site that managers can access with information on all aspects of the performance
management system. In sharp contrast to its old performance appraisal system, Merrill
Lynch’s goal for its newly implemented performance management program is worded
as follows: “This is what is expected of you, this is how we’re going to help you in your
development, and this is how you’ll be judged relative to compensation.”3
As a second example, consider the performance management system for managers
at Germany-based Siemens, which provides mobile phones, computer networks, and
wireless technology and employs 475,000 people in 190 countries (www.siemens.com).
At Siemens, the performance management system is based on three pillars: setting clear
and measurable goals, implementing concrete actions, and imposing rigorous
consequences. The performance management at Siemens has helped change people’s
mind-set, and the organization is now truly performance oriented. Every manager
understands that performance is a critical aspect of working at Siemens, and this guiding
philosophy is communicated in many ways throughout the organization.4
Performance management systems that do not make explicit the employee con-
tribution to the organizational goals are not true performance management systems.
Making an explicit link between an employee’s performance objectives and the
www.siemens.com
http://ml.com/
4 Part I • Strategic and General Considerations
organizational goals also serves the purpose of establishing a shared understanding
about what is to be achieved and how it is to be achieved. This is painfully clear in
Sally’s case described earlier: from her point of view, the performance review forms
did not provide any useful information regarding the contribution of each of her
subordinates to the organization. Sally’s case is unfortunately more common than we
would like. A survey conducted by the consulting firm Watson Wyatt showed that
only 3 in 10 employees believe their companies’ performance review systems actually
helped them improve their performance.5
In subsequent chapters, we describe best practices on how to design and implement
performance management systems. For now, however, let’s say that well-designed and
implemented performance management systems make substantial contributions to the
organization. This is why a recent survey of almost 1,000 HR management professionals
in Australia revealed that 96% of Australian companies currently implement some type of
performance management system.6 Similarly, results of a survey of 278 organizations,
about two-thirds of which are multinational corporations, from 15 different countries,
indicated that about 91% of organizations implement a formal performance management
system.7 Moreover, organizations with formal and systematic performance management
systems are 51% more likely to perform better than the other organizations in the sample
regarding financial outcomes, and 41% more likely to perform better than the other
organizations in the sample regarding other outcomes including customer satisfaction,
employee retention, and other important metrics. Based on these results, it is not surpris-
ing that senior executives of companies listed in the Sunday Times list of best employers in
the United Kingdom believe that performance management is one of the top two most
important HR management priorities in their organizations.8 Let’s describe these
performance management contributions in detail.
1.2 THE PERFORMANCE MANAGEMENT CONTRIBUTION
There are many advantages associated with the implementation of a performance
management system.9 A performance management system can make the following
important contributions:10
1. Motivation to perform is increased. Receiving feedback about one’s performance
increases the motivation for future performance. Knowledge about how one is
doing and recognition about one’s past successes provide the fuel for future
accomplishments.
2. Self-esteem is increased. Receiving feedback about one’s performance fulfills a
basic human need to be recognized and valued at work. This, in turn, is likely to
increase employees’ self-esteem.
3. Managers gain insight about subordinates. Direct supervisors and other
managers in charge of the appraisal gain new insights into the person being
appraised. The importance of knowing your employees is highlighted by the fact
that the Management Standards Centre, the government-recognized organization
in the United Kingdom for setting standards for the management and leadership
areas, has recognized that developing productive relationships with colleagues is
a key competency for managers (http://www.management-standards.org, Unit
D2). Gaining new insights into a person’s performance and personality will help
http://www.management-standards.org
Chapter 1 • Performance Management and Reward Systems in Context 5
the manager build a better relationship with that person. Also, supervisors gain a
better understanding of each individual’s contribution to the organization. This
can be useful for direct supervisors as well as for supervisors once removed.
4. The definitions of job and criteria are clarified. The job of the person being
appraised may be clarified and defined more clearly. In other words, employees
gain a better understanding of the behaviors and results required of their specific
position. Employees also gain a better understanding of what it takes to be a
successful performer (i.e., what are the specific criteria that define job success).
5. Self-insight and development are enhanced. The participants in the system
are likely to develop a better understanding of themselves and of the kind of
development activities that are of value to them as they progress through the
organization. Participants in the system also gain a better understanding of
their particular strengths and weaknesses that can help them better define
future career paths.
6. Administrative actions are more fair and appropriate. Performance management
systems provide valid information about performance that can be used for adminis-
trative actions such as merit increases, promotions, and transfers as well as termina-
tions. In general, a performance management system helps ensure that rewards are
distributed on a fair and credible basis. In turn, such decisions based on a sound
performance management system lead to improved interpersonal relationships and
enhanced supervisor–subordinate trust.11 For example, a good performance man-
agement system can help mitigate explicit or implicit emphasis on age as a basis for
decisions. This is particularly important given the aging working population in the
United States, Europe, and many other countries around the world.12
7. Organizational goals are made clear. The goals of the unit and the organization are
made clear, and the employee understands the link between what she does and orga-
nizational success. This is a contribution to the communication of what the unit and
the organization are all about and how organizational goals cascade down to the unit
and the individual employee. Performance management systems can help improve
employee acceptance of these wider goals (i.e., organizational and unit levels).
8. Employees become more competent. An obvious contribution is that employee
performance is improved. In addition, there is a solid foundation for helping
employees become more successful by establishing developmental plans.
9. Employee misconduct is minimized.13 Employee misconduct is an increasingly
pervasive phenomenon that has received widespread media coverage. Such
misconduct includes accounting irregularities, churning customer accounts, abus-
ing overtime policies, giving inappropriate gifts to clients and potential clients
hoping to secure their business, and using company resources for personal use.
Although some individuals are more likely to engage in misconduct compared to
others based on individual differences in personality and other attributes, having
a good performance management in place provides the appropriate context so
that misconduct is clearly defined and labeled as such and identified early on
before it leads to sometimes irreversible negative consequences.
10. There is better protection from lawsuits. Data collected through performance
management systems can help document compliance with regulations (e.g.,
equal treatment of all employees regardless of sex or ethnic background). When
performance management systems are not in place, arbitrary performance
6 Part I • Strategic and General Considerations
evaluations are more likely, resulting in an increased exposure to litigation for
the organization.
11. There is better and more timely differentiation between good and poor performers.
Performance management systems allow for a quicker identification of good and
poor performers. Also, they force supervisors to face up to and address performance
problems on a timely basis (i.e., before the problem becomes so entrenched that it
cannot be easily remedied).
12. Supervisors’ views of performance are communicated more clearly. Performance
management systems allow managers to communicate to their subordinates their
judgments regarding performance. Thus, there is greater accountability in how man-
agers discuss performance expectations and provide feedback. Both assessing and
monitoring the performance of others are listed as key competencies for
managers by the Management Standards Centre (www.management-standards.org,
Units B3, B4, and B7). When managers possess these competencies, subordinates
receive useful information about how their performance is seen by their supervisor.
13. Organizational change is facilitated. Performance management systems can
be a useful tool to drive organizational change. For example, assume an organi-
zation decides to change its culture to give top priority to product quality and
customer service. Once this new organizational direction is established, per-
formance management is used to align the organizational culture with the goals
and objectives of the organization to make change possible. Employees are pro-
vided training in the necessary skills and are rewarded for improved perform-
ance so that they have both the knowledge and motivation to improve product
quality and customer service. This is precisely what IBM did in the 1980s when
it wanted to switch focus to customer satisfaction: the performance evaluation of
every member in the organization was based, to some extent, on customer satis-
faction ratings regardless of function (i.e., accounting, programming, manufac-
turing, etc.).14 For IBM as well as numerous other organizations, performance
management provides tools and motivation for individuals to change, which, in
turn, helps drive organizational change. In short, performance management sys-
tems are likely to produce changes in the culture of the organization and, there-
fore, the consequences of such cultural changes should be considered carefully
before implementing the system.15 As noted by Randy Pennington, president of
Pennington Performance Group, “The truth is that the culture change is driven
by a change in performance. An organization’s culture cannot be installed. It can
be guided and influenced by policies, practices, skills, and procedures that are
implemented and reinforced. The only way to change the culture is to change
the way individuals perform on a daily basis.”16
14. Motivation, commitment, and intentions to stay in the organization are
enhanced. When employees are satisfied with their organization’s perform-
ance management system, they are more likely to be motivated to perform well,
to be committed to their organization, and not try to leave the organization.17
For example, satisfaction with the performance management system is likely to
make employees feel that the organization has a great deal of personal meaning
for them. In terms of turnover intentions, satisfaction with the performance
management system leads employees to report that they will probably not look
for a new job in the next year and that they don’t often think about quitting
www.management-standards.org
Chapter 1 • Performance Management and Reward Systems in Context 7
their present job. As an illustration of this point, results of a study including
93 professors at a university in South Africa suggested that the implementation
of a good performance management system would be useful in preventing
them from leaving their university jobs.18
15. Voice behavior is encouraged. A well-implemented performance management
system allows employees to engage in voice behavior that can lead to improved
organizational processes. Voice behavior involves making suggestions for changes
and improvements that are innovative, challenge the status quo, are intended to be
constructive, and are offered even when others disagree.19 For example, the per-
formance review meeting can lead to a conversation during which the employee
provides suggestions on how to reduce cost or speed up specific process.
16. Employee engagement is enhanced. A good performance management system
leads to enhanced employee engagement. Employees who are engaged feel
involved, committed, passionate, and empowered. Moreover, these attitudes and
feelings result in behaviors that are innovative and, overall, demonstrate good
organizational citizenship and take action in support of the organization.
Employee engagement is an important predictor of organizational performance
and success and, consequently, engagement is an important contribution of good
performance management systems.20
Table 1.1 lists the 16 contributions made by performance management systems.
Recall Sally’s situation earlier in the chapter. Which of the contributions included in
Table 1.1 result from the system implemented at Sally’s organization? For example, are
Sally’s employees more motivated to perform as a consequence of implementing their
“performance management” system? Is their self-esteem increased? What about Sally’s
Contributions of Performance Management Systems
Motivation to perform is increased.
Self-esteem is increased.
Managers gain insight about subordinates.
The definitions of job and criteria are clarified.
Self-insight and development are enhanced.
Administrative actions are more fair and appropriate.
Organizational goals are made clear.
Employees become more competent.
Employee misconduct is minimized.
There is better protection from lawsuits.
There is better and more timely differentiation between good and poor performers.
Supervisors’ views of performance are communicated more clearly.
Organizational change is facilitated.
Motivation, commitment, and intentions to stay in the organization are enhanced.
Voice behavior is encouraged.
Employee engagement is enhanced.
TABLE 1.1
8 Part I • Strategic and General Considerations
BOX 1.1
What CEOs Say About the Contribution of Performance Management Systems
A study conducted by Development Dimensions International (DDI), a global human resources
consulting firm specializing in leadership and selection, found that performance management
systems are a key tool that organizations use to translate business strategy into business results.
Specifically, performance management systems influence “financial performance, productivity,
product or service quality, customer satisfaction, and employee job satisfaction.” In addition,
79% of the CEOs surveyed say that the performance management system implemented in their
organizations drives the “cultural strategies that maximize human assets.”21
insight and understanding of her employees’ contributions to the organization?
Is Sally’s organization now better protected in the face of potential litigation?
Unfortunately, the system implemented at Sally’s organization is not a true perform-
ance management system but simply an administrative nuisance. Consequently, many,
if not most, of the potential contributions of the performance management system are
not realized. In fact, poorly implemented systems, as in the case of Sally’s organization,
not only do not make positive contributions but also can be very dangerous and lead to
several negative outcomes.
1.3 DISADVANTAGES/DANGERS OF POORLY
IMPLEMENTED PM SYSTEMS
What happens when performance management systems do not work as intended, as in
the case of Sally’s organization? What are some of the negative consequences associated
with low-quality and poorly implemented systems? Consider the following list:
1. Increased turnover. If the process is not seen as fair, employees may become
upset and leave the organization. They can leave physically (i.e., quit) or
withdraw psychologically (i.e., minimize their effort until they are able to find a
job elsewhere).
2. Use of misleading information. If a standardized system is not in place, there
are multiple opportunities for fabricating information about an employee’s
performance.
3. Lowered self-esteem. Self-esteem may be lowered if feedback is provided
in an inappropriate and inaccurate way. This, in turn, can create employee
resentment.
4. Wasted time and money. Performance management systems cost money and
quite a bit of time. These resources are wasted when systems are poorly designed
and implemented.
5. Damaged relationships. As a consequence of a deficient system, the relationship
among the individuals involved may be damaged, often permanently.
6. Decreased motivation to perform. Motivation may be lowered for many reasons,
including the feeling that superior performance is not translated into meaningful
tangible (e.g., pay increase) or intangible (e.g., personal recognition) rewards.
Chapter 1 • Performance Management and Reward Systems in Context 9
7. Employee burnout and job dissatisfaction. When the performance assessment
instrument is not seen as valid and the system is not perceived as fair, employees
are likely to feel increased levels of job burnout and job dissatisfaction. As a con-
sequence, employees are likely to become increasingly irritated.22
8. Increased risk of litigation. Expensive lawsuits may be filed by individuals who
feel they have been appraised unfairly.
9. Unjustified demands on managers’ and employees’ resources. Poorly imple-
mented systems do not provide the benefits provided by well-implemented
systems, yet they take up managers’ and employees’ time. Such systems will be
resisted because of competing obligations and allocation of resources (e.g., time).
What is sometimes worse, managers may simply choose to avoid the system
altogether, and employees may feel increased levels of overload.23
10. Varying and unfair standards and ratings. Both standards and individual
ratings may vary across and within units and be unfair.
11. Emerging biases. Personal values, biases, and relationships are likely to replace
organizational standards.
12. Unclear ratings system. Because of poor communication, employees may not
know how their ratings are generated and how the ratings are translated into
rewards.
Table 1.2 summarizes the list of disadvantages and negative consequences resulting
from the careless design and implementation of a performance management system. Once
again, consider Sally’s organization. What are some of the consequences of the system
implemented by her company? Let’s consider each of the consequences listed in Table 1.2.
For example, is it likely that the performance information used is false and misleading?
How about the risk of litigation? How about the time and money invested in collecting,
compiling, and reporting the data? Unfortunately, an analysis of Sally’s situation, taken
with the positive and negative consequences listed in Tables 1.1 and 1.2, leads to the con-
clusion that this particular system is more likely to do harm than good. Now think about
TABLE 1.2 Disadvantages/Dangers of Poorly Implemented
Performance Management Systems
Increased turnover
Use of false or misleading information
Lowered self-esteem
Wasted time and money
Damaged relationships
Decreased motivation to perform
Employee job burnout and job dissatisfaction
Increased risk of litigation
Unjustified demands on managers’ and employees’ resources
Varying and unfair standards and ratings
Emerging biases
Unclear ratings system
10 Part I • Strategic and General Considerations
the system implemented at your current organization or at the organization you have
worked for most recently. Take a look at Tables 1.1 and 1.2. Where does the system fit best?
Is the system more closely aligned with some of the positive consequences listed in Table
1.1 or more closely aligned with some of the negative consequences listed in Table 1.2?
One of the purposes of a performance management system is to make decisions
about employees’ compensation (e.g., pay raises). For many employees, this is perhaps
one of the most meaningful consequences of a performance management system.
Chapter 10 provides a detailed discussion of how a performance management system is
used to allocate rewards. However, here we will discuss some basic features of reward
systems and the extent to which the allocation of various types of rewards is dependent
on the performance management system.
1.4 DEFINITION OF REWARD SYSTEMS
An employee’s compensation, usually referred to as tangible returns, includes cash
compensation (i.e., base pay, cost-of-living and merit pay, short-term incentives, and
long-term incentives) and benefits (i.e., income protection, work/life focus, tuition
reimbursement, and allowances). However, employees also receive intangible returns,
also referred to as relational returns, which include recognition and status, employment
security, challenging work, and learning opportunities. A reward system is the set of
mechanisms for distributing both tangible and intangible returns as part of an employ-
ment relationship.
It should be noted that not all types of returns are directly related to performance
management systems. This is the case because not all types of returns are allocated
based on performance. For example, some allocations are based on seniority as opposed
to performance. The various types of returns are defined next.25
1.4.1 Base Pay
Base pay is given to employees in exchange for work performed. The base pay, which
usually includes a range of values, focuses on the position and duties performed rather
than an individual’s contribution. Thus, the base pay is usually the same for all employ-
ees performing similar duties and ignores differences across employees. However,
BOX 1.2
What Happens When Performance Management Is Implemented Poorly?
One example of a poorly implemented performance management system resulted in a $1.2 million
lawsuit. A female employee was promoted several times and succeeded in the construction industry
until she started working under the supervision of a new manager. She stated in her lawsuit that
once she was promoted and reported to the new manager, the boss ignored her and did not give her
the same support or opportunities for training that her male colleagues received. After eight months
of receiving no feedback from her manager, she was called into his office, where the manager told
her that she was failing, resulting in a demotion and a $20,000 reduction in her annual salary. When
she won her sex-discrimination lawsuit, a jury awarded her $1.2 million in emotional distress and
economic damages.24
Chapter 1 • Performance Management and Reward Systems in Context 11
differences within the base pay range may exist based on such variables as experience
and differential performance. In some countries (e.g., United States), there is a differ-
ence between wage and salary. Salary is base cash compensation received by employees
who are exempt from regulations of the Fair Labor Standards Act and, in most cases,
cannot receive overtime pay. Employees in most professional and managerial jobs (also
called salaried employees) are exempt employees. On the other hand, nonexempt
employees receive their pay calculated on an hourly wage.
1.4.2 Cost-of-Living Adjustments and Contingent Pay
Cost-of-living adjustments (COLA) imply the same percentage increase for all employees
regardless of their individual performance. Cost-of-living adjustments are given to com-
bat the effects of inflation in an attempt to preserve the employees’ buying power. For
example, in 2003 in the United States, organizations that implemented a COLA used a
2.1% pay increase. In 2001, this same percentage was only 1.4%. Year-by-year COLA
percentages can be obtained from such agencies as the Social Security Administration in
the United States (http://www.ssa.gov/OACT/COLA/colaseries.html).
Contingent pay, sometimes referred to as merit pay, is given as an addition to the
base pay based on past performance. Chapter 10 describes the topic of contingent pay
in detail. In a nutshell, contingent pay means that the amount of additional compensa-
tion depends on an employee’s level of performance. So, for example, the top 20% of
employees in the performance score distribution may receive a 10% annual increase,
whereas employees in the middle 70% of the distribution may receive a 4% increase,
and employees in the bottom 10% may receive no increase at all.
1.4.3 Short-Term Incentives
Similar to contingent pay, short-term incentives are allocated based on past performance.
However, incentives are not added to the base pay and are only temporary pay adjust-
ments based on the review period (e.g., quarterly or annual). Incentives are one-time
payments and are sometimes referred to as variable pay.
A second difference between incentives and contingent pay is that incentives are
known in advance. For example, a salesperson in a pharmaceutical company knows
that if she meets her sales quota, she will receive a $3,000 bonus at the end of the quar-
ter. She also knows that if she exceeds her sales quota by 10%, her bonus will be $6,000.
By contrast, in the case of contingent pay, in most cases, the specific value of the reward
is not known in advance.
1.4.4 Long-Term Incentives
Whereas short-term incentives usually involve an attempt to motivate performance in
the short term (i.e., quarter, year) and involve cash bonuses or specific prizes (e.g., two
extra days off), long-term incentives attempt to influence future performance over a
longer period of time. Typically, they involve stock ownership or options to buy stocks
at a preestablished and profitable price. The rationale for long-term incentives is that
employees will be personally invested in the organization’s success, and this invest-
ment is expected to translate into a sustained high level of performance.
Both short-term and long-term incentives are quite popular. Take, for example, the
public sector in the United States. A survey administered in late 1998 to 25 state and 400
http://www.ssa.gov/OACT/COLA/colaseries.html
12 Part I • Strategic and General Considerations
local governments employing more than six people showed that all but one of the state
governments and 242 (i.e., 85%) of the local governments used some type of incentive.26
Some organizations are taking this idea to what may be called “big pay for big
performance.” Contingent pay plans will be discussed in detail in Chapter 10. In the
meantime, consider the case of a Denver, Colorado, energy company, Delta Petroleum,
which gave four top executives 1.5 million shares the day the stock closed at $21.76, for
a total value of $32.6 million.28 However, there is a catch: Delta stock will have to reach
$40 per share for the executives to be able to sell theirs. If this value is not reached, the
executives’ shares cannot be cashed in. Moreover, the executives will be able to sell only
one-sixth of their shares when the price reaches $40. They will be able to sell another
one-sixth if and when the stock price reaches $50, and another sixth if and when it
reaches $60. And there is yet another restriction: time. The first batch of stock that vests
at $40 must reach that value within 13 months of the time the executives received the
options. If the value of $40 is not reached within this time frame, the second and third
batches of stock cannot be cashed in and they simply disappear.
1.4.5 Income Protection
Income protection programs serve as a backup to employees’ salaries in the event that
an employee is sick, disabled, or no longer able to work. Some countries mandate
income protection programs by law. For example, Canadian organizations pay into a
fund that provides income protection in the case of a disability. Take, for instance, the
University of Alberta, which offers a monthly income of 70% of salary to employees
who become severely disabled. In the United States, employers pay 50% of an
employee’s total contribution to Social Security so that income is protected for family
members in case of an employee’s death or a disability that prevents the employee
from doing substantial work for one year and for an employee when he or she reaches
retirement age. For example, a 40-year-old employee earning an annual salary of
BOX 1.3
Short-Term Incentives for Physicians
Short-term incentives are being used in a test pilot program in Colorado Springs, Colorado. Eight
health-care providers and three insurance companies have teamed up with the nonprofit Colorado
Business Group on Health to pay physicians up to $100 in cash per patient for providing diabetes
care that results in positive outcomes for patients. Doctors in the program receive the additional pay
as an incentive without an increase to base salary. The program requires doctors to work closely
with patients and focus on preventative medicine, including education, goal-setting, and follow-up
meetings. Physical indicators, such as blood pressure, blood sugar, and cholesterol, are measured
against goals to determine whether successful outcomes are being achieved. The goals of the
program are to provide better disease control for the patient and to cut down on expensive future
treatments, such as emergency room visits and inpatient stays in the hospital. Additional savings are
expected through reduced medical claims and health insurance premiums paid by employers. In
summary, the health providers and insurers are utilizing short-term incentives as part of the
performance management systems with the goal of motivating physicians to focus on treatments
that will enhance the overall health and well-being of the patient in an ongoing manner.27
Chapter 1 • Performance Management and Reward Systems in Context 13
$90,000 and expected to continue to earn that salary until retirement age would receive
about $1,400 a month if he retired at age 62, about $2,000 a month if he retired at age 67,
and about $2,500 if he retired at age 70.
Other types of benefits under the income protection rubric include medical
insurance, pension plans, and savings plans. These are optional benefits provided by
organizations, but they are becoming increasingly important and often guide an
applicant’s decision to accept a job offer. In fact, a recent survey including both employees
in general and HR professionals in particular showed that health care/medical insurance
is the most important benefit, followed by paid time off and retirement benefits.29
1.4.6 Work/Life Focus
Benefits related to work/life focus include programs that help employees achieve a better
balance between work and nonwork activities. These include time away from work (e.g.,
vacation time), services to meet specific needs (e.g., counseling, financial planning, on-site
fitness program), and flexible work schedules (e.g., telecommuting, nonpaid time off). For
example, Sun Microsystems actively promotes an equal balance between work and home
life and closes its Broomfield, Colorado, campus from late December through early
January every year. This benefit (i.e., vacation time for all employees in addition to indi-
vidual yearly vacation time) is part of Sun’s culture. Sun believes in a work hard–play
hard attitude, as is evidenced by CEO Scott McNealy’s motto: “Kick butt and have fun.”30
1.4.7 Allowances
Benefits in some countries and organizations include allowances covering housing and
transportation. These kinds of allowances are typical for expatriate personnel and are
popular for high-level managers throughout the world. In South Africa, for example, it is
common for a transportation allowance to include one of the following choices:31
• The employer provides a car and the employee has the right to use it both privately
and for business.
• The employer provides a car allowance, more correctly referred to as a travel allowance,
which means reimbursing the employee for the business use of the employee’s
personal car.
Other allowances can include smart phones and their monthly charges, club and
gym fees, discount loans, and mortgage subsidies.32 Although these allowances are
clearly a benefit for employees, some of them directly or indirectly also produce a benefit
for the employer. For example, smart phones means that employees are reachable via
phone, text, and e-mail 24/7. Similarly, if employees take advantage of a gym fee
allowance, they are likely to stay healthier which in turn may lead to less health-related
expenses for the organization.
1.4.8 Relational Returns
Relational returns are intangible in nature. They include recognition and status, employment secu-
rity, challenging work, opportunities to learn, and opportunities to form personal relationships at
work (including friendships and romances).33 For example, Sun Microsystems allows employees
to enroll in SunU, which is Sun’s own online education tool. SunU encapsulates a mix of traditional
14 Part I • Strategic and General Considerations
classroom courses with online classes that can be accessed anywhere in the world at any time.34
Sun offers its employees enormous scope for development and career progression, and there is a
commitment to ensuring that all employees are given the opportunity to develop professionally.
The new knowledge and skills acquired by employees can help them not only to further their
careers within Sun but also to take this knowledge with them if they seek employment elsewhere.
Thus, some types of relational returns can be long-lasting.
Table 1.3 includes a list of the various returns, together with their degree of
dependency on the performance management system. As an example of the low end
of the dependency continuum, cost-of-living adjustment has a low degree of depend-
ency on the performance management system, meaning that the system has no impact
on this type of return. In other words, all employees receive this type of return regard-
less of past performance. On the other end, short-term incentives have a high degree of
dependency, meaning that the performance management system dictates who receives
these incentives and who does not. Long-term incentives (e.g., profit sharing and stock
options, which are discussed in more detail in Chapter 10) also have a high degree of
dependency; although this type of incentive is not specifically tied to individual
performance, it does depend on performance measured at the team, unit, or even
organizational levels. Between the high and low end, we find some returns with a mod-
erate degree of dependency on the performance management system such as base pay,
a type of return that may or may not be influenced by the system.
Think about the performance management system of your current employer, the
system used by your most recent employer, or the system in place at an organization where
someone you know is employed at present. Based on Table 1.3, try to think about the vari-
ous types of tangible and intangible returns allocated in this organization. To what extent is
each of these returns dependent on the organization’s performance management system?
1.5 AIMS AND ROLE OF PM SYSTEMS
The information collected by a performance management system is most frequently used
for salary administration, performance feedback, and the identification of employee
strengths and weaknesses. In general, however, performance management systems can
TABLE 1.3 Returns and Their Degree of Dependency
on the Performance Management System
Return Degree of Dependency
Cost-of-living adjustment Low
Income protection Low
Work/life focus Moderate
Allowances Moderate
Relational returns Moderate
Base pay Moderate
Contingent pay High
Short-term incentives High
Long-term incentives High
Chapter 1 • Performance Management and Reward Systems in Context 15
serve the following six purposes: strategic, administrative, informational, developmental,
organizational maintenance, and documentational purposes.35 Let’s consider each of these
purposes in turn.
1.5.1 Strategic Purpose
The first purpose of performance management systems is to help top management
achieve strategic business objectives. By linking the organization’s goals with individual
goals, the performance management system reinforces behaviors consistent with the
attainment of organizational goals. Moreover, even if for some reason individual goals
are not achieved, linking individual goals with organizational goals serves as a way to
communicate what are the most crucial business strategic initiatives.
A second strategic purpose of performance management systems is that they play an
important role in the onboarding process.36 Onboarding refers to the processes that lead
new employees to transition from being organizational outsiders to organizational insid-
ers. Performance management serves as a catalyst for onboarding because it allows new
BOX 1.4
How Sears Uses Performance Management to
Focus on Strategic Business Priorities
New leadership at Sears is utilizing performance management practices and principles to align
human resources with business strategy. Headquartered in Hoffman Estates, Illinois, Sears Holdings
Corporation is the third largest broad-line retailer in the United States, with approximately $55
billion in annual revenues and with approximately 3,900 retail stores in the United States and
Canada. Sears Holdings is the leading home appliance retailer as well as a leader in tools, lawn and
garden products, home electronics, and automotive repair and maintenance. The company is the
nation’s largest provider of home services, with more than 13 million service calls made annually.
Following the merger with Kmart Corp. and Sears, Roebuck & Co., Aylwin B. Lewis was promoted
to chief executive and tasked with a strategic culture change initiative in hopes of reinvigorating
the struggling retail company. A strategic objective is to move from an inward focus to a customer
service approach. A second key objective is to bring about an entrepreneurial spirit where store
managers strive for financial literacy and are challenged to identify opportunities for greater
profits. Several aspects of the performance management system are being utilized to achieve these
strategic objectives. For example, employee duties and objectives are being revised so that employ-
ees will spend less time in back rooms and more time interacting with customers to facilitate pur-
chases and understand customer needs. In addition, leadership communication with employees
and face-to-face interaction are being encouraged. Lewis spends three days per week in stores
with employees and frequently quizzes managers on their knowledge, such as asking about profit
margins for a given department. The greatest compliment employees receive is to be referred to as
“commercial” or someone who can identify opportunities for profits. All Sears headquarters
employees are also required to spend a day working in a store, which many had never done
before. Executive management has identified 500 employees who are considered potential leaders
and given training and development opportunities specifically aimed at cultural and strategic
changes. In sum, the performance management system at Sears is used as a strategic tool to
change Sears’ culture because senior management views encouraging key desired behaviors as
critical to the company’s success in the marketplace.37
16 Part I • Strategic and General Considerations
employees to understand the types of behaviors and results that are valued and rewarded,
which, in turn, lead to an understanding of the organization’s culture and its values.
1.5.2 Administrative Purpose
A second function of performance management systems is to furnish valid and useful
information for making administrative decisions about employees. Such administrative
decisions include salary adjustments, promotions, employee retention or termination,
recognition of superior individual performance, identification of poor performers,
layoffs, and merit increases. Therefore, the implementation of reward systems based on
information provided by the performance management system falls within the adminis-
trative purpose. For example, the government in Turkey mandates performance
management systems in all public organizations in that country with the aim to prevent
favoritism, corruption, and bribery and to emphasize the importance of impartiality and
merit in administrative decisions.38
1.5.3 Informational Purpose
Performance management systems serve as an important communication device. First,
they inform employees about how they are doing and provide them with information
on specific areas that may need improvement. Second, related to the strategic purpose,
they provide information regarding the organization’s and the supervisor’s expecta-
tions and what aspects of work the supervisor believes are most important.
1.5.4 Developmental Purpose
As noted earlier, feedback is an important component of a well-implemented per-
formance management system. This feedback can be used in a developmental man-
ner. Managers can use feedback to coach employees and improve performance on an
ongoing basis. This feedback allows for the identification of strengths and weak-
nesses as well as the causes for performance deficiencies (which could be due to
individual, group, or contextual factors). Of course, feedback is useful only to the
extent that remedial action is taken and concrete steps are implemented to remedy
any deficiencies. Feedback is useful only when employees are willing to receive it.
Organizations should strive to create a “feedback culture” that reflects support for
feedback, including feedback that is nonthreatening and is focused on behaviors and
coaching to help interpret the feedback provided.39
Another aspect of the developmental purpose is that employees receive information
about themselves that can help them individualize their career paths. Thus, the develop-
mental purpose refers to both short-term and long-term aspects of development.
1.5.5 Organizational Maintenance Purpose
A fifth purpose of performance management systems is to provide information to be
used in workforce planning. Workforce planning comprises a set of systems that
allows organizations to anticipate and respond to needs emerging within and outside
the organization, to determine priorities, and to allocate human resources where they
can do the most good.40 An important component of any workforce planning effort is
Chapter 1 • Performance Management and Reward Systems in Context 17
the talent inventory, which is information on current resources (e.g., skills, abilities,
promotional potential, and assignment histories of current employees). Performance
management systems are the primary means through which accurate talent invento-
ries can be assembled.
Other organizational maintenance purposes served by performance management
systems include assessing future training needs, evaluating performance achievements
at the organizational level, and evaluating the effectiveness of HR interventions
(e.g., whether employees perform at higher levels after participating in a training
program). These activities cannot be conducted effectively in the absence of a good
performance management system.
1.5.6 Documentational Purpose
Finally, performance management systems allow organizations to collect useful
information that can be used for several documentation purposes. First, performance
data can be used to validate newly proposed selection instruments. For example, a
newly developed test of computer literacy can be administered to all administrative
personnel. Scores on the test can then be paired with scores collected through the
performance management system. If scores on the test and on the performance meas-
ure are correlated, then the test can be used with future applicants for the
administrative positions. Second, performance management systems allow for
the documentation of important administrative decisions. This information can be
especially useful in the case of litigation.
Several companies implement performance management systems that allow
them to accomplish the multiple objectives described earlier. For an example of one
such company, consider the case of SELCO Credit Union (http://selco.org/selco/
about.asp) in Eugene, Oregon, a not-for-profit consumer cooperative that was estab-
lished in 1936.41 SELCO’s eight branches serve nearly 80,000 members. SELCO
offers many of the same services offered by other banks, including personal check-
ing and savings accounts, loans, and credit cards. Being members of the credit
union, however, allows individual members a say in how the credit union is run,
something a traditional bank does not permit. Recently, SELCO scrapped an old
performance appraisal system and replaced it with a new multipurpose and more
effective performance management system. First, the timing of the new system is
now aligned with the business cycle instead of the employee’s date of hire to ensure
that business needs are aligned with individual goals. This alignment serves both
strategic and informational purposes. Second, managers are given a pool of money
that they can work with to award bonuses and raises as needed, which is more
effective than the complex set of matrices that had been in place to calculate
bonuses. This improved the way in which the system is used for allocating rewards
and therefore serves an administrative purpose. Third, managers are required to sit
down and have regular conversations with their employees about their perform-
ance and make note of any problems that arise. This gives the employees a clear
sense of areas in which they need improvement and provides documentation if
disciplinary action is needed. This component serves both informational and docu-
mentational purposes. Finally, the time that was previously spent filling out complicated
http://selco.org/selco/about.asp
http://selco.org/selco/about.asp
18 Part I • Strategic and General Considerations
matrices and forms is now spent talking with the employees about how they can
improve their performance, allowing for progress on an ongoing basis. This serves a
developmental purpose.
Although multiple purposes are possible, a survey of industrial and organizational
psychologists working in HR departments in more than 100 different organizations
reported that the two most frequent purposes are administrative (i.e., salary decisions)
and developmental (i.e., to identify employees’ weaknesses and strengths). Overall, in the
organizations that participated in this study, performance management served at least
two of the purposes mentioned earlier.42 As will be discussed in Chapter 9, these
purposes place conflicting demands on the raters because they must be both judges
(i.e., make salary decisions) and coaches (i.e., provide useful feedback for performance
improvement) at the same time.
Now, think about the performance management system implemented in your
organization or the last organization for which you worked. Table 1.4 summarizes
the various purposes served by a performance management system. Which of these
purposes are being served by the system you are considering?
1.6 CHARACTERISTICS OF AN IDEAL PM SYSTEM
So far, we have defined performance management, described the advantages of
implementing good performance management systems, discussed some of the dangers of
not doing a good job with the design and implementation of the system, and described
the various purposes achieved by a good system. But what does a good system look like?
The following characteristics are likely to allow a performance management system to be
successful. Practical constraints may not allow for the implementation of all these fea-
tures. The reality is that performance management systems are seldom implemented in an
ideal way.43 For example, there may not be sufficient funds to deliver training to all people
involved, supervisors may have biases in how they provide performance ratings, or peo-
ple may be just too busy to pay attention to a new organizational initiative that requires
their time and attention. Also, there may be organizational or even country-level con-
straints that prevent the implementation of a good performance management system. For
example, consider the case of Ghana, which is a country that espouses collectivist values
over individual performance, and it is a society that is male-dominated and dominated by
Purposes Served by a Performance Management System
Strategic: To help top management achieve strategic business objectives
Administrative: To furnish valid and useful information for making administrative decisions about
employees
Informational: To inform employees about how they are doing and about the organization’s and
the supervisor’s expectations
Developmental: To allow managers to provide coaching to their employees
Organizational maintenance: To provide information to be used in workplace planning and
allocation of human resources
Documentational: To collect useful information that can be used for various purposes (e.g., test
development, administrative decisions)
TABLE 1.4
Chapter 1 • Performance Management and Reward Systems in Context 19
political and administrative leaders, where these socio-cultural norms have a clear
influence on organizational decision making and practices.44 These institutional
constraints that are so pervasive in Ghana and so many other emerging market countries
must be taken into consideration in terms of what type of performance management sys-
tem will be possible to implement as well as the effectiveness of such a system. However,
regardless of the societal, institutional, and practical constraints, we should strive to place
a check mark next to each of these characteristics: the more features that are checked, the
more likely it will be that the system will live up to its promise.
• Strategic congruence. The system should be congruent with the unit and orga-
nization’s strategy. In other words, individual goals must be aligned with unit
and organizational goals.
• Context congruence. The system should be congruent with the organization’s
culture as well as the broader cultural context of the region or country.
The importance of context in implementing highly effective performance manage-
ment systems is emphasized throughout the book. However, for now, consider the
example of an organization that has a culture in which communication is not fluid
and hierarchies are rigid. In such organizations, a 360-degree feedback system in
which individuals receive comments on their performance from their subordi-
nates, peers, and superiors would be resisted and likely not very effective.
Regarding broader cultural issues, consider that performance management
research published in scholarly journals has been conducted in about 40 countries
around the world.45 Taken together, this body of work suggests that culture plays
an important role in the effectiveness of a performance management system. For
example, in countries such as Japan, there is an emphasis on the measurement of
both behaviors (i.e., how people do the work) and results (i.e., the results of
people’s work), whereas in the United States results are typically preferred over
behaviors. Thus, implementing a results-only system in Japan is not likely to be
effective. As a second illustration, a study including 97 multinational corporations
suggested that they have adapted their performance management systems in their
subsidiaries in Bulgaria and Romania.46 Specifically, although performance is
measured similarly around the world (see standardization criterion below), the
interpersonal aspects of the system are adapted and customized to the local
culture. For example, performance management systems in the subsidiaries are
more likely to differ from those in the headquarters as differences in power
distance (i.e., degree to which a society accepts unequal distribution of power)
increase between countries.
• Thoroughness. The system should be thorough regarding four dimensions. First,
all employees should be evaluated (including managers). Second, all major job
responsibilities should be evaluated (including behaviors and results; a detailed
discussion of this topic is presented in Chapter 5). Third, the evaluation should
include performance spanning the entire review period, not just the few weeks or
months before the review. Finally, feedback should be given on positive perform-
ance aspects as well as those that are in need of improvement.
• Practicality. Systems that are too expensive, time consuming, and convoluted
will obviously not be effective. Good, easy-to-use systems (e.g., performance
data are entered via user-friendly software) are available for managers to help
20 Part I • Strategic and General Considerations
them make decisions. Finally, the benefits of using the system (e.g., increased
performance and job satisfaction) must be seen as outweighing the costs
(e.g., time, effort, expense).
• Meaningfulness. The system must be meaningful in several ways. First, the stan-
dards and evaluations conducted for each job function must be considered important
and relevant. Second, performance assessment must emphasize only those functions
that are under the control of the employee. For example, there is no point in letting an
employee know she needs to increase the speed of service delivery when the
supplier does not get the product to her on time. Third, evaluations must take place
at regular intervals and at appropriate moments. Because one formal evaluation per
year is usually not sufficient, informal quarterly reviews are recommended. Fourth,
the system should provide for the continuing skill development of evaluators.
Finally, the results should be used for important administrative decisions. People will
not pay attention to a system that has no consequences in terms of outcomes that
they value. For example, a recent study compared performance management
systems in the former East versus former West Germany. Results showed that in
former West German companies, there was a stronger link between the performance
management system and administrative decisions such as promotions. This relation-
ship was weaker in former East German companies, and this difference is probably
due to the socialist political system in the former German Democratic Republic,
which has had a long-lasting effect that is still observed today.47
• Specificity. A good system should be specific: it should provide detailed and
concrete guidance to employees about what is expected of them and how they can
meet these expectations.
• Identification of effective and ineffective performance. The performance man-
agement system should provide information that allows for the identification of
effective and ineffective performance. That is, the system should allow for
distinguishing between effective and ineffective behaviors and results, thereby
also allowing for the identification of employees displaying various levels of
performance effectiveness. In terms of decision making, a system that classifies or
ranks all levels of performance and all employees similarly is useless.
• Reliability. A good system should include measures of performance that are
consistent and free of error. For example, if two supervisors provided ratings of
the same employee and performance dimensions, ratings should be similar.
• Validity. The measures of performance should also be valid. In this context,
validity refers to the fact that the measures include all relevant performance facets
and do not include irrelevant performance facets. In other words, measures are
relevant (i.e., include all critical performance facets), not deficient (i.e., do not leave
any important aspects out), and are not contaminated (i.e., do not include factors
outside of the control of the employee or factors unrelated to performance). In short,
measures include what is important and do not assess what is not important and
outside of the control of the employee. For example, the gondolieri in the city of
Venice (Italy) have had a performance management system for about 1,000 years.
Among other relevant performance dimensions, older versions of the performance
management system required gondolieri to demonstrate their level of rowing skills
and their ability to transport people and goods safely. These are clearly relevant
dimensions. However, the system was contaminated because it included the
Chapter 1 • Performance Management and Reward Systems in Context 21
following requirement: “Every brother shall be obliged to confess twice a year, or at
least once and if after a warning, he remains impenitent, he shall be expelled . . .
[from the gondolieri guild].”48
• Acceptability and fairness. A good system is acceptable and is perceived as fair
by all participants. Perceptions of fairness are subjective and the only way to know
if a system is seen as fair is to ask the participants about the system. Such percep-
tions include four distinct components. First, we can ask about distributive justice,
which includes perceptions of the performance evaluation received relative to the
work performed, and perceptions of the rewards received relative to the evaluation
received, particularly when the system is implemented across countries. For exam-
ple, differences in perceptions may be found in comparing employees from more
individualistic (e.g., United States) to more collectivistic (e.g., Korea) cultures.49 If a
discrepancy is perceived between work and evaluation or between evaluation and
rewards, then the system is likely to be seen as unfair.50 Second, we can ask about
procedural justice, which includes perceptions of the procedures used to determine
the ratings as well as the procedures used to link ratings with rewards. Third, we
can assess perceptions regarding interpersonal justice, which refers to the quality of
the design and implementation of the performance management system. For ex-
ample, what are employees’ perceptions regarding how they are treated by their
supervisors during the performance review meeting? Do they feel that supervisors
are empathic and helpful? Finally, informational justice refers to fairness perceptions
about performance expectations and goals, feedback received, and the information
given to justify administrative decisions. For example, are explanations perceived
to be honest, sincere, and logical? Because a good system is inherently discrimina-
tory, some employees will receive ratings that are lower than those received by
other employees. However, we should strive to develop systems that are regarded
as fair from the distributive, procedural, interpersonal, and informational perspec-
tives because each type of justice perception leads to different outcomes.51 For
example, a perception that the system is not fair from a distributive point of view is
likely to lead to a poor relationship between employee and supervisor and lowered
satisfaction of the employee with the supervisor. On the other hand, a perception
that the system is unfair from a procedural point of view is likely to lead to de-
creased employee commitment toward the organization and increased intentions
to leave.52 One way to improve all four justice dimensions is to set clear rules that
are applied consistently by all supervisors.
• Inclusiveness. Good systems include input from multiple sources on an ongoing
basis. First, the evaluation process must represent the concerns of all the people who
will be affected by the outcome. Consequently, employees must participate in the
process of creating the system by providing input regarding what behaviors or
results will be measured and how. This is particularly important in today’s diverse
and global organizations including individuals from different cultural backgrounds,
which may lead to different views regarding what is performance and how it should
be measured.53 Second, input about employee performance should be gathered from
the employees themselves before the appraisal meeting.54 In short, all participants
must be given a voice in the process of designing and implementing the system. Such
inclusive systems are likely to lead to more successful systems including less
employee resistance, improved performance, and fewer legal challenges.55
22 Part I • Strategic and General Considerations
• Openness. Good systems have no secrets. First, performance is evaluated
frequently and performance feedback is provided on an ongoing basis. Therefore,
employees are continually informed of the quality of their performance. Second,
the appraisal meeting consists of a two-way communication process during which
information is exchanged, not delivered from the supervisor to the employee
without his or her input. Third, standards should be clear and communicated on
an ongoing basis. Finally, communications are factual, open, and honest.
• Correctability. The process of assigning ratings should minimize subjective
aspects; however, it is virtually impossible to create a system that is completely
objective because human judgment is an important component of the evalua-
tion process. When employees perceive an error has been made, there should be
a mechanism through which this error can be corrected. Establishing an appeals
process, through which employees can challenge what may be unjust decisions,
is an important aspect of a good performance management system.
• Standardization. As noted earlier, good systems are standardized. This means
that performance is evaluated consistently across people and time. To achieve this
goal, the ongoing training of the individuals in charge of appraisals, usually man-
agers, is a must.
• Ethicality. Good systems comply with ethical standards. This means that the su-
pervisor suppresses her personal self-interest in providing evaluations. In addi-
tion, the supervisor evaluates only performance dimensions for which she has
sufficient information, and the privacy of the employee is respected.56
Table 1.5 lists the characteristics of an ideal performance management system.
Think about the performance management system implemented in your organization
or the last organization for which you worked. Which of the features listed in Table 1.5
included in the system you are considering? How far is your system from the ideal?
TABLE 1.5 Characteristics of an Ideal
Performance Management System
Strategic congruence
Context congruence
Thoroughness
Practicality
Meaningfulness
Specificity
Identification of effective and ineffective performance
Reliability
Validity
Acceptability and fairness
Inclusiveness
Openness
Correctability
Standardization
Ethicality
Chapter 1 • Performance Management and Reward Systems in Context 23
1.7 INTEGRATION WITH OTHER HUMAN RESOURCES
AND DEVELOPMENT ACTIVITIES
Performance management systems serve as important “feeders” to other human
resources and development activities. For example, consider the relationship between
performance management and training. Performance management provides informa-
tion on developmental needs for employees. In the absence of a good performance
management system, it is not clear that organizations will use their training resources in
the most efficient way (i.e., to train those who most need it in the most critical areas).
One organization that is able to link its performance management system to training
initiatives is Kimberly-Clark.58 Kimberly-Clark’s global performance management sys-
tem includes about 57,000 employees across 36 countries (http://www.kimberly-clark.
com/ourcompany/overview.aspx). This system makes a clear link between perform-
ance and training, allows employees to understand areas that need to be improved, and
directs them to appropriate opportunities to enable improvements in performance. For
example, in Peru, Kimberly-Clark has partnered with the National Service of
Occupational Training in Industry (Senati), a local technical institute, to provide train-
ing on manufacturing skills. Kimberly-Clark reached a similar agreement in Malaysia
with the University College of Tun Hussein Onn. Similarly, there is a training partner in
Korea. The beneficial link between performance management and training became evi-
denced recently in the Korean operations, where the newspaper Dong-A Ilbo named
Yuhan-Kimberly one of “the 30 most respected companies in Korea.”
Unfortunately, despite the successful Kimberly-Clark example, most organizations
do not use performance management systems to determine training content and waste
an opportunity to use the performance management system as the needs assessment
phase of their training efforts.59 Specifically, a recent survey including 218 HR leaders at
companies with at least 2,500 employees revealed that there is tight integration between
performance management and learning/development activities in only 15.3% of the
organizations surveyed.60
Performance management also provides key information for workforce planning.
Specifically, an organization’s talent inventory is based on information collected
through the performance management system. Development plans provide informa-
tion on what skills will be acquired in the near future. This information is also used
in making recruitment and hiring decisions. Knowledge of an organization’s current
and future talent is important when deciding what types of skills need to be acquired
externally and what types of skills can be found within the organization.
BOX 1.5
Good Performance Management Implementation Pays Off
Implementing a performance management system that includes the characteristics just described
will pay off. A study conducted for Mercer, a global diversified consulting company, revealed that
the 1,200 workers surveyed stated that they could improve their productivity by an average of
26% if they were not held back by a lack of “direction, support, training, and equipment.”
Successfully implementing a performance management system can give workers the direction
and support that they need to improve their productivity.57
24 Part I • Strategic and General Considerations
Finally, there is an obvious relationship between performance management and
compensation systems. Compensation and reward decisions are likely to be arbitrary in
the absence of a good performance management system.
In short, performance management is a key component of talent management
in organizations. It allows for assessing the current talent and making predictions
about future needs both at the individual and organizational levels. Implementing a
successful performance management system is a requirement for the successful
implementation of other HR functions, including training, workforce planning,
recruitment and selection, and compensation.
1.8 PERFORMANCE MANAGEMENT AROUND THE WORLD
Performance management is a global phenomenon and organizations all over the world
are implementing various types of performance management systems. We will discuss
examples of how systems are implemented in different countries. As a preview and to
highlight the increasing importance of performance management globally, consider the
following results from recent research relating to 10 specific countries:61
• Performance management in Mexico. Performance management has become
increasingly popular since the 1970s. For the most part, systems in Mexico are
similar to those implemented in the United States. For example, the measurement
of results (as discussed in Chapter 5) is quite pervasive. However, more research is
needed for us to gain a better understanding of what types of systems would
work best in Mexico.
• Performance management in the United Kingdom. Performance management in
the United Kingdom has been affected by several factors, including an emphasis
on cost effectiveness and the developmental purpose of performance manage-
ment. Performance management is gaining increased stature and significance
given the more recent emphasis on talent management and total rewards manage-
ment. As noted earlier, performance management provides critical information
regarding the identification of top performers, which helps talent management,
and critical information to be used in administrative decisions, including the
allocation of rewards. Performance management in the United Kingdom is an
established organizational practice and is clearly influenced by broader societal
issues such as socioeconomic, political, and legal trends.
• Performance management in France. Performance management in France faces
unique contextual issues such as legal requirements to invest in employee training
and development and the need to emphasize individual accountability. Once
again, performance management systems are not implemented in a vacuum, and
it is important to consider the broader environment when designing and imple-
menting a system.
• Performance management in Germany. Performance management in Germany
has been affected by the established practice of long-term employment relation-
ships. Thus, performance management systems emphasize long-term goals and
usually do not have a short-term focus. In spite of this unique feature, systems
share some similarities with France given their membership in the European
Union, which provides a common legal framework for many labor-related issues.
Chapter 1 • Performance Management and Reward Systems in Context 25
• Performance management in Turkey. Performance management in Turkey is
evolving rapidly given its official candidacy for European Union membership.
Negotiations began in 2005, and it is likely that Turkey will become a European
Union member by around 2015. Turkey’s unique contextual issues involve
being a democratic and secular state—yet ruled by a single-party government.
Performance management is a fairly novel issue in Turkey, but almost 80%
of firms in Turkey are using some type of system. Because personal relation-
ships play an important role in Turkish culture, an important challenge is the
implementation of systems that ensure valid, reliable, and fair performance
measurement.
• Performance management in India. The India economy has been on “overdrive”
since the early 1990s and there is intense international business activity, including a
significant increase in foreign direct investment going into India as well as India
firms going abroad. The intense international business activity is leading to a
change in traditional values, at least in work environment, from more collectivistic
to more individualistic and short-term. Nevertheless, the traditional paternalistic
values do not seem to be changing, and they pose a challenge for the implementa-
tion of performance management systems in which the supervisor serves as a coach
instead of as a “boss” (see Chapter 9).
• Performance management in China. From the founding of the socialist state in
1949 until the 1980s, performance management systems in China emphasized
mostly attendance and skills. However, since the 1980s, the view of performance
management has expanded to consider broader sets of behaviors as well as the
relationship between performance management and other organizational systems
(e.g., compensation). Important issues to consider for successful implementation
of performance management systems in China include respect for age and senior-
ity and the emphasis on social harmony.
• Performance management in South Korea. Work relationships in South
Korea are hierarchical in nature and emphasize the importance of groups over
individuals. More recently, the establishment of a democratic government in
1987 and the Asian financial crisis of 1997 affected organizational practices
substantially. Specifically, the financial crisis led many organizations to adopt
what in Korean is called Yunbongje (i.e., merit-based systems). The current
challenge is how to reconcile a merit-based approach with more traditional
cultural values.
• Performance management in Japan. Although Japanese firms relied on lifetime
employment and seniority as key organizational practices, more recently firms
also consider the importance of new knowledge acquisition. For example, com-
petency modeling, which is discussed in Chapter 8, has become increasingly
popular. In general performance management systems in Japan tend to empha-
size behaviors to the detriment of results (this distinction is discussed in detail
in Chapter 4).
• Performance management in Australia. The Australian economy has made an
important shift from manufacturing to service, and there are important demo-
graphic changes in the workforce including an increased presence of women and
members of ethnic minority groups. The legal framework in Australia is similar to
that in the United States and the United Kingdom (see Chapter 10). So, much like
26 Part I • Strategic and General Considerations
the United States and the United Kingdom, performance management systems
tend to include documentation of performance, considerations regarding equal
opportunity, and due process issues.
This brief overview provides us with some information regarding performance
management systems around the world. Although there is a common challenge to align
individual and organizational goals and enhance the performance of individuals and
groups, the way these goals are achieved is influenced by both organizational and
societal contextual issues. Thus, these issues should not be ignored when implementing
performance management systems.
Summary Points
• Performance management is a continu-
ous process of identifying, measuring,
and developing the performance of
individuals and teams and aligning
performance with the strategic goals of
the organization.
• Although many organizations have
systems labeled “performance manage-
ment,” they usually are only perform-
ance appraisal systems. Performance
appraisal emphasizes the assessment of
an employee’s strengths and weaknesses
and does not include strategic business
considerations. Also, performance
appraisal systems usually do not include
extensive and ongoing feedback that an
employee can use to improve her per-
formance in the future. Finally, perform-
ance appraisal is a once-a-year event that
is often driven by the HR department,
whereas performance management is a
year-round way of managing business
that is driven by managers.
• Implementing a well-designed perform-
ance management system has many
advantages. From the perspective of
employees, a good system increases
motivation and self-esteem, helps
improve performance, clarifies job tasks
and duties, provides self-insight and
development opportunities, and clarifies
supervisors’ expectations. From the
perspective of managers, good systems
allow them to gain insight into employ-
ees’ activities and goals, allow for more
fair and appropriate administrative
actions, allow them to communicate
organizational goals more clearly, let
them differentiate good and poor per-
formers, help drive organizational
change, encourage voice behavior, and
improve employee engagement. Finally,
from the perspective of the HR function,
a good system provides protection from
litigation and can also help minimize
employee misconduct which can have so
many negative consequences for the
organization.
• Poorly designed and implemented per-
formance management systems can
have disastrous consequences for all
involved. For example, employees may
quit, those who stay may be less moti-
vated, and relationships (e.g., supervi-
sor–subordinate) can suffer irreparable
damage. Also, poorly designed systems
can be biased, resulting in costly law-
suits and wasted time and resources. In
the end, low-quality or poorly imple-
mented systems can be a source of
enormous frustration and cynicism for
all involved.
• Reward systems include all mecha-
nisms for determining and distributing
Chapter 1 • Performance Management and Reward Systems in Context 27
tangible and intangible returns as
part of an employment relationship.
Tangible returns, collectively referred to
as compensation, include both cash and
benefits. Intangible returns, also
referred to as relational returns, include
recognition and status, employment
security, challenging work, and learn-
ing opportunities. Not all types of
returns are directly related to perform-
ance management systems because not
all types of returns are allocated based
on past performance.
• Performance management systems serve
multiple purposes. First, they serve a
strategic purpose because they help link
employee activities with the organiza-
tion’s mission and goals, they identify
results and behaviors needed to carry
out strategy, and they maximize the
extent to which employees exhibit
the desired behaviors and produce the
desired results. Second, they serve an
administrative purpose in that they pro-
duce information used by the reward
system and other HR decision making
(e.g., promotions, termination, discipli-
nary actions). Third, they serve an infor-
mational purpose because they enable
employees to learn about their perform-
ance in relation to the organization’s
expectations. Fourth, they serve a devel-
opmental purpose in that performance
feedback allows individuals to learn
about their strengths and weaknesses, to
identify training needs, and to make
better decisions regarding job assign-
ments. Fifth, performance management
systems serve an organizational mainte-
nance purpose because they provide
useful information for workforce plan-
ning and for evaluating the effectiveness
of other HR systems (e.g., comparing per-
formance before and after an expensive
training program to determine whether
training made a difference). Finally,
performance management systems also
serve a documentational purpose; for
example, they support HR decisions
and help meet legal requirements.
• Ideal performance management sys-
tems are rare. Such ideal systems are
• congruent with strategy (i.e., there
is a clear link among individual,
unit, and organizational goals)
• congruent with context (i.e., the sys-
tem is consistent with norms based
on the culture of the organization and
the region and country in which the
organization is located)
• thorough (i.e., they include all rele-
vant performance dimensions)
• practical (i.e., they do not require
excessive time and resources)
• meaningful (i.e., they have impor-
tant consequences)
• specific (i.e., they provide a concrete
employee improvement agenda)
• able to identify effective and inef-
fective performance (i.e., they help
distinguish employees at different
performance levels)
• reliable (i.e., the measurement of
performance is consistent)
• valid (i.e., the measures of per-
formance are not contaminated or
deficient)
• fair (i.e., people participating in the
system believe the processes and
outcomes are just)
• inclusive (i.e., they include input
from multiple sources on an ongo-
ing basis)
• open (i.e., they are transparent and
there are no secrets)
• correctable (i.e., they include mecha-
nisms so that errors can be corrected)
• standardized (i.e., performance is
evaluated consistently across people
and time)
• ethical (i.e., they comply with ethical
standards)
28 Part I • Strategic and General Considerations
• Many trade-offs take place in the real-
world implementation of performance
management systems; however, the
closer the system is to the ideal charac-
teristics, the greater the return will be
for the employees, supervisors, and the
organization as a whole.
• A performance management system is
the key factor used in determining
whether an organization can manage its
human resources and talent effectively.
Performance management provides
information on who should be trained
and in what areas, which employees
should be rewarded, and what type of
skills are lacking at the organization or
unit level. Therefore, performance man-
agement also provides information on
the type of employees that should be
hired. When implemented well,
performance management systems pro-
vide critical information that allows
organizations to make sound decisions
regarding their people resources.
• Given the globalized and hyper-
competitive nature of business in the
twenty-first century, there is a common
worldwide challenge to align individ-
ual and organizational goals and
enhance the performance of individu-
als and groups. However, the way
these goals are achieved is influenced
by both organizational and societal
contextual issues. A performance man-
agement system in China may not be
the same as a performance manage-
ment system in Mexico or France.
Although the system’s main objectives
may be the same, the way the system
is implemented and deployed must
take contextual considerations into
account.
As should be evident by now, imple-
menting an ideal performance management
system requires a substantial amount of
work; however, this does not start when the
system is put into place. The process starts
much earlier because unless specific
conditions are present before the system is
implemented, the system will not achieve its
multiple purposes. Chapter 2 provides a
description of the entire performance
management process.
C A S E S T U DY 1-1
Reality Check: Ideal versus Actual
Performance Management System
The table here summarizes the key characteristics of an ideal
performance management system as discussed in this chap-
ter. Think about a performance management system you know.
This could be the one implemented at your current (or most
recent) job. If you don’t have information about such a system,
talk to a friend or acquaintance who is currently working, and
gather information about the system used in his or her organi-
zation. Use the Y/N column in the table to indicate whether
each of the features is present (Y: yes) or not (N: no) in the
system you are considering. In some cases, some elements
may be present to a matter of degree and may require that you
include some additional information in the Comments column.
Next, prepare a brief report addressing the following
issues:
1. How many of the 14 characteristics of an ideal system
are present in the system you are evaluating?
2. Identify two characteristics that are not present at
all, or barely present, in your system. Discuss the
implications that the lack of these characteristics
has on the effectiveness of the system.
3. Identify one characteristic that is clearly present in your
system. Discuss the implications of the presence of this
characteristic on the effectiveness of the system.
4. Identify the characteristic in your system that is furthest
from the ideal. What can be done to produce a better
alignment between your system and the ideal? Who
should be responsible for doing what so that your system
becomes “ideal” regarding this characteristic? �
Chapter 1 • Performance Management and Reward Systems in Context 29
Characteristics Y/N Definition Comments
Strategic congruence Individual goals are aligned with unit and
organizational goals.
Context congruence The system is congruent with norms based
on the organization’s culture.
The system is congruent with norms based
on the culture of the region and country
where the organization is located.
Thoroughness All employees are evaluated.
Evaluations include performance spanning
the entire review period.
All major job responsibilities are evaluated.
Feedback is provided on both positive and
negative performance.
Practicality It is readily available for use.
It is easy to use.
It is acceptable to those who use it for
decisions.
Benefits of the system outweigh the costs.
Standards and evaluations for each job
function are important and relevant.
Only the functions that are under the
control of the employee are measured.
Meaningfulness Evaluations take place at regular intervals
and at appropriate moments.
System provides for continuing skill
development of evaluators.
Results are used for important
administrative decisions.
Specificity Detailed guidance is provided to employees
about what is expected of them and how
they can meet these expectations.
Identification of
effective and
ineffective
performance
The system distinguishes between effective
and ineffective behaviors and results, thereby
also identifying employees displaying various
levels of performance effectiveness.
Reliability Measures of performance are consistent.
Measures of performance are free of error.
Validity Measures include all critical performance
facets.
Measures do not leave out any important
performance facets.
Measures do not include factors outside
employee control.
30 Part I • Strategic and General Considerations
Characteristics Y/N Definition Comments
Acceptability and
fairness
Employees perceive the performance
evaluation and rewards received relative
to the work performed as fair
(distributive justice).
Employees perceive the procedures used to
determine the ratings and subsequent
rewards as fair (procedural justice).
Employees perceive the way they are treated
in the course of designing and implementing
the system as fair (interpersonal justice).
Employees perceive the information and
explanations they receive as part of the
performance management system as fair
(informational justice).
Inclusiveness Employee input about their performance is
gathered from the employees before the
appraisal meeting.
Employees participate in the process of
creating the system by providing input on
how performance should be measured.
Openness Performance is evaluated frequently and
feedback is provided on an ongoing basis.
Appraisal meeting is a two-way
communication process and not one-way
communication delivered from the
supervisor to the employee.
Standards are clear and communicated on
an ongoing basis.
Communications are factual, open, and
honest.
Correctability There is an appeals process, through which
employees can challenge unjust or
incorrect decisions.
Standardization Performance is evaluated consistently across
people and time.
Ethicality Supervisors suppress their personal
self-interest in providing evaluations.
Supervisors evaluate performance
dimensions only for which they have
sufficient information.
Employee privacy is respected.
Chapter 1 • Performance Management and Reward Systems in Context 31
C A S E S T U DY 1-2
Performance Management at Network Solutions, Inc.
Network Solutions, Inc.,* is a worldwide leader in hardware,
software, and services essential to computer networking. Until
recently, Network Solutions, Inc., used more than 50 different
systems to measure performance within the company, many
employees did not receive a review, fewer than 5% of all em-
ployees received the lowest category of rating, and there was
no recognition program in place to reward high achievers.
Overall, it was recognized that performance problems were not
being addressed, and tough pressure from competitors was
increasing the costs of managing human performance ineffec-
tively. In addition, quality initiatives were driving change in
several areas of the business, and Network Solutions decided
that these initiatives should also apply to “people quality.”
Finally, Network Solutions wanted to improve its ability to
meet its organizational goals and realized that one way of
doing this would be to ensure that they were linked to each
employee’s goals.
Given this situation, in 2001, Network Solutions’ CEO
announced that he wanted to implement a forced distribution
performance management system in which a set percentage
of employees were classified in each of several categories
(e.g., a rating of 1 to the top 20% of performers; a rating of 2
to the middle 70% of performers; and a rating of 3 to the bot-
tom 10% of performers). A global cross-divisional HR team
was put in place to design and implement the new system.
The first task for the design team was to build a business case
of the new system by showing that if organizational strategy
was carried down to team contributions and team contribu-
tions were translated into individual goals, then business
goals would be met. Initially the program was rolled out as a
year-round people management system that would raise the
bar on performance management at Network Solutions by
aligning individual performance objectives with organizational
goals by focusing on the development of all employees. The
desired outcomes of the new system included raising the per-
formance level of all employees, identifying and retaining top
talent, and identifying low performers and improving their per-
formance. Network Solutions also wanted the performance
expectations for all employees to be clear.
Before implementing the program, the design team
received the support of senior leadership by communicating
that the performance management system was the future of
Network Solutions and by encouraging all senior leaders to
ensure that those reporting directly to them understood the
process and accepted it. In addition, they encouraged senior
leaders to use the system with all of their direct subordinates
and to demand and utilize output from the new system. Next,
the design team encouraged the senior leaders to stop the
development and use of any other performance management
system and explained the need for standardization of
performance management across all divisions. Finally, the
team asked senior leaders to promote the new program by
involving employees in training of talent management and by
assessing any needs in their divisions that would not be
addressed by the new system. The Network Solutions global
performance management cycle consisted of the following
process:
1. Goal cascading and team building
2. Performance planning
3. Development planning
4. Ongoing discussions and updates between managers
and employees
5. Annual performance summary
Training resources were made available on Network
Solutions’ intranet for managers and individual contributors,
including access to all necessary forms. In addition to the
training available on the intranet, 1- to 2-hour conference calls
took place before each phase of the program was begun.
Today, part of the training associated with the perform-
ance management system revolves around the idea that the
development planning phase of the system is the joint year-
round responsibility of managers and employees. Managers
are responsible for scheduling meetings, guiding employees
on preparing for meetings, and finalizing all development
plans. Individual contributors are responsible for documenting
the developmental plans. Both managers and employees
are responsible for preparing for the meeting, filling out the
development planning preparation forms, and attending the
meeting.
With forced distribution systems, there is a set number
of employees that have to fall into set rating classifications.
As noted, in the Network Solutions system employees are
given a rating of 1, 2, or 3. Individual ratings are determined by
* This case study is based, in part, on actual information. Network Solutions, Inc., is a pseudonym which is
being used to protect the identity of the actual company in question.
32 Part I • Strategic and General Considerations
the execution of annual objectives and job requirements as
well as by a comparison rating of others at a similar level at
Network Solutions. Employees receiving a 3, the lowest
rating, have a specified time period to improve their perform-
ance. If their performance does improve, then they are
released from the plan, but they are not eligible for stock
options or salary increases. If performance does not improve,
they can take a severance package and leave the company or
they can start on a performance improvement plan, which has
more rigorous expectations and time lines than did the origi-
nal action plan. If performance does not improve after the
second period, they are terminated without a severance pack-
age. Individuals with a rating of 2 receive average to high
salary increases, stock options, and bonuses. Individuals
receiving the highest rating of 1 receive the highest salary
increases, stock options, and bonuses. These individuals are
also treated as “high potential” employees and given extra
development opportunities by their managers. The company
also makes significant efforts to retain all individuals who
receive a rating of 1.
Looking to the future, Network Solutions plans to con-
tinue reinforcing the needed cultural change to support forced
distribution ratings. HR Centers of Expertise of Network
Solutions continue to educate employees about the system to
ensure that they understand that Network Solutions still rewards
good performance; they are just measuring it in a different way
than in the past. There is also a plan to monitor for and correct
any unproductive practices and implement correcting policies
and practices. To do this, Network Solutions plans on continued
checks with all stakeholders to ensure that the performance
management system is serving its intended purpose.
Consider Network Solutions’ performance manage-
ment system in light of what we discussed as an ideal system.
Then answer the following questions:
1. Overall, what is the overlap between Network
Solutions’ system and an ideal system?
2. What are the features of the system implemented at
Network Solutions that correspond to the features
described in the chapter as ideal characteristics? Which
of the ideal characteristics are missing? For which of the
ideal characteristics do we need additional information
to evaluate whether they are part of the system at
Network Solutions?
3. Based on the description of the system at Network
Solutions, what do you anticipate will be some
advantages and positive outcomes resulting from the
implementation of the system?
4. Based on the description of the system at Network
Solutions, what do you anticipate will be some disad-
vantages and negative outcomes resulting from the
implementation of the system? �
C A S E S T U DY 1-3
Distinguishing Performance Management Systems
from Performance Appraisal Systems
What are the differences between a performance appraisal
system and a performance management system? How are the
two systems related to each other? After answering these
questions, consider the following 11 criticisms. Which of the
following criticisms pertain to performance appraisal systems
but not to performance management systems? Which criti-
cisms pertain to both performance appraisal and performance
management systems? Use Xs on the table below to denote
answers. Then, provide an explanation for categorizing the 11
criticisms in the way you did.
Criticism 1: “[There can be] inconsistency between
comments and scores on an employee’s evaluation.”
Criticism 2: “The annual performance review is a bad
management tool. To start with, it is not timely. If your
subordinate is deficient in some ways, you wait 11
months to say something about it. How does that help
next week’s performance?”
Criticism 3: “Never make the evaluation a hit-and-run. It
should take the form of a dialogue between the supervi-
sor and subordinate, not an isolated event but rather a
part of performance/career management more generally.”
Criticism 4: “A number of years ago, the U.S. Equal
Employment Opportunity Commission (EEOC) created a
‘Like Me’ task force. Its general conclusion—there was
a human tendency to favor employees who are like the
managers making the employment assessment.”
Criticism 5: “Few managers jump with glee at appraisal
time. When they triage workplace demands, many times
appraisals end up at the bottom. As a result, late
appraisals are often the norm and not the exception.”
Chapter 1 • Performance Management and Reward Systems in Context 33
Criticisms
Pertains to
performance appraisal
systems only
Pertains to performance
management
systems only
Pertains to both
performance appraisal and
management systems
1
2
3
4
5
6
7
8
9
10
11
Source: Some of these criticisms were derived from the following sources: (a) Ryan, Liz. (2009, June 30). CEOs should skip
performance reviews in 2009. Bloomberg Businessweek. Available online at http://www.businessweek.com/managing/content/
jun2009/ca20090630_736385.htm. Retrieval date: March 3, 2011; (b) Segal, Jonathan, A. (2011, January 14). The dirty dozen
performance appraisal errors. Bloomberg Businessweek. Available online at http://www.businessweek.com/managing/content/
jan2011/ca20110114_156455.htm. Retrieval date: March 3, 2011; and (c) Hammonds, Keith H. (2005, August 1). Why we hate
HR. Fast Company. Available online at from http://www.fastcompany.com/magazine/97/open_hr.html?page=0%2C0. Retrieval
date: March 3, 2011.
Criticism 6: “Because performance is ultimately
measured on a nonstop, continuous basis, managers
may become overwhelmed with cognitive load, paper-
work, and generally more work to do.”
Criticism 7: “What’s left is the more important
strategic role of raising the reputational and intellec-
tual capital of the company—but HR is, it turns out,
uniquely unsuited for that.”
Criticism 8: “Goal-setting, when done wrong, gives the
employee the wrong goals—those, for instance, which are
not aligned with the organization’s strategic orientation.”
Criticism 9: “Often an employee with substandard
performance is evaluated as meeting expectations or
even better, and the average employee receives an
above-average evaluation.”
Criticism 10: “[The process does not involve helping
or making employees] set goals for the future.”
Criticism 11: “Coaching can be tricky. When done
wrong, it can be devastating. For example, a coach’s
feedback can have detrimental effects if it focuses on
the employee as a whole as opposed to specific work
behaviors at work.” �
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Chapter 1 • Performance Management and Reward Systems in Context 35
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(2000). Effects of a dissolved workplace
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to a sexual harassment accusation. Academy of
Management Journal, 43, 869–880.
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sun.com/employment/student/whysun.
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35. Cleveland, J. N., & Murphy, R. E. (1989).
Multiple uses of performance appraisal:
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36. Bauer, T. N., & Erdogan. B. (2011).
Organizational socialization: The effective
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48. Johnston, J. (2005). Performance measure-
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36 Part I • Strategic and General Considerations
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http://www.exinfm.com/pdffiles/pm
37
In theory, the Performance Review process can be thought of
as a positive interaction between a “coach” and an employee,
working together to achieve maximum performance.
In reality, it’s more like finding a dead squirrel in your
backyard and realizing the best solution is to fling it onto
your neighbor’s roof.
—SCOTT ADAMS (THE DILBERT PRINCIPLE)
LEARNING OBJECTIVES
By the end of this chapter, you will be able to do the following:
� Understand that performance management is an ongoing process that includes the
interrelated components of prerequisites, performance planning, performance
execution, performance assessment, performance review, and performance
renewal and recontracting.
� Conduct a job analysis to determine the job duties, knowledge, skills, and abilities
(KSAs), and working conditions of a particular job.
� Write a job description that incorporates the KSAs of the job and information on
the organization and unit mission and strategic goals.
� Understand that the poor implementation of any of the performance management
process components has a negative impact on the system as a whole.
� Understand that a dysfunctional or disrupted link between any two of the
performance management process components has a negative impact on the
system as a whole.
� Understand important prerequisites needed before a performance management
system is implemented, including knowledge of the organization’s mission and
strategic goals and knowledge of the job in question.
Chapter 2
Performance Management Process
38 Part I • Strategic and General Considerations
� Distinguish results from behaviors, and understand the need to consider both in
performance management systems.
� Describe the employee’s role in performance execution, and distinguish areas over
which the employee has primary responsibility from areas over which the manager
has primary responsibility.
� Understand the employee’s and the manager’s responsibility in the performance
assessment phase.
� Understand that the appraisal meeting involves the past, the present, and the future.
� Understand the similarities between performance planning and performance
renewal and recontracting.
� Create results- and behavior-oriented performance standards.
As described in Chapter 1, performance management is an ongoing process.
Performance management does not take place just once a year. Performance manage-
ment is a continuous process including several components.1 These components are
closely related to each other, and the poor implementation of any of them has a negative
impact on the performance management system as a whole. The components in the per-
formance management process are shown in Figure 2.1. This chapter provides a brief
description of each of these components. Subsequent chapters address each of the
components in greater detail. Let’s start with the prerequisites.
2.1 PREREQUISITES
There are two important prerequisites that are required before a performance manage-
ment system is implemented: (1) knowledge of the organization’s mission and strategic
goals and (2) knowledge of the job in question.2 As described in detail in Chapter 3,
knowledge of the organization’s mission and strategic goals is a result of strategic plan-
ning (as also discussed in detail in Chapter 3, the strategic planning process may take
place after the mission and vision statements are created; thus, there is a constant inter-
play between mission and vision and strategic planning). Strategic planning allows an
organization to clearly define its purpose or reason for existing, where it wants to be in
the future, the goals it wants to achieve, and the strategies it will use to attain these
goals. Once the goals for the entire organization have been established, similar goals
cascade downward, with departments setting objectives to support the organization’s
overall mission and objectives. The cascading continues downward until each
employee has a set of goals compatible with those of the organization.
Unfortunately, it is often the case that many organizational units are not in tune
with the organization’s strategic direction. However, there seems to be a trend in the pos-
itive direction. For example, a study including public sector organizations in
Queensland, Australia, showed a fairly high level of strategic integration of the human
resources (HR) function. Specifically, approximately 80% of the organizations that
participated in the study were categorized as having achieved the highest level of strate-
gic integration. This level is characterized by a dynamic and multifaceted linkage based
on an “integrative relationship between people management and strategic management
process.”3 Recall that an important objective of any performance management system is
to enhance each employee’s contribution to the goals of the organization. If there is a lack
Chapter 2 • Performance Management Process 39
Prerequisites
Performance
Planning
Performance
Execution
Performance
Assessment
Performance
Review
Performance
Renewal &
Recontracting
FIGURE 2.1 Performance Management Process
of clarity regarding where the organization wants to go, or if the relationship between
the organization’s mission and strategies and the unit’s mission and strategies is not
clear, there will be a lack of clarity regarding what each employee needs to do and
achieve to help the organization get there.
40 Part I • Strategic and General Considerations
The second important prerequisite before a performance management system is
implemented is to understand the job in question. This is done through job analysis. Job
analysis is a process of determining the key components of a particular job, including activ-
ities, tasks, products, services, and processes. A job analysis is a fundamental prerequisite of
any performance management system. Without a job analysis, it is difficult to understand
what constitutes the required duties for a particular job. If we don’t know what an
employee is supposed to do on the job, we won’t know what needs to be evaluated and
how to do so.
As a result of a job analysis, we obtain information regarding the tasks carried out
and the knowledge, skills, and abilities (KSAs) required of a particular job. Knowledge
includes having the information needed to perform the work, but not necessarily
having done it. Skills refer to required attributes that are usually acquired by having
done the work in the past. Ability refers to having the physical, emotional, intellectual,
and psychological aptitude to perform the work, but neither having done the job nor
having been trained to do the work is required.4
The tasks and KSAs needed for the various jobs are typically presented in the
form of a job description, which summarizes the job duties, needed KSAs, and
working conditions for a particular job. As an illustration, see the box “Job
Description for Trailer Truck Driver.” This job description includes information
about what tasks are performed (e.g., operation of a specific type of truck). It also
includes information about the needed knowledge (e.g., manifests, bills of lading),
skills (e.g., keeping the truck and trailer under control, particularly in difficult
weather conditions), and abilities (e.g., physical and spatial abilities needed to turn
narrow corners).
Job analysis can be conducted using observation, off-the-shelf questionnaires, or
interviews. Data are collected from job incumbents (i.e., those doing the job at pres-
ent) and their supervisors. Alternatively, if the job is yet to be created, data can be
gathered from the individual(s) responsible for creating the new position and those
who will supervise individuals in the new position. Observation methods include job
analysts watching incumbents do the job, or even trying to do the work themselves,
and then producing a description of what they have observed. This method can be
subject to biases because job analysts may not be able to distinguish important from
unimportant tasks. Such analysis may not be suitable for many jobs. For example, a
job analyst could not do the work of a police officer for safety reasons or the work of
a software programmer for the lack of knowledge and skills to do the work. Off-the-
shelf methods involve distributing questionnaires, including a common list of tasks
or KSAs, and asking individuals to fill them out, indicating the extent to which each
task or KSA is required for a particular job in question. These generic off-the-shelf
tools can be practical, but they might not capture the nuances and idiosyncrasies of
jobs out of the mainstream.
Interviews are a very popular job analysis method. During a job analysis inter-
view, the job analyst asks the interviewee to describe what he or she does (or what indi-
viduals in the position do) during a typical day at the job from start to finish (i.e., in
chronological order). Alternatively, the job analyst can ask the interviewee to describe
the major duties involved in the job and then ask him or her to break down these duties
into specific tasks. Once a list of tasks has been compiled, all incumbents should have
Chapter 2 • Performance Management Process 41
an opportunity to review the information and rate each task in terms of frequency and
criticality. The frequency and criticality scales may be the following:5
Rating both frequency and criticality is necessary because some tasks may be
performed regularly (e.g., making coffee several times a day) but may not be very
critical. The job analyst can then multiply the frequency scores by the criticality scores
to obtain an overall score for each task. So, if making coffee receives a frequency score
of 4 (i.e., “every few hours to daily”) and a criticality score of 0 (i.e., “not critical”), the
overall score would be 4 × 0 = 0. Considering frequency scores alone would have given
us the wrong impression that making coffee is a task that deserved a prominent role in
the job description. Overall scores for all tasks can be ranked from highest to lowest to
obtain a final list of tasks.
Numerous job analysis questionnaires are available on the Internet. These
questionnaires, which can be administered online, with a paper survey or in interview
format, can be used for a variety of positions. For example, the state of Delaware uses a
job analysis questionnaire available at http://www.delawarepersonnel.com/class/
forms/jaq/jaq.shtml or http://www.delawarepersonnel.com/class/forms/jaq/jaq
.htm. This questionnaire includes 18 multiple-choice job content questions. Job content
information is assessed through three factors: (1) knowledge and skills, (2) problem
solving, and (3) accountability and end results. As a second example, the city of
Frequency Criticality
0: not performed 0: not critical
1: every few months to yearly 1: low level of criticality
2: every few weeks to monthly 2: below average level of criticality
3: every few days to weekly 3: average level of criticality
4: every few hours to daily 4: above average level of criticality
5: hourly to many times each hour 5: extremely critical
BOX 2.1
Job Description for Trailer Truck Driver: Civilian Personnel Management
Service, U.S. Department of Defense
Operates gasoline- or diesel-powered truck or truck tractor equipped with two or more driving
wheels and with four or more forward speed transmissions, which may include two or more gear
ranges. These vehicles are coupled to a trailer or semitrailer by use of a turntable (fifth wheel) or
pintle (pivot) hook. Drives over public roads to transport materials, merchandise, or equipment.
Performs difficult driving tasks such as backing truck to loading platform, turning narrow corners,
negotiating narrow passageways, and keeping truck and trailer under control, particularly on wet
or icy highways. May assist in loading and unloading truck. May also handle manifest, bills of
lading, expense accounts, and other papers pertinent to the shipment.
42 Part I • Strategic and General Considerations
Alexandria, Virginia, uses a job analysis questionnaire available at http://alexandriava
.gov/class_comp/job_analysis.html. This instrument does not include multiple-choice
questions. Instead, employees answer more general questions about their jobs together
with the allocation of the percentage of time employees spend performing each duty.
In addition, respondents are encouraged to attach forms, work schedules, reports,
memoranda, and other materials that may help explain the responses provided.
Conducting a Google search for the phrase “job analysis questionnaire” leads to several
other instruments. Be aware that some of these instruments may have been created for
specific types of jobs and industries (e.g., service jobs, nonsupervisory jobs). Make sure
you check the suitability of the instrument before using it in a different organizational
context. Combining items and formats from various instruments already available may
be the most effective way to proceed.
An important component of a good job analysis is rater training. In other words,
there are several biases that can affect the accuracy of the information provided by
individuals regarding KSAs needed for a job.6 Consider the following biasing factors:
1. Self-serving bias: This bias leads people to report that their own behaviors and
personality traits are more needed for successful job performance compared to
behaviors and personality traits of others. This is because people tend to attribute
success to themselves and failure to external causes (i.e., factors outside of their
control).
2. Social projection and false consensus bias: Social projection bias leads people to
believe that others behave similarly to themselves and, hence, lead people to think
about themselves when reporting KSAs for their job instead of people in general.
False consensus bias is similar in that it leads people to believe that others share
the same beliefs and attitudes as themselves.
Taken together, self-serving, social projection, and false consensus biases affect
job analysis ratings because they lead people to believe that their own KSAs are those
driving success on their jobs. So, these lead to an exaggerated view regarding the KSAs
needed—and this exaggeration is based on precisely the KSAs that job incumbents
have.
How do we address these biases? A recent experimental study involving two
independent samples of 96 administrative support assistants and 95 supervisors
working for a large city government implemented a successful Web-based training
program that succeeded in mitigating these biases.7 Specifically, across the five job
characteristics rated in that study, individuals who did not participate in the Web-based
training program were 62% (administrative support assistants) and 68% (supervisors)
more likely to provide a higher rating than if the same individual provided the job
analysis ratings after participating in the training program. The Web-based training
program, which takes about 15 minutes to administer, provides a common frame of
reference for all raters and includes the following five steps:
1. provide raters with a definition of each rating dimension
2. define the scale anchors
3. describe what behaviors were indicative of each dimension
4. allow raters to practice their rating skills, and
5. provide feedback on the practice
Chapter 2 • Performance Management Process 43
The information obtained from a job analysis is used for writing a job description.
Writing a job description may seem like a daunting task; however, it does not have to be
difficult. Generic job descriptions can be obtained from the Occupational Informational
Network (O*NET) (http://online.onetcenter.org/find/). O*NET is a comprehensive
database of worker attributes and job characteristics that provides a common language
for defining and describing occupations. The descriptions available via O*NET can
serve as a foundation for a job description. O*NET descriptions can be easily adapted
and changed to accommodate specific local characteristics. For example, see O*NET’s
generic description for truck drivers in the box “Summary Report for Tractor-Trailer
Truck Drivers” (from O*NET). First, the summary description can be checked for accu-
racy and relevance by supervisors. Then, the list of KSAs provided by O*NET can be
readily rated by incumbents (and additional KSAs may be added if needed).
O*NET can also be a very useful resource for small businesses because, for most of
them, conducting a job analysis may not be feasible simply because there are not suffi-
cient numbers of people from whom to collect data. In addition, O*NET can be used
when organizations expand and new positions are created. One thing needs to be clear,
however: jobs change. Thus, job descriptions must be checked for accuracy and updated
as needed.
Job descriptions are a key prerequisite for any performance management
system because they provide the criteria (i.e., yardsticks) that will be used in meas-
uring performance. Such criteria may concern behaviors (i.e., how to perform) or
results (i.e., what outcomes should result from performance). In our truck driver
example, a behavioral criterion could involve the skill “equipment maintenance.”
For example, a supervisor may rate the extent to which the employee “performs
routine maintenance on equipment and determines when and what kind of mainte-
nance is needed.” Regarding results, these criteria usually fall into one of the fol-
lowing categories: (1) quality, (2) quantity, (3) cost-effectiveness, and (4) timeliness.8
In the truck driver example, results-oriented criteria can include number of acci-
dents (i.e., quality) and amount of load transported over a specific period of time
(i.e., quantity).
Some organizations are becoming aware of the importance of considering pre-
requisites before implementing a performance management system. Take the case of
Deaconess Hospital in Oklahoma City, Oklahoma, which includes a workforce of
650 physicians and a total of 1,400 employees (http://www.deaconessokc.org/).
Deaconess Hospital has been able to effectively integrate employees’ job descriptions
within their performance management system. The need for this integration was rein-
forced by results from an employee survey revealing that employees did not know what
they were being evaluated on. Therefore, with the input of employees, the hospital
updated each of the 260 job descriptions. At present, each employee’s job description is
part of the performance review form. The new forms incorporate task performance
standards as well as behaviors specific to individual jobs. For example, a nurse may be
evaluated on “how well he or she safely, timely, and respectfully administers patient med-
ication and on his or her planning and organization skills.” In addition, Deaconess
Hospital has been able to link each employee’s performance to the strategy and goals of
the organization. Specifically, all employees are rated on the following core behaviors con-
sidered to be of top strategic importance for this particular organization: (1) adaptability,
(2) building customer loyalty, (3) building trust, and (4) contributing to team success.9
http://www.deaconessokc.org/
http://online.onetcenter.org/find/
44 Part I • Strategic and General Considerations
BOX 2.2
Summary Report for Tractor-Trailer Truck Drivers (from O*NET)
Description
Drive a tractor-trailer combination or a truck with a capacity of at least 26,000 gross vehicle
weight (GVW) to transport and deliver goods, livestock, or materials in liquid, loose, or packaged
form. May be required to unload truck. May require use of automated routing equipment.
Requires commercial driver’s license.
Tasks
• Follow appropriate safety procedures when transporting dangerous goods.
• Check vehicles before driving them to ensure that mechanical, safety, and emergency
equipment is in good working order.
• Maintain logs of working hours and of vehicle service and repair status, following applica-
ble state and federal regulations.
• Obtain receipts or signatures when loads are delivered, and collect payment for services
when required.
• Check all load-related documentation to ensure that it is complete and accurate.
• Maneuver trucks into loading or unloading positions, following signals from loading crew
as needed; check that vehicle position is correct and any special loading equipment is
properly positioned.
• Drive trucks with capacities greater than 3 tons, including tractor-trailer combinations, in
order to transport and deliver products, livestock, or other materials.
• Secure cargo for transport, using ropes, blocks, chain, binders, and/or covers.
• Read bills of lading to determine assignment details.
• Report vehicle defects, accidents, traffic violations, or damage to the vehicles.
Knowledge
• Transportation—Knowledge of principles and methods for moving people or goods by air,
rail, sea, or road, including the relative costs and benefits.
• Public Safety and Security—Knowledge of relevant equipment, policies, procedures, and
strategies to promote effective local, state, or national security operations for the protection
of people, data, property, and institutions.
• English Language—Knowledge of the structure and content of the English language
including the meaning and spelling of words, rules of composition, and grammar.
• Law and Government—Knowledge of laws, legal codes, court procedures, precedents,
government regulations, executive orders, agency rules, and the democratic political process.
• Mathematics—Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their
applications.
Skills
• Equipment Maintenance—Performing routine maintenance on equipment and determining
when and what kind of maintenance is needed.
• Active Listening—Giving full attention to what other people are saying, taking time to
understand the points being made, asking questions as appropriate, and not interrupting
at inappropriate times.
(continued )
Chapter 2 • Performance Management Process 45
Box 2.2 (Continued )
• Time Management—Managing one’s own time and the time of others.
• Coordination—Adjusting actions in relation to others’ actions.
• Judgment and Decision Making—Considering the relative costs and benefits of potential
actions to choose the most appropriate one.
• Reading Comprehension—Understanding written sentences and paragraphs in work-
related documents.
• Troubleshooting—Determining causes of operating errors and deciding what to do about it.
• Speaking—Talking to others to convey information effectively.
• Mathematics—Using mathematics to solve problems.
• Critical Thinking—Using logic and reasoning to identify the strengths and weaknesses of
alternative solutions, conclusions, or approaches to problems.
Abilities
• Far Vision—The ability to see details at a distance.
• Reaction Time—The ability to quickly respond (with the hand, finger, or foot) to a signal
(sound, light, picture) when it appears.
• Static Strength—The ability to exert maximum muscle force to lift, push, pull, or carry
objects.
• Response Orientation—The ability to choose quickly between two or more movements
in response to two or more different signals (lights, sounds, pictures). It includes
the speed with which the correct response is started with the hand, foot, or other
body part.
• Spatial Orientation—The ability to know your location in relation to the environment or to
know where other objects are in relation to you.
• Near Vision—The ability to see details at close range (within a few feet of the observer).
• Depth Perception—The ability to judge which of several objects is closer or farther away
from you, or to judge the distance between you and an object.
• Extent Flexibility—The ability to bend, stretch, twist, or reach with your body, arms, and/or legs.
• Multilimb Coordination—The ability to coordinate two or more limbs (e.g., two arms, two
legs, or one leg and one arm) while sitting, standing, or lying down. It does not involve per-
forming the activities while the whole body is in motion.
• Manual Dexterity—The ability to quickly move your hand, your hand together with your
arm, or your two hands to grasp, manipulate, or assemble objects.
In summary, there are two important prerequisites that must exist before the
implementation of a successful performance management system. First, there is a
need to have good knowledge of the organization’s mission and strategic goals. This
knowledge, combined with knowledge regarding the mission and strategic goals of
their unit, allows employees to make contributions that will have a positive impact on
the unit and on the organization as a whole. Second, there is a need to have good
knowledge of the job in question: what tasks need to be done, how they should be
done, and what KSAs are needed. Such knowledge is obtained through a job analysis.
If we have good information regarding a job, then it is easier to establish criteria for
job success.
46 Part I • Strategic and General Considerations
2.2 PERFORMANCE PLANNING
Employees should have a thorough knowledge of the performance management
system. In fact, at the beginning of each performance cycle, the supervisor and the
employee meet to discuss and agree upon what needs to be done and how it should be
done. This performance planning discussion includes a consideration of both results
and behaviors as well as a development plan.
2.2.1 Results
Results refer to what needs to be done or the outcomes an employee must produce.
A consideration of results needs to include the key accountabilities, or broad areas of a job
for which the employee is responsible for producing results. This information is typi-
cally obtained from the job description. A discussion of results also includes specific
objectives that the employee will achieve as part of each accountability. Objectives are
statements of important and measurable outcomes. Finally, discussing results also
means discussing performance standards. A performance standard is a yardstick used to
evaluate how well employees have achieved each objective. Performance standards
provide information about acceptable and unacceptable performance (e.g., quality,
quantity, cost, and time).
Consider the job of university professors. Two key accountabilities are (1) teach-
ing (preparation and delivery of instructional materials to students) and (2) research
(creation and dissemination of new knowledge). An objective for teaching could be
“to obtain a student evaluation of teaching performance of 3 on a 4-point scale.”
An objective for research could be “to publish two articles in scholarly refereed jour-
nals per year.” Performance standards could be “to obtain a student evaluation of
teaching performance of at least 2 on a 4-point scale” and “to publish at least one
article in scholarly referred journals per year.” Thus, the objective is the desired level
of performance, whereas the standard is usually a minimum acceptable level of
performance.
2.2.2 Behaviors
Although it is important to measure results, an exclusive emphasis on results can give a
skewed or incomplete picture of employee performance. For example, for some jobs it
may be difficult to establish precise objectives and standards. For other jobs, employees
may have control over how they do their jobs but not over the results of their behaviors.
For example, the sales figures of a salesperson could be affected more by the assigned
sales territory than by the salesperson’s ability and performance. Behaviors, or how a
job is done, thus constitute an important component of the planning phase. This is prob-
ably why results from a survey indicated that, in addition to sales figures, salespeople
would like to be appraised on such behavioral criteria as communications skills and
product knowledge.10
A consideration of behaviors includes discussing competencies, which are measur-
able clusters of KSAs that are critical in determining how results will be achieved.
Examples of competencies are customer service, written or oral communication,
creative thinking, and dependability. Returning to the example of the professor, assume
that teaching is done online and numerous technology-related problems exist, so that
the resulting teaching evaluations are deficient (i.e., lower than the standard of 2). This
is an example of a situation in which behaviors should be given more importance than
results. In this situation, the evaluation could include competencies such as online
communication skills (e.g., in the chat room).
2.2.3 Development Plan
An important step before the review cycle begins is for the supervisor and employee to
agree on a development plan. At a minimum, this plan should include identifying areas
that need improvement and setting goals to be achieved in each area. Development
plans usually include both results and behaviors. The topic of development plans is
addressed in detail in Chapter 8.
In summary, performance planning includes the consideration of results and
behaviors and the development plan. A discussion of results needs to include key
accountabilities (i.e., broad areas for which an employee is responsible), specific
objectives for each key accountability (i.e., goals to be reached), and performance
standards (i.e., what constitutes acceptable and unacceptable levels of performance).
A discussion of behaviors needs to include competencies (i.e., clusters of KSAs). Finally,
the development plan includes a description of areas that need improving and goals to
be achieved in each area.
Once the prerequisites are met and the planning phase has been completed,
we are ready to begin the implementation of the performance management
system. This includes performance execution, assessment, review, and renewal and
recontracting.
Chapter 2 • Performance Management Process 47
BOX 2.3
Performance Planning at Discover
At Discover (http://www.discoverfinancial.com/data/corporate/), steps are being taken to ensure
that performance planning and employee development support the organization’s business goals.
Discover Financial Services is a business unit of Morgan Stanley, and operates the Discover® Card
brands. The business offers a variety of cards including the Discover Classic Card, the Discover Gold
Card, the Discover Platinum Card, the Miles Card from Discover Card, and an array of affinity
cards. Additional services include Discover CDs and Money Market Accounts, auto insurance, and
home loans. Discover is headquartered in Riverwoods, Illinois, and employs approximately 14,000
people. Discover has initiated an approach that addresses the development needs of specific
business units by assigning human resources professionals to attend business meetings regularly to
gain an understanding of what knowledge, skills, and abilities are required. The company asks
managers to go through the same curriculum with classroom and online learning opportunities.
These managers form discussion groups to discuss what they’ve learned and how it applies to the
challenges of their specific role. In addition, part of the strategy includes meeting with employees
to agree upon metrics in the performance planning stage, creating an action plan, and following
up with evaluations and ratings to determine to what degree the learning experience was
successful. In summary, Discover utilizes the various stages of the performance management
process to ensure that employee development is a focus that matches the mission of providing a
workplace that supports high performance.11
http://www.discoverfinancial.com/data/corporate/
48 Part I • Strategic and General Considerations
2.3 PERFORMANCE EXECUTION
Once the review cycle begins, the employee strives to produce the results and display
the behaviors agreed upon earlier as well as to work on developmental needs. The
employee has primary responsibility and ownership of this process. Employee
participation does not begin at the performance execution stage, however. As noted
earlier, employees need to have active input in the development of job descriptions,
performance standards, and the creation of the rating form. In addition, at later stages,
employees are active participants in the evaluation process in that they provide a self-
assessment and the performance review interview is a two-way communication
process. At the performance execution stage, the following factors must be present:12
1. Commitment to goal achievement. The employee must be committed to the
goals that were set. One way to enhance commitment is to allow the employee to
be an active participant in the process of setting the goals.
2. Ongoing performance feedback and coaching. The employee should not wait
until the review cycle is over to solicit performance feedback. Also, the employee
should not wait until a serious problem develops to ask for coaching.
The employee needs to take a proactive role in soliciting performance feedback
and coaching from her supervisor.13
3. Communication with supervisor. Supervisors are busy with multiple obliga-
tions. The burden is on the employee to communicate openly and regularly with
the supervisor.
4. Collecting and sharing performance data. The employee should provide the
supervisor with regular updates on progress toward goal achievement, in terms of
both behaviors and results.
5. Preparing for performance reviews. The employee should not wait until the end
of the review cycle approaches to prepare for the review. On the contrary, the
employee should engage in an ongoing and realistic self-appraisal so that immedi-
ate corrective action can be taken if necessary. The usefulness of the self-appraisal
process can be enhanced by gathering informal performance information from
peers and customers (both internal and external).
Although the employee has primary responsibilities for performance execution,
the supervisor also needs to do his or her share of the work. In fact, monitoring the
performance of colleagues has been identified as a key competency by the Management
Standards Centre (www.management-standards.com, Unit B5). Supervisors have
primary responsibility over the following issues:14
1. Observation and documentation. Supervisors must observe and document
performance on a daily basis. It is important to keep track of examples of both
good and poor performance.
2. Updates. As the organization’s goals may change, it is important to update and
revise initial objectives, standards, and key accountabilities (in the case of results)
and competency areas (in the case of behaviors).
3. Feedback. Feedback on progression toward goals and coaching to improve
performance should be provided on a regular basis certainly before the review
cycle is over.
www.management-standards.com
Chapter 2 • Performance Management Process 49
4. Resources. Supervisors should provide employees with resources and opportu-
nities to participate in developmental activities. Thus, they should encourage (and
sponsor) participation in training, classes, and special assignments. Overall,
supervisors have a responsibility to ensure that the employee has the necessary
supplies and funding to perform the job properly.
5. Reinforcement. Supervisors must let employees know that their outstanding
performance is noticed by reinforcing effective behaviors and progress toward
goals. Also, supervisors should provide feedback regarding negative performance
and how to remedy the observed problem. Observation and communication are
not sufficient. Performance problems must be diagnosed early, and appropriate
steps must be taken as soon as the problem is discovered.
The summary list included in Table 2.1 makes it clear that both the employee and the
manager are responsible for performance execution. As an example of this shared
responsibility in an actual organization, consider the case of Lockheed Martin Corporation.
Lockheed Martin Corporation, an advanced technology company, was formed in March
1995 with the merger of two of the world’s premier technology companies: Lockheed
Corporation and Martin Marietta Corporation. Lockheed Martin has approximately
140,000 employees worldwide. They are engaged in the research, design, development,
manufacture, and integration of advanced technology systems, products, and services
(www.lockheedmartin.com). Lockheed Martin’s performance management system
includes the active participation of both employees and their supervisors. Specifically,
employees write their own performance management objectives based on organization
and unit objectives. Then, managers approve the objectives and are encouraged to give
ongoing feedback about the progress toward meeting the objectives. The actual per-
formance appraisal form is an electronic, one-page computer screen. The program was
designed to “involve employees in setting their own goals, to make those goals clear and to
provide regular feedback on their progress toward achieving those goals.”15
2.4 PERFORMANCE ASSESSMENT
In the assessment phase, both the employee and the manager are responsible for evalu-
ating the extent to which the desired behaviors have been displayed, and whether the
desired results have been achieved. Although many sources can be used to collect
performance information (e.g., peers, subordinates), in most cases the direct supervisor
TABLE 2.1 Performance Execution Stage: Areas for Which Employees and
Managers Have Primary Responsibility
Employees Managers
Commitment to goal achievement Observation and documentation
Ongoing performance feedback and coaching Updates
Communication with supervisor Feedback
Collecting and sharing performance data Resources
Preparing for performance reviews Reinforcement
www.lockheedmartin.com
50 Part I • Strategic and General Considerations
provides the information. This also includes an evaluation of the extent to which the
goals stated in the development plan have been achieved.
It is important that both the employee and the manager take ownership of the
assessment process. The manager fills out her appraisal form, and the employee should
also fill out his form. The fact that both parties are involved in the assessment provides
good information to be used in the review phase. When both the employee and the
supervisor are active participants in the evaluation process, there is a greater likelihood
that the information will be used productively in the future. Specifically, the inclusion of
self-ratings helps emphasize possible discrepancies between self-views and the views that
important others (i.e., supervisors) have of our behavior. It is the discrepancy between
these two views that is most likely to trigger development efforts, particularly when feed-
back from the supervisor is more negative than are employee self-evaluations.16
The inclusion of self-appraisals is also beneficial regarding important additional
factors. Self-appraisals can reduce an employee’s defensiveness during an appraisal
meeting and increase the employee’s satisfaction with the performance management
system as well as enhance perceptions of accuracy and fairness and therefore accept-
ance of the system.17 This point is addressed in more detail in later chapters.
In sum, both the employee and the supervisor must evaluate employee per-
formance. Employee involvement in the process increases employee ownership and
commitment to the system. In addition, it provides important information to be
discussed during the performance review, which is discussed next.
2.5 PERFORMANCE REVIEW
The performance review stage involves the meeting between the employee and the
manager to review their assessments. This meeting is usually called the appraisal
meeting or discussion. The appraisal meeting is important because it provides a formal
setting in which the employee receives feedback on his or her performance. In spite of
its importance in performance management, the appraisal meeting is often regarded as
the “Achilles’ heel of the entire process.”18 This is because many managers are uncom-
fortable providing performance feedback, particularly when performance is deficient.19
This high level of discomfort, which often translates into anxiety and the avoidance of
the appraisal interview, can be mitigated through training those responsible for pro-
viding feedback. As will be discussed in detail in Chapters 6 and 9, providing feedback
in an effective manner is extremely important because it leads not only to performance
improvement but also to employee satisfaction with the system. For example, a study
involving more than 200 teachers in Malaysia, including individuals with distinct
Chinese, Malay, and Indian cultural backgrounds, found that when they received
effective feedback, they reported greater satisfaction with the system even when they
received low performance ratings.20 At this point, however, let’s emphasize that people
are apprehensive about both receiving and giving performance information, and this
apprehension reinforces the importance of a formal performance review as part of any
performance management system.21 For example, Jack Welch, former CEO of GE, has
addressed this issue in many of his public appearances since he retired.22 At an appear-
ance in front of an audience of about 2,000 managers, he asked them if their organiza-
tions had integrity. As was expected, a vast majority of managers, about 95%, raised
their hands. Then, he asked the same audience if their organization’s leaders provide
Chapter 2 • Performance Management Process 51
subordinates with honest and straightforward performance feedback. Only about 5% of
the people raised their hands. Avoiding giving negative feedback is very dangerous
because it conveys the message that mediocrity is acceptable and damages the morale
of the top performers who are about four times as productive as the poor performers.
In most cases, the appraisal meeting is regarded as a review of the past, that is,
what was done (i.e., results) and how it was done (i.e., behaviors). For example, a
survey including more than 150 organizations in Scotland showed that performance
management systems in more than 80% of organizations emphasize the past.24 The
appraisal meeting should also include a discussion of the employee’s developmental
progress as well as plans for the future. The conversation should include a discussion of
goals and development plans that the employee will be expected to achieve over the
period before the next review session. In addition, a good appraisal meeting includes
information on what new compensation, if any, the employee may be receiving as a
result of his performance. In short, the appraisal discussion focuses on the past (what
has been done and how), the present (what compensation is received or denied as a
result), and the future (goals to be attained before the upcoming review session).
As noted earlier, the discussion about past performance can be challenging, partic-
ularly when performance levels have not reached acceptable levels. Following is a
script reflecting what the first few seconds of the appraisal meeting can be like.25
Good afternoon, Lucy, please have seat. As you know, we take performance
very seriously, and we scheduled our meeting today to talk about the work
you have done over the past year. Because we believe in the importance of
talking about performance issues, I blocked an hour of my time during which
I won’t take any phone calls and I also won’t be texting or emailing with any-
one. I want to be able to focus 100% on our conversation because talking
BOX 2.4
Performance Assessment at ENSR
ENSR (http://www.ensr.aecom.com) is a full-service global provider of environmental and energy
development services to industry and government. ENSR’s 2,000 professionals provide clients
with consulting, engineering, remediation, and related services from more than 70 worldwide
locations, including 45 in the United States. ENSR has created and utilizes a scorecard with
six categories that are directly linked to its five-year vision: health and safety, employee engage-
ment, client loyalty, cost management, profitability, and revenue growth. This information is
used in the company’s evaluation of current performance for individuals and groups with a
scorecard that shows current performance against “average” internal performance and “top
25 percent performance.” Managers are expected to utilize the scorecard in discussions about
performance and to discuss the relationship between the metrics and the directives and
initiatives from senior management. The scorecard is a tool used to motivate employees to
achieve top performance and to provide a clear link between each individual and team activity
to the strategic objectives of the organization. In summary, ENSR utilizes a balanced scorecard
tool to assist managers in assessing and reviewing performance and ensuring a close link to the
objectives of the organization.23
http://www.ensr.aecom.com
52 Part I • Strategic and General Considerations
about performance will be helpful to both of us. Let’s go through this process
step by step. First, I would like you to tell me about your own views about
your performance during the past year. Specifically, please share with me the
things you believe you did particularly well and areas in which you think
you may have been able to do better. As a second step, I will tell you about the
performance evaluation I prepared. As a third step, we will talk about the
issues on which you and I agree. As a fourth step, we can talk about issues for
which we may have different perspectives. I will explain the reasoning
behind my views and I want to hear the reasoning behind yours. In terms of
my evaluation of your work, I want to first make sure we agree on the specific
goals and objectives of your job. Then, we will talk about the results you
achieved this year and the section on the evaluation form about job skills and
competencies. After we talk about that, I will tell you what my overall rating
is and why I believe this is an appropriate score. Ok, let’s go ahead and start.
Please tell me about how things went this past year.
We discuss performance reviews in more detail in Chapter 9. For now, however,
consider the centrality of the performance review stage in the performance manage-
ment process by reading the box “Six Recommended Steps for Conducting Productive
Performance Reviews.”26
2.6 PERFORMANCE RENEWAL AND RECONTRACTING
The final stage in the performance process is renewal and recontracting. Essentially, this
is identical to the performance planning component. The main difference is that the
renewal and recontracting stage uses the insights and information gained from the
other phases. For example, some of the goals may have been set unrealistically high
given an unexpected economic downturn. This would lead to setting less ambitious
goals for the upcoming review period.
BOX 2.5
Six Recommended Steps for Conducting Productive Performance Reviews
1. Identify what the employee has done well and poorly by citing specific positive and negative
behaviors.
2. Solicit feedback from your employee about these behaviors. Listen for reactions and
explanations.
3. Discuss the implications of changing, or not changing, the behaviors. Positive feedback is best,
but an employee must be made aware of what will happen if any poor performance continues.
4. Explain to the employee how skills used in past achievements can help him overcome any
current performance problems.
5. Agree on an action plan. Encourage the employee to invest in improving his performance by
asking questions such as “What ideas do you have for ______?” and “What suggestions do
you have for ______?”
6. Set up a meeting to follow up and agree on the behaviors, actions, and attitudes to be
evaluated.
Chapter 2 • Performance Management Process 53
The performance management process includes a cycle which starts with pre-
requisites and ends with performance renewal and recontracting. The cycle is not over
after the renewal and recontracting stage. In fact, the process starts all over again: there
needs to be a discussion of prerequisites, including the organization’s mission and
strategic goals and the job’s KSAs. Because markets change, customers’ preferences and
needs change, and products change, there is a need to continuously monitor the pre-
requisites so that performance planning and all the subsequent stages are consistent
with the organization’s strategic objectives. Recall that, in the end, one of the main goals
of any performance management system is to promote the achievement of organization-
wide goals. Obviously, if managers and employees are not aware of these strategic
goals, it is unlikely that the performance management system will be instrumental in
accomplishing the strategic goals.
Summary Points
• Performance management is an
ongoing process. It never ends. Once
established in an organization, it
becomes part of an organization’s
culture. The performance management
process includes six closely related
components: (1) prerequisites, (2) per-
formance planning, (3) performance
execution, (4) performance assessment,
(5) performance review, and (6) per-
formance renewal and recontracting.
• Job analysis can be conducted using
interviews, observation, or off-the-shelf
questionnaires. It is important to train
individuals to fill out job analysis
instruments so as to minimize biases
(i.e., self-serving bias, social projection,
and false consensus) in the resulting
ratings. Once a list of tasks has been
compiled, all incumbents should have
an opportunity to review the infor-
mation and rate each task in terms of its
frequency and criticality.
• Each of the six components of the
performance management process plays
an important role. If any of these com-
ponents is implemented poorly, then
the entire performance management
system suffers. For example, the lack of
knowledge of the organization’s
mission and strategic goals and the job
in question (i.e., prerequisites) will not
allow performance planning (i.e., per-
formance road map) to be aligned with
organizational goals, which in turn
will lead to poor performance execu-
tion. In short, a performance manage-
ment system is only as good as its
weakest component.
• The links between the various compo-
nents must be clearly established. For
example, performance planning needs
to be closely related to performance
execution. Performance planning is a
futile exercise if execution does not
follow from it. The same applies to all
the arrows linking the various compo-
nents, as shown in Figure 2.1.
• The first component of the perform-
ance management process involves
two prerequisites. First, there is a need
to have good knowledge of the organi-
zation’s mission and strategic goals.
This knowledge, combined with
knowledge regarding the mission and
strategic goals of one’s unit, allows
employees to make contributions that
will have a positive impact on their
units and on the organization as a
whole. Second, there is a need to have
54 Part I • Strategic and General Considerations
good knowledge of the job in question.
A job analysis allows for the determi-
nation of the key components of a par-
ticular job: what tasks need to be done,
how they should be done, and what
KSAs are needed. If we have good
information regarding a job, then it is
easier to establish criteria for job
success.
• The second component of the perform-
ance management process involves
performance planning. Performance
planning includes the consideration of
results and behavior as well as a dev-
elopment plan. A discussion of results
needs to include key accountabilities
(i.e., broad areas for which an employee
is responsible), specific objectives for
each key accountability (i.e., goals to be
reached), and performance standards
(i.e., what are acceptable and unaccept-
able levels of performance). A discussion
of behaviors needs to include compe-
tencies (i.e., clusters of KSAs). Finally,
the development plan includes a
description of areas that need improve-
ment and goals to be achieved in each
area.
• The third component involves per-
formance execution. Both the employee
and the manager are responsible for
performance execution. For example,
the employee needs to be committed to
goal achievement and should take a
proactive role in seeking feedback from
his or her supervisor. The burden is on
the employee to communicate openly
and regularly with the supervisor. Also,
the employee has a responsibility to be
prepared for the performance review
by conducting regular and realistic self-
appraisals. On the other hand, the
supervisor also has important responsi-
bilities. These include observing and
documenting performance, updating
the employee on any changes in the
goals of the organization, and provid-
ing resources and reinforcement so that
the employee can succeed and continue
to be motivated.
• The fourth component involves per-
formance assessment. Both the
employee and the supervisor must eval-
uate employee performance. Involve-
ment of the employee in the process
increases his or her ownership and com-
mitment to the system. In addition, it
provides important information to be
discussed during the performance
review. In the absence of self-appraisals,
it is often not clear to supervisors if
employees have a real understanding of
what is expected of them.
• The fifth component involves perform-
ance review when the employee and
manager meet to discuss employee
performance. This meeting is usually
called the appraisal meeting. This
meeting typically emphasizes the past:
what the employee has done and how
it was done. An effective appraisal
meeting also focuses on the present and
the future. The present involves the
changes in compensation that may
result from the results obtained. The
future involves a discussion of goals
and development plans that the
employee will be expected to achieve
during the period before the next
review session.
• The final component involves per-
formance renewal and recontracting.
Although this component is identical
to the performance planning stage,
this component uses information
gathered during the review period to
make adjustments as needed. For
example, some new key accountabili-
ties and competencies may be
included. Conversely, some goals may
have to be adjusted either upward or
downward.
Chapter 2 • Performance Management Process 55
C A S E S T U DY 2-1
Job Analysis Exercise
Please conduct a job analysis for the position “graduate student
enrolled in a master’s program in the general field of business.”
This job analysis may benefit from interviewing incumbents
(i.e., other students) as well as supervisors (i.e., faculty). In
addition, of course, you can rely on your own knowledge of the
“job.” By the end of your job analysis, follow the O*NET format
to create a summary description for the position as well as a list
of tasks, knowledge, skills, and abilities needed for successful
performance. Use the box “Summary Report for Tractor-Trailer
Truck Drivers (from O*NET)” as a template.
Your job description should include four lists—one for
tasks, one for knowledge, one for skills, and one for abilities.
For each of the four lists, rate the corresponding elements in
terms of frequency and criticality. Use the scales provided
below to rate each element. Then, multiply the frequency and
criticality scores for each of the elements in each list to obtain
its overall score. Then, arrange the list of elements in order of
importance from high to low.
Have one or more people (who are knowledgeable about
the position “graduate student enrolled in a master’s program
in the general field of business) do the same rating task with the
same job description. Then, answer the following questions.
1. Are there any disagreements between or among the res-
ulting orderings? If so, why do you think that is the case?
2. What can be done to mitigate any observed disagree-
ment between or among the resulting orderings? After
discussing some possible techniques to reducing dis-
agreement, if there were indeed any disagreements,
apply some of those techniques until 100% agreement
is reached.
3. Recall that tasks listed in a job description can
largely be divided into behaviors (i.e. how to per-
form) and results (i.e. what outcomes should result
from performance). In the job description you cre-
ated, which of the tasks are behaviors and which
tasks are outcomes? Are there more behaviors or
more outcomes? Or, is there a strong balance
between the two types of tasks? Whether there is
such an imbalance or balance, do you think the
observed (im)balance is justified? Explain. �
Frequency and Criticality Scales
Frequency Criticality
0: not performed 0: not critical
1: every few months to yearly 1: low level of criticality
2: every few weeks to monthly 2: below average level of criticality
3: every few days to weekly 3: average level of criticality
4: every few hours to daily 4: above average level of criticality
5: hourly to many times each hour 5: extremely critical
C A S E S T U DY 2-2
Disrupted Links in the Performance
Management Process at “Omega, Inc.”
Omega, Inc., is a small manufacturing company whose sales
success or failure rests in the hands of sales representatives
employed by franchised dealers operating independently.
Omega faces a challenging situation because it does not have
control over the people working for the independent dealer-
ships. It is the performance of these individuals that dictates
56 Part I • Strategic and General Considerations
C A S E S T U DY 2-3
Performance Management at the University of Ghana
The University of Ghana in Legon, Ghana, was established in
1948 as an affiliate college of the University of London called
University College of the Gold Coast. In 1961, the university
was reorganized by an act of Parliament into what it is today:
the independent, degree-granting University of Ghana (http://
www.ug.edu.gh/).
The Balme Library is the main library in the University
of Ghana library system. Situated on the main Legon campus,
it coordinates a large number of libraries attached to the
university’s various schools, institutes, faculties, departments,
and halls of residence, most of which are autonomous. The
library was started as the College Library in 1948 and was
then situated in Achimota College, which was about 8 kilome-
ters from the present Legon campus. In 1959, the College
Library moved into its brand-new buildings at the Legon
campus and was named after the University College of the
Gold Coast’s first principal, David Mowbrary Balme.
As in the case of many other modern university libraries
worldwide that face resources challenges and the need to
serve an increasingly diverse customer base, the Balme Library
has implemented numerous initiatives. One such initiative is a
performance management system. However, several of the
Omega’s sales success. To make things more complicated, until
recently there was no clear understanding of the role of the
sales representatives and there were no formal sales processes
in place. Sales representatives varied greatly in terms of their
level of skill and knowledge; most put out little effort beyond
taking orders, and they did not feel motivated to make addi-
tional sales. Finally, franchises varied greatly regarding their
management strategies and follow-up with Omega.
Recently, understanding the need to improve the per-
formance of sales representatives, Omega agreed to partially
fund and support a training program for them. The network of
franchise owners in turn agreed to work together to imple-
ment a performance management system. As a first step in
creating the performance management system, the franchise
owners conducted a job analysis of the role of the sale repre-
sentatives, wrote a job description, and distributed it to all
sales representatives. The franchise owners also adopted a
franchise-wide mission statement based primarily on the need
to provide high-quality customer service. This mission state-
ment was posted in all franchise offices, and each franchise
owner spoke with his employees about the contribution made
by individual sales on achieving their mission. As a second
step, the managers set performance goals (i.e., sales quotas)
for each employee. Then, all sales representatives attended
extensive training sessions. The employees received feedback
based on their performance in the training course and then
were reminded once again of their sales quotas.
Back on the job, managers gave feedback to their
employees regarding their standing in relation to their sales
quotas. Since the employees had no way of monitoring their
own progress toward their quotas, the performance feedback
consisted of little more than a reiteration of monthly sales
goals. There was no performance appraisal form in place, so
discussions were not documented. This lack of feedback
continued, and although sales quotas were being met for the
first few months, franchise owners received complaints from
customers about the low quality of customer service they
were receiving. Subsequently, sales began to decline.
Furthermore, many orders were often incorrect, forcing
customers to return items to Omega.
While the new performance management process was
an improvement over no performance management (at least
initially), the franchise owners were still far from having a
system that included a smooth transition between each of the
components of the performance management process. Based
on Omega’s situation, please answer the following questions.
1. Consider each of the links of the performance manage-
ment process as shown in Figure 2.1:
a. prerequisites : performance planning
b. performance planning : performance execution
c. performance execution : performance assessment
d. performance assessment : performance review
e. performance review : performance renewal and
recontracting
f. performance renewal and recontracting :
prerequisites
Discuss whether each of the links is present, and in what
form, in the performance management system described.
2. Given your answers to question 1, what can be done to
fix each of the disrupted links in the process?
Source: This case study is loosely based on J. Swinney and B. Couch, Sales
Performance Improvement Getting Results Through a Franchise Sales
Organization. International Society for Performance Improvement Case
Studies (2003). Available online at http:// www.ispi.org/services/gotResults/
2003/GotResults_Swinney . Retrieval date: March 6, 2007. �
Chapter 2 • Performance Management Process 57
components of the performance management process at the
Balme Library are in need of improvement. First, there is no
evidence that a systematic job analysis was conducted for any
of the jobs at the library. Second, the forms that the employees
are rated on contain vague items such as “general behavior.”
The forms include no specific definition of what “general
behavior” is or examples explaining to employees (or managers)
what would lead to a high or a low rating in this category. In
addition, all library employees are rated on the same form,
regardless of their job responsibilities. Third, there is no
evidence that managers have worked with employees in
setting mutually agreed-upon goals. Fourth, there is no formal
or informal discussion of results and needed follow-up steps
after the subordinates and managers complete their form. Not
surprisingly, an employee survey revealed that more than 60%
of the employees have never discussed their performance with
their managers. Finally, employees are often rated by different
people. For example, sometimes the head of the library rates
an employee, even though he may not be in direct contact with
that employee.
Based on the above description, please answer the
following questions.
1. Please identify one component in the performance
management process at the Balme Library that has not
been implemented effectively (there are several;
choose only one).
2. Describe how the poor implementation of the specific
component you have chosen has a negative impact on
the flow of the performance management process as a
whole.
3. Discuss what should be done to improve the implemen-
tation of the component you have chosen in question 1.
Source: This case study is loosely based on Martey, A. K. (2002).
“Appraising the performance of library staff in a Ghanaian Academic
Library.” Library Management, 23, 403–416. �
End notes
1. The general framework and labels for these
components are based on Grote, D. (1996).
The performance management system. In The
complete guide to performance appraisal. New
York: American Management Association.
2. Aguinis, H. (2009). An expanded view of
performance management. In J. W. Smither
and M. London (Eds.), Performance manage-
ment: Putting research into practice (pp. 1–43).
San Francisco, CA: Wiley.
3. Teo, S. (2000). Evidence of strategic HRM
linkages in eleven Australian corporatized
public sector organizations. Public Personnel
Management, 29, 557–574.
4. Clifford, J. P. (1994). Job analysis: Why do it,
and how should it be done? Public Personnel
Management, 23, 321–340.
5. Rodriguez, D., Patel, R., Bright, A., Gregory,
D., & Gowing, M. K. (2002). Developing
competency models to promote integrated
human-resource practices. Human Resource
Management, 41, 309–324.
6. Aguinis, H., Mazurkiewicz, M. D., &
Heggestad, E. D. (2009). Using web-based
frame-of-reference training to decrease
biases in personality-based job analysis: An
experimental field study. Personnel
Psychology, 62, 405–438.
7. Aguinis, H., Mazurkiewicz, M. D., &
Heggestad, E. D. (2009). Using web-based
frame-of-reference training to decrease
biases in personality-based job analysis: An
experimental field study. Personnel
Psychology, 62, 405–438.
8. Banner, D. K., & Graber, J. M. (1985). Critical
issues in performance appraisal. Journal of
Management Development, 4, 27–35.
9. Erickson, P. B. (2002, March 24). Performance
feedback boosts employee morale, experts in
Oklahoma City say. The Daily Oklahoman,
OK-Worker-Reviews section.
10. Pettijohn, L. S., Parker, R. S., Pettijohn, C. E.,
& Kent, J. L. (2001). Performance appraisals:
Usage, criteria and observations. Journal of
Management Development, 20, 754–781.
11. Whitney, K. (2005, August). Discover: It
pays to develop leaders. Chief Learning
Officer, 48.
12. Grote, D. (1996). The complete guide to per-
formance appraisal (pp. 22–24). New York:
American Management Association.
13. VandeWalle, D., Ganesan, S., Challagalla, G.
N., & Brown, S. P. (2000). An integrated model
of feedback-seeking behavior: Disposition,
context, and cognition. Journal of Applied
Psychology, 85, 996–1003.
14. Grote, D. (1996). The complete guide to per-
formance appraisal (pp. 27–32). New York:
American Management Association.
15. The best appraisals of workers can be
simple; objectivity, feedback are important
features. (2003, December 14). The Baltimore
Sun, p. D6.
16. Brutus, S., London, M., & Martineau, J.
(1999). The impact of 360-degree feedback
on planning for career development. Journal
of Management Development, 18, 676–693.
17. Shore, T. H., Adams, J. S., & Tashchian, A.
(1998). Effects of self-appraisal information,
appraisal purpose, and feedback target on
performance appraisal ratings. Journal of
Business and Psychology, 12, 283–298.
18. Kikoski, J. F. (1999). Effective communica-
tion in the performance appraisal interview:
Face-to-face communication for public man-
agers in the culturally diverse workplace.
Public Personnel Management, 28, 301–322.
19. Ghorpade, J., & Chen, M. M. (1995). Creating
quality-driven performance appraisal systems.
Academy of Management Executive, 9, 32–39.
20. Rahman, S. A. (2006). Attitudes of Malaysian
teachers toward a performance-appraisal
system. Journal of Applied Social Psychology,
36, 3031–3042.
21. London, M. (2003). Job feedback: Giving, seek-
ing, and using feedback for performance improve-
ment (2nd ed.) Mahwah, NJ: Lawrence
Erlbaum.
22. Rogers, B. (2006). High performance is more
than a dream—it’s a culture. T�D, 60(1), 12.
23. LaChance, S. (2006). Applying the balanced
scorecard. Strategic HR Review, 5(2), 5.
24. Soltani, E. (2003). Towards a TQM-driven
HR performance evaluation: An empirical
study. Employee Relations, 25, 347–370.
25. This material is based on Grote, D. (1998).
Painless performance appraisals focus on
results, behaviors. HR Magazine, 43(11),
52–56.
26. Grossman, J. H., & Parkinson, J. R. (2002).
Becoming a successful manager: How to make a
smooth transition from managing yourself to
managing others (pp. 142–145). Chicago:
McGraw-Hill Professional.
58 Part I • Strategic and General Considerations
59
Strategy is a style of thinking, a conscious and deliberate
process, an intensive implementation system, the science of
insuring future success.
—PETE JOHNSON
LEARNING OBJECTIVES
By the end of this chapter, you will be able to do the following:
� Define strategic planning and its overall goal.
� Describe the various specific purposes of a strategic plan.
� Explain why the usefulness of a performance management system relies to a large
degree on its relationship with the organization’s and the unit’s strategic plans.
� Understand how to create an organization’s strategic plan, including an
environmental analysis resulting in a mission statement, vision statement, goals,
and strategies.
� Conduct an environmental analysis that includes a consideration of both internal
(strengths and weaknesses) and external (opportunities and threats) trends.
� Understand how a gap analysis resulting from a consideration of internal and
external trends dictates an organization’s mission.
� Define the concept of a mission statement and describe the necessary components
of a good mission statement.
� Define the concept of a vision statement and understand its relationship to the
mission statement.
Chapter 3
Performance Management
and Strategic Planning
60 Part I • Strategic and General Considerations
� Describe the basic components of a good vision statement.
� Create organizational- and unit-level mission and vision statements.
� Understand the relationship between mission and vision statements, goals,
and strategies.
� Understand the relationship between an organization’s vision, mission, goals,
and strategies and the vision, mission, goals, and strategies of each of its
divisions or units.
� Understand the relationship between a unit’s vision, mission, goals, and strategies
and individual job descriptions.
� Explain why job descriptions must be linked to the organization’s and the unit’s
strategic plans.
� Understand how a strategic plan determines various choices regarding performance
management system design.
� Explain why a consideration of strategic issues is a building block for creating
support for a performance management system.
In Chapters 1 and 2 we discussed the fact that good performance management
systems encourage employees to make tangible and important contributions toward
the organization’s strategic objectives. When these contributions to the top organiza-
tional and unit priorities are made clear, performance management systems are
likely to receive crucial top management support. Without this support, it is unlikely
that a performance management system will be successful. How, then, are these
strategic organizational objectives identified? How does an organization know what
the “target” should be, what it is trying to accomplish, and how to do it? These
questions are answered by considering an organization’s strategic plan.
3.1 DEFINITION AND PURPOSES OF STRATEGIC PLANNING
Strategic planning is a process that involves describing the organization’s destination,
assessing barriers that stand in the way of that destination, and selecting approaches for
moving forward. The main goal of strategic planning is to allocate resources in a way
that provides organizations with a competitive advantage.1 Overall, a strategic plan
serves as a blueprint that defines how the organization will allocate its resources in
pursuit of its goals.
Strategic planning serves the following purposes: First and foremost, strategic
planning allows organizations to define their identities. In other words, it provides
organizations with a clearer sense of who they are and what their purposes are. Second,
strategic planning helps organizations prepare for the future because it clarifies the
desired destination. Knowing where the organization wants to go is a key first step in
planning how to get there. Third, strategic planning allows organizations to analyze
their environment, and doing so enhances their ability to adapt to environmental
changes and even anticipate future changes. Although knowledge of the environment
does not guarantee that an organization will be more likely to change and adapt, knowl-
edge is the first step toward possible adaptation. Fourth, strategic planning provides
organizations with focus and allows them to allocate resources to what matters most.
Chapter 3 • Performance Management and Strategic Planning 61
TABLE 3.1 Strategic Plan: Purposes
Helps define the organization’s identity
Helps organizations prepare the future
Enhances ability to adapt to environmental changes
Provides focus and allows better allocation of resources
Produces an organizational culture of cooperation
Allows for the consideration of new options and opportunities
Provides employees with information to direct daily activities
In turn, the improved allocation of resources is likely to stimulate growth and improve
profitability. Fifth, strategic planning can produce a culture of cooperation within the
organization given that a common set of goals is created. Such a culture of cooperation
can gain organizations a key competitive advantage. Sixth, strategic planning can be a
good corporate eye-opener because it generates new options and opportunities to be
considered. New opportunities to be considered may include expanding to new markets
or offering new products. Finally, strategic planning can be a powerful tool to guide
employees’ daily activities because it identifies the behaviors and results that really
matter. A strategic plan provides critical information to be used in the performance man-
agement system. To summarize, Table 3.1 lists key purposes of a strategic plan.
3.2 PROCESS OF LINKING PERFORMANCE MANAGEMENT TO THE
STRATEGIC PLAN
The mere presence of a strategic plan does not guarantee that this information will be
used effectively as part of the performance management system. In fact, countless
organizations spend thousands of hours creating strategic plans that lead to no tangible
actions. Many organizations spend too much time and effort crafting their mission and
vision statements without undertaking any concrete follow-up actions. The process
then ends up being a huge waste of time and a source of frustration and long-lasting
cynicism. For example, consider a recent study including more than 350 individuals in
firms in India in the following eight sectors: textiles, staple fiber, chemicals, cement,
insulators, aluminum, mining, and services. Examples of companies included in this
study are Grasim Cement, Jayashree Textiles, Birla NGK Insulators, Essel Mining
Industries, and INDAL (Indian Aluminum Industries). Results indicated that although
there was a good strategic planning process in place in most firms, there was no clear
relationship between firm-level and individual-level goals.2 Thus, to ensure that strat-
egy cascades down the organization and leads to concrete actions, a conscious effort
must be made to link the strategic plan with individual performance.
Figure 3.1 provides a useful framework for understanding the relationship among
an organization’s strategic plan, a unit’s strategic plan, job descriptions, and individual
and team performance. The organization’s strategic plan includes a mission statement
and a vision statement as well as goals and strategies that will allow for the fulfillment of
the mission and vision. The strategies are created with the participation of managers at all
62 Part I • Strategic and General Considerations
• Results
• Behaviors
• Developmental Plan
Individual and Team
Performance
• Tasks
• Knowledge
• Skills
• Abilities
Job Description
• Mission
• Vision
• Goals
• Strategies
Unit’s Strategic Plan
• Mission
• Vision
• Goals
• Strategies
Organization’s Strategic Plan
FIGURE 3.1 Link Among Organization and Unit Strategic Plans, Job
Descriptions, and Individual and Team Performance
levels. The higher the level of involvement, the more likely it is that managers will see the
resulting strategies favorably.3 As soon as the organizational strategies have been defined,
senior management proceeds to meet with department or unit managers, who in turn
solicit input from all people within their units to create unit-level mission and vision state-
ments, goals, and strategies. A critical issue is to ensure that each unit’s or department’s
mission and vision statements, goals, and strategies are consistent with those at the orga-
nizational level. Job descriptions are then revised to make sure they are consistent with
unit and organizational priorities. Finally, the performance management system includes
Chapter 3 • Performance Management and Strategic Planning 63
results, behaviors, and developmental plans consistent with the organizational- and
department-level priorities as well as the individual job descriptions.
Does the process of aligning organizational, unit, and individual priorities actually
work in practice? Is this doable? The answer to these questions is “yes” and the benefits of
doing so are widely documented. Performance management systems have a critical role
in translating strategy into action.4 In fact, a recent study including 338 organizations in
42 countries found that performance management is the third most important factor
affecting the success of a strategic plan. This is particularly true for larger organizations
and for organizations that operate in rapidly changing environments.
As a concrete example, consider the case of Key Bank USA, a financial services
company with assets of $92 billion that provides investment management, retail and
commercial banking, consumer finance, and investment banking products and services.
Key Bank of Utah successfully developed a performance management system that is
aligned with the strategic plan of the organization.5 To do this, the bank first involved
managers at all hierarchical levels to develop an organization mission statement. Next,
it developed goals and strategies that would help achieve Key Bank’s mission. The
mission statement, goals, and strategies at the organizational level served as the founda-
tion for developing the strategies for individual departments and units. To develop these,
senior managers met with each department manager to discuss the organization’s goals
and strategies and to explain the importance of having similar items in place in each
department. Subsequently, each of the departmental managers met with his or her
employees to develop the department’s mission statement and goals. One important
premise in this exercise was that each department’s mission statement and objectives had
to be aligned with the corporate mission statement, goals, and strategies. After
organizational and departmental goals and strategies were aligned, managers and
employees reviewed individual job descriptions. Each job description was tailored so
that individual job responsibilities were clear and contributed to meeting the depart-
ment’s and the organization’s objectives. Involving employees in this process helped
them to gain a clear understanding of how their performance affected the department
and, in turn, the organization.
Finally, based on the key responsibilities identified, the performance manage-
ment system included behaviors, results, and developmental plans. For example,
each employee record included information on various responsibilities, standards
expected, goals to be reached, and actions to be taken to improve performance in the
future. A summary of the entire process implemented at Key Bank of Utah is shown
in Figure 3.2.
What happened after Key Bank of Utah implemented this system? In general terms,
Key Bank was able to enjoy several positive consequences of aligning corporate, depart-
mental, and individual goals. After the implementation of its new performance manage-
ment system, Key Bank found several meaningful benefits, including the following:
• Managers knew that employees were focused on meeting important goals.
• Employees had more decision-making power.
• Lower-level managers had a better understanding of higher-level managers’
decisions.
• Communication increased and improved (among managers, between managers
and employees, etc.).
• Individual Performance: Information on
various responsibilities, standards
expected, goals to be reached, and actions
to be taken to improve performance in the
future.
• Mission (Department Level): Increase the
knowledge, management skills,
and decision-making abilities of our branch
managers so that we will minimize losses
and other operating expenses while
maximizing the profitability of our
branching systems.
• Mission statement: The mission of the corporation is to operate as a high-
performing financial institution providing a wide range of profitable,
competitive, and superior financial services in our market.
• Goals: To attract and retain an outstanding staff who are highly motivated and
productive and who vigorously pursue revenue-generating and cost-reduction
strategies.
• Strategy: Critically review our existing branches and departments to ensure that
all branches are consistent in their goals, strategies, and profit objectives.
• Position Description for HR Manager : Administers
a comprehensive human resources program in the
division to ensure the expertise, effectiveness,
motivation, and depth (including providing
appropriate management succession) to the
division’s staff members.
FIGURE 3.2 Summary of Alignment of Performance Management and Strategic Plan
at Key Bank of Utah
64 Part I • Strategic and General Considerations
In sum, to be most useful, organizations’ performance management systems must
rely on their strategic plans. The behaviors, results, and developmental plans of all
employees must be aligned with the vision, mission, goals, and strategies of the
organization and unit. Organizations can expect greater returns from implementing a per-
formance management system when such alignment is in place.
3.2.1 Strategic Planning
The development of an organization’s strategic plan requires a careful analysis of the
organization’s competitive situation, the organization’s current position and destination,
the development of the organization’s strategic goals, the design of a plan of action and
implementation, and the allocation of resources (human, organizational, physical) that
will increase the likelihood of achieving the stated goals.6
There are several steps that must be considered in the creation of a successful
strategic plan. These include (1) the conduct of an environmental analysis (i.e., the iden-
tification of the internal and external parameters of the environment in which the
organization operates); (2) the creation of an organizational mission (i.e., statement of
what the organization is all about); (3) the creation of an organizational vision (i.e.,
statement of where the organization intends to be in the long term, say, about 10 years);
(4) setting goals (i.e., what the organization intends to do in the short term, say, one to
three years); and (5) the creation of strategies that will allow the organization to fulfill
its mission and vision and achieve its goals (i.e., descriptions of game plans or how-to
procedures to reach the stated objectives). After each of these issues has been defined,
organizational strategies are created so that the mission and vision are fulfilled and the
stated goals are met.
The strategic planning process is not linear, however. For example, there may first
be a rough draft of the organization’s mission and vision and then the conduct of an
environmental analysis may follow to help define the mission and vision more clearly.
In other words, the mission and vision may be drafted first and the environmental
analysis may follow second. The important point is that there is a constant interplay
among these issues: the vision and mission affect the type of environmental analysis to
be conducted, and the results of an environmental analysis are used to revise the
mission and vision. By necessity, we need to discuss them one by one; however, keep in
mind that they affect and inform each other on an ongoing basis. Let’s begin with a
discussion of environmental analysis.
3.2.1.1 ENVIRONMENTAL ANALYSIS The first step in conducting a strategic plan is to
step back to take in the “big picture.” This is accomplished through what is called an
environmental analysis. An environmental analysis identifies external and internal
parameters with the purpose of understanding broad issues related to the industry
where the organization operates so that decisions can be made against the backdrop of a
broader context.7
An examination of the external environment includes a consideration of opportu-
nities and threats. Opportunities are characteristics of the environment that can help
the organization succeed. Examples of such opportunities might be markets not
currently being served, untapped labor pools, and new technological advances.
On the other hand, threats are characteristics of the external environment that can
prevent the organization from being successful. Examples of such threats range from
economic recession to the innovative products of competitors. For example,
consider the case of Frontier, which is currently the second largest jet carrier at
Denver International Airport with an average of 250 daily departures and arrivals.
Frontier is an affordable-fare airline which provides service to 60 cities, 50 in the
United States, 8 in Mexico, and 2 in Canada. Frontier commenced operations in July
1994 given two key opportunities in the external environment. First, a major
Chapter 3 • Performance Management and Strategic Planning 65
66 Part I • Strategic and General Considerations
competing airline engaged in a dramatic downsizing of its Denver operations,
leading to service gaps in various major markets that Frontier filled. Second, the city
of Denver replaced the heavily congested Stapleton Airport with the much larger
Denver International Airport.8 In February 2004, United Airlines, the largest carrier
operating out of Denver International Airport, made changes in the environment
that may have had a direct impact on Frontier ’s strategic plan: United Airlines
launched its own low-fare affiliate. The new affiliate, Ted, is going toe-to-toe with
Frontier. Peter McDonald, vice president for operations for United Airlines, reported
that Ted’s cost per available seat mile is in the ballpark of Frontier’s 8.3 cents.9 So,
what had been an opportunity for Frontier may no longer remain one, given the
launching of Ted.
The following is a nonexhaustive list of external factors that should be considered
in any environmental analysis:
• Economic. For example, is there an economic recession on the horizon? Or, is the
current economic recession likely to end in the near future? How would these
economic trends affect our business?
• Political/legal. For example, how will political changes in domestic or inter-
national markets we are planning on entering affect our entry strategy?
• Social. For example, what is the impact of an aging workforce on our organization?
• Technological. For example, what technological changes are anticipated in our
industry and how will these changes affect how we do business?
• Competitors. For example, how do the strategies and products of our competi-
tors affect our own strategies and products? Can we anticipate our competitors’
next move?
• Customers. For example, what do our customers want now, and what will they
want in the next five years or so? Can we anticipate such needs?
• Suppliers. For example, what is the relationship with our suppliers now and is it
likely to change, and in what way, in the near future?
Although an examination of external trends is important for all types of organiza-
tions, this issue is particularly important for multinational organizations because they
are concerned with both domestic and international trends. In fact, monitoring the
external environment is so important in the strategic planning of multinational
organizations that a survey of U.S. multinational corporations showed that 89% of
departments responsible for the assessment of the external environment report directly
to a member of the board of directors.10
An examination of the internal environment includes a consideration of strengths
and weaknesses. Strengths are internal characteristics that the organization can use to
its advantage. For example, what are the organization’s assets and the staff’s key skills?
At Frontier, several key executives from other airlines were recruited, an important
strength that was considered before launching the airline in 1994. These executives
created a senior management team with long-term experience in the Denver market.
Weaknesses are internal characteristics that are likely to hinder the success of the
organization. These could include an obsolete organizational structure that does not
allow for effective organization across units and creates the misalignment of organiza-
tional-, unit-, and individual-level goals.
Chapter 3 • Performance Management and Strategic Planning 67
The following is a nonexhaustive list of internal issues that should be considered
in any environmental analysis:
• Organizational structure. For example, is the current structure conducive to fast
and effective communication?
• Organizational culture. Organizational culture includes the unwritten norms
and values espoused by the members of the organization. For example, is the
current organizational culture likely to encourage or hinder innovation and entre-
preneurial behaviors on the part of middle-level managers?
• Politics. For example, are the various units competing for resources in such a
way that any type of cross-unit collaboration is virtually impossible? Or, are units
likely to be open and collaborative in cross-unit projects?
• Processes. For example, are the supply chains working properly? Can customers
reach us when they need to and receive a satisfying response when they do?
• Size. For example, is the organization too small or too large? Are we growing too
fast? Will we be able to manage growth (or downsizing) effectively?
Table 3.2 includes a summary list of internal and external trends to be consid-
ered in conducting an environmental analysis. Think about your current employer
(or last employer, if you are not currently employed). Take a look at Table 3.2.
Where does your organization stand in regard to each of these important internal
and external issues? Regarding the external issues, what are some of the opportuni-
ties and threats? Regarding the internal issues, what are some of the strengths and
weaknesses?
After external and internal issues have been considered, information is
collected regarding opportunities, threats, strengths, and weaknesses. This informa-
tion is used to conduct a gap analysis, which analyzes the external environment in
relation to the internal environment. The pairing of external opportunities and
threats with internal strengths and weaknesses leads to the following situations
(ranked from most to least competitive):
1. Opportunity + Strength = Leverage. The best combination of external and internal
factors occurs when there is an opportunity in the environment and a matching
strength within the organization to take advantage of that opportunity. These are
TABLE 3.2 Trends to Consider in Conducting an Environmental Analysis
Internal External
Organizational structure Economic
Organizational culture Political/legal
Politics Social
Processes Technological
Size Competitors
Customers
Suppliers
68 Part I • Strategic and General Considerations
obvious directions that the organization should pursue. Consider the case of IBM,
the world’s largest information technology company as well as the world’s largest
business and technology services provider (US$ 36 billion). In the past few years,
IBM has concluded that the PC-driven client-server computing model no longer
applies and that network-based computing is taking over. This realization shifted
the focus to servers, databases, and software for transaction management.
Furthermore, IBM recognized the upsurge of network-connected devices including
personal digital assistants (PDAs), cell phones, and video game systems. To take
advantage of this external opportunity, IBM now focuses its resources on support-
ing network systems, developing software for the network-connected devices, and
manufacturing specialized components. IBM has also improved its server technol-
ogy and revamped its storage systems. IBM built up its software capabilities
through internal development and outside acquisitions. In short, IBM developed a
leverage factor by identifying internal strengths that matched external opportuni-
ties, which in turn leads to a successful business model.
2. Opportunity + Weakness = Constraint. In a constraint situation, the external
opportunity is present; however, the internal situation is not conducive to taking
advantage of the external opportunity. At IBM, this situation could have taken
place if IBM did not have the internal capabilities to develop software for the
network-connected devices and specialized components. The external opportu-
nity would still be there but, absent the internal capabilities, it would not turn into
an advantageous business scenario.
3. Threat + Strength = Vulnerability. In this situation, there is an external threat, but
this threat can be contained because of the presence of internal strengths. If this
had been the case at IBM, the company would not have been able to take
advantage of a new situation; nevertheless, existing strengths would have allowed
IBM to continue to operate in other areas.
4. Threat + Weakness = Problem. In the worst scenario, there is an external threat
and an accompanying internal weakness. For example, in the 1980s, IBM refused
to adapt to the demands of the emerging microcomputer market (i.e., today’s
PCs). IBM did not have the internal capability to address customers’ needs for PCs
and instead continued to focus on its internal strength: the mainframe computer.
IBM’s poor performance in the early 1990s was a direct consequence of this
problem situation: the external threat (increasing demand for PCs and dwindling
demand for mainframe computers) was met with an internal weakness (the lack
of ability to shift internal focus from the mainframe to the PC).
Consider the organization you are currently working for, or the organization for
which you have worked most recently. Try to identify one leverage and one problem
based on an analysis of opportunities, threats, strengths, and weaknesses. What was the
situation like? What were the results?
In sum, the process of creating a strategic plan begins with an environmental analy-
sis, which considers internal as well as external trends. Internal trends can be classified as
either strengths or weaknesses, and external trends can be classified as either opportunities
or threats. A gap analysis consists of pairing strengths and weaknesses with opportunities
and threats and determining whether the situation is advantageous (i.e., leverage), disad-
vantageous (i.e., problem), or somewhere in between (i.e., constraint and vulnerability).
Chapter 3 • Performance Management and Strategic Planning 69
3.2.1.2 MISSION After the environmental analysis has been completed and the gap
analysis reveals an organization’s leverage, constraints, vulnerabilities, and problems, the
members of the organization must determine who they are and what they do. This
information will then be incorporated into the organization’s mission statement. The
mission statement summarizes the organization’s most important reason for its existence.
Mission statements provide information on the purpose of the organization and its scope.
Good mission statements provide answers to the following questions:
• Why does the organization exist?
• What is the scope of the organization’s activities?
• Who are the customers served?
• What are the products or services offered?
Consider the mission statement for the Coca-Cola Company:
Everything we do is inspired by our enduring mission:
• To Refresh the World … in body, mind, and spirit.
• To Inspire Moments of Optimism … through our brands and our actions.
• To Create Value and Make a Difference … everywhere we engage.11
Presumably, this mission statement was preceded by an environmental analysis
examining internal and external trends. We do not have information on this. What we
do know is that this mission statement provides some information regarding the four
questions noted earlier. Based on this mission statement, we have information about
why the company exists (i.e., “to refresh the world”) and the scope of the organization’s
activities (i.e., “to create value and make a difference”). The mission statement does not,
however, include information about who are the customers served and what are the
products and services offered. Also, there is no information about specific products
(e.g., Sprite, Minute Maid, Powerade, Dasani).
More specific and detailed information is needed if Coca-Cola’s mission statement
is to be used by its various units to create their own mission statements. More detailed
information is also needed if both the organization and unit mission statements will be
used as input for individual job descriptions and for managing individual and team per-
formance. In general, thorough mission statements include the following components:
• Basic product or service to be offered (does what?)
• Primary markets or customer groups to be served (to whom?)
• Unique benefits and advantages of products or services (with what benefits?)
• Technology to be used in production or delivery
• Fundamental concern for survival through growth and profitability
Mission statements also typically include information about the organization’s
values and beliefs, including:
• Managerial philosophy of the organization
• Public image sought by the organization
• Self-concept of business adopted by employees and stockholders
In sum, a mission statement defines why the organization exists, the scope of its
activities, the customers served, and the products and services offered. Mission statements
70 Part I • Strategic and General Considerations
also include specific information, such as the technology used in production or delivery,
and the unique benefits or advantages of the organization’s products and services. Finally,
a mission statement can include a statement of values and beliefs, such as the organiza-
tion’s managerial philosophy.
3.2.1.3 VISION An organization’s vision is a statement of future aspirations. In other
words, the vision statement includes a description of what the organization would like to
become in the future (about 10 years in the future). Vision statements are typically written
after the mission statement is completed because the organization needs to know what it is
and what its purpose is before they can figure out who they will be in the future. Note,
however, that mission and vision statements are often combined and, therefore, in many
cases it is difficult to differentiate one from the other. In such cases, the vision statement
usually includes two components: a core ideology, which is referred to as the mission, and
an envisioned future, which is what is referred to as the vision per se. The core ideology
contains the core purpose and core values of an organization, and the envisioned future
specifies long-term objectives and a picture of what the organization aspires to.
Spectrum Brands (formerly Rayovac Corporation) provides an example of combin-
ing mission and vision into one statement. Spectrum Brands is a global consumer prod-
ucts company and a leading supplier of batteries, kitchen appliances, shaving and
grooming products, personal care products, pet supplies, and home and garden prod-
ucts. Originally founded in 1906 as the French Battery Company in Madison, Wisconsin,
and renamed Rayovac Company during the 1930s, the company changed its name to
Spectrum Brands in 2005 to reflect its diverse portfolio and position as a publicly-held
company which employs 10,000 individuals worldwide. Spectrum Brands’ combined
mission and vision statement is the following:
Spectrum Brands is a rapidly growing, global, diversified, market-driven
consumer products company.
We will continue to grow our company through a combination of
strategic acquisitions and organic growth.
We will strengthen our brands and generate growth through emphasis
on brand strategy/marketing and innovative product technology, design
and packaging.
We will leverage IT infrastructure, distribution channels, purchasing
power and operational structure globally to continue to drive efficiencies
and reduce costs.
We will profitably expand distribution in all served markets.12
This statement includes components of a mission statement (i.e., “a rapidly growing,
global, diversified, market-driven consumer products company”) as well as components
of a vision statement (e.g., “will strengthen our brands and generate growth through
emphasis on brand strategy/marketing and innovative product technology, design and
packaging”). This statement combines the present (i.e., who the company is, what it does)
with the future (i.e., aspirations).
Other organizations make a more explicit differentiation between the mission and
vision statements. Consider the vision statement for Greif, a global company headquartered
in Delaware, Ohio, with approximately 16,000 employees providing industrial packaging
Chapter 3 • Performance Management and Strategic Planning 71
products and services in more than 55 countries in Africa, Asia, Australia, Europe,
the Middle East, North America, and South America.13 Greif reported US$ 3.5 billion in
net sales for the fiscal year that ended October 31, 2010. Greif’s vision statement is
the following:
Vision Statement
One Company Though we encourage and embrace our diversity of language,
location, business and origin, we are one company: Greif.
One Mission We provide the packaging that gives ultimate value to our customers.
One Vision We will be the best packaging company in the world, working in
true partnership with our customers, our suppliers, and among ourselves.
Our Core Values
Our people are our past, present, and future We will honor The Greif Way, building
upon our rich history as a special place to work. We will operate within a culture of
integrity, character, and respect. We will maintain a safe working environment. We
will attract and cultivate a responsible, competent, efficient, and empowered work-
force. We will provide opportunities to excel. We will communicate. We will listen.
Our customers are our reason for being We will keep our promises to our
customers. We will be synonymous with quality and service. We will solve their
packaging challenges. We will prove the value of our relationship by being the
best at what we do.
Our products are our livelihood We will be a low-cost manufacturer and the
high-value supplier in our business segments. We will innovate, using our inge-
nuity and creativity to provide better solutions. We will maintain our focus on
where we can be the best and apply our expertise to do it better.
Our shareholders are our support We will conduct our business ethically and
with transparency. We will establish rigorous financial goals that will drive our
business decisions and measure our progress. We will strive to attain a superior
rate of return and maintain trust with our investors.
Our stage is the world. Our communities and the environment are our backdrop
We will be a conscientious global citizen, a responsive community neighbor, and a
responsible steward of the earth’s natural resources.
Greif’s vision statement is clearly future oriented. It provides direction and focus.
In addition, it includes several features that are required of useful vision statements.
First, it focuses attention on what is most important and thus eliminates unproductive
activities. Second, it provides a context from which to evaluate new external opportuni-
ties and threats. For example, the vision statement indicates that new opportunities for
profitable growth in the industrial packaging and services business should be pursued.
In addition, good vision statements have the following characteristics, not all of which
are present in Greif’s vision statement:
• Brief. A vision statement should be brief so that employees can remember it.
• Verifiable. A good vision statement should be able to stand the reality test. For
example, how can we verify if Greif indeed becomes “one of the most desirable
72 Part I • Strategic and General Considerations
companies to work for in our industries, focusing on establishing a work atmosphere
in which our employees can excel”?
• Bound by a timeline. A good vision statement specifies a timeline for the fulfill-
ment of various aspirations.
• Current. Outdated vision statements are not useful. Vision statements should be
updated on an ongoing basis, ideally as soon as the old vision is fulfilled.
• Focused. A good vision statement is not a laundry list of aspirations, but rather
focuses on just a few (perhaps not more than three or four) aspects of an organiza-
tion’s performance that are important to future success.
• Understandable. Vision statements need to be written in a clear and straightfor-
ward manner so that they are understood by all employees.
• Inspiring. Good vision statements make employees feel good about their
organization’s direction and motivate them to help achieve the vision.
• A stretch. Consider Microsoft’s vision statement of “putting a computer on
every desk and in every home,” which was the vision when CEO Bill
Gates started the MS-DOS operating system in the 1980s. This vision statement
was such a stretch that it was considered ludicrous at a time when the mainframe
computer still reigned supreme and the first minicomputer models (now PCs)
were being made and sold. But that vision is now a reality. Microsoft has come up
with a new vision: “putting a computer in every car and every pocket.”14
In sum, a vision statement includes a description of future aspirations. Whereas the
mission statement emphasizes the present, the vision statement emphasizes the future.
Table 3.3 includes a list of the features that should be present in a good vision statement.
Think about your current employer (or last employer, if you are not currently employed).
Take a look at Table 3.3. How many of these features are reflected in your organization’s
vision statement?
3.2.1.4 GOALS After an organization has analyzed its external opportunities and
threats as well as internal strengths and weaknesses and has defined its mission and
vision, it can realistically establish goals that will further its mission. The purpose of
setting such goals is to formalize statements about what the organization hopes to
achieve in the medium- to long-range period (i.e., within the next three years or so).
Goals provide more specific information regarding how the mission will be
TABLE 3.3 Characteristics of Good Vision Statements
Brief
Verifiable
Bound by a timeline
Current
Focused
Understandable
Inspiring
A stretch
Chapter 3 • Performance Management and Strategic Planning 73
implemented. Goals can also be a source of motivation and provide employees with a
more tangible target for which to strive. Goals also provide a good basis for making
decisions by keeping desired outcomes in mind. And, finally, goals provide the basis for
performance measurement because they allow for a comparison of what needs to be
achieved versus what each unit, group, and individual is achieving.
Consider the case of Harley-Davidson, Inc., the motorcycle manufacturer.
In January 2004, Jeffrey L. Bleustein, chairman and chief executive officer, said
that the expectation was to continue to grow the business. Specifically, he said that
the new goal was to satisfy a yearly demand of 400,000 Harley-Davidson motorcy-
cles in 2007. Moreover, he also said that he was confident that Harley-Davidson, Inc.,
would be able to deliver an earnings growth rate in the mid-teens for the fore-
seeable future.15
These goals provide a clear direction for Harley-Davidson. In fact, they provide
useful information to guide unit-level goals as well as individual and team perform-
ance. The entire organization has a clear sense of focus because all members know
that there is a goal to deliver 400,000 motorcycles in 2007.
3.2.1.5 STRATEGIES At this point, we know what the organization is all about
(mission), what it wants to be in the future (vision), and some intermediate steps to
follow to get there (goals). What remains is a discussion of how to fulfill the mission
and vision and how to achieve the stated goals. This is done by creating strategies,
which are descriptions of game plans or how-to procedures to reach the stated
objectives. The strategies could address issues of growth, survival, turnaround,
stability, innovation, and leadership, among others.
BOX 3.1
Linking Performance Management to the Company’s Vision at Loop Customer
Management
At Loop Customer Management (http://www.loop.co.uk) a new direction and a new company
vision statement included the alignment with an effective performance management system.
Loop Customer Management is part of the United Kingdom-based Kelda Group. The company
provides clients with managed customer services, contact centers, and collection services.
In 2001 the company moved from being part of a utility company to becoming an outsourced
provider of services. With this change, a new vision was created which centered around the
phrase “great customer experiences through great people.” The company then sought to
create a performance management system that would align the staff skills and behaviors to
this new vision. Based on the need to focus on customer service as primary to success, Loop
sought to define, measure, and reward the best service behaviors. The process meant identify-
ing the specific behaviors that create a quality customer interaction and incorporating those
behaviors into performance appraisals and reward systems. Creating behavioral statements
allowed employees to have a clear understanding of how their work linked directly to the
company’s vision. In summary, Loop Customer Management provides an example of how a
performance management system can align with a vision statement to bring about organiza-
tional change and execution of a business strategy.16
74 Part I • Strategic and General Considerations
The human resources (HR) function plays a critical role in creating and
implementing the strategies that will allow the organization to realize its mission and
vision. Specifically, the HR function can make the following contributions:
• Communicate knowledge of strategic plan. The HR function can be a good conduit
to communicate the various components of the strategic plan (e.g., mission, vision,
and goals) to all the employees.
• Outline knowledge, skills, and abilities (KSAs) needed for strategy implementation.
The HR function, through job analyses and the resulting job descriptions, serves as a
repository of knowledge regarding what KSAs are needed for a successful imple-
mentation of the strategic plan. Thus, the HR function is in a unique situation to
provide information about whether the current workforce has the KSAs needed to
support the strategic plan and, if not, to offer suggestions about what types of
employees should be hired and what types of plans should be put in place to develop
the needed KSAs internally.
• Propose reward systems. The HR function can provide useful information on
what type of reward system should be implemented to motivate employees to
support the strategic plan.
3.2.2 Developing Strategic Plans at the Unit Level
As shown in Figure 3.1, the organization’s strategic plan has a direct impact on the units’
strategic plans. The case of Key Bank of Utah described earlier illustrates how the branch
administration division had a mission statement that was aligned with the overall orga-
nizational mission statement. Similarly, the vision statement, goals, and strategies of the
various units need to be congruent with the overall organizational vision, goals, and
strategies. Consider the case of Microsoft Corporation’s mission statement:17
Our Mission At Microsoft, we work to help people and businesses throughout
the world realize their full potential.
Our Values As a company, and as individuals, we value:
• Integrity, honesty, openness, personal excellence, constructive self-criticism,
continual self-improvement, and mutual respect.
• We are committed to our customers and partners and have a passion for
technology.
• We take on big challenges, and pride ourselves on seeing them through. We
hold ourselves accountable to our customers, shareholders, partners, and
employees by honoring our commitments, providing results, and striving
for the highest quality.
Now, consider the mission statement of one of Microsoft’s units, Training and
Education:
With the charter to enable Microsoft engineering workgroups to realize their
full potential for innovation and performance through world-class learning
strategies, Microsoft Training and Education (MSTE) provides performance
support strategies to support the overall corporation’s software engineering
efforts. Our efforts include the design, development, and delivery of learning
Chapter 3 • Performance Management and Strategic Planning 75
programs, on-line information, and resources for Microsoft employees.
MSTE’s integrated suite of technical offerings supports our goal of having a
significant impact on Microsoft’s business. We promote best practices, cross-
group communication, Microsoft expertise and Industry expertise.
As you can see, the mission of the training and education unit is consistent with the
overall mission in that the realization of full potential plays a central role. Of course, MSTE’s
mission is more focused on issues specifically relevant to the training and education
function. Nevertheless, the link between the two mission statements is readily apparent.
The congruence between the mission of the organization and its various units is
important regardless of the type of industry and the size of the organization. High-
performing organizations have a clear alignment in the mission and vision of the
overall and unit-level mission and vision statements. Consider the case of Norfolk State
University (NSU, http://www.nsu.edu/), located in Norfolk, Virginia. NSU, with a
current enrollment of about 6,000 students, is the seventh-largest historically African
American university in the United States, and it serves many students who are the first
in their families to attend college. It offers more than 50 academic programs, including
16 master’s, and 2 doctoral degree programs. NSU has five main schools: School of
Business, School of Education, School of Liberal Arts, School of Social Work, and School
of Science and Technology. The university’s mission statement is the following:
To provide an affordable, high-quality education for an ethnically and
culturally diverse student population, equipping them with the capability to
become productive citizens who continuously contribute to a global and
rapidly changing society.18
The mission statement for the School of Business indicates that its goal is to prepare stu-
dents for careers in all types of organizations and this is achieved in a learning
environment that fosters academic achievement, professional growth, and a recognition
of diversity, technology, globalization, and ethics in the workplace and society.19
Note that both mission statements are aligned and refer to similar issues including
the (1) delivery of a high-quality education and academic achievement to a (2) diverse
student body with the goal of (3) educating productive citizens who will contribute to a
(4) global society.
In sum, the organization’s strategic plan including the mission, vision, goals, and
strategies cascades down to all organizational levels. Thus, each division or unit also cre-
ates its own strategic plan, which should be consistent with the organization’s overall plan.
3.2.2.1 CONSENSUS ABOUT STRATEGIES AND GOALS ACROSS ORGANIZATIONAL UNITS
Strategic consensus occurs when the various organizational units agree on a common set
of strategic priorities. Although it may seem that the greater the consensus across units,
the better firm performance, this is not always the case because we must differentiate
between consensus regarding strategies and consensus regarding goals. In the early
development of strategic management as a field, the dominant approach was for a firm
to focus first on goals, and then create strategies on how to compete. This process has
been described as “formal,” “normative,” or “grand strategy.” A more recent way of
thinking about consensus within the context of strategic planning has been influenced
http://www.nsu.edu/
76 Part I • Strategic and General Considerations
by the industrial organization perspective from economics. This perspective argues that
a firm must first agree on a strategy (e.g., low cost or differentiation), and then
subsequently decide on goals. These two alternative sequences, strategies → goals
versus goals → strategies, were contrasted against each other in a study involving the
heads of purchasing and manufacturing of more than 100 manufacturing companies in
Spain. Results suggested that the strategies → goals sequence was superior in terms of
predicting firm performance. In sum, it is beneficial for the cascading of strategic
planning to first have units agree on common strategies before they agree on what goals
will be set to reach those strategic priorities.20
3.2.3 Job Descriptions
Continuing with the sequence of components shown in Figure 3.1, job descriptions also
need to be congruent with the organization and unit mission, vision, goals, and strategies.
We discussed the job analysis process leading to the creation of job descriptions in
Chapter 2. After the strategic plan is completed, some rewriting of the existing job
descriptions may be in order. Recall the job description for Trailer Truck Driver as used
by the Civilian Personnel Management Service (U.S. Department of Defense) (see the
accompanying box).
This description provides information about the various tasks performed together
with a description of some of the KSAs required for the position. But what is the link
with the organization and unit strategic plans? How do the specific tasks make a contri-
bution to the strategic priorities of the transportation division and the organization as a
whole? This description includes only cursory and indirect information regarding these
issues. For example, one can assume that the proficient handling of bills of lading,
expense accounts, and other papers pertinent to the shipment contributes toward a
smooth shipping operation and, therefore, makes a contribution to the transportation
division. However, this link is not sufficiently clear.
On the other hand, consider a job announcement describing the position of
Performance Solutions Group Manager in Microsoft’s training and education unit
(see the accompanying box).
This job description makes the link between the individual position and MSTE
quite clear. First, the description includes MSTE’s mission statement so that individuals
become aware of how their specific roles fit within the overall mission of the depart-
ment. Second, the job description includes language to the effect that the work must
lead to an “industry leading” product, which is consistent not only with MSTE’s
mission but also with Microsoft’s overall mission. Third, in the needed qualifications
section, there is a clear overlap between those needed for this specific position and
those mentioned in MSTE’s as well as in Microsoft’s overall mission. In short, the
person working as Performance Solutions Group Manager has a clear sense not only of
her position but also of how behaviors and expected results are consistent with expecta-
tions about MSTE and Microsoft in general.
In sum, the tasks and KSAs included in individual job descriptions must be congruent
with the organization’s and unit’s strategic plans. In other words, job descriptions should
include activities that, if executed well, will help execute the mission and vision. Job
descriptions that are detached from strategic priorities will lead to performance evaluations
focused on behaviors and results that are not central to an organization’s success.
Chapter 3 • Performance Management and Strategic Planning 77
3.2.4 Individual and Team Performance
Finally, the performance management system needs to motivate employees to display
the behaviors and produce the results required to support the organization’s and the
unit’s mission, vision, and goals. Developmental plans need to be aligned with unit and
organizational priorities as well. Well-designed performance management systems
define a clear path from organizational mission, vision, and goals to individual and
team performance. This is critical because organizational success is a direct function of
the alignment between collective and individual objectives.
In addition to serving as a necessary guide for individual and team performance,
knowledge of organization- and unit-level mission and vision provides information
about how to design the performance management system. Specifically, there are many
choices in how the system is designed. For example, the system might place more
emphasis on behaviors (i.e., processes) than on results (i.e., outcomes), or the system
might emphasize more short-term criteria (i.e., quarterly goals) than long-term criteria
(triennial). Some of these choices are presented in Table 3.4.
Knowledge of the organization and unit vision and mission allows the HR func-
tion to make informed decisions about design choices. More detailed information on
each of the factors guiding each of these design choices is provided in subsequent
chapters. For now, as one illustration, assume an organization is producing a mature
product in a fairly stable industry. In this situation, an emphasis on behaviors rather
than results may be preferred because the relationship between processes and outcomes
is well known, and the top priority is that employees display reliable and consistent
behaviors in making the product. Regardless of the type of criteria used, be it behaviors
or results, these must be observable (i.e., the person rating the criteria needs to have the
ability to observe what is rated) and verifiable (i.e., there needs to be evidence to
confirm the criteria rated). As a second example, consider the actual case of Dell com-
puters. Dell is one of the top players in the personal computer industry through its
mode of online direct selling. Dell’s main strategic business strategy is to be a low-cost
leader in an industry that deals with a product that is increasingly regarded as a
commodity. However, in addition to a low-cost strategy, Dell has a customer relation-
ship business strategy of maintaining customer service at a high level, while reducing
BOX 3.2
Job Description for Trailer Truck Driver: Civilian Personnel Management
Service, U.S. Department of Defense
Operates gasoline or diesel powered truck or truck tractor equipped with two or more driving
wheels and with four or more forward speed transmissions, which may include two or more gear
ranges. These vehicles are coupled to a trailer or semi-trailer by use of a turntable (fifth wheel) or
pintle (pivot) hook. Drives over public roads to transport materials, merchandise, or equipment.
Performs difficult driving tasks such as backing truck to loading platform, turning narrow corners,
negotiating narrow passageways, and keeping truck and trailer under control, particularly on wet
or icy highways. May assist in loading and unloading truck. May also handle manifest, bills of
lading, expense accounts, and other papers pertinent to the shipment.
78 Part I • Strategic and General Considerations
TABLE 3.4 Some Choices in Performance Management System Design
Criteria: Behavioral criteria vs. results criteria
Participation: Low employee participation vs. high employee participation
Temporal dimension: Short-term criteria vs. long-term criteria
Level of criteria: Individual criteria vs. team/group criteria
System orientation: Developmental orientation vs. administrative orientation
Rewards: Pay for performance (i.e., merit-based) vs. pay for tenure/position
costs. Dell’s performance management system provides a strong link between individ-
ual goals and organizational performance by including a results component (i.e., cost)
and a behavioral component (i.e., customer service).21 At Dell, both low cost and high
levels of customer service (for both internal and external customers) are important
dimensions of the performance management system. Also, the system is strongly linked
not only to the strategic objectives (i.e., low cost and high levels of customer service) but
BOX 3.3
Job Description for Performance Solutions Group Manager at Microsoft
The Performance Solutions Group Manager is accountable for developing and delivering on a
portal strategy that touches over 20,000 employees worldwide and involves a complex data
delivery system. Additionally, the person is responsible for defining the cutting-edge tool suite
used by the team to develop and maintain the portal, the content housed by the group, and all
e-learning solutions. Key initiatives include redesigning the Engineering Excellence Guide within
the next 6 months and evolving it over the next 18 months to 3 years to become the industry
leading performance support site. Key challenges include maintaining and managing the
cutting-edge tool suite used by the team and driving a clear vision for an industry leading portal
and content delivery plan.
Qualifications for this position are a minimum of five years of senior management experi-
ence, preferably in knowledge management, e-learning, or Web-based product development
roles; ability to think strategically and exercise sound business judgment on behalf of Microsoft;
excellent leadership, communication, interpersonal, and organizational skills; firsthand experi-
ence delivering/shipping Web-based learning and content management solutions; proven record
of successful team management; and ability to work well independently and under pressure,
while being flexible and adaptable to rapid change. Knowledge of performance support and
training procedures, standards, and processes is preferred.
With the charter to enable Microsoft engineering workgroups to realize their full poten-
tial for innovation and performance through world-class learning strategies, Microsoft
Training and Education (MSTE) provides performance support strategies to support the overall
corporation’s software engineering efforts. Our efforts include the design, development, and
delivery of learning programs, online information, and resources for Microsoft employees.
MSTE’s integrated suite of technical offerings supports our goal of having a significant impact
on Microsoft’s business. We promote best practices, cross-group communication, Microsoft
expertise and Industry expertise.
Chapter 3 • Performance Management and Strategic Planning 79
also to the organization’s “winning culture” (i.e., achievement of personal and business
objectives through its focus on interaction between managers and team members).
In summary, the criteria measured in the performance management system are
behaviors or results (or both) that must be relevant to the unit and the organization.
Performance criteria need to make a contribution to the strategic priorities. It is unlikely
that a performance management system will make an important contribution to the
organization’s bottom line if (1) there is no clear sense of direction about where the organi-
zation and unit are going, or (2) there is a clear sense of direction but this information is not
reflected in the job descriptions and the actual behaviors and results measured.
3.3 BUILDING SUPPORT
Given the many competing projects and the usual scarcity of resources, some organiza-
tions may be reluctant to implement a performance management system. Primarily, the
reason is a lack of any perceived value added to a system that requires many resources
(particularly time from supervisors) and that seems to produce little tangible payoffs.
The need to align organization and unit priorities with the performance management
system is one of the key factors contributing to obtaining the much-needed top manage-
ment support for the system.
Top management is likely to ask, “Why is performance management important?”
One answer to this question is that performance management is the primary tool that
will allow top management to carry out its vision. The performance management sys-
tem, when aligned with organization and unit priorities, is a critical tool to (1) allow all
employees to understand where the organization stands and where it needs to go and
(2) provide tools to employees (e.g., motivation, developmental resources) so that their
behaviors and results will help the organization get there. Fundamentally, the
implementation of any performance management system requires that the “What’s in it
for me?” question be answered convincingly. In the case of top management, the
answer to the “What’s in it for me?” question is that performance management can
serve as a primary tool to realize its vision.
Building support for the system does not stop with top management, however. All
participants in the system need to understand the role they play and receive a clear an-
swer to the “What’s in it for me?” question. Communication about the system is key.
This includes a clear description of the system’s mechanics (e.g., when the performance
planning meetings will take place, how to handle disagreements between supervisor
and employees) and the system’s consequences (e.g., relationship between performance
evaluation and rewards). As discussed in Chapter 1, not involving people in the process
of system design and implementation can create resistance, and the performance
management system may result in more harm than good.
Consider the role that good communication played in the launching of
a revamped performance management system at Bankers Life and Casualty
(http://www.bankerslife.com), an insurance company specializing in insurance for
seniors and headquartered in Chicago. In November 2000, Edward M. Berube was
appointed as its new president and CEO. Berube understood that Bankers Life and
Casualty was facing important challenges, including new customer demands, the
impact of the Internet, outsourcing, and increased competition. So, Bankers Life and
http://www.bankerslife.com
80 Part I • Strategic and General Considerations
Casualty engaged in a very aggressive marketing campaign, which included retaining
actor Dick Van Dyke as its company spokesperson. In spite of these efforts, however,
internal focus groups revealed that while employees understood the organization’s
strategic plan, they did not understand what role each person was supposed to play in
helping the organization execute its strategy. In other words, employees did not have a
clear understanding of how each person could help achieve the organization’s strategic
goals, including focusing on the following three key areas: (1) distribution scope, scale,
and productivity; (2) home office productivity and unit costs; and (3) product revenue
and profitability.
Bankers Life and Casualty realized that a better link between strategy and indi-
vidual and team performance could be established by improving its performance
management process. The HR department, therefore, proceeded to overhaul the
performance management system so that the three areas of strategic importance just
outlined would be part of everyone’s performance evaluation and improvement efforts.
The design and implementation of the new system was a joint venture between the HR
and the communications departments. First, the HR and communications team spoke
candidly with the CEO about his expectations. The CEO responded with overwhelming
support, stating that the performance management system would be implemented for
every employee on preestablished dates, and that he would hold his team accountable
for making this happen. Then, to implement the performance management system,
each unit met with its VP. During these meetings, each VP discussed how his or her
unit’s goals were linked to the corporate goals. Next, HR and communications led
discussions surrounding goal setting, giving feedback, and writing developmental
plans. Managers were then given the opportunity to share any feedback, concerns, or
questions that they had about the program. During this forum, managers exchanged
success stories and offered advice to one another. These success stories were then
shared with the CEO. The CEO then shared these stories with those who reported
directly to him to strengthen the visibility of his support for the program.
In short, the performance management system at Bankers Life and Casualty
helped all employees understand their contributions to the organization’s strategic
plan. This was a key issue that motivated the CEO to give unqualified support to the
system. This support gave a clear message to the rest of the organization that
the performance management system was an important initiative. The support of the
CEO and other top executives, combined with a high degree of participation from all
employees and their ability to voice concerns and provide feedback regarding the
system, was a critical factor in the success of the performance management system at
Bankers Life and Casualty.
Summary Points
• Strategic planning involves defining the
organization’s present and future iden-
tity. The overall purpose of a strategic
plan is to serve as a blueprint that allows
organizations to allocate resources in a
way that provides the organization with
a competitive advantage.
• Strategic planning serves several
purposes, including defining an
organization’s identity, preparing for the
Chapter 3 • Performance Management and Strategic Planning 81
future, analyzing the environment,
providing focus, creating a culture of
cooperation, generating new options,
and serving as a guide for the daily
activities of all organizational members.
• Performance management systems must
rely on the strategic plan to be useful. The
behaviors, results, and developmental
plans of all employees must be aligned
with the vision, mission, goals, and
strategies of the organization and unit.
• The process of creating a strategic plan
begins with an environmental analysis,
which considers internal (e.g., organiza-
tional structure, processes) as well as
external (e.g., economic, technological)
trends. Internal trends can be classified
as either strengths or weaknesses, and
external trends can be classified as
either opportunities or threats. A gap
analysis consists of pairing strengths
and weaknesses with opportunities and
threats and determining whether the
situation is advantageous (i.e., lever-
age), disadvantageous (i.e., problem), or
somewhere in between (i.e., constraint
and vulnerability).
• The second step in creating a strategic
plan is to write a mission statement
based on the results of the gap analysis.
A mission statement defines why the
organization exists, the scope of its
activities, the customers served, and the
products and services offered. Mission
statements also include information
about what technology is used in
production or delivery, and the unique
benefits or advantages of the organiza-
tion’s products and services. Finally, a
mission statement can include a state-
ment of values and beliefs, such as the
organization’s managerial philosophy.
• The third component of a strategic plan
is the vision statement, which includes
a description of future aspirations.
Whereas the mission statement empha-
sizes the present, the vision statement
emphasizes the future. In many cases,
however, the mission and vision state-
ments are combined into one statement.
For vision statements to be most useful
they must be brief, verifiable, bound by
a timeline, current, focused, under-
standable, inspiring, and a stretch.
• After the mission and vision
statements are created, the next step in
the strategic planning process is to
generate specific goals that will help
fulfill the mission and vision. Goals
provide more specific information re-
garding how the mission and vision
will be implemented. Typically, goals
span a five-year period.
• The final step in the strategic planning
process is to identify strategies that will
help achieve the stated goals. These
strategies are game plans and usually
address issues surrounding growth, sur-
vival, turnaround, stability, innovation,
and leadership. The HR department
plays an important role in identifying
strategies because its members have
knowledge of the organization’s mission
and vision as well as the organization’s
internal capabilities, or what is called an
organization’s human capital.
• The organization’s strategic plan, includ-
ing the mission, vision, goals, and strate-
gies, cascades down to all organizational
levels. Thus, each division or unit also
creates its own strategic plan, which
should be consistent with the organiza-
tion’s overall plan. The most effective
sequence for doing so is for the units to
first agree on common strategies and
then specify unit-level goals.
• The tasks and KSAs included in indi-
vidual job descriptions must be congru-
ent with the organization’s and unit’s
strategic plans. In other words, job
descriptions should include activities
that, if executed well, will in turn help
execute the mission and vision. Job
descriptions that are detached from
82 Part I • Strategic and General Considerations
strategic priorities will lead to perform-
ance evaluations focused on behaviors
and results that are not central to an
organization’s success.
• The various choices in designing the
performance management system are
directly affected by an organization’s
strategic plan. Different missions and
visions lead to different types of
systems, for example, emphasizing
behaviors (e.g., processes) as opposed
to results (e.g., outcomes).
• Top management must be aware that
the performance management system
is a primary tool to execute an organi-
zation’s strategic plan. This awareness
will lead to top management’s
support for the system. In addition, all
organizational members need to be
able to answer the “What’s in it for
me?” question regarding the system.
Implementing the performance
management system will require con-
siderable effort on the part of all those
involved. Those doing the evaluation
and those being evaluated should
know how the system will benefit
them directly.
C A S E S T U DY 3-1
Evaluating Vision and Mission Statements at PepsiCo
Consider the mission and vision statements for PepsiCo (http://
www.pepsico.com/Company.html) and then answer the ques-
tions included below:
PepsiCo’s Mission Statement*
Our mission is to be the world’s premier con-
sumer products company focused on conven-
ient foods and beverages. We seek to produce
financial rewards to investors as we provide
opportunities for growth and enrichment to
our employees, our business partners and the
communities in which we operate. And in
everything we do, we strive for honesty, fair-
ness and integrity.
PepsiCo’s Vision Statement
“PepsiCo’s responsibility is to continually
improve all aspects of the world in which we
operate—environment, social, economic—
creating a better tomorrow than today.” Our vi-
sion is put into action through programs and a
focus on environmental stewardship, activities
to benefit society, and a commitment to build
shareholder value by making PepsiCo a truly
sustainable company.
1. The table below summarizes the key characteristics of
ideal mission and vision statements as discussed in
Chapter 3. Use the Y/N columns in the table to indi-
cate whether each of the features is present, or not, in
the mission and vision statements of PepsiCo.
2. How do the mission and vision statements relate to
the eight characteristics of an ideal mission statement
and the eight characteristics of an ideal vision state-
ment? What are the gaps?
3. How useful are the mission and vision statements of
PepsiCo in terms of linking organizational priorities
with individual and team performance? In creating
such a linkage, which ideal mission/vision statement
characteristics (shown in the table above) seem to
be more important than others? What other places
might the HR department at PepsiCo look for infor-
mation regarding how to more effectively cascade
firm-level strategy to each individual’s goals? �
http://www.pepsico.com/Company.html
http://www.pepsico.com/Company.html
Chapter 3 • Performance Management and Strategic Planning 83
C A S E S T U DY 3-2
Characteristics Y/N
Basic product/service to be offered (does what)
Primary markets or customer groups to be
served (to whom)
Mission statement—Summarizes the
organization’s most important reason for
its existence
Unique benefits, features, and advantages of
products/services (with what benefits)
Technology to be used in production or delivery
Fundamental concern for survival through
growth and profitability
Managerial philosophy of the firm
Public image sought by organization
Self-concept of business adopted by employees
and stockholders
Brief—so that employees can remember it
Verifiable—able to stand the reality test
Bound by a timeline—specifies a timeline for
fulfillment of the various aspirations
Current—updated on an ongoing basis
Vision—Statement of future aspirations Focused—lists a few (3–4) aspects of
organization’s performance that are important
to future success
Understandable—written in a clear and
straightforward manner so that they are
understood by all employees
Inspiring—makes employees feel good about
their organization’s direction and motivates
them to help achieve the vision
Stretch—goal not easily attained
*PepsiCo. (2011) Our Mission and Vision. Retrieved March 3, 2011 from: http://www.pepsico.com/Company/
Our-Mission-and-Vision.html 2011, PepsiCo, Inc. Used with permission.
Dilbert’s Mission Statement Generator
Please visit Dilbert’s Web page and play the “mission statement
generator” game (http://www.dilbert.com/comics/dilbert/
games/career/bin/ms.cgi). Generate two different mission state-
ments and provide a critique of the resulting statements based
on whether they comply with the characteristics of an ideal
statement. Because generated statements will vary, please also
provide a critique of the following statement: “We strive to con-
tinually administrate timely opportunities and enthusiastically
utilize enterprise-wide technology while promoting personal em-
ployee growth.” In addition, answer the following questions:
1. What are the dangers of having a flawed mission
statement?
2. How does a flawed statement affect the development
of a unit’s mission statement and subsequent individ-
ual job descriptions and goals? �
84 Part I • Strategic and General Considerations
C A S E S T U DY 3-3
Linking Individual with Unit and Organizational Priorities
Obtain a copy of the job description for your current or most
recent job. If this is not feasible, obtain a copy of a job de-
scription of someone you know. Then, obtain a copy of the
mission statements for the organization and unit in
question.
Revise the job description so that it is aligned with
the unit and organizational strategic priorities. Revisions
may include adding tasks and KSAs important in the mis-
sion statement that are not already included in the job
description. �
C A S E S T U DY 3-4
Linking Performance Management
to Strategy at Procter & Gamble
Consider the following description of a firm-wide strategy pur-
sued by Procter & Gamble:*
Procter & Gamble (P&G), the world’s largest
consumer products company, follows a fairly unique strat-
egy: P&G appeals to the heart and cares about human
needs. In other words, P&G attempts to touch and improve
the lives of its consumers all over the world. As an example,
take the razor-and-blade innovation pioneered by Gillette’s
Himalaya team, which focuses on India but is a global group
based partly in Boston, USA. The team received information
about how men in India shave: about half of them use
barbershops and barbers usually break double-sided blades
in two and used them repeatedly, which crates unsanitary
conditions. With the strategic goal of improving the lives of
its customers, the team created a razor-and-blade innova-
tion that simplified the essential features of the shaving
done in barbershops. The products were a success in terms
of improving both the human condition and profitability.
As a second example, consider a situation in P&G Brazil,
where P&G feared a shutdown due to decreased business
volume. Low-income consumers were the fastest growing
segment of the population, but P&G’s global premium
products were too expensive for this market segment. Local
P&G teams decided to live with families, scrutinized every
P&G process in an attempt to reduce costs, and ended up
creating an innovative products line they dubbed “basico”
(for “essential” in Portuguese). The team members felt that
they were doing good for the world, not just making money
for the corporation. Demand immediately outpaced supply
when the first “basico” products were launched, which
included women’s hygiene, diapers, and greener laundry
detergent. The company quickly captured market share
through small neighborhood shops and premium products
were lifted. The business in Brazil became a profitable
global growth model, and not just for emerging countries.
As a consequence, “Tide Basic” was recently introduced in
the United States.
In sum, P&G’s strategy inspires employees to add their
hearts to their heads and aims at finding creative solutions
when purpose-inspired opportunities and commercial consid-
erations seem to collide.
Imagine you are an HR executive at P&G. Given the
company’s strategic orientation toward purpose and values,
what would you do to help align a new performance
management system with the strategic plan? How would
you explain this relationship? What would you say and do to
garner company-wide support for your performance manage-
ment system? �
*The description is adapted from the following source: Kanter, R. M. (2009, September 15) Inside Procter &
Gamble’s New Values-Based Strategy. Bloomberg Businessweek. Retrieved March 3, 2011 from: http://www.
businessweek.com/managing/content/sep2009/ca20090915_398234.htm
Chapter 3 • Performance Management and Strategic Planning 85
End Notes
1. Addams, H. L., & Embley, K. (1988).
Performance management systems: From
strategic planning to employee productiv-
ity. Personnel, 65, 55–60.
2. Rao, A. S. (2007). Effectiveness of perform-
ance management systems: An empirical
study in Indian companies. International
Journal of Human Resource Management, 18,
1812–1840.
3. Collier, N., Fishwick, F., & Floyd, S. W.
(2004). Managerial involvement and per-
ceptions of strategy process. Long Range
Planning, 37, 67–83.
4. Tapinos, E., Dyson, R. G., & Meadows, M.
(2005). The impact of performance measure-
ment in strategic planning. International
Journal of Productivity and Performance
Management, 54, 370–384.
5. Adapted from Addams and Embley (1988),
op. cit.
6. Adapted from C. D. Fisher, L. F.
Schoenfeldt, & J. B. Shaw. Human Resource
Management, 5th ed. (Boston: Houghton
Mifflin, 2003).
7. The discussion regarding environmental
analysis is adapted from W. Drohan,
“Principles of Strategic Planning,”
Association Management 49 (1997): 85–87.
8. Company profile. Available online at http://
www.frontierairlines.com/frontier/who-
we-are/company-info/fact-sheet.do.
Retrieval date: May 1, 2011.
9. Low-cost Ted may help United fly out of
bankruptcy (2004, February 13). USA Today.
Available online at http://www.usatoday.
com/travel/news/2004-02-13-ted-wrap_x.
htm. Retrieval date: May 1, 2011.
10. Kennedy, C. R., Jr. (1984). The external
environment-strategic planning interface:
U.S. multinational corporate practices in the
1980s. Journal of International Business
Studies, 15, 99–108.
11. Collins, J. C., & Porras, J. I. (1996,
September–October). Building your
company’s vision. Harvard Business Review,
74, 65–77.
12. Mission statement. Available online at
http://www.spectrumbrands.com/
AboutUs/Mission.aspx. Retrieval date:
May 1, 2011.
13. Company profile. Available online at http://
www.greif.com/about-greif/vision-statement.
asp. Retrieval date: May 1, 2011. Greif, Inc.
14. Bill Gates. Available online at http://www.
microsoft.com/billgates/speeches/industry
&tech/iayf2005.asp. Retrieval date: May 1,
2011.
15. Harley-Davidson reports record fourth quar-
ter and 18th consecutive record year.
Available online at http://www.harley-
davidson.com/CO/NEW/en/PressRelease_
Date.asp?locale=en_US&bmLocale=en_US
&id_in=552&dspmm=1&dspyy=2004.
Retrieval date: May 1, 2011.
16. Wilson, N. (2004). Rewarding values at
Loop Customer Management. Strategic HR
Review, 3(January–February), 12–13.
17. Microsoft Corporation. Our mission.
Available online at http://www.microsoft.
com/about/en/us/default.aspx. Retrieval
date: July 29, 2011.
18. Mission statement of NSU. Available online
at http://www.nsu.edu/about/. Retrieval
date: May 1, 2011.
19. The School of Business mission statement.
Available online at http://www.nsu.edu/
business/. Retrieval date: May 1, 2011.
20. González-Benito, J., Aguinis, H., Boyd, B.
K., and Suarez-González, I. (in press).
Coming to consensus on strategic
consensus: A mediated moderation model
of consensus and performance. Journal of
Management.
21. Building people capability. Available online
at http://www1.ap.dell.com/content/topics/
topic.aspx/global/hybrid/careers/content/
8012aa1f-fa50-4634-ac65-fa149b26228f?c=au&l
= en&s=corp. Retrieval date: May 1, 2011.
87
How you measure the performance of your managers
directly affects the way they act.
—GUSTAVE FLAUBERT
LEARNING OBJECTIVES
By the end of this chapter, you will be able to do the following:
� Define what performance is and what it is not.
� Understand the evaluative and multidimensional nature of performance.
� Identify the various factors that determine performance, including declarative
knowledge, procedural knowledge, and motivation.
� Gather information about a performance problem and understand which of the
three main determinants of performance need to be addressed to solve the
problem.
� Design a performance management system that includes both task and contextual
performance dimensions.
� Understand that performance should be placed within a context: a performer in a
specific situation engaging in behaviors leading to specific results.
� Adopt a behavior approach to measuring performance, which basically focuses on
how the job is done and ignores the performer’s traits and results produced.
� Adopt a results approach to measuring performance, which basically focuses on
the outcomes of work and ignores the performer’s traits as well as the manner in
which the work is done.
PART II: SYSTEM IMPLEMENTATION
Chapter 4
Defining Performance and Choosing
a Measurement Approach
88 Part II • System Implementation
� Adopt a trait approach to measuring performance, which basically focuses on the
performer and ignores the situation, his or her behaviors, and the results produced.
� Understand the situations under which a behavior, results, or trait approach to
measuring performance may be most appropriate.
This chapter marks the beginning of Part II of this text, which describes how to
implement a performance management system. Whereas Part I addressed strategic and
more macro-organizational issues, Part II addresses more operational concerns, such as
the determinants of performance and how to measure performance. Let’s begin by
defining performance.
4.1 DEFINING PERFORMANCE
Performance management systems usually include measures of both behaviors (what
an employee does) and results (the outcomes of an employee’s behavior). The definition
of performance does not include the results of an employee’s behaviors but only the
behaviors themselves. Performance is about behavior or what employees do, not about
what employees produce or the outcomes of their work.
Also, there are two additional characteristics of the behaviors we label “perform-
ance.”1 First, they are evaluative. This means that such behaviors can be judged as
negative, neutral, or positive for individual and organizational effectiveness. In other
words, the value of these behaviors can vary based on whether they make a contribution
toward the accomplishment of individual, unit, and organizational goals. Second,
performance is multidimensional.2 This means that there are many different kinds of
behaviors that have the capacity to advance (or hinder) organizational goals.
As an example, consider a set of behaviors that can be grouped under the general
label “contribution to effectiveness of others in the work unit.” This set of behaviors can
be defined as follows:
Works with others within and outside the unit in a manner that improves their
effectiveness; shares information and resources; develops effective working
relationships; builds consensus; and constructively manages conflict.
Contribution to the effectiveness of others in the work unit could be assessed by
using a scale including anchors demonstrating various levels of competence. For example,
anchors could be words and phrases such as “outstanding,” “significantly exceeds
standards,” “fully meets standards,” “does not fully meet standards,” and “unacceptable.”
This illustrates the evaluative nature of performance because this set of behaviors is judged
as positive, neutral, or negative. In addition, this example illustrates the multidimensional
nature of performance because there are several behaviors that, combined, affect the
overall perceived contribution that an employee makes to the effectiveness of others in the
work unit. In other words, we would be missing important information if we only
considered, for example, “shares information and resources” and did not consider the
additional behaviors listed earlier.
Because not all behaviors are observable or measurable, performance management
systems often include measures of results or consequences that we infer are the direct
result of employees’ behaviors. Take the case of a salesperson whose job consists of visiting
Chapter 4 • Defining Performance and Choosing a Measurement Approach 89
clients to offer them new products or services. The salesperson’s supervisor is back in the
home office and does not have an opportunity to observe the salesperson’s behaviors first-
hand. In this case sales volume may be used as a proxy for a behavioral measure. In other
words, the supervisor makes the assumption that if the salesperson is able to produce high
sales figures, then she is probably engaging in the right behaviors.
4.2 DETERMINANTS OF PERFORMANCE
What factors cause an employee to perform at a certain level? Why do certain individuals
perform better than others? A combination of three factors allows some people to
perform at higher levels than others: (1) declarative knowledge, (2) procedural knowledge,
and (3) motivation.3 Declarative knowledge is information about facts and things,
including information regarding a given task’s requirements, labels, principles, and
goals. Procedural knowledge is a combination of knowing what to do and how to do it
and includes cognitive, physical, perceptual, motor, and interpersonal skills. Finally,
motivation involves three types of choice behaviors:
1. Choice to expend effort (e.g., “I will go to work today”)
2. Choice of level of effort (e.g., “I will put in my best effort at work” versus “I will
not try very hard”)
3. Choice to persist in the expenditure of that level of effort (e.g., “I will give up after
a little while” versus “I will persist no matter what”)
Table 4.1 summarizes the components of declarative knowledge, procedural
knowledge, and motivation. All three determinants of performance must be present for
performance to reach high levels. In other words, the three determinants have a multi-
plicative relationship such that
If any of the determinants has a value of 0, then performance also has a value of 0.
For example, consider the case of Jane, a salesclerk who works in a national clothing retail
chain. Jane has excellent declarative knowledge regarding the merchandise. Specifically,
she knows all of the brands, prices, sizing charts, and sales promotions. We would
consider her declarative knowledge to be very high. Jane is also intelligent and physically
able to conduct all of the necessary tasks. We would consider Jane’s procedural knowl-
edge also to be very high. Jane does not, however, show motivation to perform. When
customers enter the store, she does not approach them; instead, she sits behind the cash
Performance = Declarative Knowledge * Procedural Knowledge * Motivation
TABLE 4.1 Factors Determining Performance
Declarative Knowledge Procedural Knowledge Motivation
Facts Cognitive skill Choice to perform
Principles Psychomotor skill Level of effort
Goals Physical skill Persistence of effort
Interpersonal skill
register and talks on the phone. When her manager is in the store, she shows a high level
of effort, but her coworkers complain that, as soon as the manager leaves, Jane stops
working. Her overall performance, therefore, is likely to be poor because, although she
has the declarative and procedural knowledge necessary to do the job, she is not
motivated to apply them to her job when her supervisor is not watching her.
We can think of a handful of individuals who have achieved the top level of
performance in their fields. Think about Tiger Woods as a golf player, Bill Gates as
Microsoft’s founder and businessman, Bobby Fischer as a chess player, Thomas
Edison as an inventor, and Socrates as a philosopher. How did they achieve such
excellence? What made these individuals’ performance so extraordinary? How were
they able to improve their performance constantly even when others would believe
they had reached a plateau? What these individuals have in common is that they
devoted large number of hours to deliberate practice.4 Deliberate practice is different
from regular practice and from simply working many hours a week. Professor K.
Anders Ericsson of Florida State University gives the following example: “Simply
hitting a bucket of balls is not deliberate practice, which is why most golfers don’t get
better. Hitting an eight-iron 300 times with a goal of leaving the ball within 20 feet of
the pin 80% of the time, continually observing results and making appropriate
adjustments, and doing that for hours every day—that’s deliberate practice.” Top
performers in all fields engage in deliberate practice consistently, daily, including
weekends. The famous pianist Vladimir Horowitz was quoted as saying: “If I don’t
practice for a day, I know it; if I don’t practice for two days, my wife knows it; if I
don’t practice for three days, the world knows it.” Deliberate practice involves the
following five steps:
1. Approach performance with the goal of getting better and better.
2. As you are performing, focus on what is happening and why you are doing things
the way you do.
3. Once your task is finished, seek performance feedback from expert sources, and
the more sources the better.
4. Build mental models of your job, your situation, and your organization.
5. Repeat steps 1–4 continually and on an ongoing basis.
4.2.1 Implications for Addressing Performance Problems
The fact that performance is affected by the combined effect of three different factors has
implications for addressing performance problems. In order to address performance
problems properly, managers must find information that will allow them to understand
whether the source of the problem is declarative knowledge, procedural knowledge,
motivation, or some combination of these three factors. If an employee lacks motivation
but the manager believes the source of the problem is declarative knowledge, the
manager may send the employee to a company-sponsored training program so he can
acquire the knowledge that is presumably lacking. This would obviously be a waste of
time and resources for the individual, manager, and organization in Jane’s case because
it is lack of motivation, and not lack of declarative knowledge, that is causing
her poor performance. This is why performance management systems need not only
to measure performance but also to provide information about the source of any
performance deficiencies.
90 Part II • System Implementation
Chapter 4 • Defining Performance and Choosing a Measurement Approach 91
4.2.2 Factors Influencing Determinants of Performance
The factors that determine performance are affected by the employee (i.e., abilities and
previous experience), human resources (HR) practices, and the work environment. For ex-
ample, some companies offer more opportunities for training than do others. At the top of
the list in terms of annual training investment are IBM ($1 billion), Accenture ($717 million),
and Ford Motor ($500 million).5 In these companies, declarative knowledge is not likely to
be a big problem because, when lack of knowledge is identified, employees have multiple
opportunities to fill in the gap. However, performance problems may be related more to
procedural knowledge and motivation. In terms of procedural knowledge, employees may
actually have the knowledge to perform certain tasks but may not have the skill to do them
because of lack of opportunity for practice. In terms of motivation, downsizing interven-
tions may have caused a “survivor syndrome,” which includes retained employees’
feelings of frustration, resentment, and even anger. These feelings are likely to have strong
negative effects on motivation, and employees may expend minimal energy on their jobs.
Thus, there are three individual characteristics that determine performance:
procedural knowledge, declarative knowledge, and motivation. In addition, HR
practices and the work environment can affect performance. When addressing
performance problems, managers first need to identify which of these factors is
hampering performance and then help the employee improve his or her performance.
4.3 PERFORMANCE DIMENSIONS
As noted earlier, performance is multidimensional, meaning that we need to consider
many different types of behaviors to understand performance. Although we can
identify many specific behaviors, two types of behaviors or performance facets stand
out: task performance and contextual performance.6 Some authors also use the
labels “prosocial behaviors” and “organizational citizenship behaviors” in referring to
contextual performance.7
Contextual and task performance must be considered separately because they do
not necessarily occur in tandem. An employee can be highly proficient at her task, but be
an underperformer regarding contextual performance.8 Task performance is defined as
• activities that transform raw materials into the goods and services that are
produced by the organization
• activities that help with the transformation process by replenishing the supply of
raw materials, distributing its finished products, or providing important planning,
coordination, supervising, or staff functions that enable the organization to function
effectively and efficiently.9
Contextual performance is defined as those behaviors that contribute to the
organization’s effectiveness by providing a good environment in which task performance
can occur. Contextual performance includes behaviors such as the following:
• persisting with enthusiasm and exerting extra effort as necessary to complete
one’s own task activities successfully (e.g., being punctual and rarely absent,
expending extra effort on the job)
• volunteering to carry out task activities that are not formally part of the job
(e.g., suggesting organizational improvements, making constructive suggestions)
• helping and cooperating with others (e.g., assisting and helping coworkers and
customers)
• following organizational rules and procedures (e.g., following orders and regula-
tions, showing respect for authority, complying with organizational values and
policies)
• endorsing, supporting, and defending organizational objectives (e.g., organizational
loyalty, representing the organization favorably to outsiders)
Both task and contextual performance are important dimensions to take into
account in performance management systems. Imagine what would happen to an
organization in which all employees are outstanding regarding task performance but
do not perform well regarding contextual performance. What if a colleague whose
cubicle is next to yours needs to take a bathroom break and asks you to answer the
phone if it rings because an important client will call at any moment? What if we said,
“That is not MY job?”
Many organizations now realize that there is a need to focus on both task and
contextual performance because organizations cannot function properly without a
minimum dose of positive contextual behaviors on the part of all employees. Consider
the case of TRW Automotive Inc., one of the world’s 10 largest automotive suppliers
and one of the top financial performers in the industry (http://www.trw.com).
TRW had 2006 sales of $13.1 billion and employed approximately 63,800 people. With
increasing market pressures and sluggish growth, TRW wanted to become more
performance driven, experiment in new markets, and offer greater value to its share-
holders. To do so, the senior management team developed what they labeled the
“TRW behaviors.” These behaviors are communicated throughout the company
and have a prominent role in the performance management process. The majority of
the TRW behaviors actually focus on contextual performance. Specifically, the TRW
behaviors emphasize many of the elements of contextual performance, including
teamwork and trust.
Table 4.2 summarizes the main differences between task and contextual perform-
ance. First, task performance varies across jobs. For example, the tasks performed by an
HR manager are different from those performed by a line manager. The tasks
performed by a senior HR manager (i.e., more strategic in nature) differ from those
performed by an entry-level HR analyst (i.e., more operational in nature). On the other
hand, contextual performance is fairly similar across functional and hierarchical levels.
All employees, regardless of job title, function, and responsibilities, are equally
responsible for, for example, volunteering to carry out task activities that are not
formally part of the job. Second, task performance is likely to be role prescribed, meaning
92 Part II • System Implementation
TABLE 4.2 Main Differences Between Task and Contextual
Performance
Task Performance Contextual Performance
Varies across jobs Fairly similar across jobs
Likely to be role prescribed Not likely to be role prescribed
Antecedents: abilities and skills Antecedent: personality
http://www.trw.com
Chapter 4 • Defining Performance and Choosing a Measurement Approach 93
that task performance is usually included in one’s job description. On the other hand,
contextual performance behaviors are usually not role prescribed and, instead, are
typically expected without making them explicit. Finally, task performance is mainly
influenced by abilities and skills (e.g., cognitive, physical), whereas contextual perform-
ance is mainly influenced by personality (e.g., conscientiousness).10
There are numerous pressing reasons why both task and contextual perform-
ance dimensions should be included in a performance management system. First,
global competition is raising the levels of effort required of employees. Thus, whereas
it may have sufficed in the past to have a workforce that was competent regarding
task performance, today’s globalized world and accompanying competitive forces
make it imperative that the workforce also engage in positive contextual perform-
ance. It is difficult to compete if an organization employs a workforce that does not
engage in contextual behaviors. Second, related to the issue of global competition is
the need to offer outstanding customer service. Contextual performance behaviors
can make a profound impact on customer satisfaction. Imagine what a big difference
it makes, from a customer perspective, when an employee puts in extra effort to sat-
isfy a customer’s needs. Third, many organizations are forming employees into
teams. Although some teams may not be permanent because they are created to com-
plete specific short-term tasks, the reality of today’s world of work is that teams are
here to stay. Interpersonal cooperation is a key determinant of team effectiveness.
Thus, contextual performance becomes particularly relevant for teamwork. Fourth, in-
cluding both task and contextual performance in the performance management sys-
tem provides an additional benefit: Employees being rated are more satisfied with the
system and believe the system is fairer if contextual performance is measured in addi-
tion to task performance.11 It seems that employees are aware that contextual per-
formance is important in affecting organizational effectiveness and, therefore, believe
that these types of behaviors should be included in a performance management sys-
tem in addition to the more traditional task performance. Finally, when supervisors
evaluate performance, it is difficult for them to ignore the contextual performance
dimension, even though the evaluation form they are using may not include any
specific questions about contextual performance.12 Consequently, since contextual
performance has an impact on ratings of overall performance even when only task
performance is measured, it makes sense to include contextual performance more
explicitly.13 Measuring contextual performance explicitly is also important because,
unless carefully defined, it can be more subjective and subject to bias compared to
measuring task performance.
Finally, there is an additional type of behavior that is another facet of contextual
performance, but it is different from traditional ways of thinking about it: voice behavior.14
Voice behavior is a type of behavior that emphasizes expression of constructive challenge
with the goal to improve rather than merely criticize, it challenges the status quo in a
positive way, and it is about making innovative suggestions for change and recommending
modifications to standard procedures even when others, including an employee’s super-
visor, disagree. Consider an employee who has just been hired into your organization.
This new colleague was recruited from a competitor, which is known to implement
top-notch performance management practices. This employee, having the benefit of an
outsider perspective, can point to processes that could be improved. For example, the new
colleague may suggest that more feedback be given to the members of the team regarding
their performance. This employee may even send an e-mail message to all members of her
team and to her supervisor including suggestions for improvement based on proven
practices directly observed elsewhere. Some of these suggestions may not be applicable in
the new organizational environment due to different equipment, processes, products, and
clients. However, others, if implemented, may produce immediate and highly beneficial
results. Although such type of behavior can be included as part of the broader category of
contextual behavior, it is different in that it is not conformist in nature. In fact, voice
behavior can be seen as a threat by the new employee’s supervisor who is used to “doing
things the same way we’ve done them before.” Such supervisors may perceive the
suggestions for changes and improvements as a threat to the status quo. Moreover, more
senior organizational members may also feel personally threatened by the knowledge,
energy, and innovative ideas of the new employee. These reactions to voice behavior can
be a sign that the wrong people are occupying leadership positions in the organization
and a sign of imminent organizational decline.15 On the other hand, healthier
organizational environments that are more adaptive and promote innovation and
improvements are more receptive to voice behavior and even reward it. For example, a
recent study found that, although voice behavior was not explicitly included as part of a
performance management system, raters gave higher performance scores to employees
who engaged in voice behavior in spite of similarities regarding task and contextual
performance ratings.16
As in other sections throughout the book, it is important to understand contextual
factors and how they affect how different organizations choose to define and measure
performance. For example, consider the important role that cultural differences can
play in this regard.17 Organizations in the United States are likely to value behaviors
that are individualistic in nature and that demonstrate individual achievement,
self-reliance, competition, and disengaged emotional styles. In such organizations,
individuals from ethnic minority groups who align themselves with more collectivistic
values may receive lower performance ratings compared to members of the majority
group and may be seen as helpless, dependent, and lacking sufficient commitment to
their work and organizations. This is another important reason for including both task
and contextual performance in the system so that all organizational members are given
an opportunity to demonstrate their value-added to the organization regardless of
different behaviors, styles, and cultural values and norms.
In short, performance includes both a task and a contextual dimension. Both
should be considered because both dimensions contribute to organizational success.
In the case of both task and contextual performance, each behavior should be defined
clearly so that employees understand what is expected of them. Organizations that
include both task and contextual dimensions are likely to be more successful, as in the
case of O2 Ireland, Ireland’s second largest mobile phone operator. Headquartered in
Dublin, O2 Ireland employs more than 1,750 people. In 2000, O2 Ireland implemented a
performance management system in its 320-seat customer care center in Limerick.
O2’s performance management system includes task-related facets centered in hard
metrics regarding productivity as well as contextual-related facets such as involvement
in staff socialization and contribution to team development. The targets set for each
employee are also aligned with company objectives. O2 concluded that this focus on
both task and contextual performance has led to higher levels of customer service and
employee satisfaction.
94 Part II • System Implementation
Chapter 4 • Defining Performance and Choosing a Measurement Approach 95
4.4 APPROACHES TO MEASURING PERFORMANCE
Before we discuss how to measure performance, we must remember that employees do
not perform in a vacuum. Figure 4.1 shows that employees work in an organizational
context, engaging in certain behaviors that produce certain results. The same employee
may behave differently (and produce different results) if placed in a different situation
(e.g., working with a different supervisor or using better or worse equipment).
Given the model shown in Figure 4.1, there are three approaches that can be used
to measure performance: the behavior, results, and trait approaches.18
4.4.1 Behavior Approach
The behavior approach emphasizes what employees do on the job and does not
consider employees’ traits or the outcomes resulting from their behaviors. This is
basically a process-oriented approach that emphasizes how an employee does the job.
The behavior approach is most appropriate under the following circumstances:
• The link between behaviors and results is not obvious. Sometimes the relationship
between behaviors and the desired outcomes is not clear. In some cases, the
desired result may not be achieved in spite of the fact that the right behaviors are
in place. For example, a salesperson may not be able to close a deal because of a
downturn in the economy. In other cases, results may be achieved in spite of the
absence of the correct behaviors. For example, a pilot may not check all the items
in the preflight checklist but the flight may nevertheless be successful (i.e., take off
and land safely and on time). When the link between behaviors and results is not
always obvious, it is beneficial to focus on behaviors as opposed to outcomes.
• Outcomes occur in the distant future. When the desired results will not be seen for
months, or even years, the measurement of behaviors is beneficial. Take the case of
NASA’s Mars Exploration Rover Mission program. NASA launched the explo-
ration rover Spirit on June 10, 2003, which landed on Mars on January 3, 2004, after
traveling 487 million kilometers (302.6 million miles). Its twin, the exploration
rover Opportunity, was launched on July 7, 2003, and landed on the opposite side
of Mars on January 24, 2004. From launching to landing, this mission took about six
months to complete. In this circumstance, it is certainly appropriate to assess the
performance of the engineers involved in the mission by measuring their behaviors
in short intervals during this six-month period rather than waiting until the final
result (i.e., successful or unsuccessful landing) is observed.
• Poor results are due to causes beyond the performer’s control. When the results of an
employee’s performance are beyond the employee’s control, it makes sense to
A
performer
(individual
or team with
certain traits)
In a given
work
situation
Engages
in certain
behaviors
That
produce
various
results
FIGURE 4.1 Job Performance in Context Source: Adapted from Grote, D.
(1996). The complete guide to performance appraisal (Fig. 3-1, p. 37). New York:
American Management Association.
emphasize the measurement of behaviors. For example, consider a situation
involving two assembly-line workers, one of them working the day shift and the
other the night shift. When the assembly line gets stuck because of technical
problems, the employee working during the day receives immediate technical
assistance, so the assembly line is back in motion in less than five minutes. By con-
trast, the employee working the night shift has very little technical support and,
therefore, when the assembly line breaks down, it takes about 45 minutes for it to
be up and running again. If we measured results, we would conclude that the
performance of the day-shift employee is far superior to that of the night-shift
employee, but this would be an incorrect conclusion. Both employees may be
equally competent and do the job equally well. The results produced by these
employees are uneven because they depend on the amount and quality of technical
assistance they receive when the assembly line is stuck.
We discuss the specific steps involved in measuring behaviors in Chapter 5. Next,
let’s discuss the results approach to measuring performance.
4.4.2 Results Approach
The results approach emphasizes the outcomes and results produced by the employees.
It does not consider the traits that employees may possess or how employees do the job.
This is basically a bottom-line approach that is not concerned about employee
behaviors and processes but, instead, focuses on what is produced (e.g., sales, number
of accounts acquired, time spent with clients on the telephone, number of errors).
Defining and measuring results usually takes less time than defining and measuring
behaviors needed to achieve these results. Also, the results approach is usually seen as
96 Part II • System Implementation
BOX 4.1
Task and Contextual Performance at Sprint Nextel
Sprint Nextel (http://www.sprint.com) is a provider of local, wireless, long-distance voice, and voice-
over IP services. The company is headquartered in Reston, Virginia. At Sprint Nextel, all employees
are evaluated, and development plans are created through the use of five core competencies or
“dimensions.” These dimensions include act with integrity, focus on the customer, deliver results,
build relationships, and demonstrate leadership. The dimensions are used not only for business
strategy and objectives but also as a template for what successful performance looks like at the
company. These dimensions include the consideration of both task and contextual performance,
and employees in the evaluation and development process are asked to write behavioral examples
of how they have performed on each dimension. For example, the delivering results dimension
clearly links to performing specific tasks of one’s job. Each employee has certain tasks to complete
on a regular basis to keep the business moving. On the other hand, the company is concerned
about how the work gets done and contributing to a good work environment that allows greater
effectiveness. This is apparent through the dimensions that look at how employees develop
relationships with others and act with integrity in their day-to-day functioning. In summary, Sprint
Nextel has recognized the importance of considering both task and contextual components of a job
in its performance management system. Employees are evaluated not only on results but also on
how they are achieved through working with others.19
http://www.sprint.com
Chapter 4 • Defining Performance and Choosing a Measurement Approach 97
more cost-effective because results can be less expensive to track than behaviors.
Overall, data resulting from a results approach seem to be objective and are intuitively
very appealing.
The results approach is most appropriate under the following circumstances:
• Workers are skilled in the needed behaviors. An emphasis on results is appropriate
when workers have the necessary knowledge and skills to do the work. In such
situations, workers know what specific behaviors are needed to achieve the
desired results and they are also sufficiently skilled to know what to do to
correct any process-related problems when the desired results are not obtained.
Consider the example of a professional basketball player. A free throw is an
unhindered shot made from the foul line and is given to one team to penalize the
other team for committing a foul. Free throw shooting can make the difference
between winning and losing in a close basketball game. Professional players
know that there is really no secret to becoming a great free throw shooter:
just hours and hours of dedicated practice besides actual basketball play. In
assessing the performance of professional basketball players, the free throw
shooting percentage is a key results-oriented performance indicator because
most players have the skills to do it well. It’s just a matter of assessing whether
they do it or not.
• Behaviors and results are obviously related. In some situations, certain results can
be obtained only if a worker engages in certain specific behaviors. This is the
case of jobs involving repetitive tasks such as assembly-line work or newspaper
delivery. Take the case of a person delivering newspapers. Performance can be
measured adopting a results approach: whether the newspaper is delivered to
every customer within a particular time frame. For the employee to obtain this
BOX 4.2
Implementing a Behavior Approach to Measuring Performance
at Dollar General
At Dollar General (http://www.dollargeneral.com), a behavior approach is utilized to measure
performance. Tennessee-based Dollar General has 8,000 stores operating in the United States
with more than 64,000 employees. The company sells consumable basics such as paper products,
cleaning supplies, health and beauty products, foods and snacks, housewares, toys, and basic
apparel. As part of the performance management system, Dollar General has identified behaviors
that serve as indicators to underlying competencies. These behaviors are reviewed and utilized to
encourage certain outcomes and provide feedback and rewards to staff members. For example,
the company management sought to improve attendance among employees. In order to encour-
age employees to arrive to work on time, a system was developed to group employees into teams
who earn points. A wall chart was created displaying a racetrack, and each team was given a car
that would be moved forward by the number of points earned each day. After a certain number
of laps around the track, employees on the teams with the most points would be given a choice
about how to celebrate. The program was successful within the first two weeks and increased
attendance significantly. In summary, Dollar General’s performance management system includes
the use of a behavior approach to measuring performance.20
http://www.dollargeneral.com
98 Part II • System Implementation
result, she needs to pick up the papers at a specific time and use the most
effective delivery route. If these behaviors are not present, the paper will not be
delivered on time.
• Results show consistent improvement over time. When results improve consistently
over time, it is an indication that workers are aware of the behaviors needed to
complete the job successfully. In these situations, it is appropriate to adopt a
results approach to assessing performance.
• There are many ways to do the job right. When there are different ways in which one
can do the tasks required for a job, a results approach is appropriate. An emphasis
on results can be beneficial because it could encourage employees to achieve the
desired outcomes in creative and innovative ways.
Table 4.3 summarizes the conditions under which a behavior or a results approach
may be best suited for assessing performance. However, these approaches are not
mutually exclusive. In fact, measuring both behavior and results is the approach
adopted by many organizations. Consider the case of The Limited, Inc., a retailer head-
quartered in Columbus, Ohio.21 The Limited, Inc. now operates 3,500 retail stores and
seven retail brands including Victoria’s Secret, Express, The Limited, Bath & Body
Works, C. O. Bigelow, The White Barn Candle Co., and Henri Bendel. The Limited aims
to foster an entrepreneurial culture for its managers; therefore, managers who thrive in
the company have a history of delivering impressive business results. The Limited
decided to design a new performance management system that is now used uniformly
by all The Limited companies. With the involvement of outside consultants and
employees, The Limited developed a performance management system wherein
managers are measured on business results including total sales, market share, and
expense/sale growth ratio as well as leadership competencies that are tailored to The
Limited. A few of these competencies include developing fashion sense, financial
acumen, and entrepreneurial drive. Overall, The Limited has been pleased with the
new system because it helps align individual goals with business strategy and results.
Raters like the new system because behavioral anchors help define the competencies,
which make ratings more straightforward. Finally, employees comment that they
appreciate the new focus on how results are achieved, as opposed to focusing only on
what is achieved (i.e., sales).
TABLE 4.3 Behavior Approach Versus Results Approach
Adopting a behavior approach to measuring performance is most appropriate when
• The link between behaviors and results is not obvious
• Outcomes occur in the distant future
• Poor results are due to causes beyond the performer’s control
Adopting a results approach to measuring performance is most appropriate when
• Workers are skilled in the needed behaviors
• Behaviors and results are obviously related
• Results show consistent improvement over time
• There are many ways to do the job right
Chapter 4 • Defining Performance and Choosing a Measurement Approach 99
4.4.3 Trait Approach
The trait approach emphasizes the individual performer and ignores the specific
situation, behaviors, and results. If one adopts the trait approach, raters evaluate
relatively stable traits. These can include abilities, such as cognitive abilities (which
are not easily trainable) or personality (which is not likely to change over time).
For example, performance measurement may consist of assessing an employee’s
intelligence and conscientiousness at the end of each review period. This approach is
justified based on the positive relationship found between abilities (such as intelli-
gence) and personality traits (such as conscientiousness) and desirable work-related
behaviors.23,24 Several vendors provide tools to assess relatively stable traits
such as these, sometimes with the capability of administering them online. Vendors
who describe their products online include ddi.com, www.appliedpsych.com,
www.previsor.com, www.kenexa.com, www.personneldecisions.com, and www.
vangent-hcm.com.
What are some of the challenges of implementing a system that emphasizes the
measurement of traits only? First, traits are not under the control of individuals. In most
cases, they are fairly stable over one’s life span. They are not likely to change even if an
individual is willing to exert substantial effort to do so. Consequently, employees may
feel that a system based on traits is not fair because the development of these traits is
usually beyond their control.25 Second, the fact that an individual possesses a certain
trait (e.g., intelligence) does not mean that this trait will necessarily lead to desired
results and behaviors. As noted in Figure 4.1, individuals are embedded in specific
situations. If the equipment is faulty and coworkers are uncooperative, even a very
intelligent and conscientious employee is not likely to engage in behaviors conducive to
supporting the organization’s goals.
BOX 4.3
Implementing a Results Approach to Measuring Performance
at HomeLoanCenter.com
Companies frequently utilize rewards and incentives as a part of performance management
systems. At HomeLoanCenter.com, there are many bonus and reward opportunities that
emphasize outcomes, or a results approach to measuring performance. HomeLoanCenter.com is
a company based in Irvine (California) that provides home mortgage loans directly to consumers
over the Internet and employs over 600 people. Some of the criteria used to evaluate perform-
ance based on outcomes include closing the most loans in a given time period, bringing in the
most revenue, and providing the most referrals. Rewards include getting the use of a Mercedes or
Hummer and a special parking place to the top loan agent of the month as an acknowledgment
of his or her success. Other awards include using the company’s suite at the Staples Center in Los
Angeles for sporting events or concerts or winning trips to Mexico on CEO Anthony Hsieh’s
60-foot private yacht. In summary, HomeLoanCenter.com utilizes a performance management
system focusing on outcomes or results in order to motivate employees and bring about business
results. The company looks at what is produced at work rather than at behaviors or how the job
gets done.22
www.appliedpsych.com
www.previsor.com
www.kenexa.com
www.personneldecisions.com
www.vangent-hcm.com
www.vangent-hcm.com
100 Part II • System Implementation
In spite of these challenges, there are situations in which a trait-oriented approach
can be fruitful. For example, as part of its business strategy, an organization may
anticipate drastic structural changes that will lead to the reorganization of most
functions and the resulting reallocation of employees. In such a circumstance, it may be
useful to assess the traits possessed by the various individuals so that fair and appropriate
decisions are made regarding the allocation of human resources across the newly
created organizational units. This is, of course, a fairly unique circumstance. In most
organizations, performance is not measured using the trait approach. This is why two
more popular approaches to measuring performance are based on behaviors and
results, as we discussed earlier.
Summary Points
• Performance is about behavior or
what employees do, not about what
employees produce or the outcomes of
their work. Performance management
systems typically include the measure-
ment of both behaviors (how the work is
done) and the results (the outcomes of
one’s work). Performance is evaluative
(i.e., we judge it based on whether it
helps advance or hinder organizational
goals) and multidimensional (i.e., many
behaviors are needed to describe an
employee’s performance).
• Performance is determined by a combi-
nation of declarative knowledge (i.e.,
information), procedural knowledge
(i.e., know-how), and motivation (i.e.,
willingness to perform). Thus,
Performance = Declarative Knowledge ×
Procedural Knowledge × Motivation. If
any of the three determinants of per-
formance has a very small value (e.g.,
very little procedural knowledge), then
performance will also have a low level.
All three determinants of performance
must be present for performance to
reach satisfactory (and better) levels.
• There are two important facets of per-
formance: task and contextual. Task
performance refers to the specific activ-
ities required by one’s job. Contextual
performance refers to the activities
required to be a good “organizational
citizen” (e.g., helping coworkers,
supporting company initiatives). In
addition, voice behavior is another
important facet of contextual perform-
ance (i.e., raising constructive chal-
lenges with the goal to improve rather
than merely criticize, challenge the
status quo in a positive way, and make
innovative suggestions for change
when others, including an employee’s
supervisor, disagree). Both task and
contextual performance are needed for
organizational success, and both
should be included in a performance
management system.
• Employees do not perform in a vacuum.
Employees work in a specific situation,
engaging in specific behaviors that
produce certain results. An emphasis on
behaviors leads to a behavior-based
approach to assessing performance.
An emphasis on results leads to a results-
based approach to assessing perform-
ance. An emphasis on the employee
leads to a trait-based approach to assess-
ing performance. The relative emphasis
given to each of these approaches to
measuring performance should be influ-
enced by the organization’s business
Chapter 4 • Defining Performance and Choosing a Measurement Approach 101
strategy. For example, an organization
emphasizing research and development
as its main strategy would be concerned
about results that are not easily observable
in the short term. Thus, an emphasis on
behaviors would be consistent with such
a business strategy.
• A behavior approach emphasizes what
employees do (i.e., how work is done).
This approach is most appropriate when
(1) the link between behaviors and
results is not obvious, (2) outcomes occur
in the distant future, and/or (3) poor
results are due to causes beyond the
employee’s control. A behavior approach
may not be the best choice if most of
these conditions are not present. In most
situations, however, the inclusion of at
least some behavior-based measures is
beneficial.
• A results approach emphasizes the
outcomes and results produced by
employees. This is basically a bottom-
line approach that is not concerned
with how the work is done as long as
certain specific results are obtained.
This approach is most appropriate
when (1) workers are skilled in the
needed behaviors, (2) behaviors and
results are obviously related, (3) results
show consistent improvement over
time, and/or (4) there are many ways
to do the job right. An emphasis on
results can be beneficial because it
could encourage employees to achieve
the desired outcomes in creative and
innovative ways. On the other hand,
measuring only results is typically not
welcomed by employees even in types
of jobs for which the expected result is
very clear (e.g., sales jobs).
• A traits approach emphasizes individual
traits that remain fairly stable through-
out an individual’s life span (e.g.,
cognitive abilities or personality). This
approach may be most appropriate
when an organization anticipates
undertaking drastic structural changes.
A major disadvantage of this approach
is that traits are not under the control of
individuals, and even when individuals
possess a specific positive trait (e.g.,
high intelligence), this does not neces-
sarily mean that the employee will
engage in productive behaviors that
lead to desired results.
C A S E S T U DY 4-1
Diagnosing the Causes of Poor Performance
Heather works in the training department of a large information
technology (IT) organization. She is in charge of designing
and delivering interpersonal skills training, including com-
munication skills, networking, and new manager training
classes. Heather has excellent knowledge of how to design
a training class. She incorporates behavioral modeling and
practice into all of her classes. She has also conducted
research on what good communication consists of, how to
network, and what new managers need to know to be suc-
cessful. However, individuals who attend Heather’s training
classes often give her low ratings, stating that she has a
hard time answering specific questions in classes and that
she does not seem approachable after the classes when
individuals want to ask questions.
1. You are Heather’s manager. In your opinion, what is
causing Heather’s poor performance? Is it due to a
deficiency in declarative knowledge or procedural
knowledge?
2. What can be done to remedy the performance problem? �
102 Part II • System Implementation
C A S E S T U DY 4-2
Differentiating Task from Contextual Performance
Consider the following adaptation of a job description for the
position of a district business manager for a sales organization
in Bristol-Myers Squibb (BMS) (www.bms.com). BMS produces
pharmaceuticals, infant formulas and nutritional products,
ostomy and advanced wound care products, cardiovascular
imaging supplies, and over-the-counter products. Some of its
brands include Enfamil, Cardiolite, and Plavix. Its stated mission
is to “extend and enhance human life by providing the highest-
quality pharmaceutical and related health care products.” In
addition, all employees live by the BMS pledge: “We pledge—
to our patients and customers, to our employees and partners,
to our shareholders and neighbors, and to the world we serve—
to act on our belief that the priceless ingredient of every product
is the honor and integrity of its maker.”
DBM JOB RESPONSIBILITIES
The following are the core performance objectives for the district
business manager (DBM) position: Create the environment to
build an innovative culture, create and articulate a vision, drive
innovation by embracing diversity and change, set the example,
and thereby shape the culture. Develop and communicate the
business plan, understand and explain BMS strategies, translate
national plan to business plans for districts and territories, set
goals and expectations of performance, set priorities, and
allocate resources. Execute and implement the business plan,
maximize rank order lists of medical education professional
-relationships, achieve optimum coverage frequency of highest
potential physicians, take accountability, and achieve results.
Build relationships focused on customer retention, develop
relationships (i.e., networks), influence others (i.e., internal
and external), and develop self and others. Strong skills are
acquired in the following areas: written and oral communication,
negotiation, strategic analysis, leadership, team building, and
coaching.
1. Based on the DBM job description, extract a list of task
and contextual performance behaviors. Refer to Table 4.2
for a review of the differences between task and contex-
tual performance. �
C A S E S T U DY 4-3
Choosing a Performance Measurement
Approach at Paychex, Inc.
The following job description is for an account executive at
Paychex, Inc. (www.paychex.com). Paychex, Inc., is a leading
national provider of payroll, human resources, and benefits
outsourcing solutions for small- to medium-sized businesses.
Paychex is headquartered in Rochester, New York, but the
company has more than 100 offices and serves hundreds of
thousands of clients nationwide. Because account executives
often make sales calls individually, their managers do not
always directly observe their performance. Furthermore, man-
agers are also responsible for sales in their markets and for
staying up-to-date on payroll laws. However, account execu-
tives are responsible for training new account executives
and networking in the industries in which they sell products.
For example, if an account manager is responsible for retail
companies, then that account executive is expected to attend
retail trade shows and professional meetings to identify
potential clients and to stay current with the issues facing the
retail industry.
ACCOUNT EXECUTIVE JOB RESPONSIBILITIES
• Performing client needs analysis to ensure that the
major market services product can meet a client’s
requirements and expectations.
• Establishing clients on the host processing system.
• Acting as primary contact for the client during the
conversion process.
• Supporting clients during the first few payrolls.
www.bms.com
www.paychex.com
Chapter 4 • Defining Performance and Choosing a Measurement Approach 103
• Completing the required documentation to turn
the client over to customer service for ongoing
support.
• Scheduling and making client calls and, when
necessary, supporting sales representatives in
presales efforts.
• Keeping abreast of the major market services
system and software changes, major changes
and trends in the PC industry, and changes in
wage and tax law.
1. Based on the above description, assess whether
Paychex should use a behavior approach, a
results approach, or a combination of both to
measure performance.
2. Using the accompanying table as a guide, place
check marks next to the descriptions that apply
to the job of account executive. Explain why
you chose the approach you did. �
C A S E S T U DY 4-4
Deliberate Practice Makes Perfect
Ricardo is an associate financial analyst in a large financial
consulting firm. He works in the emerging markets division
developing low-cost products for the Southeast Asia region.
He was selected for this position because of his wide range of
skills, relevant experience, and analytical abilities.
During his time at the firm, he has worked on a variety
of projects and has become well respected among his peers.
He is satisfied with his job and with his progress so far, but he
strives to work on more challenging projects, wants to make a
greater impact, and seeks a leadership-centered role. Ricardo
has a strong drive and eventually hopes to get a position at
the highest levels of the organization.
In recent years, the firm has remained stable but has
struggled with growth. The recent economic downturn
changed the financial landscape and is requiring new and
innovative solutions to common issues such as reducing and
calculating risk. As a result, the firm decided to launch a com-
pany-wide competition for the best risk assessment model in
order to motivate all of its employees to work on solving this
issue. After several rounds of assessment and interviews, the
top two finalists will be invited to present their ideas to the
CEO who will make the final decision regarding the winner of
the competition. The winning team will receive a substantial
cash prize alongside significant prestige.
Ricardo sees this as the perfect chance to impress his
colleagues and supervisors and to establish himself as a top
performer. This competition presents the ideal circumstances
for him to not only prove himself but also really shine. He and
his team are incredibly excited about this opportunity and
have been working tirelessly on this project. Ricardo’s strong
math and finance background help him come up with a
comprehensive and complex algorithm that seems to be
surprisingly effective in predicting risk. Each member
contributes to different aspects of the project and together
they create a strong proposal that they believe is worthy of
winning the competition.
Behavior approach to measuring performance is most appropriate when
the link between behaviors and results is not obvious
outcomes occur in the distant future
poor results are due to causes beyond the performer’s control
Results approach to measuring performance is most appropriate when
workers are skilled in the necessary behaviors
behaviors and results are obviously related
results show consistent improvement over time
there are many ways to do the job right
104 Part II • System Implementation
Ricardo emerges as leader of the group due
to his detailed knowledge and understanding of its
proposed model. He is excellent at motivating and
guiding his small team, but he gets very nervous in
formal situations and speaking in public, which
questions his ability to influence people. He knows
that part of the selection process will involve
presenting his team’s idea to different departments
and important stakeholders and that he will be
expected to take the lead during these presenta-
tions. He also knows that the key to passing through
each round of the selection process will be to get
people on board with their idea and convincing them
of its potential.
You are Ricardo’s manager, and he comes to you
for advice and guidance about the current situation. You
believe that he is one of the brightest employees in the
company and that he has the potential to become the
most successful as well. However, he will need to
overcome his fear of public speaking and develop his
presentation skills in order to win this competition and
reach his goals. Ricardo is committed to improvement
and to becoming a top performer, and he understands
that this will require a considerable amount of time and
dedication. However, he hasn’t heard of the concept of
deliberate practice and is unsure of how to get the most
value out of the time he dedicates to improving his
performance.
1. Based on the concept of deliberate practice,
list the five steps that lead to excellence.
2. Provide Ricardo with specific recommendations
on how he can “deliberately practice” his pres-
entation skills. �
End Notes
1. Motowidlo, S. J., Borman, W. C., & Schmit,
M. J. (1997). A theory of individual differ-
ences in task and contextual performance.
Human Performance, 10, 71–83.
2. Murphy, K. R., & Shiarella, A. H. (1997).
Implications of the multidimensional nature
of job performance for the validity of selection
tests: Multivariate frameworks for studying
test validity. Personnel Psychology, 50, 823–854.
3. McCloy, R. A., Campbell, J. P., & Cudeck, R.
(1994). A confirmatory test of a model of
performance determinants. Journal of
Applied Psychology, 79, 493–505.
4. Colvin, G. (2006). What it takes to be great.
Fortune, 154, 88–96.
5. Edward Jones, A. G. Edwards lauded for
training efforts (2002, February 20). St. Louis
Business Journal. Available online at http://
stlouis.bizjournals.com/stlouis/stories/
2002/02/18/daily31.html. Retrieval date:
May 1, 2011.
6. Borman, W. C., Penner, L. A., Allen, T. D., &
Motowidlo, S. (2001). Personality predictors
of citizenship performance. International
Journal of Selection and Assessment, 9, 52–69.
7. Borman, W. C. (2004). The concept of orga-
nizational citizenship. Current Directions in
Psychological Science, 13, 238–241.
8. Borman, W. C., Hanson, M., & Hedge, J.
(1997). Personnel selection. Annual Review of
Psychology, 48, 299–337.
9. Cascio, W. F., & Aguinis, H. (2001). The
Federal Uniform Guidelines on Employee
Selection Procedures (1978): An update on
selected issues. Review of Public Personnel
Administration, 21, 200–218.
10. Arvey, R. D., & Murphy, K. R. (1998).
Performance evaluation in work settings.
Annual Review of Psychology, 49, 141–168.
11. Febles, M. (2005). The role of task and contex-
tual performance in appraisal fairness and
satisfaction. Unpublished doctoral disserta-
tion, California School of Organizational
Studies, Alliant International University,
San Diego, CA.
12. Van Scotter, J. R., Motowidlo, S. J., & Cross,
T. C. (2000). Effects of task performance and
contextual performance on systemic
rewards. Journal of Applied Psychology, 85,
526–535.
13. Bolino, M. C., Varela, J. A., Bande, B., &
Turnley, W. H. (2006). The impact of
impression-management tactics on super-
visor ratings of organizational citizenship
behavior. Journal of Organizational Behavior,
27, 281–297.
Chapter 4 • Defining Performance and Choosing a Measurement Approach 105
14. Van Dyne, L., & LePine, J. A. (1998). Helping
and voice extra-role behaviors: Evidence of
construct and predictive validity. Academy of
Management Journal, 41, 108–119.
15. Bedeian, A. G., & Armenakis, A. A. (1998).
The cesspool syndrome: How dreck floats
to the top of declining organizations.
Academy of Management Executive, 12, 58–63.
16. Whiting, S. W., Podsakoff, P. M., & Pierce, J. R.
(2008). Effects of task performance, helping,
voice, and organizational loyalty on perform-
ance appraisal ratings. Journal of Applied
Psychology, 93, 125–139.
17. Stone, D. L., Stone-Romero, E. F., &
Lukaszewski, K. M. (2007). The impact of
cultural values on the acceptance and effec-
tiveness of human resource management
policies and practices. Human Resource
Management Review, 17, 152–165.
18. The discussion of each of these approaches
is based on D. Grote. The Complete Guide to
Performance Appraisal (New York:
American Management Association, 1996),
chap. 3.
19. Ellis, K. (2004). Individual development
plans: The building blocks of development.
Training, 41, 20–25.
20. Daniels, A. (2005, October). Daniels’ scientific
method. Workforce Management, 84, 44–45.
21. Heneman, R. L., & Thomas, A. L. (1997). The
Limited, Inc.: Using strategic performance
management to drive brand leadership.
Compensation and Benefits Review, 29, 33–40.
22. Chang, J. (2004). Trophy value. Sales and
Marketing Management, 156, 24–30.
23. Viswesvaran, C., & Ones, D. S. (2000).
Perspectives on models of job performance.
International Journal of Selection and
Assessment, 8, 216–226.
24. Schmidt, F. L. (2002). The role of general
cognitive ability and job performance: Why
there cannot be a debate. Human
Performance, 15, 187–210.
25. Smither, J. W., & Walker, A. G. (2004). Are
the characteristics of narrative comments
related to improvement in multirater feed-
back ratings over time? Journal of Applied
Psychology, 89, 575–581.
106
The reason most people never reach their goals is that they
don’t define them, or ever seriously consider them as
believable or achievable. Winners can tell you where they are
going, what they plan to do along the way, and who will be
sharing the adventure with them.
—DENIS WAITLEY
LEARNING OBJECTIVES
By the end of this chapter, you will be able to do the following:
� Adopt a results approach to measuring performance, including the development
of accountabilities, objectives, and standards.
� Determine accountabilities and their relative importance.
� Identify objectives that are specific and clear, challenging, agreed upon, significant,
prioritized, bound by time, achievable, fully communicated, flexible, and limited
in number.
� Identify performance standards that are related to the position, concrete, specific,
measurable, practical to measure, meaningful, realistic and achievable, and
reviewed regularly.
� Adopt a behavior approach to measuring performance, including the identification
and assessment of competencies.
� Develop competencies that are defined clearly, provide a description of specific
behavioral indicators that can be observed when someone demonstrates a
competency effectively, provide a description of specific behaviors that are likely
to occur when someone doesn’t demonstrate a competency effectively (what a
competency is not), and include suggestions for developing them further.
Chapter 5
Measuring Results and Behaviors
Chapter 5 • Measuring Results and Behaviors 107
� Develop comparative performance measurement systems such as simple rank order,
alternation rank order, paired comparisons, relative percentile, and forced
distribution (being aware of the relative advantages and disadvantages of each).
� Develop absolute performance measurement systems such as essays, behavior
checklists, critical incidents, and graphic rating scales, and understand their
advantages and disadvantages.
Chapter 4 provided a definition of performance and described the trait, results,
and behavior approaches to measuring performance. In this chapter, we provide a more
detailed description of how to measure performance, adopting the two most common
approaches: results and behavior.
5.1 MEASURING RESULTS
Chapter 2 included some information about how to assess performance when a results
approach is adopted. If one adopts a results approach, one needs to ask the following
key questions:
• What are the different areas in which this individual is expected to focus efforts
(key accountabilities)?
• Within each area, what are the expected objectives?
• How do we know how well the results have been achieved (performance standards)?1
As a reminder, key accountabilities are broad areas of a job for which the employee is
responsible for producing results. A discussion of results also includes specific objectives
that the employee will achieve as part of each accountability. Objectives are statements of
important and measurable outcomes. Finally, discussing results also means discussing
performance standards. A performance standard is a yardstick used to evaluate how well
employees have achieved each objective. Performance standards provide information on
acceptable and unacceptable performance, for example, regarding quality, quantity, cost,
and time. Organizations that implement a management by objectives (MBO) philosophy are
likely to implement components of performance management systems, including objectives
and standards. For example, the contract for the chief of police of the city of Flevoland in the
Netherlands includes a direct link between objectives of the police department and his
personal income.2 Similarly, the police department of the city of Utrecht (also in the
Netherlands) has specific performance objectives including that 150 suspects of public
violence and 1,050 minors suspected of any crime should be brought before the public pros-
ecutor annually. Similar objectives have been set by police departments in England and
Wales. Setting these objectives has not always led to the intended results because, in many
cases, police officers resort to gaming strategies to achieve the objectives, often at the expense
of providing a high-level quality of service to their local communities.3 Nevertheless, over-
all, an emphasis on objectives and standards is likely to allow employees to translate organi-
zational goals into individual goals, which is a key goal of MBO philosophies.4
5.1.1 Determining Accountabilities
The first step in determining accountabilities is to collect information about the job. The
primary source is, of course, the job description that has resulted from the job analysis and a
consideration of unit- and organization-level strategic priorities. The job description provides
108 Part II • System Implementation
information on the tasks performed. Tasks included in the job description can be grouped into
clusters of tasks based on their degree of relatedness. Each of these clusters or accountabilities
is a broad area of the job for which the employee is responsible for producing results.
After the accountabilities have been identified, we need to determine their relative
degree of importance. To understand this issue, we need to ask the following questions:
• What percentage of the employee’s time is spent performing each accountability?
• If the accountability were performed inadequately, would there be a significant
impact on the work unit’s mission?
• Is there a significant consequence of error? Could inadequate performance of the
accountability contribute to the injury or death of the employee or others, serious
property damage, or loss of time and money?
Although determining accountabilities may at first seem like a daunting task, it is not
that difficult. Let’s discuss an example based on a real job in a real organization to illustrate
how it is done. Consider the position of Training Specialist/Consultant—Leadership &
Team Development for Target Corporation, a growth company focused exclusively on
general merchandise retailing (www.target.com). The job description is the following:
Identifies the training and development needs of Target Corporation’s work
force (in collaboration with partners), with primary emphasis on exempt
team members. Designs and delivers training and development workshops
and programs and maintains an ongoing evaluation of the effectiveness
of those programs. Assumes leadership and strategic responsibility for
assigned processes. May supervise the non-exempt staff.
Based on the job description and additional information found on Target’s Web
page regarding the company’s strategic priorities, a list of the accountabilities, conse-
quences of performing them inadequately, consequences of making errors, and percentage
of time spent in each are shown in the following:
• Process leadership. Leads the strategy and direction of assigned processes.
Coordinates related projects and directs or manages resources. This is extremely
important to the functioning of Target leadership and the ability of executives to
meet strategic business goals. If this position is managed improperly, then it will
lead to a loss of time and money in training costs and leadership ineffectiveness.
(40% of time)
• Supervision of nonexempt staff. Supervises nonexempt staff working in the unit.
This is relatively important to the functioning of the work unit. If nonexempt staff
members are supervised improperly, then the development of the employees and
the ability to meet business targets will be compromised. (10% of time)
• Coaching. Conducts one-on-one executive coaching with managers and executives.
This is extremely important to the development of internal leaders. If managers and
executives are not coached to improve their performance, there is a loss of time and
money associated with their poor performance as well as the cost of replacing them if
necessary. (20% of time)
• Team-building consultation. Assists company leaders in designing and delivering
their own team-building sessions and other interventions. This is relatively
important to the successfulness of teams at Target. Mismanagement of this
www.target.com
Chapter 5 • Measuring Results and Behaviors 109
function will result in teams not meeting their full potential and wasting time and
resources on conducting the team sessions. (10% of time)
• Assessment instrument feedback. Delivers feedback based on scores obtained on
assessment instruments of skills, ability, personality, and other individual
characteristics. This is relatively important to the development of leaders. If
assessment is incorrect, it could derail leader development. (10% of time)
• Product improvement. Continuously seeks and implements opportunities to use
technology to increase the effectiveness of leadership and team development
programs. This is important to the effectiveness of training delivery and could result
in significant gains in efficiencies of the systems if carried out effectively. (10% of time)
5.1.2 Determining Objectives
After the accountabilities have been identified, the next step in measuring results is to
determine specific objectives. Objectives are statements of an important and measurable
outcome that, when accomplished, will help ensure success for the accountability.
The purpose of establishing objectives is to identify a limited number of highly impor-
tant results that, when achieved, will have a dramatic impact on the overall success of
the organization. After objectives are set, employees should receive feedback on their
progress toward attaining the objective. Rewards should be allocated to those employees
who have reached their objectives.
Objectives are clearly important because they help employees guide their efforts.
To serve a useful function, objectives must have the following characteristics5:
1. Specific and clear. Objectives must be easy to understand. In addition, they must
be verifiable and measurable, for example, a directive: “Cut travel cost by 20%.”
2. Challenging. Objectives need to be challenging (but not impossible to achieve).
They must be a stretch, but employees should feel that the objective is reachable.
3. Agreed upon. To be most effective, objectives need to result from an agreement
between the manager and the employee. Employees need an opportunity to
participate in setting objectives. Participation in the process increases objective
aspirations and acceptance, and it decreases objective resistance.
4. Significant. Objectives must be important to the organization. Employees must
believe that if the objective is achieved, it will make a critical impact on the overall suc-
cess of the organization. In addition, achieving the objective should give the employee
the feeling of congruence between the employee’s performance and the goals of the
organization. This, in turn, is likely to enhance feelings of value to the organization.
5. Prioritized. Not all objectives are created equal; therefore, objectives should be
prioritized and tackled one by one.
6. Bound by time. Good objectives have deadlines and mileposts. Objectives lacking
a time dimension are likely to be neglected.
7. Achievable. Good objectives are doable; that is, employees should have sufficient
skills and training to achieve them. If they don’t, then the organization should
make resources available so that the necessary skills are learned and equipment is
made available to achieve the goals.
8. Fully communicated. In addition to the manager and employee in question, the
other organizational members who may be affected by the objectives need to be
aware of them.
110 Part II • System Implementation
9. Flexible. Good objectives are not immutable. They can and likely will change
based on changes in the work or business environments.
10. Limited in number. Too many objectives may become impossible to achieve, but too
few may not make a sufficient contribution to the organization. Objectives must be
limited in number. Between 5 and 10 objectives per review period is a manageable
number, but this can change based on the position and organization in question.
Several organizations set goals following these guidelines. For example, Microsoft
Corporation has a long history of using individual goals in its performance manage-
ment system. The goals at Microsoft are described by the acronym SMART: specific,
measurable, achievable, results-based, and time-specific.6
Table 5.1 summarizes the characteristics of good objectives. Using this list as our
guide, let’s return to the position Training Specialist/Consultant—Leadership & Team
Development at Target Corporation.
Examples of objectives (one or two per accountability) are the following:
• Process leadership. Develop leadership development processes and training
programs within budget and time commitments. Meet budget targets and improve
executive leaders’ “leadership readiness” scores across organization by 20% in the
coming fiscal year.
• Supervision of nonexempt staff. Receive acceptable managerial effectiveness rating
scores from your nonexempt staff in the coming fiscal year.
• Coaching. Improve the managerial effectiveness scores of executive coaching
clients in the coming fiscal year.
• Team-building consultation. Deliver necessary team-training sessions throughout
the year within budget and with an acceptable satisfaction rating (as measured by
the follow-up survey that is sent to every team) for team-training sessions in the
coming fiscal year.
• Assessment instrument feedback. Deliver assessment feedback with an acceptable
approval rating from your coaching clients in the coming fiscal year.
• Product improvement. Improve satisfaction with training delivery in the coming
fiscal year by receiving acceptable scores while staying on budget.
Do these objectives comply with each of the 10 characteristics of good objectives
listed in Table 5.1?
TABLE 5.1 Characteristics of Good Objectives
Specific and clear
Challenging
Agreed upon
Significant
Prioritized
Bound by time
Achievable
Fully communicated
Flexible
Limited in number
Chapter 5 • Measuring Results and Behaviors 111
5.1.3 Determining Performance Standards
After accountabilities and objectives have been determined, the next step is to
define performance standards. These are yardsticks designed to help people
understand to what extent the objective has been achieved. The standards provide
raters with information about what to look for to determine the level of perform-
ance that has been achieved. Standards can refer to various aspects of a specific
objective, including quality, quantity, and time. Each of these aspects can be consid-
ered a criterion to be used in judging the extent to which an objective has been
achieved.
• Quality: how well the objective has been achieved? This can include use-
fulness, responsiveness, effect obtained (e.g., problem resolution), acceptance
rate, error rate, and feedback from users or customers (e.g., customer com-
plaints, returns).
• Quantity: how much has been produced, how many, how often, and at what cost?
• Time: due dates, adherence to schedule, cycle times, deadlines (how quickly?)
(e.g., timetables, progress reports)?
Standards must include an action, the desired result, a due date, and some type of
quality or quantity indicator. For example, a standard might be the following: Reduce
overtime from 150 hours/month to 50 hours/month by December 1, 2012, at a cost not to exceed
$12,000. The action is reduce, the due date is December 1, 2012, and the indicators are the
reduction in hours from 150 to 50 and at a cost not to exceed $12,000.
Standards usually describe fully satisfactory performance. As soon as a standard
has been created, one can create standards that describe minimum performance and
outstanding performance. For example, the minimum standard could be the following:
Reduce overtime from 150 hours/month to 75 hours/month by December 1, 2012, at a cost not to
exceed $12,000. The standard suggesting outstanding performance could be the follow-
ing: Reduce overtime from 150 hours/month to 40 hours/month by October 1, 2012, at a cost not
to exceed $12,000.
In writing standards, consider the following characteristics that often determine
whether one has a useful standard:
1. Related to the position. Good standards are based on the job’s key elements and
tasks, not on individual traits or person-to-person comparisons.
2. Concrete, specific, and measurable. Good standards are observable and verifiable.
They allow us to distinguish between different performance levels. A good
standard allows supervisors to measure the employee’s actual performance to
determine if it is below expectations, fully satisfactory, or above expectations.
Standards are specific and concrete so that there should be no dispute over
whether and how well they were met.
3. Practical to measure. Good standards provide necessary information about
performance in the most efficient way possible. Good standards are created by
taking into account the cost, accuracy, and availability of the needed data.
4. Meaningful. Good standards are about what is important and relevant to the
purpose of the job, to the achievement of the organization’s mission and objectives,
and to the user or recipient of the product or service.
112 Part II • System Implementation
TABLE 5.2 Characteristics of Good
Performance Standards
Related to the position
Concrete, specific, and measurable
Practical to measure
Meaningful
Realistic and achievable
Reviewed regularly
5. Realistic and achievable. Standards are possible to accomplish, but they require a
stretch. There should be no apparent barriers to achieving the standard. Employees
should be able to reach the standards within the specified time frame.
6. Reviewed regularly. Information should be available on a regular basis to deter-
mine whether the employee has reached the standard, and if not, remedial action
should be taken.7
Table 5.2 lists the characteristics described here that are typical of good standards.
Using this list as a guide, let’s once again return to the position of Training
Specialist/Consultant—Leadership & Team Development at Target Corporation.
Examples of standards (one per objective for each accountability) are the following:
• Process leadership. Increase the executive leaders’ “leadership readiness” scores
across organization by 20% by December 31, 2012, at a cost not to exceed $70,000.
• Supervision of nonexempt staff. Receive managerial effectiveness rating scores of
80% approval from the nonexempt staff in December 2012.
• Coaching. Improve the managerial effectiveness scores of executive coaching
clients by 5% in December 2012.
• Team-building consultation. Design and deliver 95% of scheduled team-building
sessions with a cost not to exceed $30,000 for an 85% satisfaction rating with team-
training sessions by December 2012.
• Assessment instrument feedback. Deliver assessment feedback with an 85% approval
rating from the coaching clients in December 2012.
• Product improvement. Improve satisfaction scores with training delivery by 5% by
December 31, 2012, at a cost not to exceed $30,000.
5.2 MEASURING BEHAVIORS
Chapter 2 provided an introduction to the topic of measuring behaviors. A behavior
approach to measuring performance includes the assessment of competencies.
Competencies are measurable clusters of knowledge, skills, and abilities (KSAs) that are
critical in determining how results will be achieved.8 Examples of competencies are cus-
tomer service, written or oral communication, creative thinking, and dependability.
We can consider two types of competencies: first, differentiating competencies,
which are those that allow us to distinguish between average and superior performers;
and, second, threshold competencies, which are those that everyone needs to display to
do the job to a minimally adequate standard. For example, for the position Information
Chapter 5 • Measuring Results and Behaviors 113
Technology (IT) Project Manager, a differentiating competency is process management.
Process management is defined as the “ability to manage project activities.” For the same
position, a threshold competency is change management.10 The change management
competency includes knowledge of behavioral sciences, operational and relational skills,
and sensitivity to motivators. Therefore, in order for an information technology project
manager to be truly effective, she has to possess process management and change
management competencies.
As noted earlier, competencies should be defined in behavioral terms. Take the
case of a professor teaching an online course. An important competency could be
“communication.” This competency is defined as the set of behaviors that enables a
professor to convey information so that students are able to receive it and understand it.
For example, one such behavior might be whether the professor is conveying informa-
tion during preassigned times and dates. That is, if the professor is not present at the
chat room at the prespecified dates and times, no communication is possible.
To understand the extent to which an employee possesses a competency, we measure
indicators. Each indicator is an observable behavior that gives us information regarding
the competency in question. In other words, we don’t measure the competency directly,
but we measure indicators that tell us whether the competency is present or not.
Figure 5.1 shows the relationship between a competency and its indicators.
A competency can have several indicators. Figure 5.1 shows a competency with five
Indicator Indicator Indicator
Competency
Indicator Indicator
FIGURE 5.1 Competency and Indicators
BOX 5.1
Leadership Competencies At Xerox Capital Services
At Xerox Capital Services (XCS; http://www.xerox.com), identifying leadership competencies was the
first step in a successful leadership development program. XCS is jointly owned by the Xerox
Corporation and General Electric. The company specializes in financing, risk analysis, and credit
approval and employs 1,800 people in the United States. A leadership development program at XCS
was focused on high-potential future leaders that were currently in pre-management roles. An
important step in developing training sessions was to identify the key competencies of leaders in the
organization. This process involved senior managers giving their opinions about what was most
critical for leadership success in the company. After a clearly defined list of 12 competencies was
identified, a curriculum was developed that included readings and a specific course each week on
each topic. In summary, XCS provides an example of the importance of identifying competencies and
how the competencies can be used within the context of a performance management system.9
http://www.xerox.com
114 Part II • System Implementation
indicators. An indicator is a behavior that, if displayed, suggests that the competency is
present. In the example of the competency communication for a professor teaching an
online course, one indicator is whether the professor shows up at the chat room at the
preestablished dates and times. Another behavioral indicator of the competency
communication could be whether the responses provided by the professor address the
questions asked by the students or whether the answers are only tangential to the
questions asked. As another example, consider the two competencies that define good
leadership: consideration and initiation structure.11 Consideration is the degree to which
the leader looks after the well-being of his or her followers. Initiating structure is the de-
gree to which the leader lays out task responsibilities. Five indicators whose presence
would indicate the existence of the consideration competency are the following:
• Supports subordinates’ projects
• Asks about the well-being of employees’ lives outside of work
• Encourages subordinates to reach their established goals
• Gets to know employees personally
• Shows respect for employees’ work and home lives
In describing a competency, the following components must be present:
1. Definition of competency
2. Description of specific behavioral indicators that can be observed when someone
demonstrates a competency effectively
3. Description of specific behaviors that are likely to occur when someone doesn’t
demonstrate a competency effectively (what a competency is not)
4. List of suggestions for developing the competency in question12
Using the competency consideration, let’s discuss the four essential elements in
describing a competency. We defined consideration: it is the degree to which a leader
shows concern and respect for followers, looks out for their welfare, and expresses
appreciation and support. Next, we listed five indicators or behaviors that can be
observed when a leader is exhibiting consideration leadership. Leaders who do not
show consideration may speak with subordinates only regarding task assignments,
repeatedly keep employees late with no consideration of home lives, take no interest in
an employee’s career goals, and assign tasks based only on current expertise. Finally,
how do leaders develop the consideration competency? One suggestion would be to
ask employees, on a regular basis, how their lives outside of work are going. This may
lead to knowledge about an employee’s family and interests outside of work.
In contrast to the measurement of results, the measurement of competencies is
intrinsically judgmental. Competencies are measured using data provided by individuals
who make a judgment regarding the presence of the competency. In other words, the
behaviors displayed by the employees are observed and judged by raters (typically,
the direct supervisor, but raters might also include peers, customers, subordinates, and
the employee himself).
Two types of systems are used to evaluate competencies: comparative systems and
absolute systems. Comparative systems base the measurement on comparing employees
with one other. Absolute systems base the measurement on comparing employees with
a prespecified performance standard.
Table 5.3 lists the various types of comparative and absolute systems that could be
used. Let’s discuss how to implement each of these systems and point out some advan-
tages and disadvantages of each.13
5.2.1 Comparative Systems
Comparative systems of measuring behaviors imply that employees are compared to
one other. If a simple rank order system is used, employees are simply ranked from
best performer to worst performer. Alternatively, in an alternation rank order proce-
dure, the supervisor initially lists all employees. Then, the supervisor selects the best
performer (#1), then the worst performer (#n), then the second best (#2), then the
second worst (#n�1), and so forth, alternating from the top to the bottom of the list
until all employees have been ranked.
Paired comparisons is another comparative system. In contrast to the simple and
alternation rank order procedures, explicit comparisons are made between all pairs of
employees to be evaluated.14 In other words, supervisors systematically compare the per-
formance of each employee against the performance of all other employees. The number
of pairs of employees to be compared is computed by the following equation:
where n is the number of employees to be evaluated. If a supervisor needs to evaluate
the performance of 8 employees, she would have to make [8(8 �1)]/2 � 28 comparisons.
The supervisor’s job is to choose the better of each pair, and each individual’s rank is
determined by counting the number of times he or she was rated as better.
Another type of comparison method is the relative percentile method.15 This type of
measurement system asks raters to consider all ratees at the same time and to estimate the
relative performance of each by using a 100-point scale. The 50-point mark on this scale
(i.e., 50th percentile) suggests the location of an average employee—about 50% of
employees are better performers and about 50% of employees are worse performers than
this individual. Relative percentile methods may include one such scale for each compe-
tency and also include one scale on which raters evaluate the overall performance of all
employees. Figure 5.2 includes an example of a relative percentile method scale to measure
the competency “communication.” In this illustration, the rater has placed employee DS at
roughly the 95th percentile, meaning that DS’s performance regarding communication is
n(n – 1)
2
Chapter 5 • Measuring Results and Behaviors 115
TABLE 5.3 Comparative and Absolute Behavioral
Measurement Systems
Comparative Absolute
Simple rank order Essays
Alternation rank order Behavior checklists
Paired comparisons Critical incidents
Relative percentile Graphic rating scales
Forced distribution
116 Part II • System Implementation
higher than 95% of other employees. On the other hand, HR has been placed around the
48th percentile, meaning that about 52% of employees are performing better than him.
A fifth comparison method is called forced distribution. In this type of system,
employees are apportioned according to an approximately normal distribution. For
example, 20% of employees must be classified as exceeding expectations, 70% must be
classified as meeting expectations, and 10% must be classified as not meeting expectations.
General Electric (GE) is one organization that has adopted a forced distribution system.
Former GE CEO Jack Welch labeled GE’s forced distribution system the “vitality curve.” In
his view, forced ranking enables managers to manage low-achieving performers better.
GE’s success in implementing a forced ranking system is cited as the model by many of the
20% of U.S. companies that have adopted it in recent years. At GE, each year 10% of
managers are assigned the “C” grade, and if they don’t improve they are asked to leave the
company.16
What are some of the advantages of using comparative measurement methods?
First, these types of measurement procedures are usually easy to explain. Second, deci-
sions resulting from these types of systems are fairly straightforward: it is easy to see
which employees are where in the distributions. Third, they tend to control several
0 50
HR DA
100
DS
Below Average Average Above Average
FIGURE 5.2 Example of Relative Percentile Method Scale
BOX 5.2
Using a Forced Distribution System at Yahoo!
Yahoo! Inc. is one of the most trafficked Internet destinations worldwide. Yahoo! provides online
products and services, offering a full range of tools and marketing solutions for businesses to con-
nect with Internet users around the world. Yahoo! is headquartered in Sunnyvale, California. The
performance management system at Yahoo! has utilized a forced distribution system in the past
for assessing and reviewing employee performance. In this system, all departments are required to
compare employees to one another and assign “top,” “middle,” and “bottom” performers based
on a predetermined percentage that must fall in each category. Such systems are known for
“weeding” out the bottom performers. Yahoo! has now removed the labeling of employee per-
formance in an attempt to have a better dialogue between employees and managers and less
focus on explaining the decision about which performance grade they were assigned in the evalu-
ations. This change has also meant comparing employee performance to a predetermined stan-
dard and not directly to peers. The company has kept some of the comparisons because managers
are asked to rank order the staff members to determine compensation increases and bonuses.
Although the employees are not assigned a rank number, managers are generally expected to
explain how the increases in pay compare to others in the work group. In summary, companies
have developed many different methods for assessing and reviewing employees. Yahoo! gives an
example of how one company has worked to find the most effective methods with important
consideration to business objectives and the culture of the organization.17
Chapter 5 • Measuring Results and Behaviors 117
biases and errors made by those rating performance better than do those in absolute
systems. Such errors include leniency (i.e., giving high scores to most employees),
severity (i.e., giving low scores to most employees), and central tendency (i.e., not
giving any above-expectations or below-expectations ratings).
On the other hand, there are also disadvantages associated with the use of com-
parative systems, which may explain why only about 4% of all published research on
performance appraisal has used them as opposed to the use of absolute systems
(described in Section 5.2.2).18 First, employees usually are compared only in terms of a
single overall category. Employees are not compared based on individual behaviors or
even individual competencies, but instead are compared based on an overall assess-
ment of performance. As a consequence, the resulting rankings are not sufficiently
specific so that employees can receive useful feedback, and also these rankings may be
subject to legal challenge. Second, because the resulting data are based on rankings and
not on actual scores, there is no information about the relative distance between
employees. All we know is that employee A received a higher score than employee B,
but we do not know if this difference is, for example, similar to the difference between
employee B and employee C. Some of these disadvantages were experienced recently
by Microsoft and were noticed by Lisa E. Brummel, the senior vice president in charge
of human resources.19 She noted that, by using a forced distribution system, “people
were beginning to feel like their placement in one of the buckets was a larger part of the
evaluation than the work the person actually did.” Similarly, a posting in June 2005 on
an anonymous Microsoft employee’s blog called MiniMicrosoft read as follows:
“I LOVE this company, but I hate the Curve.”
Finally, there are specific issues that should be considered in the implementation of
a forced distribution method. This method assumes that performance scores are normally
distributed, with some employees performing very highly, some poorly, and the majority
BOX 5.3
The Evolution of the Forced Distribution System at GE
General Electric (http://www.ge.com) is one of the most frequently cited companies to have
utilized a comparative rating system with a forced distribution. GE, based in Fairfield,
Connecticut, provides a wide array of products and services globally to customers in the areas of
financial services, media entertainment, health care, and energy technologies, and products such
as appliances and plastics. In recent years, the rigid system of requiring managers to place
employees into three groups (top 20%, middle 70%, and bottom 10%) has been revised to allow
managers more flexibility. While the normal distribution curve is still referenced as a guideline, the
reference to the 20/70/10 split has been removed, and work groups are now able to have more
“A players” or “no bottom 10’s.” The company did not view the forced distribution system of the
past as a match for fostering a more innovative culture in which taking risks and failure are part
of the business climate. As a result, the company has begun evaluating employees relative to
certain traits, including one’s ability to act in an innovative manner or have an external business
focus. In summary, GE’s performance management system and revisions to the system provide an
example of how decisions about the measurement of performance need to consider the ramifica-
tions and resulting behaviors that are encouraged or discouraged. The consideration of culture
and overall business strategy is also crucial in determining how to measure performance.20
http://www.ge.com
118 Part II • System Implementation
somewhere in between. This assumption, however, may not hold true for all units within
an organization. Some units may have a high-performing culture and systems in place so
that the majority of members perform at a very high level. Conversely, other units may
have a majority of members who perform at a below-expectations level. In fact, in some
professions such as researchers in universities, athletes in a variety of sports, actors and
entertainers in a variety of industries, and politicians, job performance is rarely normally
distributed.21 The pattern is such that a small minority of individuals account for the
majority of results such as number of publications, goals, and how many times individu-
als are re-elected into office. Another disadvantage of implementing a forced distribution
system is that such a system may discourage employees from engaging in contextual
performance behaviors. After all, some employees may think, “The better my colleague
does, the smaller the chance that I will be rated at the top of the distribution, so why
should I help her do her job?” Obviously, this can undermine teamwork and the goals of
the organization; it is important to consider what the culture of the organization is before
implementing this type of system. If there is a culture with an unhealthy level of compet-
itiveness, then a forced distribution may produce an effect opposite to what is intended
and create performance problems. Finally, a forced distribution system is very difficult to
implement in an organization that is not experiencing any growth. This is especially true
for an organization that is experiencing cutbacks. If it is the same group or, even worse, a
smaller group being evaluated one year later, people who had been in the middle position
are by default moved to the bottom, even if their performance has not changed. This is
because the employees who were rated at the bottom previously are no longer with the
organization. It is not easy for employees to understand why, given the same level of
performance, they are now placed in the C instead of the B category. University of
Southern California professor Ed Lawler gives a great example of a forced distribution
system using a salamander as a comparison: the salamander’s tail grows back when you
chop it off, but this doesn’t happen in companies. In companies, if a forced distribution
system is used and a prespecified percentage of employees are let go every year because
someone has to be placed in the C category, at some point you will be cutting into the
“bone” of the organization. Computer simulations have confirmed that the benefits of
implementing a forced distribution system in terms of performance improvement are
most noticeable in the first several years of program implementation.22
5.2.2 Absolute Systems
In absolute systems, supervisors provide evaluations of an employee’s performance with-
out making direct reference to other employees. In the simplest absolute system, a super-
visor writes an essay describing each employee’s strengths and weaknesses and makes
suggestions for improvement. One advantage of the essay system is that supervisors have
the potential to provide detailed feedback to employees regarding their performance.
On the other hand, essays are almost totally unstructured so that some supervisors may
choose to be more detailed than others. Some supervisors may be better at writing essays
than others. Because of this variability, comparisons across individuals, groups, or units
are virtually impossible because essays written by different supervisors, and even by the
same supervisor regarding different employees, may address different aspects of an
employee’s performance. Finally, essays do not provide any quantitative information,
making it difficult to use them in some personnel decisions (e.g., allocation of rewards).
Chapter 5 • Measuring Results and Behaviors 119
A second type of absolute system involves a behavior checklist, which consists of a
form listing behavioral statements that are indicators of the various competencies to be
measured. The supervisor’s task is to indicate (“check”) statements that describe the
employee being rated. When this type of measurement system is in place, supervisors
are not so much evaluators as they are “reporters” of employee behavior. Because it is
likely that all behaviors rated are present to some extent, behavior checklists usually
include a description of the behavior in question (e.g., “the employee arrives at work on
time”) followed by several response categories such as “always,” “very often,” “fairly
often,” “occasionally,” and “never.” The rater simply checks the response category she
feels best describes the employee. Each response category is weighted—for example,
from 5 (“always”) to 1 (“never”) if the statement describes desirable behavior such as
arriving at work on time. Then, an overall score for each employee is computed by
adding the weights of the responses that were checked for each item. Figure 5.3 includes
an example of an item from a form using a behavior checklist measurement approach.
How do we select response categories for behavior checklist scales? Often, this is a
quite arbitrary decision, and equal intervals between scale points are simply assumed.
For example, in Figure 5.3, we would assume that the distance between “never” and
“sometimes” is the same as the distance between “fairly often” and “always” (i.e.,
1 point in each case). Great care must be taken in how the anchors are selected. Table 5.4
includes anchors that can be used for scales involving frequency and amount.23
Table 5.4 includes anchors to be used in both seven-point and five-point scales.
For most systems, a five-point scale should be sufficient to capture an employee’s
performance on the behavior being rated. One advantage of using five-point scales is
that they are less complex than seven-point scales. Also, five-point scales are superior to
three-point scales because they are more likely to motivate performance improvement
The employee arrives at work on time.
1
Never
2
Sometimes
3
Often
4
Fairly Often
5
Always
FIGURE 5.3 Example of Behavior Checklist Item
TABLE 5.4 Anchors for Checklists of Frequency and Amount
Anchors for Checklists of Frequency
Seven-Point Scale Five-Point Scale
Always Always
Constantly Very often
Often Fairly often
Fairly often Occasionally
Sometimes Never
Once in a while
Never
(continued)
120 Part II • System Implementation
TABLE 5.5 Anchors to Be Used in Checklists of
Evaluation and Agreement
Anchors for Checklists of Evaluation
Terrible 1.6
Bad 3.3
Inferior 3.6
Poor 3.8
Unsatisfactory 3.9
Mediocre 5.3
Passable 5.5
Decent 6.0
Fair 6.1
Average 6.4
Satisfactory 6.9
Good 7.5
Excellent 9.6
because employees believe it is more doable to move up one level on a five-point scale
than it is on a three-point scale.24
Table 5.5 includes anchors that can be used in scales involving agreement and
evaluation.25 This table includes 13 anchors that can be chosen if one uses a scale of
evaluation and 13 anchors that can be used if a scale of agreement is used.
Table 5.5 also includes ratings that can be used to choose anchors for a scale of
evaluation or agreement. In creating scales, we must choose anchors that are approxi-
mately equally spaced based on the ratings included in Table 5.5. So, if we were to
create a five-point scale of evaluation using the information provided in this table, one
possible set of anchors might be the following:
1. Terrible
2. Unsatisfactory
3. Decent
4. Good
5. Excellent
Anchors for Checklists of Amount
Seven-Point Scale Five-Point Scale
All All
An extraordinary amount of An extreme amount of
A great amount of Quite a bit of
Quite a bit of Some
A moderate amount of None
Somewhat
None
Chapter 5 • Measuring Results and Behaviors 121
In this set of anchors, the distance between all pairs of adjacent anchors ranges
from 1.5 to 2.3 points. Note, however, that the use of the anchor “terrible” has a very neg-
ative connotation such that we may want to use a less negative anchor such as “bad” or
“inferior.” In this case, we would be choosing an anchor that is closer to the next one
(“unsatisfactory”) than we may wish, but using the new anchor may lead to less defen-
sive and overall negative reactions on the part of employees who receive this rating.
In summary, behavior checklists are easy to use and to understand.26 On the other
hand, detailed and useful feedback is difficult to extract from the numerical rating
provided. Overall, however, the practical advantages of checklists probably account for
their current widespread popularity.
Every job includes some critical behaviors that make a crucial difference between
doing a job effectively and doing it ineffectively. The critical incidents measurement
approach involves gathering reports of situations in which employees exhibited behav-
iors that were especially effective or ineffective in accomplishing their jobs.27 The
recorded critical incidents provide a starting point for assessing performance. For
example, consider the following incident as recorded by a high school principal regard-
ing the performance of Tom Jones, the head of the disability services office:
A sophomore with learning disabilities was experiencing difficulty in writing.
Her parents wanted a laptop computer for her. Tom Jones ordered a computer
and it was delivered to the student’s teacher. No training was provided to the
child, her teacher, or her parents. The laptop was never used.
This recorded incident is actually the synthesis of a series of incidents:
1. A problem was detected (a student with a special need was identified).
2. Corrective action was taken (the computer was ordered).
3. Corrective action was initially positive (the computer was delivered).
4. Corrective action was subsequently deficient (the computer was not used because
of the lack of training).
Anchors for Checklists of Agreement
Slightly 2.5
A little 2.7
Mildly 4.1
Somewhat 4.4
In part 4.7
Halfway 4.8
Tend to 5.3
Inclined to 5.4
Moderately 5.4
Generally 6.8
Pretty much 7.0
On the whole 7.4
Very much 9.1
122 Part II • System Implementation
When critical incidents are collected, this measurement method allows supervisors
to focus on actual job behavior rather than on vaguely defined traits. On the other hand,
collecting critical incidents is very time consuming. As is the case with essays, it is difficult
to attach a score quantifying the impact of the incident (either positive or negative).
A revised version of the critical incidents technique involves summarizing critical inci-
dents and giving them to supervisors in the form of scales (e.g., behavior checklist). One
example following up on the critical incident involving Tom Jones might be the following:
A second variation of the critical incidents technique is the approach adopted in the
performance management system implemented by the city of Irving, Texas.28 First, the city
identified core competencies and classified them as core values, skill group competencies,
or performance essentials. Then, the team in charge of implementing the system wrote
dozens of examples of different levels of performance on each competency from ineffective
to highly effective. In other words, this team was in charge of compiling critical incidents
illustrating various performance levels for each competency. Then, managers used this list
by simply circling the behavior that best described each of the employees in the work unit.
As an example, consider the competency Adaptability/Flexibility. For this compe-
tency, critical incidents were used to illustrate various performance levels:
Addresses learning needs of special-needs students efficiently
Strongly Agree Agree Undecided Disagree Strongly Disagree
Completely
Ineffective
Somewhat
Ineffective Effective Highly Effective Exceptional
Able to focus on
only one task at a
time
Easily distracted
from work
assignments/
activities
Handles a variety of
work assignments/
activities with few
difficulties
Handles a variety of
work assignments/
activities
concurrently
Easily juggles a
large number of
assignments and
activities
Avoids or attempts
to undermine
changes
Complains
about necessary
changes
Accepts reasons for
change
Understands and
responds to reasons
for change
Encourages and
instructs others
about the
benefits of
change
Refuses to adopt
changes policies
Makes only
those changes
with which they
agree
Adapts to changing
circumstances and
attitudes of others
Adapts to changes
and develops job
aids to assist others
Welcomes
change and looks
for new
opportunities it
provides
Considers only
own opinion when
seeking solution
Occasionally
listens to others
but supports
own solutions
Listens to others
and seeks solutions
acceptable to all
Ensures that
everyone’s thoughts
and opinions are
considered in
reaching a solution
Actively seeks
input in addition
to recognized
sources and
facilitates
implementation
of solution
Chapter 5 • Measuring Results and Behaviors 123
A third variation of the critical incidents technique is the use of behaviorally
anchored rating scales (BARS), which are described next as one of several types of
graphic rating scales.
The graphic rating scale is the most popular tool used to measure performance. The
aim of graphic rating scales is to ensure that the response categories (ratings of behavior)
are clearly defined, that interpretation of the rating by an outside party is clear, and that
the supervisor and the employee understand the rating. An example of a graphic rating
scale used to rate the performance of a project manager is the following:
Project management awareness is the knowledge of project management
planning, updating status, working within budget, and delivering project on
time and within budget. Rate _______________’s project management
awareness using the following scale:
BARS use graphic rating scales that use critical incidents as anchors.29 BARS
improve on the graphic rating scales by first having a group of employees identify all of
the important dimensions of a job. Then, another group of employees generates critical
incidents illustrating low, average, and high skills of performance for each dimension.
A third group of employees and supervisors takes each dimension and the accompanying
definitions and a randomized list of critical incidents. They must match the critical inci-
dents with the correct dimensions. Finally, a group of judges assigns a scale value to
each incident. Consider the following BARS for measuring job knowledge:
Job Knowledge: The amount of job-related knowledge and skills that an
employee possesses.
Consider the following BARS which assess one of 10 performance
dimensions identified as important for auditors:30
1 2 3 4 5
Unaware or
not interested
Needs
additional
training
Aware of
responsibilities
Excellent knowledge
and performance of
skills
Superior performance
of skill; ability to train
others
5 Exceptional: Employee consistently displays high level of job knowledge in all
areas of his or her job. Other employees go to this person for training.
4 Advanced: Shows high levels of job knowledge in most areas of his or her job.
Consistently completes all normal tasks. Employee continues searching for more
job knowledge, and may seek guidance in some areas.
3 Competent: Employee shows an average level of job knowledge in all areas of
the job. May need assistance completing difficult tasks.
2 Improvement Needed: Does not consistently meet deadlines or complete
tasks required for this job. Does not attempt to acquire new skills or knowledge
to improve performance.
1 Major Improvement Needed: Typically performs tasks incorrectly or not at all.
Employee has no appreciation for improving his or her performance.
124 Part II • System Implementation
Knowledge of Accounting and Auditing Standards/Theory: Technical
foundation, application of knowledge on the job, ability to identify problem
areas and weigh theory vs. practice.
For graphic rating scales to be most useful and accurate, they must include the
following features:
• The meaning of each response category is clear.
• The individual who is interpreting the ratings (e.g., a human resources manager)
can tell clearly what response was intended.
• The performance dimension being rated is defined clearly for the rater.
Compare the two examples of BARS shown earlier. Which is better regarding each
of these three features? How can these BARS be revised and improved?
In summary, several types of methods are available for assessing performance.
These methods differ in terms of practicality (i.e., some take more time and effort to be
developed than others), usefulness for administrative purposes (i.e., some are less use-
ful than others because they do not provide a clear quantification of performance), and
usefulness for users (i.e., some are less useful than others in terms of the feedback they
produce that allows employees to improve performance in the future). Practicality and
usefulness are key considerations in choosing one type of measurement procedure over
another.
Summary Points
3 High-Point Performance: Displays very strong technical foundation, able to
proficiently apply knowledge on the job, willingly researches areas, able to
identify problems, can weigh theory vs. practice considerations.
2 Midpoint Performance: Can resolve normal accounting issues, has adequate
technical foundation and skills, application requires some refinement, has some
problems in weighing theory vs. practice, can identify major problem areas.
1 Low-Point Performance: Displays weak accounting knowledge and/or
technical ability to apply knowledge to situations/issues on an engagement, has
difficulty in identifying problems and/or weighing factors of theory vs. practice.
• The first step in measuring performance
by adopting a results approach is to iden-
tify accountabilities. Accountabilities are
the various areas in which an individual
is expected to focus.
• After all key accountabilities have been
identified, the second step in the results
approach is to set objectives for each.
Objectives should be (1) specific and
clear, (2) challenging, (3) agreed upon,
(4) significant, (5) prioritized, (6) bound
by time, (7) achievable, (8) fully com-
municated, (9) flexible, and (10) limited
in number.
Chapter 5 • Measuring Results and Behaviors 125
• Finally, the third step in the results
approach involves determining per-
formance standards. These yardsticks
are designed to help people understand
to what extent the objective has been
achieved. In creating standards, we must
consider the dimensions of quality,
quantity, and time. Good standards are
(1) related to the position; (2) concrete,
specific, and measurable; (3) practical to
measure; (4) meaningful; (5) realistic and
achievable; and (6) reviewed regularly.
• The first step in measuring performance
adopting a behavior approach involves
identifying competencies. Competencies
are measurable clusters of KSAs that are
critical in determining how results will
be achieved. Examples of competencies
are customer service, written or oral
communication, creative thinking, and
dependability.
• The second step in the behavior
approach involves identifying indica-
tors that will allow us to understand
the extent to which each individual
possesses the competency in question.
These indicators are behavioral mani-
festations of the underlying (unobserv-
able) competency.
• In describing a competency, one must
first clearly define it, then describe
behavioral indicators showing the pres-
ence of the competency, describe behav-
ioral indicators showing the absence of
the competency, and list suggestions for
developing the competency.
• After the indicators have been identi-
fied, the third step in the behavior
approach includes choosing an appro-
priate measurement system, either
comparative or absolute.
• Comparative systems base the measure-
ment on comparing employees with
one another and include simple rank
order, alternation rank order, paired
comparisons, relative percentile, and
forced distribution. Comparative systems
are easy to explain, and the resulting
data are easy to interpret, thereby facili-
tating administrative decisions. On the
other hand, employees are usually
compared to one another in terms of
one overall single category instead of in
terms of specific behaviors or compe-
tencies. This produces less useful feed-
back that employees can use for their
future improvement.
• Absolute systems include evaluations of
employees’ performance without mak-
ing direct reference to other employees.
Such systems include essays, behavior
checklists, critical incidents, and graphic
rating scales. Essays are difficult to quan-
tify but produce useful and often
detailed feedback. Behavior checklists
are easy to use and understand, but the
scale points used are often arbitrary, and
we cannot assume that a one-point
difference has the same meaning along
the entire scale (i.e., the difference
between an employee who scores 5 and
an employee who scores 4 may not have
the same meaning as the difference
between an employee who scores 3 and
one who scores 2). Critical incidents
allow supervisors to focus on actual job
behavior rather than on vaguely defined
traits, but gathering critical incident data
may be quite time consuming. Graphic
rating scales are arguably the measure-
ment method most frequently used to
assess performance. For this type of meas-
urement to be most useful, the meaning
of each response category should be
clear, the individual interpreting the rat-
ings (e.g., the human resources manager)
should be able to tell clearly what
response was intended, and the per-
formance dimension being rated should
be defined clearly for the rater.
126 Part II • System Implementation
C A S E S T U DY 5-2
Evaluating Objectives and Standards
Using the results from Case Study 5.1, use the accompanying
checklist to evaluate each objective and standard you
produced. For each objective and standard, use the first
column in the checklist, and place a check mark next to each
C A S E S T U DY 5-1
Accountabilities, Objectives, and Standards
Below is an actual job description for a sourcing and procure-
ment internship position that was available at Disney Consumer
Products/Studios. Based on the information in the job descrip-
tion, create accountabilities, objectives, and standards for this
position.
TITLE
Graduate Associate, Sourcing, & Procurement (Disney
Consumer Products/Studios)
THE POSITION
• Provide analytical support for sourcing projects
impacting business units, specifically targeting Disney
Consumer Products & Studios.
• Benchmark current pricing models and develop new
approaches to pricing/buying various products and
services that yield creative and business advantage.
• Support the continuing efforts to increase the percentage
of spend influenced, specifically as it relates to business
units where we have had only a minor impact.
• Assist in the development of spend profiles, key
stakeholder lists, savings opportunities where exist-
ing contracts are leveraged, savings opportunities in
commodity areas that have not been sourced.
• Assist in developing overall Sourcing & Procurement
strategy for partnering with business units, specifi-
cally targeting Disney Consumer Products & Studios.
THE COMPANY
The Walt Disney Company is a diversified, international family
entertainment and media company with 2003 annual revenues
of $27.1 billion. Its operations include theme parks and
resorts, filmed entertainment, including motion pictures and
television shows, home video and DVD products, records,
broadcast and cable networks, Internet and direct marketing,
consumer products, radio and television stations, theatrical
productions, publishing activities, and professional sports
enterprises.
THE IDEAL CANDIDATE
• Ability to conceptualize issues and problems and
develop hypotheses around appropriate responses.
• Intellectual curiosity and professional commitment to
excellence.
• Superior analytical skills defined by an ability to
identify and rearticulate critical aspects of a busi-
ness situation from a large data pool (both qualita-
tive and quantitative).
• Superior Microsoft Excel modeling skills.
• Strong written and verbal communication skills with
the ability to build relationships.
• Ability to work independently.
• Demonstrated ability to manage multiple tasks, mean-
while retaining focus on project deliverables and
strategic priorities.
THE OPPORTUNITY
This will be an opportunity for an MBA intern to utilize project
management skills he or she has learned in the classroom.
The intern will be faced with difficult and/or skeptical clients
and will learn how to work with them. They will have an
opportunity to execute portions of the sourcing methodology
and work in teams. This will also be an opportunity for those
individuals who have not experienced working in Corporate
America, and for those that have had some experience, to
further their learnings. The intern will gain experience from
working in the Media and Entertainment industry. Through
these various experiences, we hope the intern will find value
in the internship we are offering. �
Chapter 5 • Measuring Results and Behaviors 127
C A S E S T U DY 5-3
Measuring Competencies at the Department of Transportation
The Department of Transportation (DOT) of a large midwestern
state uses core competencies to measure performance in its
organization. Two of its core competencies on which all
employees are measured are “organizational knowledge” and
“learning and strategic systems thinking.” Organizational
knowledge is defined as follows: “Understands the DOT’s
culture. Accurately explains the DOT’s organizational structure,
major products/services, and how various parts of the organiza-
tion contribute to one other. Gets work done through formal
channels and informal networks. Understands and can explain
the origin and reasoning behind key policies, practices, and
procedures. Understands, accepts, and communicates political
realities and implications.” Learning and strategic systems
thinking is defined as follows: “Accepts responsibility for
continued improvement/learning. Appreciates and can explain
the mission of each individual work unit and the importance of
the time between them to make the entire operation whole.
Acquires new skills and competencies and can explain how they
benefit the DOT. Regularly takes all transportation forms (i.e.,
bicycle, light rail, highway, etc.) into account planning and
problem solving. Seeks information and ideas from multiple
sources. Freely and intentionally shares ideas with others.”
Using the accompanying table as a guide, evaluate
each of these two competencies, and place a check mark next
to each of the components of a good competency description
if the component is present.
Next, using the organizational knowledge and learning
and strategic systems thinking competencies, create a five-
point graphic rating scale for each indicator using anchors of
frequency, amount, agreement, or evaluation. �
Objectives must have the following characteristics: Comments
Specific and clear
Challenging
Agreed upon
Significant
Prioritized
Bound by time
Achievable
Fully communicated
Flexible
Limited in number
Performance standards must have the following characteristics: Comments
Related to the position
Concrete, specific, and measurable
Practical to measure
Meaningful
Realistic and achievable
Reviewed regularly
of the ideal characteristics if the characteristic is present.
Then, use the Comments column to provide a description of
why or why each objective and standard meets or does not
meet the ideal. Finally, review your tables, and provide an
overall assessment of the quality of the objectives and
standards you created. �
128 Part II • System Implementation
Source: Adapted from D. GROTE, “Public sector organizations: Today’s innovative leaders in performance management,” Public Personnel
Management, 29 (Spring 2000), 1–20.
C A S E S T U DY 5-4
Creating BARS-Based Graphic Rating Scales for Evaluating
Business Student Performance in Team Projects
In many universities, students are required to conduct team
projects. A description of these “job” duties is the following:
Work with team members to deliver project
outcomes on time and according to specifica-
tions. Complete all individual assignments to
the highest quality, completing necessary back-
ground research, making any mathematical
analysis, and preparing final documents. Foster
a good working environment.
Please do the following:
1. Generate a list of competencies for the position
described.
2. Identify a list of critical behavioral indicators for each
competency.
3. Generate critical incidents (high, average, and poor
performance) for each behavioral indicator.
4. Create graphic rating scales using BARS to measure
each competency. �
In describing a competency, the following components must be present:
Definition
Description of specific behavioral indicators that can be observed when someone demonstrates
a competency effectively
Description of specific behaviors that are likely to occur when someone does not demonstrate
a competency effectively (what a competency is not)
List of suggestions for developing the competency in question
End Notes
1. The following discussion of accountabilities,
objectives, and standards is based on D. Grote.
The complete guide to performance appraisal
(New York: AMACOM, 1996), chap. 4.
2. Hoogenboezem, J. A., & Hoogenboezem, D. B.
(2005). Coping with targets: Performance
measurement in the Netherlands police.
International Journal of Productivity and
Performance Management, 54, 568–578.
3. Loveday, B. (2006). Policing performance:
The impact of performance measures and
targets on police forces in England and
Wales. International Journal of Police Science &
Management, 8, 282–293.
4. Daley, D. M. (1991). Great expectations, or a
tale of two systems: Employee attitudes to-
ward graphic rating scales and MBO-based
performance appraisal. Public Administration
Quarterly, 15, 188–209.
5. Adapted from D. Grote, The complete guide to
performance appraisal (New York: AMACOM,
1996), 91–94.
6. Shaw, K. N. (2004). Changing the goal-
setting process at Microsoft. Academy of
Management Executive, 18, 139–142.
7. Adapted from D. L. Kirkpatrick, How to
improve performance through appraisal and
coaching (New York: AMACOM, 1982), 35–36.
Chapter 5 • Measuring Results and Behaviors 129
8. Levenson, A. R., Van Der Stede, W. A., &
Cohen, S. G. (2006). Measuring the relationship
between managerial competencies and per-
formance. Journal of Management, 32, 360–380.
9. Chughtai, J. (2006). Identifying future lead-
ers at Xerox Capital Services. Strategic HR
Review. Available online at www.allbusiness
.com/periodicals/article/892962-1.html.
Retrieval date: May 1, 2011.
10. Kendra, K. A., & Taplin, L. J. (2004). Change
agent competencies for information technol-
ogy project managers. Consulting Psychology
Journal: Practice & Research, 56, 20–34.
11. Judge, T. A., Piccolo, R. F., & Illies, R. I. (2004).
The forgotten ones? The validity of consider-
ation and initiating structure in leadership re-
search. Journal of Applied Psychology, 89, 36–51.
12. Grote, D. (1996). The complete guide to perform-
ance appraisal (p. 118). New York: AMACOM.
13. The material that follows on comparative
and absolute systems is based primarily
on W. F. Cascio and H. Aguinis, Applied
psychology in human resources management
(7th ed.). Upper Saddle River, NJ: Prentice
Hall, 2011.
14. Siegel, L. (1982). Paired comparison evalua-
tions of managerial effectiveness by peers and
supervisors. Personnel Psychology, 37, 703–710.
15. Goffin, R. D., Jelley, R. B., Powell, D. M., &
Johnston, N. G. (2009). Taking advantage of
social comparisons in performance appraisal:
The relative percentile method. Human
Resource Management, 48, 251–268.
16. Davis, P., & Rogers, B. (2003). Managing the
“C” performer: An alternative to forced rank-
ing of appraisals. Available online at http://
www.workinfo.com/free/Downloads/150.
htm. Retrieval date: May 1, 2011.
17. McGregor, J. (2006, January). The struggle to
measure performance. Business Week. Available
online at http://www.businessweek.com/
magazine/content/06_02/b3966060.htm.
Retrieval date: May 1, 2011.
18. Goffin, R. D., Jelley, R. B., Powell, D. M., &
Johnston, N. G. (2009). Taking advantage of
social comparisons in performance appraisal:
The relative percentile method. Human Resource
Management, 48, 251–268.
19. Holland, K. (2006, September 10). Perfor-
mance reviews: Many need improvement. The
New York Times, Section 3-Money and Business/
Financial Desk, 3.
20. McGregor, J. (2006, January). The struggle to
measure performance. Business Week. Available
online at http://www.businessweek.com/
magazine/content/06_02/b3966060.htm.
Retrieval date: May 1, 2011.
21. O’Boyle, E., Jr., & Aguinis, H. (in press). The
best and the rest: Revisiting the norm of nor-
mality of individual performance. Personnel
Psychology.
22. Scullen, S. E., Bergey, P. K., & Aiman-Smith, L.
(2005). Forced distribution rating systems
and the improvement of workforce potential:
A baseline simulation. Personnel Psychology,
58, 1–32.
23. This table is based on Bass, B. M., Cascio, W. F.,
& O’Connor, E. J. (1974). Magnitude estima-
tions of expressions of frequency and amount.
Journal of Applied Psychology, 59, 313–320.
24. Bartol, K. M., Durham, C. C., & Poon, J. M. L.
(2001). Influence of performance evaluation
rating segmentation on motivation and fair-
ness perceptions. Journal of Applied Psychology,
86, 1106–1119.
25. This table is based on Spector, P. (1976).
Choosing response categories for summated
rating scales. Journal of Applied Psychology, 61,
374–375.
26. Hennessy, J., Mabey, B., & Warr, P. (1998).
Assessment centre observation procedures:
An experimental comparison of traditional,
checklist and coding methods. International
Journal of Selection and Assessment, 6, 222–231.
27. Pulakos, E. D., Arad, S., Donovan, M. A., &
Plamondon, K. E. (2000). Adaptability in the
workplace: Development of a taxonomy of
adaptive performance. Journal of Applied
Psychology, 85, 612–624.
28. Grote, D. (2000, Spring). Public sector or-
ganizations: Today’s innovative leaders in
performance management. Public Personnel
Management, 29, 1–20.
29. Cocanougher, A. B., & Ivancevich, J. M. (1978).
“BARS” performance rating for sales force
personnel. Journal of Marketing, 42, 87–95.
30. Harrell, A., & Wright, A. (1990). Empirical
evidence on the validity and reliability of
behaviorally anchored rating scales for
auditors. Auditing, 9, 134–149.
130
Unless a reviewer has the courage to give you unqualified
praise, I say ignore the bastard.
—JOHN STEINBECK
LEARNING OBJECTIVES
By the end of this chapter, you will be able to do the following:
� Understand why each of several basic components is included in the appraisal form.
� Design effective appraisal forms.
� Compute an overall employee performance score based on information found on
the appraisal form.
� Select an appropriate time period to document performance as part of a
performance review.
� Determine how many formal meetings are needed between the subordinate and
the supervisor to discuss performance issues.
� Understand advantages and disadvantages of using supervisors, peers,
subordinates, self, and customers as sources of performance information.
� Know how to deal with potential disagreements involved with different sources
evaluating the performance of the same employee.
� Understand the psychological mechanisms leading to the inflation and deflation of
performance ratings.
� Understand that the implementation of training programs can address intentional
and unintentional rating distortion.
Chapter 6
Gathering Performance Information
Chapter 6 • Gathering Performance Information 131
As discussed in Chapter 2, the performance management process includes several
stages: prerequisites, performance planning, performance execution, performance
assessment, performance review, and performance renewal and recontracting. An
important component of the performance assessment stage is the use of appraisal
forms. These forms are instruments used to document and evaluate performance.
Chapters 4 and 5 provided a description of the various approaches and techniques that
can be used to measure performance, but this chapter provides a more exhaustive
description of the use of appraisal forms and their content. In addition, this chapter
describes other issues related to the administration of appraisal forms, such as how
often the supervisor and subordinate should meet to discuss performance issues and
how to choose the source(s) of performance data (e.g., supervisors, self, subordinates,
peers, or customers). The chapter concludes with a discussion of reasons why raters are
likely, either intentionally or unintentionally, to distort performance ratings and what
can be done to improve the accuracy of ratings.
6.1 APPRAISAL FORMS
At the core of any performance management system is the assessment of performance.
Information on performance is collected by using forms, which can be filled out on
paper or electronically. One advantage of filling out forms electronically is that the
information is stored and can easily be shared, for example, between the manager
filling out the form and the human resources (HR) department. Also, having the data
available in electronic form can help in subsequent analyses, for example, in making
comparisons of the relative average performance levels of various units within the
organization. Finally, using electronic forms is beneficial because, as change take place
in the organization or job in question, forms need to be revised and updated,1 and
electronic forms are usually easier to modify than paper forms.
Regardless of whether they are electronic or paper, appraisal forms usually
include a combination of the following components2:
• Basic employee information. This section of the form includes basic employee infor-
mation such as job title, division, department and other work group information,
employee number, and pay grade or salary classification. In addition, forms usually
include the dates of the evaluation period, the number of months and years the rater
has supervised or worked with the employee, an employee’s starting date with the
company and starting date in the current job, the reason for the appraisal, current
salary and position in range, and the date of the next scheduled evaluation.
• Accountabilities, objectives, and standards. If the organization adopts a results
approach, this section of the form would include the name and description of each
accountability, objectives agreed upon by manager and employee, and the extent
to which the objectives have been achieved. In many instances, the objectives are
weighted in terms of importance, which facilitates the calculation of an overall
performance score. Finally, this section can also include a subsection describing
conditions under which performance was achieved, which may help explain why
the employee achieved the (high or low) performance level described. For exam-
ple, a supervisor may have the opportunity to describe specific circumstances
132 Part II • System Implementation
surrounding performance during the review period, including a tough economy,
the introduction of a new line of products, and so forth.
• Competencies and indicators. If the organization adopts a behavior approach, this
section of the form includes a definition of the various competencies to be
assessed, together with their behavioral indicators.
• Major achievements and contributions. Some forms include a section in which a rater
is asked to list the two or three major accomplishments of the individual being rated
during the review period. These could refer to results, behaviors, or both.
• Developmental achievements. This section of the form includes information
about the extent to which the developmental goals set for the review period
have been achieved. This can include a summary of activities, such as work-
shops attended and courses taken as well as results, such as new skills learned.
Evidence of having learned new skills can be documented, for example, by
obtaining a professional certification. Although some organizations include
developmental achievements in the appraisal form, others choose to include
them in a separate form. Sun Microsystems is an example of an organization
that separates these forms. Some organizations do not include development
content as part of the appraisal form because it is often difficult for employees
to focus constructively on development if they have received a less-than-ideal
performance review.
• Developmental needs, plans, and goals. This section of the form is future oriented
and includes information about specific goals and timetables in terms of employee
development. As noted before, some organizations choose to create a separate
development form and do not include this information as part of the perform-
ance appraisal form.
• Stakeholder input. Some forms include sections to be filled out by other stakehold-
ers, such as customers with whom the employee interacts. Overall, stakeholders
are defined as people who have firsthand knowledge of and are affected by the
employee’s performance. In most cases, input from other stakeholders is collected
from them by using forms separate from the main appraisal because not all
sources of performance information are in the position to rate the same perform-
ance dimensions. For example, an employee may be rated on the competency
“teamwork” by peers and on the competency “reliability” by a customer. A more
detailed discussion of the use of various sources of performance information is
offered later in this chapter.
• Employee comments. This section includes reactions and comments provided by
the employee being rated. In addition to allowing formal employee input, which
improves the perceived fairness of the system, the inclusion of this section helps
with legal issues because it documents that the employee has had an opportunity
to participate in the evaluation process.
• Signatures. The final section of most forms includes a section in which the
employee being rated, the rater, and the rater’s supervisor provide their signatures
to show they have seen and discussed the content of the form. The HR department
may also provide approval of the content of the form.
Table 6.1 summarizes the major components of appraisal forms. Let’s consider
some examples to see which of these components are present in each.
Chapter 6 • Gathering Performance Information 133
TABLE 6.1 Major Components of Appraisal Forms
Basic employee information
Accountabilities, objectives, and standards
Competencies and indicators
Major achievements and contributions
Developmental achievements (could be included in a separate form)
Developmental needs, plans, and goals (could be included in a separate form)
Stakeholder input
Employee comments
Signatures
Performance Review Form
Employee Name: _________________________________
Title: ____________________________________________
Manager: ________________________________________
Date of Appraisal Meeting: ________________________
Employee Performance Reviews improve employee performance and development by encouraging
communication, establishing performance expectations, identifying developmental needs, and setting
goals to improve performance. Performance reviews also provide an ongoing record of employee
performance, which is helpful for both the supervisor and employee.
Use the form below to list examples of outstanding performance or achievements as well as areas
of performance that need improvement. Please provide open comments on your employee’s
performance. Complete each section and list examples of performance where applicable.
1. Job description/key responsibilities/required tasks:
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
2. Note expected accomplishments vs. actual accomplishments:
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
FIGURE 6.1 Basic Performance Review Form
First, consider the form included in Figure 6.1. This is a generic form that can be
used for almost any position in a company. Let’s evaluate this form in relation to the
components listed in Table 6.1. First, the form asks for the employee’s basic informa-
tion. Second, while the form asks the manager to list the expected versus the actual
accountabilities, it does not include objectives or standards. Third, the form includes
five competencies, but it does not include a definition of those competencies nor does
it list the indicators to look for to determine whether the employee has mastered the
134 Part II • System Implementation
3. List the areas where the employee developed in ways enabling him or her to take on
additional responsibilities or be eligible for high-profile assignments:
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
4. Areas of development for upcoming quarter (i.e., communication skills, teamwork, project
management skills, budgeting experience, etc.):
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
5. Goals for upcoming quarter (Please list S.M.A.R.T. goals):
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Please circle the number below that best describes the employee’s
performance in the following areas:
Achieved
Did not Achieved expectations Significantly
Areas of meet most Achieved and exceeded exceeded
concentration expectations expectations expectations on a few expectations
Teamwork 1 2 3 4 5
Leadership 1 2 3 4 5
Business
acumen 1 2 3 4 5
Customer
service 1 2 3 4 5
Project
management 1 2 3 4 5
Average Performance Score
Employee Use Only:
Please provide comments and examples of behaviors to describe your
performance in the past quarter.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________ _____________________________________
Manager Signature Date Employee Signature Date
FIGURE 6.1 (Continued)
relevant competencies. The form does include space to list major achievements,
developmental needs, and employee comments. The form does not solicit informa-
tion from all relevant stakeholders. In short, the following table summarizes the
components that are present:
Chapter 6 • Gathering Performance Information 135
As a second example, consider the form included in Figure 6.2. Similar to the form
in Figure 6.1, this form has a section for basic employee information, developmental
areas, goals, and employee comments. This form does not include a list of the employee’s
accountabilities, objectives, and standards. The competencies needed for the position are
listed, but the behavioral indicators to look for to evaluate the presence of the competency
Employee Performance Appraisal
Employee Name: ________________________
Department: _____________________
Date of Hire: ____________________________
Date of Performance Review: _____________________
Ratings: Please rate the employee on the following factors:
Achieved
Did not Achieved expectations Significantly
meet most Achieved and exceeded exceeded
expectations expectations expectations on a few expectations
Flexibility 1 2 3 4 5
Teamwork 1 2 3 4 5
Oral
communication 1 2 3 4 5
Written
communication 1 2 3 4 5
Initiative 1 2 3 4 5
Decision making 1 2 3 4 5
Job knowledge 1 2 3 4 5
Quality work 1 2 3 4 5
Productivity 1 2 3 4 5
Total Points:
FIGURE 6.2 Employee Performance Appraisal Form
Major Components of Appraisal Forms:
Evaluation of Form in Figure 6.1
X Basic employee information
Accountabilities, objectives, and standards
Competencies and indicators
X Major achievements and contributions
X Developmental achievements
X Developmental needs, plans, and goals
Stakeholder input
X Employee comments
X Signatures
136 Part II • System Implementation
Note: Percentage increases listed are to be used as a guideline.
Level of Performance Description of Performance Increase
Did not meet the responsibilities
associated with position. Place on
personal improvement
Unsatisfactory (0–15 pts) performance plan. NA
Met main responsibilities, but did not fulfill
all responsibilities. Inconsistent level of
Needs improvement (16–31 pts) performance across tasks. 1–2%
Fulfilled all key responsibilities.
Consistently performed to established
Fulfills responsibilities (32–37 pts) work standards. 3–4%
Fulfilled key responsibilities, and took on
more and completed additional
responsibilities. Consistently a high
Exceeds responsibilities (38–48 pts) performer. 4–5%
Far exceeded the job responsibilities in
all areas and took charge of major
projects. Consistent high performer and
Far exceeds responsibilities (49–55 pts) expert at position. 5–6%
Employee strengths/areas of expertise:
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Developmental areas:
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Goals for upcoming year in relation to job responsibilities and developmental areas:
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Employee comments (optional):
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Employee:__________________________________ Date:______________________
Reviewer:___________________________________ Date:______________________
FIGURE 6.2 (Continued)
Chapter 6 • Gathering Performance Information 137
Major Components of Appraisal Forms:
Evaluation of Form in Figure 6.2
X Basic employee information
Accountabilities, objectives, and standards
Competencies and indicators
Major achievements and contributions
Developmental achievements
X Developmental needs, plans, and goals
Stakeholder input
X Employee comments
X Signatures
are not. Furthermore, unlike the form in Figure 6.1, the employee’s developmental and
major achievements are not acknowledged. Again, stakeholders are not asked for their
input. In short, the following components are present:
This analysis shows that although the forms included in Figures 6.1 and 6.2 seem
to be quite complete and thorough, they are not. Thus, before implementing appraisal
forms, make sure that all their necessary components are present.
6.2 CHARACTERISTICS OF APPRAISAL FORMS
We should be aware that there is no such thing as a universally correct appraisal form.
In some cases, a form may emphasize competencies and ignore results. This would be
the case if the system adopted a behavior approach as opposed to a results approach to
measuring performance. In others, the form may emphasize developmental issues and
minimize or even completely ignore both behaviors and results. In such cases, the form
would be used for developmental purposes only and not for administrative purposes.
One size does not fit all, and different components are appropriate based on the pur-
poses of the appraisal.
In spite of the large variability in terms of format and components, there are
certain desirable features that make appraisal forms particularly effective:
• Simplicity. Forms must be easy to understand, easy to administer, quick to com-
plete, clear, and concise. If forms are too long, convoluted, and complicated, it is
likely that the performance assessment process will not be effective.
• Relevancy. Good forms include information related directly to the tasks and
responsibilities of the job; otherwise, they will be regarded as an administrative
burden and not as a tool for performance improvement.
• Descriptiveness. Good forms require that the raters provide evidence of perform-
ance regardless of the performance level. The form should be sufficiently descriptive
that an outside party (e.g., supervisor’s supervisor or HR department) has a clear
understanding of the performance information conveyed.
138 Part II • System Implementation
TABLE 6.2 Desirable Features of All Appraisal Forms
Simplicity
Relevancy
Descriptiveness
Adaptability
Comprehensiveness
Definitional clarity
Communication
Time orientation
• Adaptability. Good forms allow managers in different functions and departments
to adapt them to their particular needs and situations. This feature encourages
widespread use of the form.
• Comprehensiveness. Good forms include all the major areas of performance for a
particular position for the entire review period.
• Definitional clarity. Desirable competencies and results are clearly defined for all
raters so that everyone evaluates the same attributes. This feature enhances
consistency of ratings across raters and levels of the organization.
• Communication. The meaning of each of the components of the form must be
successfully communicated to all people participating in the evaluation process.
This enhances acceptance of the system and motivation to participate in it both as
raters and as ratees.
• Time orientation. Good forms help clarify expectations about performance. They
address not only the past but also the future.3
Table 6.2 includes a summary of the features that are desirable in all forms
regardless of specific content and format. Let’s consider the two illustrative forms
discussed earlier to see how they fare in relation to these desirable features. First,
consider the form shown in Figure 6.1. It is simple because it is easy to understand
and clear. The fact that it includes an essay format implies that it would take a little
more time to complete, but the number of essays is kept to a minimum. The form is
also relevant, but only if the supervisor enters the correct job description and actual
accountabilities. This form can be extremely descriptive owing to its narrative
nature. The form encourages the manager to give examples of relevant behavior.
Next, the form is also adaptable, perhaps too adaptable; it would be hard to
compare performance across employees because the manager can adapt the form to
each employee. This form is comprehensive, but again only if the manager lists all of
the expected accountabilities. This form does not have definitional clarity. Because
the competencies listed are not clearly defined, ratings are likely to be inconsistent
across raters. Next, this form can be communicated across the organization. Manager
acceptance may be hard to gain, however, because of the amount of detail required
by the essay answers. Finally, the form is time oriented. It asks for past and future
performance expectations and goals. In short, the following table summarizes which
of the desirable characteristics are present in this form:
Chapter 6 • Gathering Performance Information 139
Next, let’s evaluate the form shown in Figure 6.2 in relation to the desirable features
listed in Table 6.2. First, it is simple because it is easy to administer, quick to complete, clear,
and concise. This form is easier to administer than the form shown in Figure 6.1 because
this form does not include an essay format. On the other hand, it scores low on the
relevance dimension because it does not enumerate and specify the employee’s tasks and
responsibilities of the job. Third, this form is not descriptive. Although the different levels
of performance are described, the actual expectations of the individual employees are not
clear. Fourth, the form is only somewhat adaptable. The beginning ratings regarding the
competencies are exact, but the second half of the form can be adapted to each employee.
This form is not comprehensive because it does not include all the major components that
indicate performance for a particular position for the entire review period. This form does
not provide definitional clarity because the competencies that are listed are not defined
and there is no mention of the employee’s key responsibilities. All of the levels of perform-
ance are explained well, but they are not tailored to each individual employee. Next, the
form could not be communicated throughout the organization. Since the competencies are
not defined, it would be hard to explain the process to all stakeholders. Finally, the form
makes no mention of time, so it does not focus on past or future expectations. The table
below summarizes this analysis:
Desirable Features of All Appraisal
Forms: Evaluation of Form in Figure 6.1
X Simplicity
X Relevancy
X Descriptiveness
X Adaptability
X Comprehensiveness
Definitional clarity
X Communication
X Time orientation
Desirable Features of All Appraisal
Forms: Evaluation of Form in Figure 6.2
X Simplicity
Relevancy
Descriptiveness
X Adaptability
Comprehensiveness
Definitional clarity
Communication
Time orientation
Many organizations use forms very similar to those presented in Figures 6.1 and
6.2. A careful analysis of these forms against the desired features indicates that the forms,
particularly the one shown in Figure 6.2, could be improved substantially. An important
140 Part II • System Implementation
point to consider regarding these and other forms is that they should include the critical
components discussed here because such forms help organizations implement a per-
formance-focused culture. An exclusive emphasis on the appraisal form should be
avoided; it is just one component of the performance management system.
6.3 DETERMINING OVERALL RATING
After the form has been completed, there is usually a need to compute an overall perform-
ance score. This is particularly necessary for making administrative decisions such as the
allocation of rewards. Computing overall performance scores is also useful in determining
whether employees, and groups of employees, are improving their performance over time.
Two main strategies are used to obtain an overall performance score for each
employee: judgmental and mechanical. The judgmental procedure consists of consid-
ering every aspect of performance and then arriving at a defensible summary. This
basically holistic procedure relies on the ability of the rater to arrive at a fair and accu-
rate overall score. The mechanical procedure consists of first considering the scores
assigned to each section of the appraisal form and then adding them up to obtain an
overall score. When adding scores from each section, weights are typically used based
on the relative importance of each performance dimension measured.
Consider the performance evaluation form shown in Figure 6.3, which is used to
evaluate the performance of sales associates at a supermarket chain.4 This form includes
the hypothetical ratings obtained by a sales associate on just two competencies and just
two key results (the complete form probably includes more than just four performance
dimensions). You can see that, in the Competencies section, each competency is weighted
according to its value to the organization. Specifically, Follow-Through/Dependability is
given a weight of .7 whereas Decision Making/Creative Problem Solving is given a
weight of .3. For the competency Follow-Through/Dependability, Anthony Carmello
obtained a score of 4 for the first half of the review period and a score of 3 for the second
half of the review period; consequently, the scores for this competency are 4 � .7 � 2.8 for
the first half and 3 � .7 � 2.1 for the second half of the review period. Adding up the
1st 2nd Wgt Pts Pts
Decision Making/Creative Problem Solving Points: 3 2 0.3 .9 .6
4 3 2 1
Anticipates, Defines and Acknowledges Has difficulty
recognizes, and addresses and attempts to recognizing
confronts problems problems well. solve most problems and
with extraordinary Typically reaches problems when making
skill. Perseveres useful solutions presented. decisions.
until solution is and decisions are Usually comes to Always needs
reached. Extremely sound. Innovative, conclusions on guidance. No
innovative and takes with above- solving basic innovation
risks. average risk issues. Little and never
taking. innovation and takes risks.
sometimes takes
risks.
Comments:
Total Score for Competencies Section 3.7 2.7
FIGURE 6.3 Performance Appraisal Form Used by Grocery Retailer
Chapter 6 • Gathering Performance Information 141
KR #1: Achieved Budgeted Sales (U.S. dollars)
% of
achievement
Budgeted Actual (1, 2, 3, 4) Wgt
1st half objective $78,000 $77,000 2 0.6
2nd half
objective $80,000 $83,000 3 Pts
4 = 108%+ 3 = 107–103% 2 = 102–98% 1 = Below 97% 1.2 1.8
Comments:
Key Results: Rate each area to the performance demonstrated in the
achievement of budgeted numbers.
KR #2: Margin Balance (gain/loss in U.S. dollars)
Budgeted Actual % of achievement
(1, 2, 3, 4) Wgt
1st half objective $30,000 $29,000 1 0.4
2nd half
objective $31,000 $34,000 4 Pts
4 = 108%+ 3 = 107–103% 2 = 102–98% 1 = Below 97% .4 1.6
Comments:
TOTAL SCORE FOR KEY RESULTS: 1.6 3.4
Comp. Comp. KR KR
Score Score Score Score
1st half 2nd half 1st half 2nd half Subtotal
Circle Rating: 3.7 2.7 1.6 3.4 11.4/4 = 2.85
Excellent Above average Average Unsatisfactory
3.6–4.0 2.6–3.5 1.6–2.5 1–1.5
Associate Date
Store Director Date
FIGURE 6.3 (Continued)
scores obtained for the first and second half in each competency leads to a total of
3.7 points for the first half and 2.7 for the second half of the review period.
The form also indicates that the key results have different weights. Specifically, KR #1
has a weight of .6 whereas KR #2 has a weight of .4. Consider KR #1. The objective for the
first half was to achieve a sales figure of $78,000. The actual sales figure achieved by
Carmello was $77,000, representing a 98.71% achievement, which is a score of 2.
Multiplying this score times the weight of .6 yields 1.2 points for the first half of the review
period. Similarly, for the second half, the goal was $80,000 and Carmello surpassed it by
achieving a figure of $83,000, which represents a score of 3 (i.e., 103.75% achievement);
therefore, the score for the second half is 3 � .6 � 1.8. Finally, the form shows that the total
score for the first half for all key results combined is 1.6, whereas the score for the second
half is 3.4. These scores were computed by simply adding the scores obtained in each half.
142 Part II • System Implementation
Finally, the form shows the scores obtained for the competencies and the key results
in each of the two halves of the review period. To obtain the overall performance score,
we simply take an average of these four numbers: (3.7 � 2.7 � 1.6 � 3.4)/4 � 2.85. This
puts Carmello in the 2.6–3.5 range, which represents a qualification of “above average.”
Now, suppose that we do not follow a mechanical procedure to compute overall
performance score, and instead we use a judgmental method. That is, suppose raters have
no information on weights. How would James LeBrown, Carmello’s supervisor, compute
the overall performance score? One possibility is that he might give equal weights to all
competencies and would therefore consider that Follow-Through/Dependability is as
important as Decision Making/Creative Problem Solving. This would lead to different
scores compared to using weights of .7 and .3. As an alternative, the supervisor may
have his own ideas about what performance dimensions should be given more weight
and decide to ignore how the work is done (i.e., behaviors) and instead assign an overall
score based primarily on the key results (i.e., sales and margin balance).
The use of weights allows the supervisor to come to an objective and clear overall
performance score for each employee. As this example illustrates, the use of clearly
specified weights allows the supervisor to come to a verifiable score for each employee.
Thus, the supervisor and the employees can be sure that the overall performance rating
is reflective of the employee’s performance in each category.
Which strategy is the best: judgmental or mechanical? In most cases, the mechanical
method is superior to the judgmental method.5 A supervisor is more likely to introduce
his or her own biases in computing the overall performance score when no clear rules
exist regarding the relative importance of the various performance dimensions and
there is no direction on how to combine the various performance dimensions in calcu-
lating the overall score.6 As far as the computation of overall scores goes, the mechani-
cal method is superior to the judgmental method.
Finally, you will notice that the form included in Figure 6.3 includes sections labeled
“comments.” These open-ended sections are common in most appraisal forms. However,
this information is typically not used effectively.7 Likely, there are two chief reasons that
this is the case. First, it is not easy to systematically categorize and analyze such com-
ments. Second, the quality, length, and content of these comments may be more a function
of the culture of the organization and the writing skills of the person filling out the form
than actual KSAs of the employee being rated. Regarding the first challenge, the increas-
ing sophistication of computer-aided text analysis (CATA) software that allows for an
analysis of text (as opposed to numbers) may allow for more and better use of such infor-
mation. For example, the software package DICTION 5.0 allows for the analysis of text by
first creating categories of terms or phrases and then counting the relative frequency of
each.8 So, an organization may wish to classify the comments in terms of, for example,
task and contextual performance. Then, a “dictionary” of terms and phrases related to
each of these performance dimensions is created and the software automatically counts
the number of times that such types of behaviors are mentioned in the comments. The
second challenge is more difficult to overcome because if raters are not given any training
or general instructions on what two write, comments may range from none at all to very
detailed descriptions of what employees have done (i.e., past orientation) and very de-
tailed descriptions of what employees should do (i.e., future orientation). Thus, to over-
come this second challenge, it is important to first establish the goals of the information
that raters are asked to include in these open-ended sections and then offer raters training
Chapter 6 • Gathering Performance Information 143
on how to do that in a systematic and standardized fashion across ratees. If these two
challenges are overcome, then the information included in the open-ended sections can
be used to supplement the quantitative information offered on the forms.
6.4 APPRAISAL PERIOD AND NUMBER OF MEETINGS
How long should the appraisal period be? In other words, what period of time should be
included in the appraisal form? Organizations with a performance management system
typically conduct an annual review; however, others choose to conduct semiannual or
even quarterly formal reviews. Conducting only an annual review might not provide
sufficient opportunity for the supervisor and subordinate to discuss performance issues in
a formal setting. The recommendation then is to conduct semiannual or quarterly reviews.
For example, Colorado-based Hamilton Standard Commercial Aircraft uses a semiannual
review system.9 Twice a year, the company performs a modified 360-degree appraisal,
meaning that performance information is collected from several sources. This type of
system allows individuals to receive feedback and adjust goals or objectives if necessary in
preparation for the more in-depth annual review. An example of a company implementing
quarterly reviews is Synygy, Inc., a Philadelphia-based compensation software and
services company.10 Each quarter, employees receive a summary of comments and specific
examples from coworkers about how they are performing. Synygy states that the goal of
the system is to encourage open communication. Employees are trained to write effective
comments to their coworkers to facilitate growth by pointing out positive and negative
areas of performance. In areas that need improvement, coworkers are encouraged to sug-
gest ways in which an employee could improve his or her performance.
When is the best time to complete the reviews? Most organizations adopt one of two
possibilities. First, the appraisal form could be completed on or around the annual anniver-
sary date. In the case of semiannual reviews, the first review would be six months before
the annual anniversary date and the second review would be on or around the anniversary
date. The biggest advantage of this choice is that the supervisor does not have to fill out
everyone’s forms at one time. The disadvantage of this choice is that, because results are not
tied to a common cycle for all employees, resulting rewards cannot be tied to the fiscal year.
The second choice is to complete the appraisal forms toward the end of the fiscal
year. In the case of a system including semiannual reviews, one review would be
completed halfway through the fiscal year and the other one toward the end of the fiscal
year. Adopting this approach leads to the completion of the appraisal form for all
employees at about the same time, thereby facilitating cross-employee comparisons as
well as the distribution of rewards. An additional advantage of following the fiscal year
cycle is that individual goal setting can be more easily tied to corporate goal setting
because most companies align their goal cycle with their fiscal year. This helps employees
synchronize their work and objectives with those of their unit and organization. But what
about the additional work imposed on the supervisors who need to evaluate all
employees at once during a short period of time? This can be a major problem if the
performance management system is not implemented using the best practices described
in this book and performance appraisal is a once-a-year event. If there is ongoing commu-
nication between the supervisor and the employee about performance issues throughout
the year, completing appraisal forms should not uncover any major surprises and filling
out the appraisal form should not create a major time burden for the supervisors.
144 Part II • System Implementation
Performance management systems can include six formal meetings between the
subordinate and the supervisor11:
• System inauguration
• Self-appraisal
• Classical performance review
• Merit/salary review
• Development plan
• Objective setting
Recall that informal performance discussions take place throughout the year. In
addition, however, there should be regularly scheduled formal meetings for the specific
purpose of discussing the various aspects of performance and the performance
management system. The fact that the supervisor allocates time to this activity sends a
message that performance management is important.
The first meeting, system inauguration, includes a discussion of how the system
works and the identification of the requirements and responsibilities resting primarily
on the employee and on the supervisor. This discussion includes the role of self-
appraisal and the dates when the employee and supervisor will meet formally to discuss
performance issues. This meeting is particularly important for new employees, who
should be introduced to the performance management system as soon as they become
members of the organization.
The second meeting, the self-appraisal, involves the employee’s assessment of
herself. This meeting is informational in nature and, at this point, the supervisor does
not pass judgment on how the employee regards her own performance. This meeting
provides an opportunity for the employee to describe how she sees her own perform-
ance during the review period. It is helpful if the employee is given the same form to be
filled out later by the supervisor so that she can provide self-ratings using the same
dimensions that will be used by the supervisor.
The third meeting, the classical performance review meeting, during which employee
performance is discussed, includes both the perspective of the supervisor and that of the
employee. Most performance management systems include this type of meeting only. No
other formal meetings to discuss performance are usually scheduled. This meeting is mainly
past oriented and typically does not focus on what performance should look like in the future.
The fourth meeting, the merit/salary review, discusses what, if any, compensation
changes will result from the period’s performance. It is useful to separate the discussion
of rewards from the discussion of performance so that the employee can focus on per-
formance first and then on rewards. If these meetings are not separated, employees may
not be very attentive during the discussion of performance and are likely to feel it is
merely the price they must pay to move on to the part of the meeting that really matters:
the discussion about rewards. Although these meetings are separate, supervisors
should explain clearly the link between the employee’s performance, discussed in
detail in a previous meeting, and the rewards given. Rewards are not likely to carry
their true weight if they are not linked directly to performance.
The fifth meeting, the development plan, discusses the employee’s developmen-
tal needs and what steps will be taken so that performance will be improved during
the following period. This meeting also includes information about what types of
resources will be provided to the employee to facilitate the development of any
required new skills.
Chapter 6 • Gathering Performance Information 145
The sixth and final meeting, objective setting, includes setting goals, both behavioral
and result oriented, regarding the following review period. At this point, the employee has
received very clear feedback about her performance during the past review period, knows
what rewards will be allocated (if any), understands developmental needs and goals, and
knows about resources available to help in the process of acquiring any required skills.
Although these six meetings are possible, not all six take place separately. For
example, the self-appraisal, classical performance review, merit/salary review, develop-
mental plan, and objective setting meetings may all take place during one umbrella
meeting. Nonetheless, it is best to separate the various types of information discussed so
that the employee and the supervisor will focus on each of the components separately.
Take the case of Johnsonville Foods (www.johnsonville.com), a sausage-making plant
in Wisconsin. Johnsonville Foods has a performance management system that includes the
following meetings: self-appraisal, classical performance review, merit/salary review,
development plan, and objective setting.12 Team members (i.e., employees) and coaches
(i.e., supervisors) write six-month contracts stating their goals for the following six months
and how they plan to meet those goals (objective setting). This contract also asks the
employee to state developmental goals for the upcoming six months (developmental plan).
These goals may include reading a book on leadership or learning a new computer software
program. In addition, each month the employee writes up a contract with his goals for the
month. That contract is posted on the company electronic bulletin board and sent to three
internal customers who evaluate that employee’s performance over the month. The next
month, employees and their coaches discuss how the goals were met (classical performance
review) and how much bonus the employee should receive (merit/salary review), and they
set new goals for the upcoming month (objective setting). If the employee does not expect to
meet his goals, a meeting is scheduled halfway through the month to discuss options.
In short, Johnsonville Foods includes all the formal meetings that can take place in
a performance management system; however, it does not involve six separate meetings.
Instead, the company holds only two formally scheduled meetings, but the system
allows for the addition of more meetings if the need arises.
BOX 6.1
Performance Review Meetings at Central Florida
Healthcare Federal Credit Union
Central Florida Healthcare Federal Credit Union (http://www.cfhcfcu.org) is a nonprofit organization
that provides financial services to those who join on a membership basis. The organization, which
employs about 40 people, is based in Orlando, Florida. The credit union utilizes a Web-based system
that allows tailoring each position’s performance evaluation to specific duties performed. The
performance management system also involves quarterly meetings and goal setting which allow
both supervisor and employee to track progress. The frequent performance reviews, including self-
appraisals, were instituted in order to ensure that all employees receive regular performance
feedback from supervisors who might otherwise spend more time focusing on those whose
performance is considered substandard. This allows employees and supervisors to focus regularly on
progress toward goals. The information systems facilitate the process by allowing both supervisor
and employee to keep track of progress electronically. In summary, the Central Florida Healthcare
Federal Credit Union utilizes a performance management system that includes frequent perform-
ance review meetings, combined with an emphasis on setting goals and tracking progress to ensure
all employees and supervisors are focused on performance management.13
www.johnsonville.com
http://www.cfhcfcu.org
146 Part II • System Implementation
6.5 WHO SHOULD PROVIDE PERFORMANCE INFORMATION?
So far, we have assumed that the supervisor is the primary source for performance
information. This is the case in most organizations because the supervisor observes
employees directly and has good knowledge about performance standards. However,
there are also alternative sources of performance information. Let’s consider the use of
the direct supervisor as a source of performance information, followed by the use of
other sources including peers, subordinates, self, and customers.14
6.5.1 Supervisors
An advantage of using supervisors as a source of performance information is that
they are usually in the best position to evaluate performance in relation to strategic
organizational goals. Also, supervisors are often those making decisions about
rewards associated with performance evaluation. In addition, supervisors are able to
differentiate among various performance dimensions (e.g., adaptability, coaching,
and development) regardless of the level of experience of the employee being rated.15
In short, supervisors are often the most important source of performance information
because they are knowledgeable about strategic issues, understand performance, and
are usually in charge of managing employee performance. Moreover, in some cultural
contexts, supervisors are seen as the exclusive source due to the pervasiveness of
hierarchical organizational structures. For example, a survey of 74 HR directors in
Jordan revealed that, in every one of these organizations, the supervisor had almost
an exclusive input in terms of providing performance information, 95% of respon-
dents reported that peers had no input, 82% reported that employees had no input,
and 90% reported that customers had no input either.16
Although supervisors are usually the most important, and sometimes only,
source of performance information, other sources should be considered as well. For
example, we have already seen that self-appraisals are an important component in the
performance review process. In addition to self-appraisals and supervisor appraisals,
performance information can be collected from peers, customers, and subordinates
(assuming there are any). Alternative sources are usually considered because, for some
jobs, such as teaching, law enforcement, or sales, the supervisor may not observe her
subordinates’ performance on a regular basis. Also, performance evaluations given by
the supervisor may be biased because the supervisor may evaluate performance based
on whether the ratee is contributing to goals valued by the supervisor as opposed to
goals valued by the organization as a whole.17 For example, a supervisor may provide
high performance ratings to employees who help the supervisor advance his or her
career aspirations within the company, as opposed to those who engage in behaviors
conducive to helping achieve organizational strategic goals.
6.5.2 Peers
Many organizations use performance evaluations provided by peers. Take, for example,
the system implemented at a large international financial services bank.18 Through
acquisitions, the bank has been growing rapidly and has as its strategic goal the consoli-
dation of its offices. Change management is extremely important to the successful
implementation of this consolidation. The company is therefore revising how it assesses
Chapter 6 • Gathering Performance Information 147
the competency “teamwork” at the senior and middle management levels, with the
belief that successful teamwork is crucial to change management initiatives. Specifically,
one-third of the score for this competency is determined by ratings provided by peers.
As an additional example, the Australian National University Medical School recently
introduced a system in which students rate their peers in terms of personal and profes-
sional performance. Students begin to provide anonymous ratings online at the end of
their first year in medical school. The system allows students to share their assessment of
their peers and provides faculty with early-warning signs to assist students who may
not be performing up to personal or professional standards.19
Peer evaluations suffer from three problems, however. First, such evaluations
may not be readily accepted when employees believe there is friendship bias at work.
In other words, if an employee believes that ratings provided by his peers will be
lower than those provided for another employee because the other employee has
more friends than he does, then performance evaluations will not be taken seriously.
It is not likely that the employee will use the feedback received to improve his
performance. A second problem with peer evaluations is that peers are less discrimi-
nating among performance dimensions than are supervisors. In other words, if one is
rated high on one dimension, one is also likely to be rated high on all the other dimen-
sions, even though the performance dimensions rated may not be related to one
another and may require very different knowledge, skills, and abilities. Finally, peer
evaluations are likely to be affected by what is called context effects.20 For example,
consider the situation in which peers evaluate communication behaviors. The salience
of such behaviors will be affected by context: these behaviors are much more salient
when there is a conflict as compared to routine daily work. The resulting peer evalua-
tions can thus be quite different based on whether the peer providing the rating is
thinking about one specific situation versus another one, or communication behaviors
across situations in general.
Given these weaknesses of peer evaluations, it would not be wise to use them
as the sole source of performance information. Peer evaluations can be part of the
system, but information should also be obtained from other sources, including the
supervisor.
6.5.3 Subordinates
Subordinates are a good source of information regarding the performance of their
managers.21 For example, subordinates are in a good position to evaluate leadership
competencies, including delegation, organization, and communication. In addition,
subordinates may be asked to rate their manager’s ability to (1) remove barriers that
employees face, (2) shield employees from politics, and (3) raise employees’ competence.
With this type of system, subordinates may hesitate to provide upward feedback if put on
the spot; however, if managers take the time to involve employees in the process by
soliciting their input, employees are more likely to give honest feedback.22
Many organizations take upward feedback very seriously. Take the case of
computer giant Dell, which employs over 78,700 individuals worldwide. In 1984 Michael
Dell founded Dell based on the simple concept of selling computer systems directly to
customers. In 2004 Fortune magazine ranked Dell the number one most admired com-
pany in the United States.23 At Dell, all employees rate their supervisors, including
148 Part II • System Implementation
Michael Dell himself, every six months, using “Tell Dell” surveys. Michael Dell said,
“If you are a manager and you’re not addressing [employee] issues, you’re not going to
get compensation. And if you consistently score in the bottom rungs of the surveys, we’re
going to look at you and say ‘Maybe this isn’t the right job for you.’ ”24
The intended purpose of the evaluation provided by subordinates has an
impact on the accuracy of the information provided. Overall, performance informa-
tion provided by subordinates is more accurate when the resulting ratings are to be
used for developmental purposes rather than administrative purposes. When
evaluation data are intended for administrative purposes (i.e., whether the manager
should be promoted), subordinates are likely to inflate their ratings.25 Most likely,
this is because subordinates may fear retaliation if they provide low performance
scores. Confidentiality is key if subordinates are to be used as a source of perform-
ance information.
6.5.4 Self
As discussed earlier, self-appraisals are an important component of any performance
management system. When employees are given the opportunity to participate in the
performance management process, their acceptance of the resulting decision is likely to
increase, and their defensiveness during the appraisal interview is likely to decrease. An
additional advantage associated with self-appraisals is that the employee is in a good
position to keep track of activities during the review period, whereas a supervisor may
have to keep track of the performance of several employees. On the other hand, self-
appraisals should not be used as the sole source of information in making administrative
decisions because they are more lenient and biased than are ratings provided by other
sources such as a direct supervisor.26,27 This may explain why the vast majority of
Fortune 500 companies do not include self-appraisals as part of their performance
management systems.28 Fortunately, self-ratings tend to be less lenient when they are
used for developmental as opposed to administrative purposes. In addition, the follow-
ing suggestions may improve the quality of self-appraisals:
• Use comparative as opposed to absolute measurement systems. For example, instead
of asking individuals to rate themselves using a scale ranging from “poor” to
“excellent,” provide a relative scale that allows them to compare their
performance with that of others (e.g., “below average,” “average,” “above
average”). Other options in terms of comparative systems were discussed in
Chapter 5.
• Allow employees to practice their self-rating skills. Provide multiple opportunities
for self-appraisal because the skill of self-evaluation may well be one that im-
proves with practice.
• Assure confidentiality. Provide reassurance that performance information collected
from oneself will not be disseminated and shared with any one other than the
direct supervisor and other relevant parties (e.g., members of the same work
group).
• Emphasize the future. The developmental plan section of the form should receive
substantial attention. The employee should indicate his plans for future develop-
ment and accomplishments.
Chapter 6 • Gathering Performance Information 149
6.5.5 Customers
Customers, and other key stakeholders in general, provide yet another source of
performance information.29 Collecting information from customers can be a costly and
time-consuming process; however, performance information provided by customers is
particularly useful for jobs that require a high degree of interaction with the public or
with particular job-related individuals (e.g., purchasing managers, suppliers, sales
representatives). Also, performance information can be collected from internal customers.
For example, line managers may provide information regarding the performance of their
HR representative. Although the clients served may not have full knowledge of the orga-
nization’s strategic direction, they can provide useful information. For example, consider
how this is done at Federal Express (http://www.fedex.com/us//). Federal Express
revised its performance management system to include measures of customer service.30
Currently, the company uses a six-item customer-satisfaction survey, which is evaluated
by a representative sample of the employee’s customers at the end of the year. As a result
of adding customer input and customer-developed goals to the performance review
process, employees are more focused on meeting customer expectations.
Although Federal Express is now using external customer input in evaluating
performance, organizations in other industries have some catching up to do. For
example, a recent study examining appraisal forms used to evaluate the performance of
account executives in the largest advertising agencies in the United States found that
much more emphasis is placed on internal than on external customers.31 Specifically,
external client feedback was measured in only 12% of the agencies studied. About 27%
of agencies do not evaluate the contributions that account executives make to client
relationships and to growing the client’s business. In short, advertising agencies
might benefit from assessing the performance of account executives from the perspec-
tive not only of internal but also external customers.
6.5.6 Disagreement Across Sources: Is This a Problem?
If performance information is collected from more than one source, it is likely that
there will be some overlap in the dimensions measured.32 For example, a manager’s
peers and direct supervisor may rate him on the competency “communication.” In
addition to the overlapping dimensions across sources, each source is likely to evalu-
ate performance dimensions that are unique to each source. For example, subordinates
may evaluate “delegation,” but this competency may not be included on the form used
by the direct supervisor. Once the competencies and results that need to be measured
are identified for a particular position, a decision needs to be made regarding which
source of information will be used to assess each dimension. Of course, it is likely that
there will be some overlap, and some dimensions will be rated by more than one
source. Regardless of the final decision, it is important that employees take an active
role in deciding which sources will rate which dimensions. Active participation in
the process is likely to enhance acceptance of results and perceptions that the system is
fair. Moreover, studies including master of business administration (MBA) students,
executive MBA students, and managers in a large Canadian insurance company found
that, when given a choice, individuals tend to select raters whom they think are most
acquainted with their work as opposed to how much they like them and how much
they think the raters like them.33
http://www.fedex.com/us//
150 Part II • System Implementation
When the same dimension is evaluated across sources, we should not necessarily
expect ratings to be similar.34 Different sources disagreeing about an employee’s
performance is not necessarily a problem. For example, self-ratings of salespeople do
not necessarily agree with the ratings given by their direct supervisor, which may indi-
cate misunderstandings regarding the nature of performance.35 Also, those rating the
same employee may be drawn from different organizational levels, and they probably
observe different facets of the employee’s performance, even if they are evaluating the
same general competency (e.g., “communication” or “sales behavior”). In fact, the
behavioral indicators for the same competency may vary across sources. For example,
an employee may be able to communicate very well with his superior but not very
well with his subordinates. The important issue to take into account is that, for each
source, the behaviors and results to be rated must be defined clearly so that biases are
minimized. In terms of feedback, however, there is no need to come up with one
overall conclusion regarding the employee’s performance. On the contrary, it is impor-
tant that the employee receive information on how her performance was rated by each
of the sources used. This is the crux of what are called 360-degree feedback systems,
which are discussed in more detail in Chapter 8. When feedback is broken down by
source, the employee can place particular attention and effort on the interactions
involving the source that has detected performance deficiencies.
If disagreements are found, a decision must be made regarding the relative impor-
tance of the rating provided by each source. For example, is it equally important to please
external and internal customers? Is communication an equally important competency
regarding subordinates and peers? Answering these questions can lead to assigning
differential weights to the scores provided by the different sources in computing the over-
all performance score used for administrative purposes.
6.6 A MODEL OF RATER MOTIVATION
Regardless of who rates performance, the rater is likely to be affected by biases that
distort the resulting ratings. Performance ratings may be intentionally or unintentionally
distorted or inaccurate. When this happens, incorrect decisions may be made, employees
are likely to feel they are treated unfairly, and the organization is more prone to
litigation. In other words, when performance ratings are distorted, the performance
management system not only fails to result in desired outcomes but also may lead to
very negative consequences for the organization. To prevent these negative outcomes,
we need to understand why raters are likely to provide distorted ratings.
Rating behaviors are influenced by (1) the motivation to provide accurate ratings
and (2) the motivation to distort ratings.36 The motivation to provide accurate ratings is
determined by whether the rater expects positive and negative consequences of accurate
ratings and by whether the probability of receiving these rewards and punishments will
be high if accurate ratings are provided. Similarly, the motivation to distort ratings is
determined by whether the rater expects any positive and negative consequences of
rating distortion and by the probability of experiencing such consequences if ratings are
indeed distorted. Consider a supervisor and his motivation to provide accurate ratings.
What will the supervisor gain if ratings are accurate? What will he lose? Will his own
performance be rated higher and will he receive any rewards if this happens? Or will the
relationship with his or her subordinates suffer? The answers to these questions provide
Chapter 6 • Gathering Performance Information 151
information about whether this supervisor is likely to be motivated to provide accurate
ratings. Similarly, are there any positive and negative consequences associated with
rating distortion? What is the probability that this will indeed happen? The answers to
these questions will determine the supervisor’s motivation to distort ratings.
There are motivational barriers that prevent raters from providing accurate
performance information. Raters may be motivated to distort performance information
and provide inflated or deflated ratings.37 In fact, supervisors may not even be trying to
measure performance accurately and may attempt to use performance ratings for other
goals.38 For example, a supervisor may be motivated to provide inflated ratings to
• Maximize the merit raise/rewards. A supervisor may want to produce the highest
possible reward for his employees, and he knows this will happen if he provides
the highest possible performance ratings.
• Encourage employees. A supervisor may believe that employees’ motivation will
be increased if they receive high performance ratings.
• Avoid creating a written record. A supervisor may not want to leave a “paper trail”
regarding an employee’s poor performance because such documentation may
eventually lead to negative consequences for the employee in question. This
situation is possible if the supervisor and employee have developed a friendship.
• Avoid confrontation with employees. A supervisor may feel uncomfortable provid-
ing negative feedback and, in order to avoid a possible confrontation with the
employee, may decide to take the path of least resistance and give inflated
performance ratings.
• Promote undesired employees out of unit. A supervisor may believe that if an
employee receives very high ratings she may be promoted out of the unit. The
supervisor may regard this as an effective way to get rid of undesirable employees.
• Make the manager look good to his/her supervisor. A supervisor may believe that if
everyone receives very high performance ratings, the supervisor will be consid-
ered an effective unit leader. Moreover, when the performance ratings for the
manager himself depend on the performance of his subordinates, managers are
likely to inflate their subordinates’ ratings.39
We can understand each of the reasons for a supervisor’s choosing to inflate
ratings using a model or rater motivation. For example, looking good in the eyes of
one’s own supervisor can be regarded as a positive consequence of providing inflated
ratings. Avoiding a possible confrontation with an employee can also be regarded as a
positive consequence of providing inflated ratings. Thus, given these anticipated posi-
tive consequences of rating inflation, the supervisor may choose to provide distorted
ratings.
Supervisors may also be motivated to provide ratings that are artificially deflated.
Some reasons for this are to
• Shock an employee. A supervisor may believe that giving an employee a “shock
treatment” and providing deflated performance ratings will jolt the employee,
demonstrating that there is a problem.
• Teach a rebellious employee a lesson. A supervisor may wish to punish an employee
or force an employee to cooperate with the supervisor and believes that the best
way to do this is to give deflated performance ratings.
152 Part II • System Implementation
• Send a message to the employee that he should consider leaving. A supervisor lacking
communication skills may wish to convey the idea that an employee should leave
the unit or organization. Providing deflated performance ratings may be seen as a
way to communicate this message.
• Build a strongly documented, written record of poor performance. A supervisor may
wish to get rid of a particular employee and decides that the best way to do this is
to create a paper trail of substandard performance.
We can also understand the psychological mechanisms underlying the decision to
provide deflated ratings. For example, if shocking employees and building strongly
documented records about employees are considered to be positive consequences of
rating deflation, it is likely that the supervisor will choose to provide distorted ratings.
Fundamentally, this discussion should allow us to see that the process of evaluating
performance can be filled with emotional overtones and hidden agendas that are driven
by the goals and motivation of the person providing the rating.40 If raters are not
motivated to provide accurate ratings, they are likely to use the performance manage-
ment system to achieve political and other goals, such as rewarding allies and punishing
enemies or competitors, instead of using it as a tool to improve employee and, ultimately,
organizational performance.41 Thus, it is important to understand the influence of context
on the accuracy of performance ratings and be aware that performance measurement
does not take place in a vacuum, but in an organizational context with written and
unwritten norms.42
What can be done to prevent conscious distortion of ratings? Considering a model of
rater motivation, we need to provide incentives so that raters will be convinced that they
have more to gain by providing accurate ratings than they do by providing inaccurate
ratings. For example, if a supervisor is able to see the advantages of a well-implemented
performance management system, as opposed to one dominated by office politics, he or
she will be motivated to help the system succeed. Also, if a supervisor believes there is
accountability in the system and ratings that are overly lenient are likely to be easily dis-
covered, resulting in an embarrassing situation for the supervisor, leniency is also likely to
be minimized. Lenient ratings may be minimized when supervisors understand they will
have to justify their ratings to their own supervisors.43 In terms of increasing accounta-
bility, specific recommendations include the following44:
1. Have raters justify their ratings. Ratings are more accurate when raters are told
they will have to justify their ratings to someone with authority, such as their
own supervisors. However, rating accuracy does not necessarily improve if
raters need to justify their ratings to others with less authority such as their own
subordinate.
2. Have the raters justify their ratings in a face-to-face meeting. Ratings are also more
accurate when the rating justifications are offered in a face-to-face meeting
compared to justifications offered in writing only.
In a nutshell, a supervisor asks herself, “What’s in it for me if I provide accurate
ratings versus inflated or deflated ratings?” The performance management system
needs to be designed in such a way that the benefits of providing accurate ratings
outweigh the benefits of providing inaccurate ratings. This may include assessing the
performance of the supervisor in how she is implementing performance management
Chapter 6 • Gathering Performance Information 153
within her unit, and communicating that performance management is a key part of a
supervisor’s job. Also, supervisors need to have tools available to make their job of
providing accurate ratings and feedback easier. This includes training on, for example,
how to conduct the appraisal interview so that supervisors are able to provide both
positive and negative feedback and are skilled at conveying both positive and, negative
news regarding performance.
In addition to conscious and intentional errors in the rating process, raters are
likely to make unintended errors. Observing information about performance, storing
this information in memory, and then recalling it when it is time to fill out the
appraisal form is a complex task. This task becomes more complex with more complex
jobs that include several unrelated performance dimensions. Because of the cognitive
complexity of the performance evaluation process, raters are likely to make not only
intentional but also unintentional errors in evaluating performance. These errors are
discussed in detail in Chapter 7. To a large extent, these errors can be minimized by
improving the skills of those responsible for providing performance evaluations.
These training programs, which target mostly supervisors, are discussed next.
6.7 PREVENTING RATING DISTORTION THROUGH RATER TRAINING
PROGRAMS
Rater training programs have the overall objective of providing raters with tools that will
allow them to implement the performance management system effectively and efficiently.
These training programs also help prevent rating distortion. Table 6.3 summarizes the
reasons discussed earlier for why raters are likely to inflate or deflate ratings.
How can training programs help mitigate the reasons causing intentional rating
distortion listed in Table 6.3? Remedial programs include content related to informa-
tion, motivation, and skills. Recall that, in addition to intentional errors, raters are likely
to make unintentional errors in rating performance. Training programs, therefore, must
address both types of errors and essentially, the goal is to align the goals of the rater
with the goals of the performance management system so that raters are partners and
active contributors to the process.45 Specifically, training programs may cover the
following topics:
• Reasons for implementing the performance management system. This includes an
overview of the entire system, its purpose, and benefits for all employees.
TABLE 6.3 Reasons for Rating Distortion
Rating Inflation Rating Deflation
Maximize the merit raise/rewards Shock employees
Encourage employees Teach a rebellious employee a lesson
Avoid creating a written record Send a message that employee should
Avoid a confrontation with employees consider leaving
Promote undesired employees out of unit Build a record of poor performance
Make manager look good to his or her supervisor
154 Part II • System Implementation
• How to identify and rank job activities. This includes information about how to
conduct a job analysis and understand the most important accountabilities and
competencies.
• How to observe, record, and measure performance. This may include observational
skills such as how to observe the behaviors that really matter and not be
distracted by behaviors not related to the performance dimensions to be
measured. It also includes skills needed to fill out the appraisal form.
• Information on the appraisal form and system mechanics. This includes a detailed
description of the content of the appraisal form and what each section is intended
to measure. It also includes information about the number of recommended meet-
ings and the expectations regarding each participant.
• How to minimize rating errors. This includes steps that can be taken to minimize
unintentional errors caused by the cognitive demands associated with the observation
and evaluation of performance.
• How to conduct an appraisal interview. This includes listening skills and
communication skills and how to provide feedback during the appraisal
interview. It also includes skills on how to help the employee create a develop-
ment plan.
• How to train, counsel, and coach. This includes skills that the supervisor needs to
help employees improve their performance on an ongoing basis.
For example, consider the training program used by the city of Aurora, Colorado.
This program includes many of the issues listed here. First, it addresses general
considerations about the performance management system, including the reasons
performance management is important. Second, it covers the difference between
results and job-oriented (i.e., behavior-based) performance dimensions. Third, the
trainer discusses how to weigh properly the various performance dimensions. Fourth,
training includes a definition of the different levels of performance along several
sample job-oriented dimensions. For example, it includes an explanation of the dimen-
sion “problem solving” and examples of unacceptable, acceptable, and exceptional
performance. Next, it teaches managers how to develop individual performance objec-
tives and gives examples of good objectives. Finally, it teaches managers different
ways to monitor performance and the benefits of doing so. Overall, Aurora’s rater
training program is fairly thorough and covers many of the subjects discussed here. It
does not, however, seem to include steps that can be taken to minimize unintentional
errors or the way to conduct the appraisal interview or the way to train, counsel, and
coach employees. These important components of rater training programs are
discussed in subsequent chapters.
In sum, raters are likely to make both intentional and unintentional errors in
rating performance. Training programs that address motivational issues, demon-
strate how the system works, and provide a clear answer to the “What’s in it for
me?” question can help minimize intentional errors. In addition, training programs
that include information on and skills regarding how to observe and rate per-
formance can help minimize the presence of unintentional errors. We discuss the
content of various types of training programs in more detail as we continue to
describe the operational details of implementing a performance management
system in Chapters 7, 8, and 9.
Chapter 6 • Gathering Performance Information 155
Summary Points
• Appraisal forms are the key instruments
used to measure performance. Care and
attention are required to ensure that the
forms include all the necessary compo-
nents. Most forms include a combination
of the following: (1) basic employee infor-
mation; (2) accountabilities, objectives,
and standards; (3) competencies and indi-
cators; (4) major achievements and contri-
butions; (5) developmental achievements;
(6) developmental needs, plans, and
goals; (7) stakeholder input; (8) employee
comments; and (9) signatures. Note, how-
ever, that one size does not fit all, and
different components are appropriate
based on the purposes of the appraisal.
• Regardless of the specific components
included in the appraisal form, there
are several characteristics that make
appraisal forms particularly effective.
These are (1) simplicity, (2) relevancy,
(3) descriptiveness, (4) adaptability,
(5) comprehensiveness, (6) definitional
clarity, (7) communication, and (8) time
orientation. Before it is used, each form
needs to be evaluated based on the
extent to which it complies with each of
these characteristics.
• For administrative purposes, it is usu-
ally desirable to compute an employee’s
overall performance score. Two ap-
proaches are available: judgmental and
mechanical. The judgmental procedure
consists of considering every aspect of
performance and then arriving at a fair
and defensible summary. The mechani-
cal procedure consists of combining the
scores assigned to each performance
dimension, usually taking into account
the relative weight given to each
dimension. The mechanical procedure is
recommended over the judgmental
procedure, which is more prone to
biases. Rounding of overall scores can
be implemented (upward or downward)
based on the information included in
the “comments” section of the appraisal
forms. However, for this to happen,
there must be a systematic analysis of
this text-based information and raters
must be provided clear guidelines
regarding what to include in these
“comments” sections.
• It is recommended that the period for
review be six months (i.e., semiannual)
or three months (i.e., quarterly). This
provides fairly frequent opportunities
for a formal discussion about perform-
ance issues between the subordinate
and the supervisor. It is more conven-
ient if the completion of the appraisal
form coincides with the fiscal year so
that rewards can be allocated shortly
after the employee has received his or
her performance review.
• Performance management systems can
include up to six separate formal meet-
ings between the supervisor and the
subordinate: (1) system inauguration,
(2) self-appraisal, (3) classical perform-
ance review, (4) merit/salary review,
(5) development plan, and (6) objective
setting. In practice, these meetings are
usually condensed into two or so meet-
ings during each review cycle. One
point that should be emphasized is that
these are formal meetings. Informal
meetings involving a discussion of per-
formance issues should take place on
an ongoing basis.
• Several sources can be used to obtain
performance information: supervisors,
peers, subordinates, self, and customers.
Before selecting a source, one needs to
be sure that the source has firsthand
knowledge of the employee’s perform-
ance. Using each of these sources has
advantages and disadvantages, none of
which are foolproof, and not all may be
available in all situations. However, it is
156 Part II • System Implementation
important that employees take part in
the process of selecting which sources
will evaluate which performance dimen-
sions. Active participation in the process
is likely to enhance acceptance of results
and perceptions that the system is fair.
• When multiple sources of performance
information are used, there may be dis-
agreements about an employee’s per-
formance level, even if these multiple
sources are rating the same perfor-
mance dimension. The people rating the
same employee may be drawn from dif-
ferent organizational levels, and they may
observe different facets of the employee’s
performance, even if they are evaluating
the same general competency (e.g., “com-
munication”). If an overall score is needed
that considers all sources, then a weight-
ing mechanism is needed. For example, a
decision needs to be made regarding
whether performance information pro-
vided by the supervisor has more or less
relative importance than that provided by
customers. There is no need to summa-
rize the information across the sources for
feedback purposes; in fact, it is beneficial
for the employee to receive feedback
broken down by source so that the
employee can place particular attention
and effort on the interactions involving
any source that has detected performance
deficiencies.
• In providing performance information,
raters may make intentional errors. These
errors may involve inflating or deflating
performance scores. For example, a
supervisor may want to avoid a con-
frontation with his or her employees and
inflate ratings. A peer may believe that
providing accurate ratings may jeopard-
ize the relationship with a colleague and
may, consequently, provide inflated
ratings. When raters provide perfor-
mance ratings, they are faced with pro-
viding either accurate or inaccurate
ratings. They weigh costs and benefits of
choosing one or the other path. If the
cost/benefit equation does not favor pro-
viding accurate ratings, it is likely that
ratings will be distorted. When this
happens, incorrect decisions may be
made, employees are likely to feel they
have been treated unfairly, and the
organization is more prone to litigation.
In other words, when performance
ratings are distorted because raters are
not motivated to provide accurate scores,
the performance management system
not only will fail to achieve desired
outcomes but also may lead to very nega-
tive consequences for the organization.
• In addition to intentional errors, raters
may make unintentional errors in pro-
viding performance ratings. This hap-
pens because observing information
about performance, storing this infor-
mation in memory, and then recalling it
when it is time to fill out the appraisal
form is a complex cognitive task.
• Intentional and unintentional distortion
in performance ratings can be minimized
by providing raters with extensive train-
ing. Such training programs include
content related to information, motiva-
tion, and skills. For example, regarding
information, training programs address
an overview of the entire performance
management system. Regarding motiva-
tion, raters are given information about
how rating employees accurately will
provide them with direct and tangible
benefits. Training programs can demon-
strate how to conduct an appraisal
interview. No performance management
system is foolproof, and performance
ratings are inherently subjective; how-
ever, the implementation of such training
programs, together with accountability
(i.e., having to justify ratings to superiors
in a face-to-face meeting) and rewards
associated with accurate ratings, pro-
vides raters with the needed motivation
and skills to minimize rating errors.
Chapter 6 • Gathering Performance Information 157
C A S E S T U DY 6-1
Evaluating an Appraisal Form Used in Higher Education
Consider the appraisal form shown below, which is a form
used by a university in the United States for non-faculty staff
members. First, use the table to place check marks next to
each component that is present. Second, in the Comments
section, please write, (1) for those components that are
present, whether any changes or revisions are needed in the
form and why and, (2) for those components that are absent,
why they should be added and what are the possible negative
consequences of not doing so. �
Major Components of Appraisal Forms Comments
Basic employee information
Accountabilities, objectives, and standards
Competencies and indicators
Major achievements and contributions
Developmental achievements
Developmental needs, plans, and goals
Stakeholder input
Employee comments
Approvals
UC Berkeley
Performance evaluation and planning form Professional
Employee:_______________________ Job Title: ____________________ Department: ___________________
Control Unit: _____________________
Evaluation Period: From _________ to _________ Annual _______ Other________
Appointment: Limited/Contract, end date: ____________ Career ______ Probationary period ends: ______________
Instructions:
Effective evaluation of job performance is an on-going process. Annually, each manager or supervisor provides a
summary of progress toward meeting job expectations and last year’s goals. This form is to be used for annual
evaluations, and at other times during the year when formal feedback is needed.
These forms have been approved for employees covered by the Personnel Policies for Staff Members (PPSM).
For represented employees, departments will want to use forms that have been approved by the respective
bargaining units.
Part I—Job Success Factors
These include key responsibilities and basic competencies. Rate each factor based on performance during the
period identified above. The factors include key responsibilities specific to this position (Part 1-A), and
competencies common to the campus professional job standards (Part 1-B).
(Continued )
158 Part II • System Implementation
Part II—Goals from Last Year or Last Evaluation Period
Rate the progress made on each of the goals established at the beginning of the period. Also include any new
goals established during the evaluation period and note any modifications to the original goals.
Part III—Goals for This Coming Year or Evaluation Period
Enter the performance goals for the next period to be evaluated. Individual goals and objectives should align with
those of the department and the campus.
Part IV—Professional Development Plan
Enter any actions that will be taken by the employee or manager/supervisor to support the goals indicated in Part
III above, or specific job success factors in Part I. The plan may include career growth, job mastery, or actions to
correct performance.
Rating Scale*:
Level 5 (E) Exceptional
Performance far exceeded expectations due to exceptionally high quality of work performed
in all essential areas of responsibility, resulting in an overall quality of work that was superior;
and either 1) included the completion of a major goal or project or 2) made an exceptional or
unique contribution in support of unit, department, or University objectives. This rating is
achievable by any employee though given infrequently.
Level 4 (EE) Exceeds expectations
Performance consistently exceeded expectations in all essential areas of responsibility, and
the quality of work overall was excellent. Annual goals were met.
Level 3 (ME) Meets expectations
Performance consistently met expectations in all essential areas of responsibility, at times
possibly exceeding expectations, and the quality of work overall was very good. The most
critical annual goals were met.
Level 2 (I) Improvement needed
Performance did not consistently meet expectations—performance failed to meet expectations
in one or more essential areas of responsibility, and/or one or more of the most critical goals
were not met. A professional development plan to improve performance must be outlined in
Section 4, including timelines, and monitored to measure progress.
Level 1 (U) Unsatisfactory
Performance was consistently below expectations in most essential areas of responsibility,
and/or reasonable progress toward critical goals was not made. Significant improvement is
needed in one or more important areas. In Section 4, a plan to correct performance, including
timelines, must be outlined and monitored to measure progress.
*The inclusion of goals is typically a consideration in assessing the overall rating.
(Continued )
Chapter 6 • Gathering Performance Information 159
Part I. Job Success Factors
Factors Rating Comments
(bold or underline to select)
A. KEY RESPONSIBILITIES SPECIFIC TO THIS JOB
Performs key responsibilities as articulated in the job description.
• (may give a global rating OR insert here essential
functions as listed in the job description, include
them by reference in an attached copy of the job
description, or paraphrase from the job description)
U I ME EE E
B. CORE COMPETENCIES
1. Inclusiveness
Shows respect for people and their differences; promotes
fairness and equity; engages the talents, experiences, and
capabilities of others; fosters a sense of belonging; works to
understand the perspectives of others; and creates opportuni-
ties for access and success.
•
U I ME EE E
2. Stewardship
Implements a process or takes some action that significantly
reduces risk on campus (e.g., making information for decision
making more accessible, reliable, consistent, and secure; sup-
porting continuity planning or emergency preparedness; etc.).
•
U I ME EE E
3. Problem solving/Decision making
Problem solving—Identifies problems, involves others in seek-
ing solutions, conducts appropriate analyses, searches for
the best solutions, responds quickly to new challenges. Decision
making—Makes clear, consistent, transparent decisions; acts
with integrity in all decision making; distinguishes relevant from
irrelevant information and makes timely decisions.
•
U I ME EE E
4. Strategic planning and organizing
Understands big picture and aligns priorities with broader
goals, measures outcomes, uses feedback to change as needed,
evaluates alternatives, solutions oriented, seeks alternatives and
broad input; can see connections within complex issues.
•
U I ME EE E
5. Communication
Connects with peers, subordinates, and customers; actively
listens; clearly and effectively shares information; demon-
strates effective oral and written communication skills.
•
U I ME EE E
6. Quality improvement
Strives for efficient, effective, high-quality performance in self
and the unit; delivers timely and accurate results; resilient
when responding to situations that are not going well; takes
initiative to make improvements.
•
U I ME EE E
(Continued )
160 Part II • System Implementation
CORE COMPETENCIES (Continued)
7. Leadership
Accepts responsibility for own work; develops trust and credibility;
demonstrates honest and ethical behavior.
•
U I ME EE E
8. Teamwork
Cooperates and collaborates with colleagues as appropriate;
works in partnership with others.
•
U I ME EE E
9. Service focus
Values the importance of delivering high-quality, innovative serv-
ice to internal and external clients; understands the needs of the
client; customer service focus.
•
U I ME EE E
10. Unit- or department-specific competency
(optional) U I ME EE E
Part II. Last Period’s Goals
Rate the progress made on each of the goals established at the beginning of the period and any
new goals. Note any modifications to the original goals.
Goal Rating Comments
1.
U I ME EE E
2.
U I ME EE E
3.
U I ME EE E
4.
U I ME EE E
5.
U I ME EE E
OVERALL RATING (based on Parts I and II)
Relative weights of job success factors and performance
goals are determined by the manager or supervisor. Higher
priority items may be highlighted.
U I ME EE E
Chapter 6 • Gathering Performance Information 161
Part III. Next Period’s Goals
Enter the performance goals for the next period to be evaluated. Individual goals and objectives should align with
those of the department and the campus.
Part IV. Professional Development Plan
1.
Measure of success:
2.
Measure of success:
3.
Measure of success:
4.
Measure of success:
5.
Measure of success:
Progress toward meeting these goals will be reviewed at the time of the next evaluation.
Signatures:
Employee:__________________________________ Date: _______________________
My signature indicates that I have received a copy of this evaluation.
___ I would like to include comments from my self-assessment.
Manager/supervisor: Name:_____________________________
Signature: _______________________ Date: _____________________
Department manager: Name: ____________________________
Signature: _______________________ Date: _____________________
The employee being evaluated is to receive a copy of the completed evaluation form and one copy shall be placed
in the personnel file.
Source: Appraisal form has been adapted from those available on UC Berkeley’s Human Resource Department website. Human Resources at UC
Berkeley. (2011). Performance appraisal forms. Available online at http://hrweb.berkeley.edu/files/attachments/Perf_Eval_Form_Professional.
doc. Retrieval date: July 22, 2011. Copyright UC Regents. All rights reserved. Reproduced with permission from the University of California,
Berkeley.
162 Part II • System Implementation
C A S E S T U DY 6-2
Judgmental and Mechanical Methods of Assigning Overall
Performance Score at The Daily Planet
The form here shows performance ratings obtained by David
Kuhn, a hypothetical reporter at a major newspaper in the United
States. First, use the judgmental method to come up with his over-
all performance score. What is Kuhn’s overall* performance score?
The form on page 148 actually omitted weight informa-
tion for the various competencies. The weights are the following:
Now compute Kuhn’s overall performance score using
the weights in the table. Is there a difference between the
score computed using a subjective rather than the mechanical
method? If yes, what are the implications of these differences
for the employee being rated, for the supervisor, and for the
organization? �
Competency Weight
Productivity .15
Quality of work .50
Dependability and adherence to company values and policies .25
Contribution to effectiveness of others/unit .10
* Adapted from Greene, R. J. (2003). Contributing to organizational success through effective performance appraisal.
SHRM Online. Available online at http://www.shrm.org/Education/hreducation/Documents/09-0294%20
Performance Management_IM%20v4 . Retrieval date: September 7, 2011.
Job Title:
Name: David Kuhn Reporter
Supervisor:
John
Dept.: International DuBoss
Performance Period: from Jan 07 to Dec 07
Job Description: Researches and writes news, features, analyses, human interest stories. Develops and culti-
vates news sources and contacts. Completes assignments by deadlines, ensuring accuracy by verifying
sources. Attends newsworthy events and interviews key sources. Respects confidentiality as appropriate.
Does not Fully Significantly
fully meet meets exceeds
Unacceptable standards standards standards Outstanding
Productivity—Production is
high relative to time and
resources consumed;
develops expected
number of stories and
covers beat adequately
to ensure stories are
detected as they break;
stories are developed within
time frame that enables
deadlines to be met; and
appropriate reviews are
performed as they
are refined. 1 2� 3 4 5
Chapter 6 • Gathering Performance Information 163
Quality of work—Work
meets quality standards
and established editorial
standards; stories are
written in clear and
appropriate manner,
are consistent with
editorial policy, and
are fair and balanced;
research is thorough
and encompasses all
relevant sources, which
are verified to ensure
accuracy; works with
editors to revise and
improve content;
develops and maintains
network of contacts
who can provide early
notification of breaking
stories. 1 2 3 4� 5
Dependability and
adherence to company
values and policies—
Consistently meets
deadlines; conforms
to attendance policies;
adapts to work
demands; conforms
to established values
and policies; adheres
to ethical standards of
the paper and the
profession; respects
confidentiality as
appropriate; behaves
in manner that enhances
the image of the paper. 1 2 3 4 5�
Contribution to
effectiveness of others/
unit—Works with
others within and
outside the unit in
a manner that improves
their effectiveness;
shares information
and resources;
develops effective
working relationships;
builds consensus;
constructively manages
conflict; contributes to
the effectiveness of
own unit/group and
the paper. 1 2� 3 4 5
164 Part II • System Implementation
C A S E S T U DY 6-3
Minimizing Intentional and Unintentional Rating Errors
Consider the areas typically covered by rater training pro-
grams (Section 6.7). Use the table to identify which of these
content areas address intentional errors and which address
unintentional errors. Please place a check mark where appro-
priate. Fill in the Comments section to describe the rationale
that guided each of your responses. �
Intentional
Errors
Unintentional
Errors Content Area Comments
Reasons for implementing the performance
management system. This includes an
overview of the entire system, its purpose, and
benefits for all employees.
How to identify and rank job activities. This
includes information on how to conduct a job
analysis and understand the most important
accountabilities and competencies.
How to observe, record, and measure
performance. This may include observational
skills such as how to observe the behaviors
that really matter and not be distracted by
behaviors not related to the performance
dimensions to be measured. It also includes
skills needed to fill out the appraisal form.
Information on the appraisal form and system
mechanics. This includes a detailed description
of the content of the appraisal form and what
each section is intended to measure. It also
includes information on number of meetings
and the expectations regarding each participant.
How to minimize rating errors. This includes
steps that can be taken to minimize
unintentional errors caused by the cognitive
demands associated with the observation and
evaluation of performance.
How to conduct an appraisal interview. This
includes listening skills and communication
skills and how to provide feedback during the
appraisal interview. It also includes skills on
how to help the employee create a
development plan.
How to train, counsel, and coach. This
includes skills that the supervisor needs to
help employees improve their performance
on an ongoing basis.
Chapter 6 • Gathering Performance Information 165
C A S E S T U DY 6-4
Minimizing Biases in Performance Evaluation at Expert
Engineering, Inc.
Under various engineer titles, veteran engineer Demetri
worked for Expert Engineering, Inc., for almost 15 years. The
firm’s performance evaluation history is both unique and
long. He has recently been promoted to the position of
Principal at the engineering firm. All principals are involved
in evaluating engineers because the founders of the firm
believed in multiple source evaluation and feedback to prevent
favoritism and promote a merit-based culture. At the same
time, the firm has a long history of using quality performance
appraisal forms and review meetings to better ensure accu-
rate performance evaluations. Several months ago, however,
the firm initiated a big hiring initiative of a dozen new engi-
neers, nine of whom turned out to be graduates from Purdue
University, which is the same university from which Demetri
graduated. Indeed, Demetri was active in moving forward
the hiring initiative. There is tension and discontent among
the other principals, who fear that a time of unchecked
favoritism, biased performance ratings, and unfair promotion
decisions is on the rise.
1. Provide a detailed discussion of the intentional and
unintentional rating distortion factors that may come
into play in this situation.
2. Evaluate the kinds of training programs that could
minimize the factors you have described. What do you
recommend and why? �
End Notes
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Lawrence Erlbaum.
2. Adapted from Grote, D. (1996). The complete
guide to performance appraisal. New York:
AMACOM.
3. Grote, D. (1996). The complete guide to per-
formance appraisal. New York: AMACOM.
4. Adapted from Workforce Research Center
(2003, April). “Busch Performance Evalua-
tions,” Workforce Online. Available online at
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23/42/03.php. Retrieval date: May 1, 2011.
5. Ganzach, Y., Kluger, A. N., & Klayman, N.
(2000). Making decisions from an interview:
Expert measurement and mechanical com-
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Wiggins, S., & Norman, C. A. (1995). Customer
service drives 360-degree goal setting.
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11. Adapted from Grote, D. (1996). The complete
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166 Part II • System Implementation
13. Courter, E. (2006). Measuring up. Credit
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19. Ramsey, W., & Owen, C. (2006). Is there a role
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26. Atkins, P. W. B., & Wood, R. E. (2002). Self-
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168
Training is everything.
—MARK TWAIN
LEARNING OBJECTIVES
By the end of this chapter, you will be able to do the following:
� Understand that there are crucial steps that must be taken before the performance
management system is launched, including implementing a communication plan,
an appeals process, training programs for raters, and pilot testing the system to fix
any glitches.
� Design a communication plan that answers the key questions: What is
performance management? How does performance management fit in the
organization’s strategy? How does everyone benefit from the system? How does
the performance management system work? What are employees’ and
supervisors’ key roles and responsibilities in implementing the system? How is
performance management related to other key organizational initiatives?
� Design a communication plan that will include features aimed at reducing the
effect of cognitive biases on how the performance management system is
perceived and help minimize the impact of intentional rating errors.
� Be aware of cognitive biases that affect how people take in, use, and recall
information, including selective exposure, selective perception, and selective
retention.
Chapter 7
Implementing a Performance
Management System
Chapter 7 • Implementing a Performance Management System 169
� Understand that setting up an appeals process helps gain support for the
performance management system.
� Design an appeals process including two levels: Level 1, which involves the human
resources (HR) department in the role of mediator, and Level 2, which involves a
panel of managers and peers and, possibly, a senior-level manager in the role of
arbitrator and final decision maker.
� Describe unintentional and intentional types of errors that raters are likely to make
in evaluating performance.
� Implement training programs such as rater error, frame of reference, and behavior
observation that will minimize the impact of unintentional rating errors.
� Implement a self-leadership training program that will allow supervisors to increase
confidence in their skills to manage the performance management process and,
consequently, allow them to minimize rating errors.
� Understand the importance of conducting a pilot test before the performance
system is implemented organization-wide.
� Conduct a pilot test of the performance management system using a selected group
of employees and managers from the organization.
� As soon as the performance management system is in place, collect various
measurements that will provide information regarding the system’s effectiveness,
the extent to which it is working the way it should, and whether it is producing the
expected results.
� Understand issues involved in implementing a performance management system
online.
Chapters 4 and 5 described operational details about how to measure performance.
Chapter 6 described operational details about appraisal forms and the process of providing
performance ratings. This chapter, the last one in Part II, continues to address operational
issues in implementing a performance management system. Specifically, it addresses the
steps needed before the system is put in place, such as setting up good communication and
appeals procedures that will gain system acceptance, implementing training programs to
minimize rating errors, and pilot testing the system. Finally, the chapter describes how
to monitor the system once it is in place to make sure it is working properly as well as the
possibility of implementing the system online.
7.1 PREPARATION: COMMUNICATION, APPEALS PROCESS,
TRAINING PROGRAMS, AND PILOT TESTING
As should be evident by now, the implementation of a performance management system
requires the involvement of many players. Specifically, the successful implementation
of the system requires a clear understanding of how the system works and a clear
understanding of its benefits from the different perspectives of all involved. In other
words, successful implementation requires wide organizational support and acceptance.
Initially, it may be that each organizational layer and unit will include only one or just a
handful of individuals who are knowledgeable and supportive of the system. These
“champions” are likely to serve as advocates and resources for the system. Eventually,
170 Part II • System Implementation
however, the system cannot be implemented successfully if only a handful of organiza-
tional members are on board.
Before the system is launched, a successful communication plan must be imple-
mented that will gain system acceptance. Part of the communication plan includes a
description of the appeals process. Then, as part of the preparation phase before the
system is actually launched, raters are trained to observe and evaluate performance as
well as to give feedback. The system should then be tested, and the results of a pilot test
should be used to fix any glitches. Only after these presystem implementation steps are
taken can the system be launched with confidence. Finally, after the system has been
tested and launched, there is a need to monitor and evaluate the system on an ongoing
basis to determine whether it is working properly and what adjustments may be needed
to make it work. The ongoing monitoring of the system is crucial because the system
may eventually lose support if no data are provided to show the system’s benefits.
Next, let’s discuss what needs to be done before the system is actually implemented,
including formulating a communication plan, establishing an appeals process, training
raters, and pilot testing the system.
7.2 COMMUNICATION PLAN
In general, having more and better knowledge of the performance management system
leads to greater employee acceptance and satisfaction.1 Organizations often design a
communication plan to ensure that information regarding the performance management
system is widely disseminated in the organization. A good communication plan answers
the following questions:2
• What is performance management? Answering this question involves providing
general information about performance management, how performance manage-
ment systems are implemented in other organizations, and the general goals of
performance management systems.
• How does performance management fit into our strategy? To answer this question, we
should provide information on the relationship between performance management
and strategic planning. Specifically, information is provided on how the
performance management system will help accomplish strategic goals.
• What’s in it for me? A good communication plan describes the benefits of imple-
menting performance management for all those involved.
• How does it work? Answering this question entails giving a detailed description of
the performance management process and time line: for example, when meetings
will take place, what the purposes of each meeting are, and when decisions about
rewards will be made.
• What are my responsibilities? The communication plan should include information
on the role and responsibilities of each person involved at each stage of the process.
For example, it includes a description of the employees’ and supervisors’ main
responsibilities in the performance management process.
• How is performance management related to other initiatives? The communication
plan should include information on the relationship between performance
management and other initiatives and systems such as training, promotion, and
succession planning.
Chapter 7 • Implementing a Performance Management System 171
Consider the performance management system for the position of Senior Executive
Service (SES) in the U.S. Department of Justice.3 SES members serve in key leadership
positions directly below the top presidential appointees. SES members link the
appointees to the rest of the federal government, and they are charged with overseeing
various governmental activities in 75 federal agencies.
The communication plan that the Department of Justice implemented for this
performance management system is described in a document divided into three
chapters: Chapter 1, “General Information,” Chapter 2, “Performance Appraisal for
the Senior Executive Service,” and Chapter 3, “Actions Based on Less Than Fully
Successful Performance.” This is how their plan answered each of the questions
discussed in the previous list:
• What is performance management? Chapter 1 states the reasons for the depart-
ment’s implementing a performance management system and discusses what it is
expected to accomplish. For example, the chapter notes that performance manage-
ment aims at promoting efficient and effective attainment of the department’s
mission, program objectives, and strategic planning initiatives, and it also aims at
motivating high levels of achievement and accountability. This chapter also
includes definitions of several key terms, including performance management
system, performance, progress review, rating levels, and annual summary rating.
• How does performance management fit into our strategy? Chapter 2 begins with a list
of principles that guide the system, including, “The Department of Justice federal
leaders and managers create a climate for excellence by communicating their
vision, values and expectations clearly.” It goes on to detail all of the ways in
which leaders in the agency do this. In addition, in a memorandum that was sent
with the chapters, the director of the Office of Personnel Management (OPM)
included this quote from President George W. Bush: “We are not here to mark
time, but to make progress, to achieve results, and to leave a record of excellence.”
The director then describes how the system would be used to implement the key
principles of the president’s administration.
• What’s in it for me? Throughout the memo, there is clear information on how the
performance management system will help the SES members be more effective
leaders so that the president’s mission can be achieved.
• How does it work? Chapter 2 outlines the steps in a performance management process,
detailing the managers’ responsibilities at each step. For example, it outlines the
performance dimensions, the rating categories, and how to assign an overall rating.
• What are my responsibilities? The communication plan outlines the responsibilities
of the SES members as well as their rating official, or the person in charge of rating
their performance. The plan emphasizes that leaders must create a culture performing
at a high level by continually communicating expectations and rewarding high-
achieving performers.
• How is performance management related to other initiatives? The communication plan
touches briefly on the importance of linking system outcomes to performance-based
pay. The importance of training to maximize performance is also considered.
In summary, the communication plan implemented by the Department of Justice
is extremely detailed and provides answers to most, if not all, of the key questions that
should be addressed by a good plan. However, even if a communication plan answers
172 Part II • System Implementation
all or most of the important questions, the fact that the information has been made
available does not necessarily mean the communication plan will be successful in
gaining acceptance. This is because people have cognitive biases that affect what infor-
mation is taken in and how it is processed. Specifically, there are three types of biases
that affect the effectiveness of a communication plan, regardless of how well it has been
implemented. These are selective exposure, selective perception, and selective retention.
First, selection exposure is a tendency to expose our minds only to ideas with which
we already agree. Those employees who already agree that performance management is a
good idea may become involved in the communication plan activities, including reading
about the system and attending meetings describing how the system works. On the other
hand, those who do not see much value in performance management may choose not to
read information about it and not to attend meetings related to performance management.
Second, selective perception is a tendency to perceive a piece of information as meaning
what we would like it to mean even though the information, as intended by the communi-
cator, may mean the exact opposite. Someone who believes performance management is
about only rewards and punishments may incorrectly interpret that receiving formal
performance feedback at the end of each quarter translates into receiving a pay increase or
a bonus. Third, selective retention is a tendency to remember only those pieces of informa-
tion with which we already agree. If an employee perceives his employer as vindictive,
that employee is not likely to remember information about how the appeals process works
or about other fair and equitable aspects of the system.
Selective exposure, selective perception, and selective retention biases are pervasive
and could easily render the communication plan ineffective. Fortunately, there are several
ways to minimize the negative impact of these biases and, therefore, help gain support for
the system. Consider the following:4
• Involve employees. Involve employees in the design of the system. People support
what they help create. The higher the level of participation is in designing the system,
the greater the support for the system will be.5
• Understand employee needs. Understand the needs of the employees, and identify
ways in which these needs can be met through performance management.
Basically, provide a personal, clear, and convincing answer to the “What’s in it for
me?” question.
• Strike first. Create a positive attitude toward the new performance system before
any negative attitudes and rumors are created. Make communications realistic,
and do not set up expectations you cannot deliver. Discuss some of the arguments
that might be used against the system, and provide evidence to counter them.
• Provide facts and consequences. Because of the employee biases, facts do not neces-
sarily speak for themselves. Clearly explain facts about the system, and explain
what they mean or what the consequences are. Don’t let users draw their own
conclusions because they may differ from yours.
• Put it in writing. In Western cultures, written communications are usually more
powerful and credible than spoken communications because they can be carefully
examined and challenged for accuracy. Create documentation, which can be made
available online, describing the system.
• Use multiple channels of communication. Use multiple methods of communication,
including meetings, e-mail, and paper communication. In other words, allow
Chapter 7 • Implementing a Performance Management System 173
employees to be exposed repeatedly to the same message delivered using different
communication channels. Of course, make sure the channels all convey consistent
information.
• Use credible communicators. Use credible sources to communicate the performance
management system. In companies where HR department members are perceived
as “HR cops” because they continually emphasize what cannot be done as opposed
to how one’s job can be done better, it may be better to use a different department
or group. Instead, in such situations, communication should be delivered by
people who are trusted and admired within the organization. It also helps if those
delivering the communication and endorsing the system are regarded as key and
powerful organizational players.
• Say it, and then say it again. Repeat the information frequently. Since people can
absorb only a small amount of information at a time, the information must be
repeated frequently.
Table 7.1 summarizes what can be done to minimize cognitive biases, including
selective exposure, selective perception, and selective retention. Consider the Department
of Justice communication process, described earlier in this chapter. That plan attempts to
minimize negative biases and gain support for the performance management system. For
example, although it is a government agency, and the performance management system
is a federal mandate, the OPM offered to help managers tailor the systems to their specific
agencies. This is likely to help employees become more involved and is also helpful in
addressing the specific needs of the employees in the various agencies. The memoran-
dum from the director of the OPM, who is also a credible source of information on both
the performance management system and the president’s policies, sets an extremely
positive tone and appeals to employees’ patriotism by including a message from the
president reminding them of the importance of serving the “American people.” The
communication plan also provides facts and conclusions about the system. For example,
it explains the reasoning for realigning the performance management system with the
fiscal year, how to carry out this time line, and the importance of doing so. The communi-
cation plan is also posted on the department’s Web site. There are also links to other Web
sites with information about performance management. It is not clear whether the
Department of Justice distributed this memorandum and accompanying system informa-
tion using other media. Finally, the information presented in the memorandum and in the
TABLE 7.1 Considerations to Minimize the
Effects of Communication Barriers
Involve employees
Understand employee needs
Strike first
Provide facts and consequences
Put it in writing
Use multiple channels of communication
Use credible communicators
Say it, and then say it again
174 Part II • System Implementation
chapter is repeated and clarified. The memorandum gives an overview of the importance
of the performance management system; the first chapter in the document gives an
overview of performance management systems, and the second chapter provides details
of the system. All in all, the plan implemented by the Department of Justice is a good
example of a communication plan that attempts to minimize the impact of the various
communication barriers.
In addition to implementing a communication process, support for the perform-
ance management system can be gained by implementing an appeals process. This
topic is discussed next.
7.3 APPEALS PROCESS
The inclusion of an appeals process is important in gaining employee acceptance for the
performance management system because it allows employees to understand that if
there is a disagreement regarding performance ratings or any resulting decisions, then
such disagreements can be resolved in an amicable and nonretaliatory way. In addition,
the inclusion of an appeals process increases perceptions of the system as fair.6
When an appeals process is in place, employees have the ability to question two
types of issues: judgmental and administrative.7 Judgmental issues center on the
validity of the performance evaluation. For example, an employee may believe that a
manager’s performance ratings for that employee do not reflect his actual performance.
Administrative issues involve whether the policies and procedures were followed. For
example, an employee may argue that her supervisor did not meet with her as
frequently as he had with her coworkers and that the feedback she is receiving about
her performance is not as thorough as that received by her coworkers.
Typically, when an appeal is first filed, the HR department serves as a mediator
between the employee and the supervisor. An appeal sent to the HR department is
usually called a Level 1 or Level A appeal. The HR department is in a good position to
judge whether policies and procedures have been implemented correctly and has good
information about the various jobs, levels of performance expected, and levels of
performance of other employees within the unit and organization. The HR department
gathers the necessary facts and brings them to the attention of either the rater to
encourage reconsideration of the decision that caused the appeal or to the complainant
to explain why there have been no biases or violations. In other words, the HR depart-
ment either suggests corrective action to the supervisor or informs the employee that
the decision or procedures were correct.
If the supervisor does not believe corrective action should be taken, or if the employee
does not accept the HR decision, and the appeal continues, then an outside and unbiased
arbitrator makes a final and binding resolution. This is usually called a Level 2 or Level B
appeal. This arbitrator can consist of a panel of peers and managers. The panel reviews the
case, asks questions, interviews witnesses, researches precedents, and reviews policy.
Then, they simply take a vote to make the decision. In some cases, the vote represents the
final decision. In other cases, the vote is forwarded to a high-level manager (vice president
or higher level) who takes the panel’s vote into consideration in making the final decision.
The box “Selected Excerpts from the University of North Carolina Performance
Management Appeals Process” shows some of the key sections of the performance
Chapter 7 • Implementing a Performance Management System 175
BOX 7.1
Selected Excerpts from the University of North Carolina Performance
Management Appeals Process
General Provisions
Under State policy neither party in the Appeals Process may be represented by an attorney. State law
and policy provide that the Chancellor’s decision on an appeal is final and cannot be appealed further.
The Appeals Process has jurisdiction over the following issues only:
• the overall evaluation received as part of the Annual Review
• the rating on one or more principal functions
• the explanatory remarks included in the evaluation
Depending on the actions taken by the General Assembly regarding salary increases related
to the performance evaluation process, the following issues also may be appealed:
• failure to receive a performance increase and/or performance bonus when eligible
• the amount of the increase or bonus received
An employee is limited to one appeal for any work cycle, regardless of the number of issues
involved. The employee should describe the complete remedy desired should the appeal be decided
in his/her favor. For example, an employee who appeals the overall evaluation should specify the
overall evaluation requested. If such an overall evaluation would result in eligibility for a performance
increase, an increase percentage should be stated as part of the remedy requested in the appeal.
By request (and with management approval) an employee may be granted a maximum of
12 hours off from regular duties for processing an appeal under this Appeals Process without any
loss of pay and without charge to leave.
Performance Management Review Board
The Chancellor appoints the Chair of the Performance Management Review Board (Board Chair)
and the other members of the Review Board. When a Level B appeal is received, the Board Chair
selects a three-member Panel and appoints a Panel Leader. The Board Chair notifies the employee
of the name, job title, and department of each proposed Panel member. The employee has the
right to disqualify up to two proposed members by notifying the Board Chair before the date
stated in the letter of notification.
Each panel will have one member with supervisory responsibility and two members with no
supervisory responsibility. No member of the Panel will be from the employee’s own department.
management appeals process for employees at the University of North Carolina.8 The
appeals process is intended to air concerns and to resolve disagreements. The purpose of
this specific policy is to provide employees and management with a means for resolving
disagreements involving performance evaluations and performance pay issues.
The information shown in the box describing the appeals process at the
University of North Carolina spells out the steps involved, the time line that should be
followed, and the various outcomes that could be expected. Given that such a policy is
in place, employees are given assurances that, if there is an appeal, the case will be
treated fairly and as objectively as possible. Once again, this should help gain support
for the performance management system.
(continued )
176 Part II • System Implementation
TABLE 7.2 Content Areas That Can Be Included in Rater
Training Programs
1. Reasons for implementing the performance management system
2. Information on the appraisal form and system mechanics
3. How to identify and rank job activities
4. How to observe, record, and measure performance
5. How to minimize rating errors
6. How to conduct an appraisal interview
7. How to train, counsel, and coach
Box 7.1 (Continued )
Any member may be designated as Panel Leader. The Panel determines what information is
needed. The involved parties must provide the information requested by the Panel.
The Panel Leader notifies the employee and the department head in writing of the hearing
date and location. Every effort must be made to arrange for a timely hearing. The Level B hearing is
confidential. It is not open to the media or other persons whose attendance is not approved in
advance by the Panel Leader. The employee, the department head, and supervisors involved in the
performance review are allowed to appear in person at the hearing. However, any party may elect
not to appear and to have the Panel’s Level B recommendation based only on documentation
presented to the Panel. The chair must receive advance notification if anyone other than the
employee and department head is to provide information to the Review Board. The employee and
management must request approval in advance for witnesses to address the Panel. Only witnesses
approved in advance may appear at the hearing.
After the hearing, the Panel decides whether additional information is needed. Any informa-
tion requested and received after the hearing is shared with the employee and the department head.
After considering all of the information presented, the Panel makes its recommendation by majority
vote and submits its written recommendation through the Board Chair to the Chancellor. The
Chancellor either accepts, modifies, or rejects the Panel’s recommendation and issues the University
decision within 15 calendar days of receiving the Panel recommendation. If the Chancellor rejects the
Panel recommendation, the written decision will state the reason(s) for rejection. The Chancellor
sends the written decision to the employee.
Source: Performance management appeals process. Available online at http://hr.unc.edu/Data/SPA/perfmgt/
perf-appeal. Retrieval date: March 12, 2007.
7.4 TRAINING PROGRAMS FOR THE ACQUISITION
OF REQUIRED SKILLS
Training the raters is another step necessary in preparing for the launching of the
performance management system. Training not only provides participants in the per-
formance management system with needed skills and tools to do a good job implementing
it but also helps increase satisfaction with the system.9
In Chapter 6, we discussed the general content of such training programs.
Specifically, the content areas that can be included in rater training programs are listed
in Table 7.2.
http://hr.unc.edu/Data/SPA/perfmgt/perf-appeal
http://hr.unc.edu/Data/SPA/perfmgt/perf-appeal
Chapter 7 • Implementing a Performance Management System 177
Consider the list of content areas included in Table 7.2. The first two content areas
are not unique to rater training programs. In fact, these are common components of the
communication plan in which all organizational members participate, not just the raters.
Given the suggestion that the same information should be presented many times and
through different communication channels, however, it does not hurt to include this
content area as part of a rater training program. Content areas 3–5 involve the general
issue of identifying, observing, recording, and evaluating performance. Content areas 6
and 7 involve the general issue of how to interact with the employee receiving perform-
ance information. Next, we address various choices in terms of implementing training
programs specific to content areas 3–5. The development of skills related to content areas
6 and 7 is addressed in detail in Chapter 9.
7.4.1 Rater Error Training
Many performance management systems are plagued with rater errors. For example,
about 1,700 years ago, the Wei dynasty in China implemented a performance manage-
ment system for its household members. The philosopher Sin Yu has been quoted as
saying that “an Imperial Rater of Nine Grades seldom rates men according to their
merits, but always according to his likes and dislikes.”10 Accordingly, the goal of rater
error training (RET) is to make raters aware of what rating errors they are likely to
make and to help them develop strategies to minimize those errors. The goal of RET is
to increase rating accuracy by making raters aware of the unintentional errors they
are likely to make.
RET programs typically include definitions of the most typical errors and a
description of possible causes for those errors. Such programs also allow trainees to view
examples of common errors and to review suggestions on how to avoid making errors.
This can be done by showing videotaped vignettes designed to elicit rating errors and
asking trainees to fill out appraisal forms regarding the situations that they observed on
the videotapes. Finally, a comparison is made between the ratings provided by the
trainees and the correct ratings. The trainer then explains why the errors took place,
which specific errors were made, and ways to overcome the errors in the future.
RET does not guarantee increased accuracy. Raters do become aware of the possible
errors they can make but, because many of the errors are unintentional, simple aware-
ness of the errors does not mean that errors will not be made. Nevertheless, it may be
useful to expose raters to the range of possible errors. These errors include the following:
• Similar-to-me error. Similarity leads to attraction so that we tend to favor those
who are similar to us. Consequently, in some cases, supervisors are more likely to
give higher performance ratings to those employees who are perceived to be more
similar to them in terms of attitudes, preferences, personality, and demographic
variables including race and gender.
• Contrast error. Contrast error occurs when, even if an absolute measurement
system is in place, supervisors compare individuals with one another instead of
against predetermined standards. For example, when a supervisor rates an
individual of only average performance, the rating may actually be higher than
deserved if the other individuals rated by the same supervisor display substandard
performance levels: the average performer may seem to be better in comparison to
the others. This error is most likely to occur when supervisors complete multiple
178 Part II • System Implementation
appraisal forms at the same time because, in such situations, it is difficult to ignore
the ratings given to other employees.
• Leniency error. Leniency error occurs when raters assign high (lenient) ratings to
most or all employees. In other words, leniency involves artificial rating inflation.
As discussed in Chapter 6, leniency is mostly an intentional error caused by a
desire to maximize the merit raise/rewards, to encourage employees, to avoid
creating a written record of poor performance, to avoid a confrontation with
employees, to promote undesired employees out of unit, or to make the manager
look good to his supervisor. Also, recent research indicates that individuals with
certain personality traits are more likely to be more lenient: those low on conscien-
tiousness (i.e., individuals who do not always strive for excellence) and high on
agreeableness (i.e., individuals who are more trustful, cooperative, and polite).11
Leniency is a very common problem in performance management systems. In fact,
survey results suggest that leniency bias is believed to compromise the validity of
the obtained performance ratings in more than three-fourths of all organizations
implementing performance management systems.12
• Severity error. Severity error occurs when raters assign low (severe) ratings to
most or all employees. That is, severity involves artificial rating deflation. As
discussed in Chapter 6, severity is mostly an intentional type of error caused by
the supervisor’s desire to shock employees, to teach employees a lesson, to send a
message that the employee should consider leaving, or to build a record of poor
performance.
• Central tendency error. Central tendency error occurs when raters use only the
middle points on the rating scales and avoid using the extremes. The result is that
most or all employees are rated as “average.” This is also an intentional type of
error and is mainly caused by a supervisor’s desire to play it safe. One negative
consequence of this error is that it is hard to make performance-based distinctions
among employees rated by the same rater.
• Halo error. Halo error occurs when raters fail to distinguish among the different
aspects of performance being rated. If an employee receives a high score on one
dimension, she also receives a high score on all other dimensions, even though
performance may not be even across all dimensions. For example, if an employee
has a perfect attendance record, then the rater may give her a high mark on dedica-
tion and productivity. The perfect attendance record, however, may be caused by
the fact that the employee has large loan payments to make and cannot afford to
miss work, not because the employee is actually an excellent overall performer. In
other words, being present at work is not the same as being a productive employee.
This error is typically caused by the supervisor’s assigning performance ratings
based on an overall impression about the employee instead of evaluating each
performance dimension independently.
• Primacy error. Primacy error occurs when performance evaluation is influenced
mainly by information collected during the initial phases of the review period. For
example, in rating communication skills, the supervisor gives more weight to
incidents involving communication that took place toward the beginning of the
review period as opposed to incidents taking place at all other times.
• Recency error. Recency error occurs when performance evaluation is influenced
mainly by information gathered during the last portion of the review period. This is
Chapter 7 • Implementing a Performance Management System 179
the opposite of the primacy error: raters are more heavily influenced by behaviors
taking place toward the end of the review period instead of giving equal importance
and paying attention to incidents occurring throughout the entire review period.
• Negativity error. Negativity error occurs when raters place more weight on negative
information than on positive and neutral information. For example, a rater may have
observed one negative interaction between the employee and a customer and several
positive interactions in which customers’ expectations were surpassed. The rater
may focus on the one negative incident in rating the “customer service” dimension.
The negativity error explains why most people have a tendency to remember nega-
tive rather than positive news that they read in the newspaper or watch on television.
• First impression error. First impression error occurs when raters make an initial
favorable or unfavorable judgment about an employee and then ignore subse-
quent information that does not support the initial impression. This type of error
can be confounded with the “similar-to-me error” because first impressions are
likely to be based on the degree of similarity: the more similar the person is to the
supervisor, the more positive the first impression will be.
• Spillover error. Spillover error occurs when scores from previous review periods
unjustly influence current ratings. For example, a supervisor makes the assumption
that an employee who was an excellent performer in the previous period ought to
be an excellent performer also during the current period and provides performance
ratings consistent with this belief.
• Stereotype error. Stereotype error occurs when a supervisor has an oversimplified
view of individuals based on group membership. That is, a supervisor may have a
belief that certain groups of employees (e.g., women) are unassertive in their commu-
nication style. In rating women, therefore, he may automatically describe communica-
tion as being “unassertive” without actually having any behavioral evidence to
support the rating.13 This type of error can also lead to biased evaluations of perform-
ance when an individual (e.g., woman) violates stereotypical norms by working in an
occupation that does not fit the stereotype (e.g., assembly of airplane parts).14 This
type of error can also result in consistently lower performance ratings for members of
certain groups. For example, a study including an identical sample of black and white
workers found that white supervisors gave higher ratings to white workers relative to
black workers than did black supervisors. In other words, if a white worker is rated,
then it does not really matter whether the supervisor is black or white; however, if a
black worker is rated, the supervisor’s ethnicity matters because this worker is likely
to receive a higher rating from a black supervisor than from a white supervisor.15
• Attribution error. The attribution error takes place when a supervisor attributes poor
performance to an employee’s dispositional tendencies (e.g., personality, abilities)
instead of features of the situation (e.g., malfunctioning equipment). In other words,
different supervisors may place different relative importance on the environment in
which the employee works in making performance evaluations. If supervisors make
incorrect inferences about the employees’ dispositions and ignore situational charac-
teristics, actions taken to improve performance may fail because the same situational
constraints may still be present (e.g., obsolete equipment).16
Table 7.3 includes a summary list of possible errors that raters may make in assigning
performance ratings. These errors can be classified as intentional or unintentional.
180 Part II • System Implementation
TABLE 7.3 Errors Likely to Be Made in
Providing Performance Ratings
Unintentional Intentional
Similar to me Leniency
Contrast Severity
Halo Central tendency
Primacy
Recency
Negativity
First impression
Spillover
Stereotype
Attribution
As described in Chapter 6, to minimize the intentional errors shown in Table 7.3,
we must focus on the rater’s motivation. In other words, we must demonstrate to the
raters that the benefits of providing accurate ratings outweigh the benefits of intention-
ally distorting ratings by inflation, deflation, or central tendency. Once again, this goes
back to the “What’s in it for me?” question. For example, the communication program
should include a clear description of the benefits that supervisors can expect to receive
if their performance ratings lack intentional distortion.
RET exposes raters to the different errors and their causes; however, being aware
of unintentional errors does not mean that supervisors will no longer make these
errors.17 Awareness is certainly a good first step, but we need to go further if we want to
minimize unintentional errors. One fruitful possibility is the implementation of frame
of reference training.
7.4.2 Frame of Reference Training
Frame of reference (FOR) training helps improve rater accuracy by thoroughly familiar-
izing raters with the various performance dimensions to be assessed. The overall goal is
to give raters skills so that they can provide accurate ratings of each employee on each
dimension by developing a common FOR.
A typical FOR training program includes a discussion of the job description for the
individuals being rated and the duties involved. Raters are then familiarized with the
performance dimensions to be rated by reviewing the definitions for each dimension
and discussing examples of good, average, and poor performance. Raters are then asked
to use the appraisal forms to be used in the actual performance management system to
rate fictitious employees usually shown in written or videotaped practice vignettes. The
trainees are also asked to write a justification for the ratings. Finally, the trainer informs
trainees of the correct ratings for each dimension and the reasons for such ratings and
discusses differences between the correct ratings and those provided by the trainees.
Typically, FOR training programs include the following formal steps:18
1. Raters are told that they will evaluate the performance of three employees on
three separate performance dimensions.
Chapter 7 • Implementing a Performance Management System 181
2. Raters are given an appraisal form and instructed to read it as the trainer reads
aloud the definition for each of the dimensions and the scale anchors.
3. The trainer discusses various employee behaviors that illustrate various per-
formance levels for each rating scale included in the form. The goal is to create a
common performance theory (frame of reference) among raters so that they will
agree on the appropriate performance dimension and effectiveness level for
different behaviors.
4. Participants are shown a videotape of a practice vignette, including behaviors
related to the performance dimensions being rated, and are asked to evaluate the
employee’s performance using the scales provided.
5. Ratings provided by each participant are shared with the rest of the group and
discussed. The trainer seeks to identify which behaviors participants used to
decide on their assigned ratings and to clarify any discrepancies among the ratings.
6. The trainer provides feedback to participants, explaining why the employee
should receive a certain rating (target score) on each dimension, and shows
discrepancies between the target score and the score given by each trainee.
Consider how the Canadian military uses FOR training.19 First, the training
program includes a session regarding the importance of performance management
systems in the military. In the next session, raters are told that they will be evaluating
the performance of four subordinates. They are given the appraisal form to be used and
information on each of the scales included in the form. As the trainer reads through
each of the scales, participants are encouraged to ask questions. At the same time, the
trainer gives examples of behaviors associated with each level of performance. The
trainer thus makes sure that the trainees come to a common FOR concerning what
behaviors constitute the different levels of performance. Participants are shown a
videotape of a soldier, and they are asked to evaluate the performance using the
appraisal form explained earlier. Next, the ratings are discussed as a group, focusing on
the behaviors exhibited in the videotape and the ratings that would be most appropriate
in each case. This process is repeated several times. Finally, the participants are given
three more samples of behavior to rate, as displayed by three hypothetical soldiers, and
they receive feedback on how well they evaluated each soldier.
It should be evident by now that FOR training can take quite a bit of time and
effort to develop and administer, but it is well worth it. Specifically, as a consequence of
implementing this type of training, raters not only are more likely to provide consistent
and more accurate ratings, but they are also more likely to help employees design effec-
tive development plans. This is because sharing a common view of what constitutes
good performance allows supervisors to provide employees with better guidelines
to employ to reach such performance levels.20
7.4.3 Behavioral Observation Training
Behavioral observation (BO) training is another type of program implemented to
minimize unintentional rating errors. BO training focuses on how raters observe, store,
recall, and use information about performance. Fundamentally, this type of training
improves raters’ skills at observing performance.
For example, one type of BO training involves showing raters how to use
observational aids such as notes or diaries. These observational aids help raters record a
182 Part II • System Implementation
preestablished number of behaviors on each performance dimension. Using these aids
helps raters increase the sample of incidents observed and recorded during a specific
time period. In addition, an aid such as a diary is an effective way to standardize the
observation of behavior and record of critical incidents throughout the review period.
In addition, it serves as a memory aid when filling out evaluation forms. Memory aids
are beneficial because ratings based on memory alone, without notes or diaries, are
likely to be distorted due to factors of social context (e.g., friendship bias) and time
(i.e., duration of supervisor–subordinate relationship).21
Consider how BO training is implemented by the Canadian military. The
Canadian military has found that a combination of FOR and BO training works best.
Earlier, we described how the Canadian military uses FOR training. BO training is
added to the FOR training program. In addition to FOR training, there are sessions on
the importance of BO and common BO errors, including first impression, stereotypes,
and halo effects. Finally, the participants are trained in the importance of keeping
diaries and taking notes on their subordinates throughout the year. Furthermore, the
trainer explains the criteria for each performance dimension and provides written
descriptions of the different levels of performance. The participants are given a chance
to practice keeping a diary while watching the vignettes used in the FOR training
section of the training program. After watching each vignette, participants are given
tips on note taking and recording behaviors as well as the outcomes.
7.4.4 Self-Leadership Training
The goal of self-leadership (SL) training is to improve a rater’s confidence in her ability
to manage performance. SL training techniques include positive self-talk, mental
imagery, and positive beliefs and thought patterns.22 The assumption is that if there is
increased self-direction, self-motivation, and confidence, there will be increased
accuracy. Overall, SL emphasizes intrinsic (i.e., internal) sources of behavioral standards
and emphasizes doing things for their intrinsic value.
SL training has become a popular tool in the context of performance management
systems and as a type of training program beneficial for supervisors even when they are
not necessarily involved in a performance management system. Several studies have
shown that SL training can be effective in enhancing mental processes and increasing
self-efficacy (i.e., the belief that one can do something if one tries). Designing an SL
training program involves the following steps:23
1. Observe and record existing beliefs and assumptions, self-talk, and mental
imagery patterns. For example, what are the beliefs about the performance man-
agement system? How do managers visualize their role in the performance
management system? Do they believe they have the capacity to observe and
record performance accurately?
2. Analyze the functionality and constructiveness of the beliefs, self-talk, and imagery
patterns uncovered in step 1. For example, are the beliefs about the system detri-
mental to the system’s expected success?
3. Identify or develop more functional and constructive beliefs and assumptions,
self-verbalizations, and mental images to substitute for dysfunctional ones; for
example, develop images of employees being satisfied, as opposed to defensive
and confrontational, after receiving performance feedback from their supervisors.
Chapter 7 • Implementing a Performance Management System 183
4. Substitute the more functional thinking for the dysfunctional thoughts experi-
enced in actual situations. For example, more constructive assumptions, ways of
talking to oneself, and mental images of the likely outcome of a performance
discussion with an employee can be worked out and written down on paper.
5. Continue monitoring and maintaining beliefs, self-verbalizations, and mental
images over time.
A related type of training program is labeled self-efficacy training for raters
(SET-R).24 The goal of this type of training is to decrease a rater’s discomfort with the
interpersonal demands of performance management and to enhance a manager’s belief
that he has the necessary skills to manage employees’ performance. This type of training
includes the following steps:
1. Raters watch a videotape of a vicarious success experience including a manager
conducting a successful performance review meeting with a subordinate.
2. Raters engage in a follow-up discussion of the specific behaviors observed in the
videotape that contributed to the meeting’s success. This follow-up discussion
has the dual goals of (1) focusing the raters’ attention on the techniques used by
the videotaped manager to convey negative feedback and (2) allowing for an
opportunity to persuade raters that they too would be able to conduct such a
successful meeting.
3. Raters participate in a role-play exercise that requires providing feedback to an
employee. This role-play exercise is repeated until raters demonstrate an appro-
priate level of mastery.
In summary, raters are likely to make both intentional and unintentional errors
when providing performance information. Intentional errors are largely due to motiva-
tional issues; in some cases, raters see more benefit in distorting ratings than in
providing accurate information. Unintentional errors are largely due to cognitive biases
that are the product of the complex tasks of observing, encoding, storing, and retrieving
performance information. Through the combined use of a good communication plan
and various training programs, ratings errors can be substantially minimized.
Regarding the communication plan, it is important that it include convincing reasons
that it is more advantageous to provide accurate than inaccurate performance informa-
tion. Regarding training programs, these often focus on describing the errors that raters
usually make (i.e., RET programs). In addition, they should allow raters to generate a
common FOR to be used in evaluating performance as well as offer raters tools to
improve observation and memory skills and help mitigate the discomfort generated by
the interpersonal demands of the performance management process. FOR training is
particularly beneficial when performance measurement emphasizes behaviors. On the
other hand, BO training is particularly beneficial when performance measurement
emphasizes results because raters learn not only how to observe behaviors but also how
these behaviors are linked to results.
Thus far, this chapter has described how to prepare for the implementation of a
performance management system by designing a communication plan and an
appeals process and by delivering training programs. Next, we turn to the final set of
activities required before the performance management system is put into practice:
pilot testing.
184 Part II • System Implementation
7.5 PILOT TESTING
Before the performance management system is implemented formally, it is a good idea
to test a version of the entire system so that adjustments and revisions can be made as
needed.25 In the pilot test of the system, evaluations are not recorded in employee files;
however, the system is implemented in its entirety from beginning to end, including all
the steps that would be included if the system had actually been implemented. In other
words, meetings take place between supervisor and employee, performance data are
gathered, developmental plans are designed, and feedback is provided. The most impor-
tant aspect of the pilot test is that all participants maintain records noting any difficulties
they encountered, ranging from problems with the appraisal form and how performance
is measured to the feedback received. The pilot test allows for the identification and early
correction of any flaws before the system is implemented throughout the organization.
We should not assume that the performance management system will necessarily
be executed or that it will produce the anticipated results. The pilot test allows us to
gain information from the perspective of the system’s users on how well the system
works, to learn about any difficulties and unforeseen obstacles, to collect recommenda-
tions on how to improve all aspects of the system, and to understand personal reactions
to it. In addition, conducting a pilot test is yet another way to achieve early acceptance
from a small group who can then act as champions for the performance management
system, rather than putting the burden on the HR department to sell the idea. A final
reason for conducting a pilot test is that end users are likely to have a higher system
acceptance rate knowing that stakeholders in the company had a say in its design,
rather than feeling that the system was created by the HR department alone.
An important decision to be made is the selection of the group of employees with
whom the system will be tested. In choosing this group, we need to understand that the
managers who will be participating should be willing to invest the resources required to
do the pilot test. In addition, this group should be made up of managers who are flexi-
ble and willing to try new things. Thus, managers should know what the system will
look like and receive a realistic preview before they decide to participate in the pilot test.
In selecting the group, we must also consider that the group should be sufficiently
large and representative of the entire organization so that reactions from the group will
be generalizable to the rest of the organization. Thus, in selecting the group, we should
select jobs that are similar to those throughout the company, and the group selected
should not be an exception in either a positive or a negative way. Specifically, the group
should not be regarded as particularly productive, loose, hardworking, lazy, and so forth.
Pilot tests provide crucial information to be used in improving the system before it
is actually put in place. Pilot testing the system can provide huge savings and identify
potential problems before they become irreversible and the credibility of the system is
ruined permanently. For example, consider the case of the Washington State Patrol.26 In
1997, the organization realized that several changes were occurring in its department as
well as in patrol departments in other states, thereby prompting the revision of its per-
formance management system. It established a committee to develop the new appraisals.
Before implementing the system, the state patrol pilot tested it in two districts. First, the
committee prepared a training chapter that included a preappraisal work group meeting.
In this meeting, employees discussed their roles and expectations surrounding the
performance management system and applied those discussions to a common goal.
Chapter 7 • Implementing a Performance Management System 185
The training also focused on how new developments in the patrol led to the new elements
in the performance management system. During the training, the trainers encouraged the
participants to ask questions regarding the shift to the new approach. The trainers then
used the feedback received in these sessions to fix specific operational issues before intro-
ducing the training to the entire agency. After the appraisal process was fine-tuned, it was
submitted for the approval of the troopers’ and sergeants’ associations. A select number of
individuals across the districts received “train the trainer” training. Finally, the system
was instituted agency-wide. Each of these steps allowed for the identification of potential
barriers that could have prevented the system from being successful.
7.6 ONGOING MONITORING AND EVALUATION
When the testing period is over and the performance management system has been
implemented organization-wide, it is important to use clear measurements to monitor
and evaluate the system.28 In a nutshell, a decision needs to be made about how to evalu-
ate the system’s effectiveness, how to evaluate the extent to which the system is being
implemented as planned, and how to evaluate the extent to which it is producing the
intended results. The U.S. federal government takes the evaluation of performance
management systems very seriously. Since the early 1990s, several laws have been passed
that mandate federal agencies to develop a strategic plan, a performance plan, and a
performance report.29 Although these initiatives concern agencies and not individuals,
ultimately the performance of any agency depends on the performance of the individuals
working in that agency. The net result of such laws as the Government Performance and
Results Act is an increase in accountability and funding allocation based on performance.
Thus, federal agencies are required to evaluate the relative efficiency of their various
management techniques including performance management systems.
BOX 7.2
Performance Management System Rollout at BT Global Services
BT Global Services (http://www.btglobalservices.com) utilized several steps to effectively roll out a new
performance management system called “Maximizing Performance,” designed to bring new consis-
tency to managing and developing employees and to create a high-performance culture. BT Global
Services, a global communication services company, employs more than 20,000 people. After obtain-
ing support from senior management, the first steps included a series of communications, including a
workshop for executives so that all employees would receive a clear message about why a new system
was being developed, what roles employees would play, and how those roles would contribute to the
success of the company. The next step included training line managers, to ensure involvement and
commitment, including the important role these managers play in ensuring success. Among other
areas covered, training included how to set effective goals with employees, providing coaching and
feedback to facilitate development. Roles were reviewed and clarified to ensure employees understood
expectations and how their work contributes to the success of their team, business unit, and the
company as a whole. For ongoing monitoring of the program, data were collected through employee
surveys, face-to-face meetings with line managers, and team meetings. In summary, BT Global Services
illustrates an example of an effective rollout of a new performance management system including
communication plan, training, and ongoing commitment to monitoring and improvement.27
http://www.btglobalservices.com
186 Part II • System Implementation
Evaluation data should include reactions to the system and assessments of the
system’s operational and technical requirements. For example, a confidential survey
could be administered to all employees asking about perceptions and attitudes
regarding the system. This survey can be administered during the initial stages of
implementation and then at the end of the first review cycle to find out if there have
been any changes. In addition, regarding the system’s results, one can assess perform-
ance ratings over time to see what positive effects the implementation of the system is
having. Finally, interviews can be conducted with key stakeholders including
managers and employees who have been involved in developing and implementing
the performance management system.30
Several additional measures can be used on a regular basis to monitor and evaluate
the system:
• Number of individuals evaluated. One of the most basic measures is to assess the
number of employees who are actually participating in the system. If performance
evaluations have not been completed for some employees, we need to find out
who they are and why a performance review has not been completed.
• Distribution of performance ratings. An indicator of quality of the performance
assessments is whether all or most scores are too high, too low, or clumped around
the center of the distribution. This may indicate intentional errors such as leniency,
severity, and central tendency. Distributions of performance ratings can be broken
down by unit and supervisor to determine whether any trends exist regarding
rating distortion and whether these distortions are localized in particular units.
Note that there may be exceptional units in which most employees are outstand-
ing performers and units in which most employees are poor performers. This is
the exception to the rule, however, and such distributions usually indicate inten-
tional errors on the part of raters.
• Quality of information. Another indicator of quality of the performance assess-
ments is the quality of the information provided in the open-ended sections of the
forms. For example, how much did the rater write? What is the relevance of the
examples provided?
• Quality of follow-up actions. A good indicator of the quality of the system is
whether it leads to important follow-up actions in terms of development activities
or improved processes. For example, to what extent do follow-up actions involve
exclusively the supervisor as opposed to the employee? If this is the case, then the
system may not be working as intended because it may be an indicator that
employees are not sufficiently involved.31
• Quality of performance discussion meeting. A confidential survey can be distributed
to all employees on a regular basis to gather information about how the supervisor
is managing the performance discussion meetings. For example, is the feedback
useful? Has the supervisor made resources available so that the employee can ac-
complish the developmental plan objectives? How relevant was the performance
review discussion to one’s job? To what degree have developmental objectives and
plans been discussed?32
• System satisfaction. A confidential survey could also be distributed to assess the
perceptions of the system’s users, both raters and ratees. This survey can include
questions about satisfaction with equity, usefulness, and accuracy.
Chapter 7 • Implementing a Performance Management System 187
• Overall cost/benefit ratio or return on investment (ROI). A fairly simple way to
address the overall impact of the system is to ask participants to rate the overall
cost/benefit ratio for the performance management system. This is a type of
bottom-line question that can provide convincing evidence for the overall worth
of the system. The cost/benefit ratio question can be asked in reference to an
individual (employee or manager), her job, and her organizational unit.
• Unit-level and organization-level performance. Another indicator that the system is
working well is provided by the measurement of unit- and organization-level
performance. Such performance indicators might be customer satisfaction with
specific units and indicators of the financial performance of the various units or
the organization as a whole. We need to be aware that it may take some time for
changes in individual and group performance level to be translated into unit- and
organization-level results. We should not expect results as soon as the system is
implemented; however, we should start to see some tangible results at the unit
level a few months after the system is in place.
Consider the case of Caterpillar, which was founded in 1925, manufactures more
than 300 products in 23 countries, and serves customers in 200 countries worldwide
(http://www.cat.com). In their own words, Caterpillar’s “value advantage” is to “have
the people, processes, tools and investments to deliver the quality, reliability and durabil-
ity customers expect from Caterpillar in each new product introduction.” Given this value
proposition, Caterpillar has a strategic view of how managers should manage and
improve the performance of their people. As a result, the organization has had a perform-
ance management system in place for many years. More recently, Caterpillar embarked on
an impressive initiative to evaluate its performance management system. Specifically, the
goal of this evaluation was to assess the cost/benefit ratio—return on investment (ROI)—
of the training portions of the system that targeted managers and included modules about
goal setting and coaching, among others. This evaluation included three steps. First, there
was an estimated ROI based on how much performance management training would cost
and its expected benefits. This information was used prior to implementing the program to
establish the program’s business case. Second, there was an ROI forecast, which enabled
the program’s leaders to better understand how to make full deployment of the initiative
successful. Participants in this study completed a questionnaire in which they described
the potential financial and nonfinancial effects of the program. Third, an ROI study was
conducted three months after the performance management training intervention to learn
about financial as well as non-tangible returns. This was done via focus groups that docu-
mented both how training participants had used the knowledge they had acquired and
how much the business impact and financial benefits that the performance management
training seemed to generate. Finally, a follow-up study was conducted two months later to
confirm the results of the third step. This final study included an online questionnaire com-
pleted by the subordinates of the managers who had participated in the program. This
final step provided cross-validation data from the perspective of subordinates.
Results were quite impressive. For example, results of the ROI study indicated that
88% of respondents believed the program had a positive impact on the organization, 53%
reported that their personal productivity increased, 28% reported that product quality im-
proved, and 33% reported that costs were reduced. The overall ROI was calculated as fol-
lows: (Benefits � Costs) / Costs) × 100. Benefits were annualized, treated as sustainable
http://www.cat.com
188 Part II • System Implementation
benefits to the business, and one-time benefits were excluded, and were not treated at face
value—rather, they included weighting factors. For example, assume a respondent who
reported that his productivity increased 5 hours per week, his estimate of percentage of
these hours saved due to the performance management training program was 60%, and
his confidence in this estimate is 75%. If the hourly rate is estimated at $65 and we con-
sider 48 weeks per year, then 5 hours × $65 × 48 = $15,600. This estimate was revised tak-
ing into account the answers to the follow-up questions (i.e., hours due to performance
management and confidence in the estimate). In other words, $15,600 × 60% × 75% =
$7,020. This resulting dollar figure was added to the total benefits pool. Finally, costs in-
cluded all those associated with the program including administration, communication,
training design and delivery, evaluation, vendor fees, and so forth. What was the bottom
line? The final calculation indicated an impressive ROI of 194%.33
Now, let’s return to the performance management system at the Washington State
Patrol to examine how it evaluates effectiveness now that the system is implemented.34
The patrol has several measures in place for continual evaluation of the effectiveness of
the program. First, before all employees are reviewed using the system, they are
surveyed regarding their satisfaction with the new system. This input is then used to
further improve the appraisal process. In addition, the patrol uses the results of a
biyearly citizen’s survey conducted by Washington State University. The results of this
survey are used to determine whether the state patrol’s customers are satisfied with its
performance, and the data are also used to adjust and reprioritize performance objec-
tives. In addition, the data are used to measure division-level performance, which is
one indicator of the success of the performance management process. The Washington
State Patrol collects other types of data as well. For example, every six months, division
managers give presentations regarding performance management to their peers and to
several executives. Initially, the meetings focused on efforts to implement the new per-
formance management system and increase quality, but this will change as new issues
arise. The presentation is 30–40 minutes long, followed by 20–30 minutes of questions
from peers and executives. The feedback from these presentations is used to measure
how well the system is being implemented, and feedback on the success of the meetings
will be used to make any necessary changes to the system.
The Washington State Patrol may also want to consider measuring how many
people are participating in the system. The patrol would also benefit from assessing
whether the new system is distinguishing high- from low-level performers and benefit
from ascertaining the overall cost/benefit ratio of implementing the system.
7.7 ONLINE IMPLEMENTATION
The implementation of much of the interventions described in this chapter can be facili-
tated by doing so online. For example, the communication plan can include e-mails as well
as electronic newsletters. There can also be a Web site dedicated to the performance man-
agement system that includes updates regarding the system. The appeals process can also
include an online component, and there can be a dedicated Web site for employees to file
appeals, if needed. Training raters can also be accomplished with the help of online tools.
For example, there are FOR training programs that can be implemented fully online.35 Also,
as will be described in Chapter 8, performance ratings can be gathered using online tools.
An important advantage of implementing performance management online is that
the system can be linked to other HR functions such as training and selection. For example,
Chapter 7 • Implementing a Performance Management System 189
if an employee receives a low rating on the performance dimension “communication,”
then there may be an automatic trigger so that the system suggests resources that the
employee can use to address this performance dimension. For example, one such resource
can be a learning module available online that teaches employees how to improve their
communication skills. Another advantage of an online system is that it is easier to monitor
unit-level and organization-level trends over time. Another advantage is automation.
For example, a pop-up screen may appear on a supervisor’s screen upon logging on, and
she may not be allowed to open any files until the performance evaluation is completed.
How effective are online performance management systems in practice? In spite
of the above mentioned benefits, it is important to evaluate whether the quality of
evaluations improves and whether users are satisfied with the system. A recent study
included 631 staff employees at a large U.S. university and provided a unique opportunity
to evaluate the evaluation portion of the system in two modalities: (a) paper and pencil
and (b) online. Results indicated that the online system had overall positive effects or, in
some cases, null effects on employees perceptions of rater accountability, employee
participation in the system, security and utility of the performance ratings, and satisfaction
with the evaluation.36
One important issue to keep in mind is that online tools are simply a type of
medium. Although they may add efficiency and bells and whistles to the system,
ultimately the system’s success will depend on following best-practice recommenda-
tions offered throughout this book. Taking advantage of online applications can help
speed up processes, lower cost, and gather and disseminate information faster and
more effectively. Thus, such tools can make a good system even better. On the other
hand, systems that are not implemented following best practices will not necessarily
improve by using online components. In fact, online implementation may lead to
highly undesirable outcomes: a more complicated system that is simply a big waste of
time and resources for all those involved.
Summary Points
• Some important steps need to be taken
before the performance management
system is implemented. These include
implementing a communication plan
and an appeals process, which will
help gain system acceptance; training
programs for raters, which will
help minimize errors in performance
ratings; and pilot testing the system,
which will allow revisions and changes
to be made before the system is actually
implemented. Careful attention to
these presystem implementation steps
will help improve the success of the
system.
• The main goal of the communication
plan is to gain support for the system.
A good communication plan addresses
the following questions:
• What is performance management?
What are its general goals? How
have performance management
systems been implemented in other
organizations?
• How does performance management
fit with the organizational strategy?
• What are the tangible benefits of the
performance management system
for all parties involved?
• How does the system work? What
are the various steps in the process?
• What are the roles and responsibili-
ties of each organizational member?
190 Part II • System Implementation
• How does performance management
relate to other initiatives and pro-
grams such as training, promotion,
and compensation?
Including detailed, convincing, and clear an-
swers for each of these questions is likely to
help increase support for the system.
• People have biases in how they take in
and process information. Even though a
good communication plan may be in
place, these biases may distort the infor-
mation presented. Biases to take into
account are selective exposure, selective
perception, and selective retention.
Selective exposure is a tendency to
expose our minds only to ideas with
which we already agree. Selective per-
ception is a tendency to perceive a piece
of information as meaning what we
would like it to mean even though the
information, as intended by the commu-
nicator, may mean the exact opposite.
Finally, selective retention is a tendency
to remember only those pieces of infor-
mation with which we already agree.
• The negative effects of cognitive biases
can be minimized by involving em-
ployees in system design, considering
employees’ needs in designing and
implementing the system, delivering the
communication plan before negative at-
titudes are established and rumors start
circulating, putting information con-
cerning the system in writing, providing
facts and consequences and not just
facts, using multiple channels of com-
munication to present information
about the system, using credible and
powerful communicators, and repeating
the information frequently. A good com-
munication plan includes as many of
these features as possible.
• In addition to a communication plan,
the establishment of an appeals process
helps gain system acceptance. An
appeals process allows employees to
understand that, if there is a disagree-
ment regarding performance ratings or
any resulting decisions, such disagree-
ments can be resolved in an amicable
and nonretaliatory way.
• The appeals process begins with an
employee filing an appeal with the HR
department, which serves as a mediator
between the employee and her supervisor.
This is a Level 1 appeal. If the appeal is
not resolved, then an outside and unbi-
ased arbitrator makes a final and binding
resolution. This is a Level 2 appeal. The
arbitrator for a Level 2 appeal is usually a
panel that includes peers and managers.
• In rating performance, raters may make
intentional or unintentional errors. Inten-
tional errors take place when raters
believe it will be more beneficial to
them to provide distorted instead of
accurate ratings. For example, a super-
visor may not want to give a low rating
to avoid a possible confrontation with
an employee. Intentional errors include
leniency (giving better scores than
warranted), severity (giving worse
scores than warranted), and central
tendency (giving scores only around the
midpoint of the scales). Motivation is
the key to minimize intentional errors.
In other words, we must demonstrate to
the raters that the benefits of providing
accurate ratings outweigh the benefits
of intentionally distorting ratings by
inflation, deflation, or central tendency.
The communication plan takes care of
this by addressing the “What’s in it for
me?” question, including the “What’s in
for me if I provide accurate ratings?”
question.
• Unintentional errors occur because
observing, encoding, storing, and
retrieving performance information is a
complex cognitive task. Unintentional
errors include the following: (1) similar
to me, (2) contrast, (3) halo, (4) primacy,
(5) recency, (6) negativity, (7) first
Chapter 7 • Implementing a Performance Management System 191
impression, (8) spillover, (9) stereotype,
and (10) attribution. Unintentional
errors can be minimized by implement-
ing rater training programs.
• Rater error training (RET) exposes
raters to the different errors and their
causes. RET does not guarantee rating
accuracy, but becoming aware of what
types of errors are likely to occur and
the reasons for these errors is a very
good first step in minimizing them.
• Frame of reference (FOR) training
familiarizes raters with the various
performance dimensions to be assessed.
The goal is that raters will develop a com-
mon FOR in observing and evaluating
performance. This type of training is
most appropriate when performance
measurement focuses on behaviors.
• Behavioral observation (BO) training
focuses on how raters observe, store,
recall, and use information about
performance. For example, this program
teaches raters how to use aids such as
diaries to standardize performance
observation. This type of training is most
appropriate when performance meas-
urement focuses on counting and
recording how frequently certain beha-
viors and results take place.
• Self-leadership (SL) training aims at
improving raters’ confidence in their
ability to manage performance. SL
training includes positive self-talk,
mental imagery, and positive beliefs
and thought patterns.
• Pilot testing the system before it is insti-
tuted fully is useful because it allows
potential problems and glitches to be
discovered and corrective action to
be taken before the system is put in
place. Pilot testing consists of imple-
menting the entire system, including all
of its components, but only with a
select group of people. Results are
not recorded in employees’ records.
Instead, the goal is that the people
participating in the pilot test provide
feedback on any possible problems and
on how to improve the system.
• The group participating in the pilot test
needs to understand that the test will
take time and resources. A representa-
tive group should be selected so that
conclusions drawn from the group can
be generalized to the organization as a
whole. The group should not be
regarded as an exception in either a
positive or negative way.
• After the system has been implemented,
there should be a measurement system
to evaluate the extent to which it is
working the way it should and produc-
ing the results that were expected. Such
measures include confidential employee
surveys assessing perceptions and
attitudes about the system and whether
there is an upward trend in perform-
ance scores over time. Other measures
include number of individuals evalu-
ated, distribution of performance
ratings, quality of performance informa-
tion gathered, quality of performance
discussion meetings, user satisfaction
with the system, overall cost/benefit
ratio, and unit- and organization-level
performance indicators. Taken together,
these indicators are a powerful tool that
can be used to demonstrate the value of
the performance management system.
• Taking advantage of online applications
can help speed up processes, lower cost,
and gather and disseminate information
faster and more effectively. Thus, online
implementation of performance man-
agement can make a good system even
better. On the other hand, systems that
are not implemented following best
practices will not necessarily improve by
using online components. In fact, online
implementation may lead to highly
undesirable outcomes: a more compli-
cated system that is simply a big waste of
time and resources for all those involved.
192 Part II • System Implementation
C A S E S T U DY 7-1
Implementing a Performance Management Communication
Plan at Accounting, Inc.
Accounting, Inc. is a consulting and accounting firm
headquartered in Amsterdam, the Netherlands. Recently,
Accounting, Inc. implemented a performance management
system. The first step in the implementation of the new
system was the development of a set of core competencies
that would be used to evaluate most employees regardless of
function or level. In addition, each employee was evaluated
using more job-specific performance dimensions.
As the first step in the communication plan, the
employees received individual e-mail messages asking them to
define what the core competencies meant to them and to give
descriptions and examples of how each of the core compe-
tencies played out in their specific positions. Next, the company
held meetings, handed out frequently asked questions (FAQs)
sheets, and placed posters around the company detailing how
the core competencies were related to the organization’s
strategic priorities and how performance scores would be
related to monetary rewards. In these communications,
Accounting, Inc. detailed how the performance system worked,
how the raters were chosen, how performance feedback was
used, and other details about the system. The information also
outlined the benefits employees could expect from the new sys-
tem as well as employees’ responsibilities regarding the system.
Please evaluate Accounting, Inc.’s communication
plan. Specifically, does it answer all of the questions that a
good communication plan should answer? Which questions
are left unanswered? How would you provide answers to the
unanswered questions (if any)?
Source: Adapted from P. Brotherton, “Meyners Pays for
Performance: Changing a Compensation System Is a Sensitive
Undertaking; Here’s How One Firm Handled It,” Journal of Accountancy,
196(2003): 41–46. �
C A S E S T U DY 7-2
Implementing an Appeals Process at Accounting, Inc.
Following up on Case Study 7.1, when the system was imple-
mented many employees were not happy with the scores and the
type of performance feedback information they received from
their supervisors. If you were to design an appeals process to
handle these complaints well, what would the appeals process
be like? (Hint: Use the appeals process shown in Box 7.1,
Selected Excerpts from the University of North Carolina
Performance Management Appeals Process, as a model.) �
C A S E S T U DY 7-3
Evaluation of Performance Management System at
Accounting, Inc.
This is a follow-up to Case Study 7.1 and Case Study 7.2. After
the performance system had been put in place, Accounting,
Inc. implemented several measures to evaluate the system.
First, the company distributed an employee survey to assess
employee satisfaction with the new system. In addition, the
HR department examined the distribution of ratings to
determine whether scores were being influenced by leniency,
central tendency, or severity biases. Finally, the HR
department kept track of the allocation of rewards in the
various departments to ascertain whether any departments
stood out. From your perspective, what other types of data can
be collected to assess the effectiveness of the system? What
kind of information would each measure provide? What is the
rationale for implementing each type of measure? �
Chapter 7 • Implementing a Performance Management System 193
C A S E S T U DY 7-4
Training the Raters at Big Quality Care
Founded near the city of Caesarea, Israel, Big Quality Care
Center is a big nursing home facility for the elderly. Because of
the sheer size and diverse range of occupants served, the
Center predominantly relies on very highly skilled nursing
professionals. Because Caesarea has had a long-term
shortage of quality nursing professionals, the Center has some
of the state-of-the-art HR practices to both retain and
maximize the performance of the Center’s nurses.
Recently, however, you have received several
anonymous complaints from the nursing staff that many
ratings seemed inaccurate and inconsistent. Concerned that
the Center may lose many of its quality nurses to competitors
if the complaints are left unaddressed, the head of HR at the
Center has decided to implement an organization-wide rater
training program to appease the nurses and to correct for any
true rater inaccuracies and inconsistencies. Luckily for you,
the head of HR has gathered enough trust with you that she
has decided to let you design the rater-training program. But
before letting you do so, she wants you to organize and deliver
a presentation about the overview and details of your
recommended training program during a meeting where the
CEO and all the department heads will attend. Although you
are somewhat nervous and scared, you soon regain your
confidence and comfort level when you find out that you had
kept a copy of a textbook called “Performance Management.”
Using the information in Section 7.4, Training
Programs for the Acquisition of Required Skills, create a
presentation with 15–25 slides that communicate (i) a brief
explanation of the nature of your suggested rater training
program; (ii) its advantages; and (iii) its requirements. �
End Notes
1. Williams, J. R., & Levy, P. (2000). Investigating
some neglected criteria: The influence of
organizational level and perceived system
knowledge on appraisal reactions. Journal of
Business and Psychology, 14, 501–513.
2. Grote, D. (1996). The complete guide to
performance appraisal. New York: AMACOM.
3. U.S. Department of Justice, Human Resour-
ces, Senior Executive Service, Performance
Management System for SES Employees.
Available online at http://www.usdoj.gov/
jmd/ps/sespmsplan.htm. Retrieval date:
September 7, 2011.
4. Morhman, A. M., Resnick-West, S. M., &
Lawler, E. E. (1989). Designing performance
appraisal systems (p. 133). San Francisco, CA:
Jossey-Bass.
5. Kleingfeld, A., van Tuijl, H., & Algera, J. A.
(2004). Participation in the design of perform-
ance management systems: A quasi-experi-
mental field study. Journal of Organizational
Behavior, 25, 831–851.
6. Greenberg, J. (1986). Determinants of per-
ceived fairness of performance evaluations.
Journal of Applied Psychology, 71, 340–342.
7. Grote, D. (1996). The complete guide to per-
formance appraisal (pp. 263–269). New York:
AMACOM.
8. University of North Carolina at Chapel Hill,
Office of Human Resources. Performance
management policy (SPA). Available online
at http://hr.unc.edu/policies-procedures-
guidelines/spa-employee-policies/perfor-
mance-management/PM-SPA. Retrieval
date: September 7, 2011.
9. Spears, M. C., & Parker, D. F. (2002). A probit
analysis of the impact of training on perfor-
mance appraisal satisfaction. American
Business Review, 20, 12–16.
10. Holland, K. (2006, September 10). Perfor-
mance reviews: Many need improvement.
The New York Times, Section 3-Money and
Business/Financial Desk, 3.
11. Bernardin, H. J., Cooke, D. K., & Villanova, P.
(2000). Conscientiousness and aggreableness
as predictors of rating leniency. Journal of
Applied Psychology, 85, 232–234.
12. Bretz, R. D., Milkovich, G. T., & Read, W.
(1992). The current state of performance
appraisal research and practice: Concerns,
194 Part II • System Implementation
directions, and implications. Journal of Mana-
gement, 18, 321–352.
13. Aguinis, H., & Adams, S. K. R. (1998).
Social-role versus structural models of
gender and influence use in organizations:
A strong inference approach. Group and
Organization Management, 23, 414–446.
14. Heilman, M. E., Wallen, A. S., Fuchs, D., &
Tamkins, M. M. (2004). Penalties for success:
Reactions to women who succeed at male
gender-typed tasks. Journal of Applied
Psychology, 89, 416–427.
15. Stauffer, J. M., & Buckley, M. R. (2005).
The existence and nature of racial bias in
supervisory ratings. Journal of Applied
Psychology, 90, 586–591.
16. Jawahar, I. M. (2005). Do raters consider
the influence of situational factors on
observed performance when evaluating
performance? Evidence from three experi-
ments. Group & Organization Management,
30, 6–41.
17. London, M., Mone, E. M., & Scott, J. C. (2004).
Performance management and assessement:
Methods for improved rater accuracy and
employee goal setting. Human Resource
Management, 43, 319–336.
18. Pulakos, E. D. (1986). The development of
training programs to increase accuracy with
different rating tasks. Organizational Behavior
and Human Decision Processes, 38, 76–91.
19. Noonan, L. E., & Sulsky, L. M. (2001).
Impact of frame-of-reference and behavioral
observation training on alternative training
effectiveness criteria in a Canadian Military
Sample. Human Performance, 14, 3–26.
20. Stamoulis, D. T., & Hauenstein, N. M. A.
(1993). Rater training and rating accuracy:
Training for dimensional accuracy versus
training for rate differentiation. Journal of
Applied Psychology, 78, 994–1003.
21. Duarte, N. T., Goodson, J. R., & Klich, N. R.
(2004). Effects of dyadic quality and duration
on performance appraisal. Academy of
Management Journal, 37, 499–521.
22. Neck, C. P., Stewart, G. L., & Manz, C. C.
(1995). Thought self-leadership as a frame-
work for enhancing the performance of
performance appraisers. Journal of Applied
Behavioral Science, 31, 278–302.
23. Neck, C. P., Smith, W. J., & Godwin, J. L. (1997).
Thought self-leadership: A self-regulatory
approach to diversity management. Journal of
Managerial Psychology, 12, 190–203.
24. Bernardin, H. J., & Villanova, P. (2005).
Research streams in rater self-efficacy. Group
& Organization Management, 30, 61–88.
25. Grote, D. (1996). The complete guide to
performance appraisal (pp. 254–256). New
York: AMACOM.
26. Cederblom, D., & Pemerl, D. E. (2002). From
performance appraisal to performance
management: One agency’s experience.
Public Personnel Management, 31, 131–140.
27. Kelly, S. (2004). Maximizing performance at
BT Global Services. Strategic HR Review, 3,
32–35.
28. Grote, D. (1996). The complete guide to per-
formance appraisal (pp. 260–263). New York:
AMACOM.
29. Mulvaney, R. R. H., Zwahr, M., & Baranowski,
L. (2006). The trend toward accountability:
What does it mean for HR managers? Human
Resource Management Review, 16, 431–442.
30. Harper, S., & Vilkinas, T. (2005). Determining
the impact of an organisation’s performance
management system. Asia Pacific Journal of
Human Resources, 43, 76–97.
31. Fletcher, C. (2008). Appraisal, feedback, and
development: Making performance review work.
New York: Routledge.
32. Dipboye, R. L., & de Pontbriand, R. (1981).
Correlates of employee reactions to perform-
ance appraisal and appraisal systems. Journal
of Applied Psychology, 66, 248–251.
33. Goh, F. A., & Anderson, M. C. (2007).
Driving business value from performance
management at Caterpillar. Organization
Development Journal, 25, 219–226.
34. Cederblom, D., & Pemerl, D. E. (2002). From
performance appraisal to performance
management: One agency’s experience.
Public Personnel Management, 31, 131–140.
35. Aguinis, H., Mazurkiewicz, M. D., &
Heggestad, E. D. (2009). Using web-based
frame-of-reference training to decrease
biases in personality-based job analysis:
An experimental field study. Personnel
Psychology, 62, 405–438.
36. Payne, S. C., Horner, M. T., Boswell, W. R.,
Schroeder, A. N., & Stine-Cheyne, K. J.
(2009). Comparison of online and traditional
performance appraisal systems. Journal of
Managerial Psychology, 24, 526–544.
195
One of the tests of leadership is the ability to recognize a
problem before it becomes an emergency.
—ARNOLD H. GLASOW
LEARNING OBJECTIVES
By the end of this chapter, you will be able to do the following:
� Describe the importance and benefits of including a developmental plan as part of
the performance management system.
� Describe the various short-term and long-term objectives of a developmental plan.
� Design a high-quality developmental plan.
� Learn about the key activities that will help the successful implementation of a
developmental plan.
� Understand the role that the direct supervisor plays in the design and
implementation of a developmental plan.
� Implement a 360-degree feedback system with the goal of providing feedback on
and improving performance.
� Implement an online 360-degree feedback system.
� Understand the advantages as well as the risks of implementing a 360-degree
feedback system.
� Evaluate the quality of a 360-degree feedback system.
PART III: EMPLOYEE DEVELOPMENT
Chapter 8
Performance Management
and Employee Development
Part I of this text described strategic and macro-organizational issues in designing
a performance management system. Part II described operational details on how to
implement the system. Part III includes two chapters dealing with employee
developmental issues. There are two key stakeholders in the developmental process:
(1) the employees who are improving their own performance, and (2) the managers
who help guide the process of employee development for their staff and support it so
that it can successfully occur. Developmental planning is a joint activity entered into by
both the employee and the manager. This chapter addresses how to use a performance
management system to help employees develop and improve their performance.
Chapter 9 addresses the skills needed by managers so that they can best manage the
performance of their employees. Let’s begin this chapter by discussing personal
developmental plans.
8.1 PERSONAL DEVELOPMENTAL PLANS
Personal developmental plans specify courses of action to be taken to improve
performance. Achieving the goals stated in the developmental plan allows employees
to keep abreast of changes in their fields or professions. Such plans highlight an
employee’s strengths and the areas in need of development, and they provide an
action plan to improve in areas of weaknesses and further develop areas of strength.1
In a nutshell, personal developmental plans allow employees to answer the following
questions:
• How can I continually learn and grow in the next year?
• How can I do better in the future?
• How can I avoid performance problems faced in the past?
Developmental plans can be created for every job, ranging from entry level to
the executive suite. No matter how high up the position within the organization and
how simple or complex the nature of the job in question, there is always room for
improvement. Information to be used in designing developmental plans comes from
the appraisal form. Specifically, a developmental plan can be designed based on each
of the performance dimensions evaluated. For example, if the performance dimension
“communication” is rated as substandard, this area would be targeted by the devel-
opmental plan. In addition, however, developmental plans focus on the knowledge
and skills needed for more long-term career aspirations.
In addition to improved performance, the inclusion of development plans and, in
more general terms, the identification of employee strengths and weaknesses as part of
the performance management system have another important benefit: employees are
more likely to be satisfied with the system.2 For example, a study including 137 employ-
ees at a production equipment facility in the southern United States showed that the
greater the extent to which employees believed that the system was being used for
developmental purposes, the more satisfied they were with the system. On the other
hand, perceptions of the extent to which the system was used for evaluative purposes did
not relate to employee satisfaction with the system. In other words, using the system for
evaluative purposes did not relate to employee satisfaction with the system, but using the
system for developmental purposes had a positive relationship with satisfaction.
196 Part III • Employee Development
8.1.1 Developmental Plan Objectives
The overall objective of a developmental plan is to encourage continuous learning,
performance improvement, and personal growth. In addition, developmental plans
have other more specific objectives:
• Improve performance in current job. A good developmental plan helps employees
meet performance standards. Thus, a developmental plan includes suggested
courses of action to address each of the performance dimensions that are deficient.
This is an important point given that recent surveys have shown that about 25% of
federal employees and between 11 and 16% of private sector employees in the
United States are not performing up to standards.4
• Sustain performance in current job. A good developmental plan provides tools so
that employees can continue to meet and exceed expectations regarding the
current job. Thus, the plan includes suggestions about how to continue to meet
and exceed expectations for each of the performance dimensions included in the
appraisal form.
• Prepare employees for advancement. A good developmental plan includes advice
and courses of action that should be taken so that employees will be able to take
advantage of future opportunities and career advancement. Specifically, a good
plan indicates which new competencies and behaviors should be learned to help
with career advancement.
• Enrich the employee’s work experience. Even if career opportunities within the
organization are not readily available, a good plan provides employees with
growth opportunities and opportunities to learn new skills. These opportunities
provide employees with intrinsic rewards and a more challenging work experi-
ence, even if the new skills learned are not a formal part of their jobs. Such
opportunities can make jobs more attractive and serve as a powerful employee
retention tool. In addition, the new skills can be useful in case of lateral transfers
within the organization.
Chapter 8 • Performance Management and Employee Development 197
BOX 8.1
Individual Developmental Plans at General Mills
At General Mills (http://www.generalmills.com), individual developmental plans (IDPs) are promoted
strongly throughout the company. The Minneapolis, Minnesota-based General Mills is an interna-
tional foods company. Some of the best-known brands include Pillsbury, Cheerios, Green Giant, and
Yoplait. The formally written IDPs are completed annually, but the expectation is for ongoing
conversations between managers and employees, focusing not only on competencies that are well
developed and those that are in need of improvement but also on the employee’s career aspirations.
The company’s IDP sessions promote the process for employees by hosting speakers, offering Web-
based learning tools, and holding workshops for employees and managers to get the most out of
the process. Some of these sessions are specifically tailored to different kinds of positions within the
company with different needs in the development process. Also, the IDP is kept separate from the
annual performance appraisal, as the belief is that development planning cannot be sufficiently
addressed in the context of appraisal. In summary, General Mills provides an example of a company
that has made a strong commitment to the growth and learning of all employees.3
http://www.generalmills.com
198 Part III • Employee Development
Consider the employee developmental plan used by Texas A&M University in
College Station, Texas (http://employees.tamu.edu/employees/training/online/pd/
pdForms.aspx). Since the developmental plan is a formal component of the university’s
performance management system, the developmental plan is included within the
appraisal form. The appraisal form used by Texas A&M first lists the six objectives of
the performance management system:
1. Provide employees with feedback to improve or maintain job performance
2. Outline areas for employee development
3. Set standards for the next review period
4. Recognize job-related accomplishments
5. Enhance communication and working relationships
6. Identify job performance deficiencies (any factor “Does Not Meet Expectations”),
and report to the next level of supervisory responsibility
Based on objective 2, the employee developmental plan is an important compo-
nent of the performance management system. The inclusion of this objective up front
sets the tone for the developmental process by helping managers understand that this is
an important issue.
After the sections in the form in which the manager rates employee performance,
the following material is included:
SECTION B: PROFESSIONAL DEVELOPMENT PLAN
Please list professional development activities to be completed and resources needed to
support these activities, if applicable (link to examples of suggested employee development:
http://hr.tamu.edu/ed/suggest )
The inclusion of this information after performance ratings allows the manager
and employee to focus on developmental areas identified as weaknesses in the per-
formance review process. In this way, the developmental plans created for employees
at Texas A&M are directly related to performance dimensions important for the unit
and the overall organization. In addition, including the developmental plan at the
end of the review and after setting annual performance goals allows the employee to
determine whether there are areas he or she needs to develop in order to attain the
specified goals.
Why does goal setting work? In other words, based on studies of more than 40,000
people in eight countries, why have “stretch” goals led to better performance than “do
your best” or easy goals?5 There are four basic reasons. First, when an employee commits
Professional Development Needs Resources/Support Needed Time Frame
Chapter 8 • Performance Management and Employee Development 199
to a goal, he or she diverts attention away from activities that are not relevant to the goal
and toward activities that are relevant. Second, challenging goals are energizing and lead
to higher levels of effort. Third, stretch goals lead to persistence (e.g., tight deadlines lead
to a faster pace than do loose deadlines). Finally, stretch goals motivate employees to use
the knowledge they have to reach the goal or to search for new knowledge that they
may need.6
8.1.2 Content of Developmental Plan
What does a developmental plan look like? Plans should include a description of
specific steps to be taken and specific objectives to reach. In other words, what is the
new skill or knowledge that will be acquired and how will this occur? This includes
information on the resources and strategies that will be used to achieve the objectives.
For example, will the employee learn the skill from a coworker through on-the-job
training? Will the company reimburse the employee for expenses associated with
taking an online course?
The plan’s objectives should include not only the end product, such as the new
skill to be learned, but also the completion date and how the supervisor will know
whether the new skill has indeed been acquired. For example, in the case of the online
course, the objective could state that the course will be completed by July 23, 2012, and
the employee is expected to receive a grade of B+ or better. Overall, objectives included
in the developmental plans should be practical, specific, time oriented, linked to a stan-
dard, and developed jointly by the supervisor and the employee.
An additional important feature of developmental plans is that they should
keep the needs of both the organization and the employee in mind. The choice of
what specific skills or performance areas will be improved is dictated by the needs of
the organization, especially when the organization is investing in the plan. In addi-
tion, the plan created is dictated by the needs of the individual. The supervisor and
the employee need to agree on what development or new skills will help enrich the
employee’s work experience as well as help accomplish organizational goals now or
in the near future.
As an example, consider the content of the developmental plan at Texas A&M.
First, employees are directed to a Web site that includes examples of possible devel-
opmental activities (http://hr.tamu.edu/ed/suggest ). This list includes work-
shops; certifications; local, state, and national conferences; on-the-job training; and
other activities. This information presents employees and managers with various
options they can use to achieve the developmental objectives. Second, the form
includes space so that each professional developmental need is paired with a
description of resources or support needed and a time frame for completion. For
example, the developmental plan for an administrative assistant in the business
school may look like this:
Overall, the Texas A&M plan includes all of the required components. There is a
description of developmental objectives, activities that will be conducted to reach these
objectives, and dates of completion. One important piece is missing, however. The plan
does not include specifics of how the accomplishment of each objective will be
measured. Specifically, how will the supervisor know if the administrative assistant has
http://hr.tamu.edu/ed/suggest
a good working knowledge of Excel after she has completed the online course? How
will the supervisor know if the administrative assistant’s customer service skills have
improved after she has attended the workshop and has undergone on-the-job training?
The Excel training could be measured by the administrative assistant’s performance in
the course or by examining answers to questions about knowledge of Excel that faculty
and others giving Excel assignments to the administrative assistant answer in filling out
appraisal forms. Regarding customer service skills, the accomplishment of the objective
might be measured by questioning those customers served by the administrative
assistant (i.e., faculty and students).
8.1.3 Developmental Activities
There are several ways through which employees can reach the objectives stated in their
developmental plans, including
• On-the-job training. Each employee is paired with a coworker or supervisor who
designs a formal on-the-job training course. The design of these mini-training
programs includes how many hours a day or week training will take place and
specific learning objectives.
• Courses. Some large organizations such as McDonald’s, Motorola, Capgemini
and Ernst & Young offer in-house courses given at their own corporate
universities. Other organizations may provide tuition reimbursement. Given the
proliferation of online courses, employees have a wide variety of options from
which to choose.
• Self-guided reading. Employees can read books and study other resources on their
own. Once again, it is important that an objective be set regarding what will be
read and within what time frame as well as what measure(s) will be used to assess
whether learning has taken place.
• Mentoring. Many organizations have mentoring programs. In general terms,
mentoring is a developmental process that consists of a one-on-one relationship
200 Part III • Employee Development
SECTION B: PROFESSIONAL DEVELOPMENT PLAN
Please list professional development activities to be completed and resources needed
to support these activities, if applicable (link to examples of suggested employee
development: http://hr.tamu.edu/ed/suggest )
Professional
Development Needs
Resources/Support
Needed Time Frame
1. Knowledge of Excel
(spreadsheet program)
Reimbursement for online
course
Course to be completed by
August 1, 2012
2. Customer service skills
in dealing with stu-
dents and faculty
Reimbursement for 1-day
workshop. Time to receive
on-the-job training from
administrative assistant in
psychology department.
Workshop to be completed
by October 15, 2012. On-
the-job training completed
by November 8, 2012.
http://hr.tamu.edu/ed/suggest
Chapter 8 • Performance Management and Employee Development 201
between a senior (mentor) and junior (protégé) employee. For such programs to
be successful, it is best to allow the mentor and protégé to choose each other rather
than arbitrarily assigning who will be mentoring whom. In general, mentors serve
as role models and teach protégés what it takes to succeed in the organization. In
more specific terms, mentors can help protégés gain targeted skills.
• Attending a conference. Another way to acquire required knowledge and skills is
to sponsor an employee’s attendance at a conference or trade show. It is useful to
require that the employee provide a written report or even deliver a presentation
upon returning from the conference. In this way, it is easier to assess what has
been learned and, in addition, the knowledge gained can be shared with other
organizational members.
• Getting a degree. Some organizations provide tuition reimbursement benefits for
their employees to obtain additional degrees or certifications. For example, the
organization can sponsor an employee’s MBA program or an employee’s taking a
course with the goal of earning a certification designation (e.g., Certified Novell
Administrator, Professional in Human Resources). In most cases, employees commit
to continuing the relationship with their employer for a prespecified amount of time
after completing the degree. If the employee leaves the organization before this time
frame, he may have to reimburse the organization for the cost of his education.
• Job rotation. Another way to gain necessary skills is to be assigned to a different job
on a temporary basis. This is the model followed in the medical profession in which
residents have to rotate across specialty areas for several months (e.g., OB-GYN,
psychiatry, pediatrics). For example, residents may be required to rotate across the
various emergency medicine services for a 19-month period.
• Temporary assignments. A less systematic rotation system includes the opportunity
to work on a challenging temporary assignment. This allows employees to gain
specific skills within a limited time frame.
• Membership or leadership role in professional or trade organizations. Some employers
sponsor membership in professional or trade organizations. Such an organization dis-
tributes publications to its members and holds informal and formal meetings in
which employees have an opportunity to learn about best practices and other useful
information for their jobs. For example, this could include the Society for Human
Resource Management (www.shrm.org) or the Chartered Institute of Personnel and
Development (http://www.cipd.co.uk/) for human resources (HR) professionals.
Also, presentation, communication, planning, and other skills can be learned while
serving in a leadership role in a volunteer organization outside of work.
Table 8.1 includes a summarized list of developmental activities that may be avail-
able to achieve goals included in a developmental plan. Based on your own preferences
and learning style, which of these activities do you believe would be most beneficial to
you? Please rank these activities in terms of your preference.
An example of a developmental plan is included in Figure 8.1. The developmental
plan can be part of the appraisal form, or it can be included in a separate form. The form
included in Figure 8.1 shows that employees have several choices in terms of develop-
mental activities. Note that the form includes space so that information can be inserted
regarding what activities will take place when, what the objectives are, and whether the
objective has been met or not.
www.shrm.org
http://www.cipd.co.uk/
202 Part III • Employee Development
TABLE 8.1 Summary List of Developmental Activities
On-the-job training
Courses
Self-guided reading
Mentoring
Attending a conference
Getting a degree
Job rotation
Temporary assignments
Membership or leadership role in professional or trade organizations
FIGURE 8.1 Example of a Developmental Plan Form Source: Based on Information Systems
and Technology Development Plan. Available online at http://web.mit.edu/is/competency/devplan.
html. Retrieval date: May 1, 2011.
Update Date:
Name:
Job Title/Job Code:
Department:
Primary Reviewer:
Education:
Prior Training:
Job History:
Career Goals:
Next 1 year
Next 2 years
Next 3 years
Next 5 years
Dev. Options
OJT (on the job)
training Description
Type of
Development When
How
Long
Completed
Hours (this
Qtr.)
Comments—
Approx. Cost
—Other
Objectives/
Evaluation
Classes Current Qtr.
Conferences _________________________________________________________________
On-line _________________________________________________________________
Self-study _________________________________________________________________
Job rotation Next. Qtr.
Videos _________________________________________________________________
Books _________________________________________________________________
Temp. assignment _________________________________________________________________
Mentorship Current +2
Other (specify) _________________________________________________________________
_________________________________________________________________
Current +3
http://web.mit.edu/is/competency/devplan.html
http://web.mit.edu/is/competency/devplan.html
Chapter 8 • Performance Management and Employee Development 203
Consider your future career expectations and developmental needs. Then fill out
the form included in Figure 8.1, assuming your current or future employer will be
willing to provide any developmental opportunities of your choosing. What does your
plan look like? What did you discover about what you would like to learn in the future?
What does this information tell you about your level of aspirations and future prospects
for your career advancement?
8.2 DIRECT SUPERVISOR’S ROLE
The direct supervisor or line manager has an important role in the creation and comple-
tion of the employee’s developmental plan. Because of the pivotal role of the direct
supervisor in the employee development process, it is a good idea for the supervisor to
have her own development plan. This will help the supervisor understand the process
from the employee’s perspective, anticipate potential roadblocks and defensive
attitudes, and create a plan in a collaborative fashion.7
First, the supervisor needs to explain what would be required for the employee to
achieve the desired performance level, including the steps that an employee must take
to improve her performance. This information needs to be provided together with
information on the probability of success if the employee completes the suggested
steps. A good tool that supervisors can use to accomplish this goal is to use the
feedforward interview (FFI). The goal of the FFI is to understand the types of behaviors
and skills that individuals have that allow them to perform well and to think about
ways to use these same behaviors and skills in other contexts to make further improve-
ments in the future. The FFI includes a meeting between the supervisor and employee
and involves the following three steps:8
1. Eliciting a success story. The supervisor sets the stage as follows: “All of us
have both negative and positive experiences at work. I would like to meet with
you to discuss some positives aspects only and see how we can learn from those
experiences about things that work well.” Then, the supervisor can ask, “Could
you please tell me about a story about an event or experience at work during
which you felt at your best, full of life and in flow, and you were content even
before the results of your actions were known?” It is important that the story be
very specific about an actual incident and not a general statement about “In
general, these are the things I do at work . . .” So, the story must be situated
within a specific context. After the supervisor hears the story, he or she can
summarize it for the employee to hear it, and then the supervisor can ask
whether any information is missing or anything else should be added to the
story. A follow-up question is, “Would you be happy to experience a similar
process again?” If the answer is in the affirmative, then the subsequent ques-
tions attempt to go deeper into the details of the story. If the story is associated
with mixed feelings and is not completely positive, then a different story must
be elicited.
2. Uncover the underlying success factors. The second step involves understand-
ing the factors that led to the successful story. For example, the supervisor can
ask, “What were some of the things you did or did not do, such as your
specific personal strengths and capabilities, that made this success story
204 Part III • Employee Development
possible?” and “What were the conditions that made this success story possi-
ble?” It is important to uncover both the personal and contextual factors that
led to the success story. This step is similar to conducting detective work to try
to understand the various factors that led to success, including the role that the
work environment (e.g., technology) and others (e.g., customers, peers) played
in the story.
3. Extrapolating the past into the future. The third step involves asking questions that
will lead to an employee’s ability to replicate the conditions that led to success in
the past into the future. So, the supervisor can first note that “The conditions you
have just described seem to be your personal code for reaching [insert the key
achievement in the story such as happiness at work, optimal performance, and
outstanding leadership].” Then, follow up with questions such as, “Think about
your current actions, priorities, and plans for the near future (e.g., next week,
month, or quarter), and tell me how you think you may be able to replicate these
conditions to be able to achieve the same level of [insert satisfaction, achievement,
performance, etc.] as you did before.”
Results of the FFI may suggest that there may be resources that the employee
needs to achieve his or her developmental goals. Thus, as a second step in terms of a
supervisor’s role, he or she has a primary role in referring the employee to appropri-
ate developmental activities that can assist the employee in achieving her goals. This
includes helping the employee select a mentor, appropriate reading resources,
courses, and so forth. Third, the supervisor reviews and makes suggestions about the
developmental objectives. Specifically, the supervisor helps assure the goals are
achievable, specific, and doable. Fourth, the supervisor has primary responsibility for
checking on the employee’s progress toward achieving the developmental goals. For
example, the supervisor can remind the employee of due dates and revise goals if
needed. Finally, the supervisor needs to provide reinforcements so the employee will
be motivated to achieve the developmental goals. Reinforcements can be extrinsic
and include rewards such as bonuses and additional benefits, but reinforcements can
also include the assignment of more challenging and interesting work that takes
advantage of the new skills learned.
Supervisors themselves need to be motivated to perform functions that will
support the employees’ completion of their developmental objectives, including
conducting FFIs. For this to happen, supervisors must be rewarded for doing a good job
in helping their employees develop. Consider how this is done at KLA-Tencor
Corporation (www.kla-tencor.com), one of the world’s top 10 manufacturers of semi-
conductor equipment. At KLA-Tencor, between 10 and 30% of supervisors’ bonus pay is
directly tied to employee development. Employee development is measured in terms of
employee training and certification levels. Managers are given at least quarterly
updates on the status of their staff development. In addition, employees themselves are
rewarded for engaging in developmental activities. In fact, only employees with
up-to-date training and certification levels are eligible for bonuses. Thus, employee
development is successful at KLA-Tencor because both employees and managers are
directly rewarded for employee development. After several years of implementing
www.kla-tencor.com
Chapter 8 • Performance Management and Employee Development 205
TABLE 8.2 Factors Promoting Successful Implementation of Personal
Developmental Plans
All employees have a plan (including managers from all levels in the organization).
All employees are entitled to developmental opportunities on an ongoing basis.
Managers are involved in the assessment of objective accomplishment and
monitor progress toward accomplishing developmental objectives.
Managers are committed to the development of their employees and to helping
their employees fulfill their career aspirations.
The developmental plan becomes an integral part of the performance
management system.
The performance of managers is evaluated, in part, based on how well they
manage the developmental process for their employees.
Source: Hgigson, M., & Wilson, J. P. (1995). Implementing personal development plans: A
model for trainers, managers and supervisors. Industrial & Commercial Training, 27, 25–29.
these practices, employee development has become the norm and is part of the
KLA-Tencor’s culture.9
In short, the direct supervisor plays a key role in the success of the developmental
plan. Table 8.2 summarizes many of the points we have discussed thus far that will
promote successful implementation of personal developmental plans.
BOX 8.2
Role of Direct Supervisor in Development at Diageo
Diageo (http://www.diageo.com) has recognized the value of employee development and
expects supervisors to play an important role in the process with their direct reports. Diageo,
headquartered in London, England, employs 22,000 people and was formed in 1997 with the
merger of Guinness and GrandMet. The company produces premium alcoholic beverages,
including such brands as Smirnoff, Baileys, Guinness, and Sterling Vineyard. The company’s career
development program includes a formal review and goal-setting, along with regular meetings to
keep development fresh in the minds of employees. The supervisor facilitates the process in
several ways. The supervisor helps identify specific development goals that are aligned with the
employee’s career aspirations. Monthly meetings, referred to as “call overs,” are held to review
progress toward goals and adjust goals as necessary. Also, the supervisor helps provide a means
for development and reaching goals by ensuring that employees receive training, course work, or
reading material on relevant topics. Another strategy includes giving assignments outside of one’s
current job responsibilities, such as leading a project to test one’s skills and practice what he or
she has learned in the development process. In summary, Diageo has recognized that empha-
sizing development with active management responsibilities not only benefits the individual
employee’s growth but also aids in aligning employee skills and actions with the strategic goals of
the organization as a whole.10
http://www.diageo.com
206 Part III • Employee Development
8.3 360-DEGREE FEEDBACK SYSTEMS
The 360-degree feedback system has become a preferred tool for helping employees,
particularly those in supervisory roles, improve performance by gathering information on
their performance from different groups.11 These systems are called 360-degree systems
because information is gathered from individuals all around the employee. Specifically,
information on what performance dimensions could be improved is gathered from superi-
ors, peers, customers, and subordinates. This information is usually collected anony-
mously to minimize rating inflation. Employees also rate themselves on the various
performance dimensions and compare self-perceptions with the information provided by
others. A gap analysis is conducted to examine the areas for which there are large discrep-
ancies between self-perceptions and the perceptions of others. A 360-degree feedback sys-
tem report usually includes information on dimensions for which there is agreement that
further development is needed. This information is used to create a developmental plan as
described earlier in the chapter. For example, a study including over 2,000 managers
demonstrated that the objectives included in personal developmental plans were driven
by performance dimensions that received low scores in 360-degree feedback systems.12
The 360-degree feedback system is most helpful when it is used for develop-
mental purposes only and not for administrative purposes.13 This is because people
are more likely to be honest if they know the information will be used to help the
individual improve and not to punish or to reward him or her. However, it is
possible to implement such systems successfully for administrative purposes after
they have been in place for some time—usually two years or so.14 The 360-degree
feedback system is usually implemented for individuals who have supervisory roles,
but these systems can be used for all positions within the organization.
Many organizations take advantage of technology to minimize the amount of
paperwork and time involved in collecting such data. The Internet is becoming a
pervasive medium by which to administer 360-degree feedback systems. The service
provider, usually an outside consulting firm, sends an e-mail message with instructions
and time frames for assessment to each employee to be rated. Then, employees can access
a secure Web site and, after entering their personal IDs and passwords, create individual
lists of raters who will be asked to provide feedback about their performance. To make
things easier, the employee can even select names from a drop-down menu that includes
company managers and employees. Allowing employees to select the raters who will
provide information on their performance is likely to increase acceptance of the results.15
The raters selected are asked to visit the Web site and to provide performance feedback
within a certain time period. After the data have been collected electronically, it is fairly
easy to compile the results and e-mail a report to the employee who has been evaluated.
Some Internet-based systems also provide online training for raters on how to com-
plete the feedback forms in helpful and constructive ways. Some systems even include
features that allow for the detection of rating errors. For example, a window may pop up
if a rater gives the maximum score to an employee on all dimensions. Raters may even see
a graph on the screen that shows the extent to which the ratings they have provided agree
with the ratings provided by other people rating the same employee. Some systems even
include an online virtual feedback coach to help create developmental plans. The final
plan, however, must be consensually decided upon in a meeting between the employee
and his supervisor. Unless the developmental plan has an employee’s complete accept-
ance, it is likely to become another inconsequential HR-mandated task.16
Chapter 8 • Performance Management and Employee Development 207
Feedback reports can include graphs showing the areas in which employees’
perceptions differ the most from the perceptions of other raters. They can also show
average scores across sources of information so that the areas that need improvement
are readily identified. The resulting report can be e-mailed automatically to the
employee and his supervisor so that both have an opportunity to review the results
before meeting to create a developmental plan.
A trend adopted by software companies that offer Internet-based 360-degree systems
is to offer a bundle of systems including 360-degree feedback together with learning man-
agement, compensation, and even recruiting and succession planning. These integrative
applications, usually called “talent management” systems, allow organizations to manage
data about employees in a systematic and coordinated way.17 Such integrative software
applications allow organizations to create an inventory of their human capital and better
understand their strengths and weaknesses at the organizational level. For example, an
organization that uses such applications is quickly able to deploy project teams with the
appropriate mix of skills and experience after doing a quick search in the database.
Another important advantage of these integrative applications is that performance man-
agement can be more easily linked to recruiting, compensation, training, and succession
planning. In other words, the system can keep track of an employee’s developmental
needs and how these needs have been addressed (e.g., via training) over time.
Table 8.3 includes a nonexhaustive list of vendors that offer Internet-based 360-degree
feedback systems and a brief description of their products. This table also includes informa-
tion on whether a demonstration of it is available online. As can be seen by the information
included in this table, many such systems are available.
TABLE 8.3 Examples of Vendors Offering 360-Degree Feedback Systems
Vendor Verbatim Description Provided on Vendor’s Web site
Panoramic Feedback
http://www.panoramicfeedback.
com (demo available online)
Pure browser-based application: ask anyone, anything,
anytime, anywhere. English, European, American
Languages, Chinese, Japanese, Korean, and Cyrillic.
Extensive knowledge base, strong track record, HRIS
integration, aggregate reporting to guide strategy.
Halogen Software
http://www.halogensoftware.
com/products/e360open.php
(demo available online)
Halogen e360 is a sophisticated Web-based software
solution that streamlines the multirater process. It provides
a simple, proven approach to employee 360 assessments
that significantly reduces the time and effort required to get
useful insight. Creating an evaluation, monitoring the
process, and generating reports can all be done with point-
and-click ease.
The Booth Company
http://www.boothco.com/home.
html (demo available online)
The Booth Company provides the only 360-degree feedback
tools statistically validated on more than 150 million
responses and a validated theory of management and
leadership. Its comprehensive battery of surveys measures
key skills in the most significant organizational roles, such as
executive, change leader, middle management, team
membership and leadership, and project leadership.
(continued )
208 Part III • Employee Development
As an illustration, consider the system offered by CheckPoint (http://ourworld.
compuserve.com/homepages/gately/chkpoint.htm). This system, designed for employees
in supervisory roles, includes information on the following competencies:
• Communication (listens to others, processes information, communicates effectively)
• Leadership (instills trust, provides direction, delegates responsibility)
• Adaptability (adjusts to circumstances, thinks creatively)
TABLE 8.3 (Continued)
Vendor Verbatim Description Provided on Vendor’s Web site
Personnel Decisions International
http://www.personneldecisions.
com/offerings/multitrater.asp
PDI is not only one of the founders of 360-degree feedback
but also experts on what it takes to change behavior. Nearly
half of the Fortune 100 companies rely on PDI PROFILOR®
instruments. They’re the most tested, most widely used, and
most accurate feedback tools in the world.
Development Dimensions
International
http://www.ddiworld.com/
default.asp
Seven standard survey options—available in English,
French, German, and Spanish—and a listing of 72
competencies enable you to assess different skill sets and
job levels, or we can customize a system that is specifically
aligned with the key factors your organization views as
critical to job success. Comprehensive reports can be used
to monitor the developmental process, prioritize learning
and developmental approaches, evaluate training
effectiveness, identify trends, and measure organizational
performance or success over time.
IRI Consultants to Management
http://www.irisolutions.com/
default.asp
IRI’s 360-degree feedback includes a standard set of
questions, or we can use a set of questions developed by the
client. This provides the client with the flexibility of linking
items to organizational efforts already begun, or to
organizational efforts planned for future deployment.
Center for Creative Leadership
http://www.ccl.org/leadership/
assessments/design360Overview.
aspx?pageId=47
360 BY DESIGN is a 360-degree feedback and development
process that can be tailored to reflect the competencies
important to your organization. It provides online assessment
and feedback as well as developmental planning, featuring
360 best practices pioneered by the Center for Creative
Leadership (CCL®).
MindSolve
http://www.sumtotalsystems.com/
products/stperf.html
(demo available online)
Multi-Rater/360 Feedback: Assesses competencies through
feedback from multiple angles, and delivers results that will
make an impact on participants’ performance.
2020 Insight Gold
www.2020insight.net
(demo available online)
20/20 Insight GOLD is extremely user-friendly software that
lets you create and use practically any kind of multisource
feedback survey you can imagine—including 360-degree
feedback projects, pre- and post-training competency
surveys, team and organization climate surveys, customer
satisfaction surveys, and many more.
Chapter 8 • Performance Management and Employee Development 209
• Relationships (builds personal relationships, facilitates team success)
• Task management (works efficiently, works competently)
• Production (takes action, achieves results)
• Development of others (cultivates individual talent, motivates successfully)
• Personal development (displays commitment, seeks improvement)
The CheckPoint system includes self-evaluations as well as evaluations provided
by the direct supervisor, direct subordinates, and peers. After performance information
has been collected from all these sources, the evaluated manager receives feedback in
the form of the graph shown in Figure 8.2. This graph illustrates the discrepancies
between self- and others’ ratings as well as the scores obtained for each competency. For
example, this graph shows that this particular manager has the greatest gap for the
FIGURE 8.2 Checkpoint 360-Degree Competency System: Executive Overview Source: Bob
Gately, Strategic Business Partner of Profiles International, Inc. 508-634-7748, bob@gatelyconsulting.
com, http://www.gatelyconsulting.com/chkpoint.htm. Courtesy of Profiles International, Inc.
http://www.gatelyconsulting.com/chkpoint.htm
210 Part III • Employee Development
competency “development of others.” Specifically, the manager assigned a score of
about 4.5 to herself, whereas the average score provided by her direct supervisor, direct
subordinates, and peers is only 2.55. The CheckPoint system uses the following scale to
rate competencies:
0 Not applicable (not averaged into scores)
1 Never demonstrates this
2 Seldom demonstrates this
3 Sometimes demonstrates this
4 Usually demonstrates this
5 Always demonstrates this
FIGURE 8.3 Checkpoint 360-Degree Competency System: Reference Group Comparison
Source: Bob Gately, Strategic Business Partner of Profiles International, Inc. 508-634-7748, bob@gately
consulting.com, http://www.gatelyconsulting.com/chkpoint.htm. Courtesy of Profiles International, Inc.
http://www.gatelyconsulting.com/chkpoint.htm
Chapter 8 • Performance Management and Employee Development 211
In this particular illustration, the manager believes that she displays behaviors
indicating the competency “development of others” somewhere between “usually” and
“always.” By contrast, her boss, employees, and peers believe that she demonstrates
these behaviors somewhere between “seldom” and “sometimes.” In other words, the
self-rating falls within the favorable zone whereas the ratings provided by others do not.
To explore this gap further, the report provided to the manager also includes more
detailed information on the scores provided by each source of information. The Reference
Group Comparison chart included in Figure 8.3 shows this information. An examination
of the scores provided for the competency “development of others” indicates that all
sources, except for the manager herself, agree that work is needed regarding this compe-
tency because all scores are between the “seldom” and “sometimes” categories. By
contrast, the manager believes she is doing an exceptional job of cultivating individual
talent (score of 5) and motivating successfully (score of 4).
It is not sufficient, however, just to provide scores regarding each of the competencies.
Becoming aware that there is a problem with a competency is a very good first step, but a
good 360-degree feedback system also provides concrete suggestions about what to do to
improve competencies.18 The CheckPoint system does this by providing what is called a
development summary. The development summary describes strengths and areas that should
be developed further. An example of this is shown in Figure 8.4. According to the graph, this
particular manager has several strengths but also some areas that deserve further develop-
ment. For example, there is a need to work on the “facilitates team success” dimension of the
competency “relationships.” The report also includes specific suggestions on how to
improve this competency that are shown in Figure 8.5. Specifically, the manager is given tips
and advice regarding concrete steps to be taken to improve performance. For example, in
terms of learning to collaborate on team decisions, the manager is given advice about how
to compromise and reach win-win decisions and how to gain support for decisions.
360-degree feedback systems are not necessarily beneficial for all individuals and
organizations. For example, individuals who are high on self-efficacy (i.e., they believe
they can perform any task) are more likely to improve their performance based on
feedback received from peers compared to individuals low on self-efficacy.19 Also, the
effect of receiving feedback from multiple sources is most beneficial for individuals
who perceive there is a need to change their behavior, react positively to feedback,
believe change is feasible, set appropriate goals to improve their performance, and take
concrete actions that lead to performance improvement.20 On the other hand, indi-
viduals who score lower on self-efficacy pay more attention to the feedback received
from their line managers. In other words, an employee’s confidence in her own
performance influences which sources of feedback are most useful to her.
In terms of organizational characteristics, 360-degree systems work best in organ-
izations that have cultures that support open and honest feedback. Also, these systems
work best in organizations that have a participatory, as opposed to authoritarian,
leadership style in which giving and receiving feedback is the norm and is regarded as
valuable. For example, consider the case of the Patent Office of the United Kingdom.
This organization is characterized by a hierarchical structure typical of many civil serv-
ice organizations as opposed to a flat structure where employees are involved and
teamwork is the norm. The implementation of a 360-degree feedback system did not
lead to the anticipated positive results, and there was a mismatch of expectations
between what the board members wanted (i.e., better working relations and a culture
212 Part III • Employee Development
change) and what the employees wanted (i.e., individual improvement). Moreover,
managers did not show a good understanding of the behaviors they were expected to
display, and their performance did not show improvement. Overall, the 360-degree
feedback system was not sufficiently linked to other HR systems and policies.21
Answering the following questions can give a good indication as to whether
implementing a 360-degree system would be beneficial in a specific organization:
1. Are decisions that are made about rewards and promotion fairly free of favoritism?
2. Are decisions made that take into account the input of people affected by such
decisions?
3. Do people from across departments usually cooperate with each other and help
each other?
FIGURE 8.4 Checkpoint 360-Degree Competency System: Development Summary
Source: Bob Gately, Strategic Business Partner of Profiles International, Inc. 508-634-7748, bob@gately
consulting.com, http://www.gatelyconsulting.com/chkpoint.htm. Courtesy of Profiles International, Inc.
http://www.gatelyconsulting.com/chkpoint.htm
Chapter 8 • Performance Management and Employee Development 213
4. Is there little or no fear of speaking up?
5. Do people believe that their peers and subordinates can provide valuable infor-
mation about their performance?
6. Are employees trusted to get the job done?
7. Do people want to improve their performance?
In sum, the successful implementation of a 360-degree feedback system is heavily
dependent on the culture of the organization and the work context.22 If the answer to
most of these questions is “yes,” the implementation of a 360-degree feedback system is
likely to be successful and lead to performance improvement.
8.3.1 Advantages of 360-Degree Feedback Systems
Organizations and individuals can gain several advantages as a consequence of imple-
menting a 360-degree feedback system. These include the following:
• Decreased possibility of biases. Because these systems include information from
more than one source, there is a decreased possibility of biases in the identification
of employees’ weaknesses.
FIGURE 8.5 Checkpoint 360-Degree Competency System: Suggestions for Improvement
Source: Bob Gately, Strategic Business Partner of Profiles International, Inc. 508-634-7748, bob@gately
consulting.com, http://www.gatelyconsulting.com/chkpoint.htm. Courtesy of Profiles International, Inc.
http://www.gatelyconsulting.com/chkpoint.htm
214 Part III • Employee Development
• Increased awareness of expectations. Employees become very aware of others’
expectations about their performance. This includes not only the supervisor’s
expectations but also the expectations of other managers, coworkers, subordi-
nates, and customers.
• Increased commitment to improve. Employees become aware of what others think
about their performance, which increases their commitment to improve because
information about performance is no longer a private matter.
• Improved self-perceptions of performance. Employees’ distorted views of their own
performance are likely to change as a result of the feedback received from other
sources. In other words, it is difficult to continue to have distorted views of one’s
own performance in the presence of overwhelming evidence that these percep-
tions may not be correct.
• Improved performance. Although receiving information about one’s performance
is not sufficient cause to improve, it is certainly a very important step. Thus,
having information on one’s performance, if paired with a good developmental
plan, is likely to lead to performance improvement.
• Reduced “undiscussables.” 360-degree feedback systems provide an excellent
opportunity to coworkers, superiors, and subordinates to give information about
performance in an anonymous and nonthreatening way. Many supervisors may
feel uncomfortable about providing negative feedback, but a 360-degree system
makes providing such feedback easier.
• Employees enabled to take control of their careers. By receiving detailed and
constructive feedback on weaknesses and strengths in various areas, employees
can gain a realistic assessment of where they should go with their careers.
Table 8.4 includes a summarized list of benefits that organizations can obtain from
implementing a 360-degree feedback system. Consider how some of these benefits were
realized when a system was implemented at Sonoco Products, a supplier of industrial and
consumer packaging.23 First, two-thirds of the respondents to a survey indicated that their
expectations about performance were clearer and that they were able to understand more
clearly the link between individual performance and organizational goals. Second,
respondents to this same survey also felt more responsible for managing their performance,
which the company took as an indication that individuals also had a better understanding
of their jobs and self-perceptions of performance. Overall, while we do not have evidence
TABLE 8.4 Summary List of Benefits Resulting
from a 360-Degree Feedback System
Decreased possibility of biases
Increased awareness of expectations
Increased commitment to improve
Improved self-perceptions of performance
Improved performance
Reduced “undiscussables”
Employees enabled to take control of their careers
Chapter 8 • Performance Management and Employee Development 215
that all of the benefits listed in Table 8.4 were realized with this system, there is sufficient
documentation to show that several important benefits resulted from implementing it.
8.3.2 Risks of Implementing 360-Degree Feedback Systems
We have discussed the many advantages of 360-degree feedback systems, but we should
also consider that there are some risks involved.24 For example, negative feedback can
hurt an employee’s feelings, particularly if those giving the feedback do not offer their
comments in a constructive way. Second, the system is likely to lead to positive results
only if individuals feel comfortable with the system and believe they will be rated
honestly and treated fairly. User acceptance is an important determinant of the system’s
success. Third, when very few raters are providing the information, say, two or three, it
may be easy for the employee being rated to identify who the raters are. When anonymity
is compromised, raters are more likely to distort the information they provide. Fourth,
raters may become overloaded with forms to fill out because they need to provide infor-
mation on so many individuals (peers, superiors, and subordinates). Finally, implementing
a 360-degree feedback system should not be a one-time-only event. The system should be
in place and data collected over time on an ongoing basis. The implementation of
ongoing 360-degree feedback systems is sometimes labeled a 720-degree feedback
system, referring to the fact that the collection of 360-degree data takes place at least
twice. In short, administering the system only once will not be as beneficial as
administering the system repeatedly.
The risks associated with implementing a 360-degree system can be illustrated by
Watson Wyatt’s 2001 Human Capital Index (HCI).25 This is an ongoing study of the
effects of HR practices on the stock value of more than 700 publicly traded companies.
One particular result was especially alarming. Of the companies surveyed, those that
had implemented 360-degree feedback had lower stock value! Specifically, the compa-
nies that used peer reviews had 4.9% lower market value than did similar companies
that did not implement peer reviews. Furthermore, companies that implemented
upward feedback, where employees rated managers, had a 5.7% lower stock value than
did similar companies that did not implement upward feedback. Does this necessarily
mean that implementing 360-degree feedback systems causes the stock price to
decrease? Based on the data collected, there is no definitive answer to this question. It
could be that organizations that are not performing well financially decide to implement
360-degree feedback systems precisely to help improve their performance. Nevertheless,
these results highlight the importance of following best practices in implementing
360-degree feedback systems in order to avoid any negative consequences of imple-
menting such a system.
8.3.3 Characteristics of a Good System
Fortunately, there are several things that can be done to maximize the chance that the
system will work properly. First, in general terms, consider the following advice:
360-degree feedback systems…are always work in progress—subject to vulner-
abilities, requiring sensitivity to hidden conflicts as much as to tangible results,
216 Part III • Employee Development
but nevertheless responsive to thoughtful design and purposeful change.
Companies that have success with these programs tend to be open to learning
and willing to experiment. They are led by executives who are direct about the
expected benefits as well as the challenges. . . . By laying themselves open to
praise and criticism from all directions and inviting others to do the same, they
guide their organizations to new capacities for continuous improvement.26
Second, in more specific terms, when systems have the following characteristics,
they are most likely to be successful:27
• Anonymity. In good systems, feedback is anonymous and confidential. When such
is the case, raters are more likely to provide honest information regarding perform-
ance, particularly when subordinates are providing information about superiors.
• Observation of employee performance. Only those with good knowledge and first-
hand experience with the person being rated should participate in the process.
There is no point in asking for performance feedback from people who are not
able to observe performance.
• Feedback interpretation. Good systems allow the person being rated to discuss the
feedback received with a person interested in the employee’s development. In
most cases, feedback is discussed with the direct supervisor. In other cases, the
discussion can involve a representative of the HR department or a superior to
whom the person does not report directly.
• Follow-up. The information gathered has little value if there is no follow-up
action. Once feedback is received, it is essential that a developmental plan is
created right away.
• Used for developmental purposes only (at least initially). When 360-degree feedback sys-
tems are used for administrative purposes such as promotions and compensation,
raters are likely to distort the information provided. Make it clear that the purpose of
the system is developmental and developmental only. Initially, the information col-
lected should not be used for making reward allocations or any other administrative
decisions. However, the system may be used for administrative purposes after it has
been in place for some time—approximately two years or so.
• Avoidance of survey fatigue. Survey fatigue can be avoided if individuals are not
asked to rate too many employees at the same time. For example, data collection
can be staggered so that not all surveys are distributed at the same time.
• Emphasis on behaviors. Although systems can include feedback on both behaviors
(competencies) and results, it is better to emphasize behaviors. Focusing on
behaviors can lead to the identification of concrete actions that the person being
rated can take to improve performance.
• Raters go beyond ratings. In addition to providing scores on the various dimen-
sions, raters should provide written descriptive feedback that gives detailed and
constructive comments on how to improve performance. It is helpful if this
information also includes specific examples that help support the ratings and
recommendations provided.
• Raters are trained. As in the case of providing evaluations for administrative pur-
poses, raters should be trained. Mainly, this includes skills to discriminate good
from poor performance and how to provide feedback in a constructive manner.
Chapter 8 • Performance Management and Employee Development 217
Table 8.5 includes a summarized list of characteristics of good 360-degree
feedback systems. Consider the Compass system, which is offered by Right
Management Consultants (www.right.com). This 360-degree feedback tool has many of
the ideal characteristics found in Table 8.5. Compass is a tool based on leadership com-
petencies. It allows raters to assess how well the leader executes each of the behaviors
associated with various competencies such as “communication.” The survey raters are
anonymous. Right Management Consultants offers tailored feedback programs in
which coaching is given in individual or group sessions to help interpret the informa-
tion collected. Right can also certify internal organizational employees to give the
BOX 8.3
360-degree Feedback at AAH Pharmaceuticals
AAH Pharmaceuticals (AAH) (http://www.aah.com) utilizes a 360-degree feedback system that
includes several characteristics of a good system. The company, which employs 3,800 people, is a
wholesaler of pharmaceuticals, providing medical products and services in the United Kingdom.
AAH, with the help of professional consultants, found the process helpful in providing feedback
and useful information for development planning. To help ease employee concern, the company
clearly outlined for employees that development planning and feedback were the only purposes
of the instrument, and information would not be used for any other purpose. Employees were
also given the option of sharing information with supervisors. The system included gathering
performance ratings from several sources through an automated online system of questionnaires
and ensuring that information was anonymous and confidential. After the results were obtained,
participants attended a one-day meeting about the results away from the office that included
one-on-one interpretation and discussion with the consultant to initiate a development plan.
Six-month follow-up meetings were held to review progress toward developmental objectives.
AAH found the process to be successful with a first group of managers who went through the
process and made plans for a broad rollout of the program for more employees to take advantage
of developmental opportunities. In summary, the system utilized by AAH provides an example of
several of the components of a successful 360-degree feedback instrument.28
TABLE 8.5 Characteristics of a Good 360-Degree
Feedback System
Anonymity
Observation of employee performance
Feedback interpretation
Follow-up
Used for developmental purposes only (at least initially)
Avoidance of survey fatigue
Emphasis on behaviors
Raters go beyond ratings
Raters are trained
http://www.aah.com
www.right.com
218 Part III • Employee Development
Summary Points
• Personal developmental plans are a key
component of a performance manage-
ment system because they specify courses
of action to be taken to improve perform-
ance. Aperformance management system
that lacks information about how to
improve performance will not help
employees learn skills beyond what they
know and use already. In a nutshell, a
good developmental plan allows employ-
ees to answer the following three ques-
tions: How can I continually learn and
grow in the next year? How can I do
better in the future? How can I avoid
performance problems faced in the past?
• Developmental plans focus on both the
short term and the long term. Specifically,
developmental plans address how to
improve performance in the current job,
how to sustain good levels of per-
formance in the current job, and how to
prepare employees for future advance-
ment. In addition, developmental plans
provide employees with growth oppor-
tunities so that, even if advancement
within the organization is not clear,
employees are able to enrich their daily
work experiences.
• Good developmental plans include a
description of the specific steps to be
taken and specific developmental
objectives. A good plan includes informa-
tion about (1) developmental objectives,
(2) how the new skills or knowledge
will be acquired, (3) a time line regarding
the acquisition of the new skills or
knowledge, and (4) standards and meas-
ures that will be used to assess whether
the objectives have been achieved.
Learning objectives should be designed
to take into account both the needs of the
individual and those of the organization.
• Developmental objectives can be
achieved by one or more of the follow-
ing activities: (1) on-the-job training,
(2) courses, (3) self-guided reading,
(4) mentoring, (5) attending a confer-
ence, (6) getting a degree, (7) job rota-
tion, (8) temporary assignments, and
(9) membership or leadership role in
professional or trade organizations.
Developmental activities for specific
objectives are chosen by the employee
and his or her direct supervisor. This
choice is guided by taking into account
the employee’s learning preferences,
the developmental objective in ques-
tion, and the organization’s available
resources.
• The direct supervisor has a key role in
helping the employee define the scope
of the developmental plan and in
explaining the relationship between the
developmental objectives and strategic
priorities for the unit and the organiza-
tion. The direct supervisor also has
direct responsibility for checking on the
employee’s progress toward achieving
the developmental objectives and pro-
viding resources so that the employee
will be able to engage in the appropriate
activities (e.g., courses, mentoring).
feedback. After the assessment, a developmental plan is constructed, based on each
individual’s strengths and weaknesses. Furthermore, an online leadership develop-
mental suite is available that includes a self-initiated online 6-month and 12-month
follow-up. Given the availability of Compass and other systems such as those described
in Table 8.3, there is little excuse to implement a system that does not include most of
the characteristics listed in Table 8.5.
Chapter 8 • Performance Management and Employee Development 219
Also, supervisors can help the employee
uncover the factors that lead to achieve-
ment and job satisfaction by conducting
feedforward interviews. Supervisors
must reinforce an employee’s accom-
plishments toward completing a devel-
opmental plan so that the employee
remains motivated. Finally, supervisors
themselves must be motivated to
perform all these functions in support of
their employees’ developmental plans.
To do so, supervisors’ performance
regarding how well they help their
employees develop should be measured
and rewarded appropriately.
• 360-degree feedback systems are tools
that help employees build new skills and
improve their performance in general by
gathering and analyzing performance
information from several sources, includ-
ing peers, superiors, subordinates, and
oneself. Performance information
gathered from oneself is compared to
information gathered by other sources to
perform a gap analysis showing discrep-
ancies between how one sees one’s own
performance in relation to how others
see one’s performance. These types of
systems are also used to identify per-
formance dimensions for which all, or
most, performance information sources
agree there is little or substantial room
for improvement. Accordingly, this
information can be used in creating a
developmental plan.
• Many organizations implement
360-degree feedback systems electroni-
cally because doing so facilitates data
collection and analysis. Many vendors
offer systems that can be implemented
online. Some systems are comprehensive
and include rater training, data analysis,
and detailed feedback reports for those
evaluated.
• The implementation of 360-degree feed-
back systems can produce many benefits
including (1) decreased possibility of
biases, (2) increased awareness of per-
formance expectations, (3) increased
commitment to improve, (4) improved
self-perceptions of performance, (5)
improved performance, (6) reduction of
undiscussables, and (7) increased career
control on the part of employees.
• In spite of the many advantages associ-
ated with implementing 360-degree
feedback systems, there are some risks
involved. For example, negative feed-
back can hurt an employee’s feelings;
individuals may not be ready to receive
such feedback and may therefore not
participate willingly; anonymity may
be compromised and therefore infor-
mation may be distorted; and raters
may be overloaded with forms to fill
out. These risks, and the associated fail-
ure of the system, are particularly high
when the organization does not value
participation in decision making; there
is little cooperation among employees;
there is favoritism; employees do not
value the opinion of others (i.e., peers,
subordinates); decisions are based on
hearsay; and/or employees are not
trusted to get the job done.
• There are some features that will
enhance the success rate of a 360-degree
feedback system. These features include
the following: there is anonymity; raters
have firsthand knowledge of the
performance of the person being evalu-
ated; feedback is interpreted by a
person interested in the development of
the person evaluated; there is follow-up
after receiving feedback; the system is
used for development purposes only;
raters do not become fatigued; there is
an emphasis on behaviors instead of
results; raters provide information
beyond performance ratings only; and
raters are trained. The presence of these
characteristics is likely to lead to the
successful design and implementation
of the system.
220 Part III • Employee Development
C A S E S T U DY 8-1
Developmental Plan Form at Old Dominion University
Consider the following developmental plan form used for
employees at Old Dominion University in Norfolk, Virginia.29
What are some positive features of this form? What are some
features that could be improved? �
C A S E S T U DY 8-2
Evaluation of a 360-degree Feedback System Demo
Visit Hr-survey.com and click on the following link to see the
demo: http://hr-survey.com/360Feedback.htm. Please view the
demo questionnaire and results. Then, answer the following
questions:
1. What are the good features of this system?
2. What are the features that could be improved? �
CONFIDENTIAL
OLD DOMINION UNIVERSITY/221
EMPLOYEE WORK PROFILE
PERFORMANCE PLANNING & EVALUATION
The following pages are printed separate remainder of the EWP because they contain confidential employee
information.
Parts V, VI, VII, VIII, and X are writ-
ten or reviewed by the supervisor
and discussed with the employee
at the end of the evaluation cycle.
Part IV – Employee Development Plan
30. Professional development goals:
31. Steps to be taken by the supervisor to assist employee to enhance job performance and
in furthering professional development:
32. Steps to be taken by the employee toward enhancing job performance and in furthering
professional development:
Part III – Employee DevelopmentPosition Identification Information
26. Position Number: 27. Department:
28. Employee Name: 29. Social Security or Employee ID Number.
http://hr-survey.com/360Feedback.htm
Chapter 8 • Performance Management and Employee Development 221
Performance Appraisal Form
Key Competencies Supervisor Comments Score
Sales and Marketing: Demonstrate
knowledge of principles and methods
for showing, promoting, and selling
products or services.
Could be more proficient with greater
product knowledge. Needs greater
understanding of the benefits of each of
the products.
B–
Customer and Personal Service:
Knowledge of principles and processes
for providing high-quality customer and
personal services.
Good verbal and sales skills most of the time.
Had a couple occasions when customers felt
like they weren’t getting enough personal
assistance with recently purchased product.
B+
Interpersonal Communication: Talking
to others to convey information effectively
as well as giving full attention to what
other people are saying, taking time to
understand the points being made, and
asking questions as appropriate.
Very good. Always enthusiastic with
customers and quickly develops a good
rapport with new customers.
A–
C A S E S T U DY 8-3
Implementation of 360-degree Feedback
System at Ridge Intellectual
When Ridge Intellectual, a graphics design firm, implemented
360-degree feedback in its organization two years ago, it was
met with resistance and was eventually discontinued. Ron
Bartlett, the president of Ridge Intellectual, had seen a
demonstration by a 360-degree vendor at a trade conference
and decided to use the system at Ridge. Subsequently,
Bartlett worked with the consultant to implement the system.
Specifically, he sent out a company-wide e-mail stating the
reasons for changing to the new system, how the ratings
collected using the new system would be linked to bonuses,
and the importance of completing the online training course
on the system. The consultants provided online rater training
for those who were interested as well as links to documents
describing how to observe, assess, and record performance
behaviors. After the surveys were made available, individuals
were encouraged to contact HR if they had any problems.
Based on the information here what could Ridge have
done to implement the 360-degree feedback system more
successfully? Please refer to the characteristics of a good
system listed in Table 8.5 in answering this question. �
C A S E S T U DY 8-4
Personal Developmental Plan at Brainstorm, Inc.—Part I
Cathy is a sales manager at Branstorm, Inc., a computer software
training company that sells Microsoft, Novell, Corel, and Open
Office training, located in Lehi, Utah. Some of Cathy’s
responsibilities are to complete annual performance evaluations
with all of her subordinates and create individual developmental
plans for these employees based on their performance
evaluations. Recently, Jay, an inside sales representative and
Cathy’s subordinate, finished his first year’s performance evalua-
tion with Cathy. Cathy’s performance evaluation of Jay’s key
competencies and key results is as follows:
(Continued)
222 Part III • Employee Development
Use the information provided in the Chapter 8 to build up the
content of the developmental plan. �
Place yourself in Cathy’s shoes, and use the above performance
evaluation to develop an individual developmental plan for Jay.
C A S E S T U DY 8-5
Personal Developmental Plan at Brainstorm, Inc.—Part II
Cathy, one of the Partners of Brainstorm, Inc., has been look-
ing into developmental plans as a possible way of increasing
the productivity and morale of the company’s sales force. To
help her in this project, Cathy has adapted a developmental
plan form from a business magazine she has recently seen
and asks you for feedback. Since Cathy is unfamiliar with the
characteristics of good developmental plans, she is particu-
larly interested in your critique of a developmental plan that
she developed for a sales representative, Jay. Note:
Brainstorm, Inc., may not be able to finance much in the way
of outside learning; however, the company could provide
some paid time off and may be able to negotiate some better
rates for attending classes or conferences, based on various
industry memberships.
1. How would you improve and/or change the following
form and its contents?
2. Since there are only six employees in the company,
how would you adapt the form to meet the needs of
this small business? Provide an example. �
Persuasion and Negotiation:
Persuading others to change their minds
or behavior. Bringing others together
and trying to reconcile differences.
Adequate, but could be more direct and
persuasive with customers.
B
Problem Sensitivity and Ethics: The
ability to tell when something is wrong
or is likely to go wrong, ethically or
otherwise. It does not involve solving the
problem, only recognizing there is a
problem.
Excellent. Shown great ability to anticipate
if contract negotiations are taking an
unethical or unprofitable turn for the worse.
A
Key Results Supervisor Comments Score
Degree to which employee met
monthly sales goals ($50,000 in sales
revenue a month):
Adequate. Met sales goals 66% of the time
in the last six months.
B
Degree to which employee met
referral goals (10 referrals a month):
Needs improvement. Met referral goals
50% of the time in the last six months.
B-
Number of cold calls made
monthly (250):
Excellent. Tirelessly exhibits persistence and
hard work in reaching out to businesses.
A
Source: Adapted from an appraisal form developed by Boston College.
(Continued)
Chapter 8 • Performance Management and Employee Development 223
Brainstorm, Inc., Developmental Plan
Updated: June 28, 2011
Name: Jay
Job Title/Job Code: Sales Representative
Department: Sales
Developmental Options
OJT (On-the-job Training)
Classes
Conferences
Online
Self-study
Job Rotation
Videos
Books
Temporary Assignment
Mentorship
Other (specify)
Description
Type of Development
When
How Long
Completed Hours (this Quarter)
Comments—Approximate Cost—Other
Objectives/
Evaluation
Current Quarter
Next Quarter
Current +2
Current +3
Primary Reviewer: Cathy
Education: High school graduate
Prior Training: Bachelor’s degree in Sales and Marketing
Job History: 10 years of experience in sales. Two years of experience in software training sales.
Career Goals:
Next 1 year
Next 2 years
Next 3 years
Next 5 years—Become head of sales and lead sales trainer.
Source: Based on MIT Human Resources. (2011). Strategic Planning of Talent. Available online at http://hrweb.mit.edu/ctm/managers/
retaining-developing-workforce/development-planning. Retrieval date: September 7, 2011.
224 Part III • Employee Development
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feedback with systematic coaching: Empirical
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Human Resource Management, 42, 243–256.
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(2005). Does performance improve follow-
ing multisource feedback? A theoretical
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empirical findings. Personnel Psychology,
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(2005). 360° feedback: A critical enquiry.
Personnel Review, 34, 663–680.
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D. R. (2002). Predictors of attitudes toward a
360-degree feedback system and involve-
ment in post-feedback management devel-
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Organizational Psychology, 75, 87–107.
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HR systems Sonoco Products. DDI client suc-
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End Notes
www.ddiworld.com
www.ddiworld.com
Chapter 8 • Performance Management and Employee Development 225
26. Peiperl, M. A. (2001, January). Getting 360
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27. Some of these recommendations are
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“Feedback Effectiveness: Can 360-degree
Appraisals Be Improved?” Academy of
Management Executive, 14(2000): 129–139;
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af/humanresources/performance/Perfor-
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20-%20Part%203–4%20-%20Employee%20-
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May 1, 2011.
226
A leader becomes complete only after giving something back.
—LAURENCE S. LYONS
LEARNING OBJECTIVES
By the end of this chapter, you will be able to do the following:
� Understand that managers need several key skills to manage the performance of
their employees effectively, including skills regarding coaching, giving feedback,
and conducting performance review meetings.
� Understand four guidelines that provide a framework for successful coaching
including the importance of a good coaching relationship, the central role of the
employee as the source and director of change, understanding employees as unique
and whole, and realizing that the coach is the facilitator of the employee’s growth.
� Define coaching, and describe its major functions, including giving advice, providing
guidance and support, and enhancing employee confidence and competence.
� Identify behaviors that managers need to display to perform the various coaching
functions.
� Understand that a manager’s personality and behavioral preferences determine his
or her coaching style.
� Understand your own coaching style and the need to adapt your coaching style to
the situation and your subordinates’ preferences.
� Describe the coaching process and its components including setting
developmental goals, identifying developmental resources and strategies,
implementing strategies, observing and documenting developmental behavior,
and giving feedback.
� Understand the time, situational, and activity constraints involved in observing
and documenting an employee’s progress toward the achievement of
developmental goals and good performance in general.
Chapter 9
Performance Management Skills
Chapter 9 • Performance Management Skills 227
� Implement a communication plan and training programs that will minimize the
impact of constraints present when observing and documenting performance.
� Describe the benefits of accurate documentation of an employee’s developmental
activities and performance.
� Implement several recommendations that will lead to documenting performance in
a useful and constructive manner.
� Understand the purposes served by feedback on performance regarding the
achievement of developmental goals and performance in general.
� Implement several recommendations that will lead to creating useful and
constructive feedback systems.
� Understand why people do not feel comfortable giving negative feedback, and
recognize what happens when managers refuse to give negative feedback.
� Implement a disciplinary or termination process if an employee does not overcome
performance problems over time.
� Understand the various purposes served by performance review meetings and the
various types of meetings that can be conducted.
� Understand the signs of employee defensiveness, implement suggestions to
minimize employee defensiveness before a performance review meeting takes place,
and deal with defensiveness during the performance review meeting.
Chapter 8 addressed issues about employee development. Specifically, Chapter 8
discussed how to use a performance management system to help employees develop
and improve their performance and to address more long-term career goals and
aspirations. Performance management systems are not likely to help employees
develop and improve their performance if managers do not have the necessary skills to
help employees accomplish these goals. Such skills include being able to serve as
coaches, to observe and document performance accurately, to give both positive and
negative feedback, and to conduct useful and constructive performance review
discussions. Unfortunately, these skills seem to be in short supply; hence, this chapter
addresses each of these topics. For example, a survey conducted by the consulting firm
Watson Wyatt found that, in about 50% of the organizations included in the study,
managers are only slightly effective in helping underperforming employees improve
their performance.1 This lack of supervisory skills is not unique to the United States.
For example, a study including more than 100 organizations in Barbados found that,
overall, employees are not satisfied with their performance management system and
some of the culprits are “poor management of the process” and “low levels of supervi-
sory motivation.”2 Let’s begin with the first of these issues: coaching.
9.1 COACHING
Coaching is a collaborative, ongoing process in which the manager interacts with his
or her employees and takes an active role and interest in their performance.3 In gen-
eral, coaching involves directing, motivating, and rewarding employee behavior.
Coaching is a day-to-day function that involves observing performance, compliment-
ing good work, and helping to correct and improve any performance that does not
meet expectations and standards. Coaching is also concerned with long-term per-
formance and involves ensuring that the developmental plan is being achieved. Being
a coach thus is similar to serving as a consultant and, for coaching to be successful, a
coach must establish a helping relationship.4 Establishing this helping and trusting
relationship is particularly important when the supervisor and subordinate do not
share similar cultural backgrounds, as is often the case with expatriates or when
implementing global performance management systems.5 In such situations, a help-
ing and trusting relationship allows for what is labeled cultural transvergence in
performance management, which means that cultural differences are discussed
openly, and alternate practices, which enhance individual and team performance, are
implemented.
Coaching is a pervasive organizational activity and, since the mid-1990s, there
has been an explosion of interest in coaching. Specifically, the first scholarly article on
coaching was published in 1955, and between then and December 2005, 393 articles
have been published on the topic.6 Increased interest in recent years is evidenced by
the fact that, of the total of 393 articles, 318 have been published since 1996. Although
many theories on coaching exist, there are four guiding principles that provide a good
framework for understanding successful coaching:7
1. A good coaching relationship is essential. For coaching to work, it is imperative
that the relationship between the coach and the employee be trusting and collab-
orative. As noted by Farr and Jacobs, the “collective trust” of all stakeholders in
the process is necessary.8 To achieve this type of relationship, first the coach
must listen in order to understand. In other words, the coach needs to try to
walk in the employee’s shoes and view the job and organization from his or her
perspective. Second, the coach needs to search for positive aspects of the
employee because this is likely to lead to a better understanding and acceptance
of the employee. Third, the coach needs to understand that coaching is not
something done to the employee but done with the employee. Overall, the
manager needs to coach with empathy and compassion. Such compassionate
coaching will help develop a good relationship with the employee. In addition,
there is an important personal benefit for the coach. This type of compassionate
coaching has the potential to serve as an antidote to the chronic stress experi-
enced by many managers.9 It has been argued that this type of coaching can
ameliorate stress because the experience of compassion elicits responses within
the human body that arouse the parasympathetic nervous system (PSNS), which
can help mitigate stress.
2. The employee is the source and director of change. The coach must understand that
the employee is the source of change and self-growth. After all, the purpose of
coaching is to change employee behavior and set a direction for what the
employee will do differently in the future.10 This type of change will not happen if
the employee is not in the driver’s seat. Accordingly, the coach needs to facilitate
the employee’s setting the agenda, goals, and direction.
3. The employee is whole and unique. The coach must understand that each employee
is a unique individual with several job-related and job-unrelated identities
(e.g., computer network specialist, father, skier) and a unique personal history.
The coach must try to create a whole, complete, and rich picture of the
228 Part III • Employee Development
employee. It will be beneficial if the coach has knowledge of the employee’s life
and can help the employee connect his life and work experiences in meaningful
ways.
4. The coach is the facilitator of the employee’s growth. The coach’s main role is one of
facilitation. A coach must direct the process and help with the content (e.g., of a
developmental plan) but not take control of these issues. The coach needs to
maintain an attitude of exploration; help expand the employee’s awareness of
strengths, resources, and challenges; and facilitate goal setting.
In more specific terms, coaching involves the following functions:11
• Giving advice to help employees improve their performance. In other words,
coaching involves not only describing what needs to be done but also how things
need to be done. Coaching is concerned with both results and behaviors.
• Providing employees with guidance so that employees can develop their skills and
knowledge appropriately. Coaching involves providing information both about
the skills and knowledge that are required to do the work correctly and informa-
tion about how the employee can acquire these skills and knowledge.
• Providing employees support and being there only when the manager is needed.
Coaching involves being there when the employee needs help, but it also involves
not monitoring and controlling an employee’s every move. In the end, coaching is
Chapter 9 • Performance Management Skills 229
BOX 9.1
Taking Coaching Seriously at Becton, Dickinson, and Company
A coaching culture and leadership development are viewed as competitive strengths at Becton,
Dickinson, and Company (BD, http://www.bd.com). The U.S.-based company manufactures and sells
medical supplies, devices, laboratory instruments, antibodies, reagents, and diagnostic products to
health-care organizations, clinical laboratories, private industry, and the public. The coaching culture
at BD includes the following points, as noted by Joseph Toto, the company’s director of leadership
development and learning:
1. We place high expectations on corporate leaders to model coaching as a productive and
effective way to improve performance.
2. We expect leaders at all management levels to be coached as well as to coach the develop-
ment of others.
3. We establish coaching as a norm. Leaders must view coaching and development as some of
the key responsibilities and deliverables in their roles.
Part of the company’s training program includes developing skills through peer coaching and
building management skills through peer interaction, support, and guidance. The training sessions
emphasize several skills, including listening, asking facilitating and open-ended questions, sharing
experiences, and challenging assumptions or discussing actions that might not be productive in the
view of the coach. Training also involves self-assessment of strengths and weaknesses and identifying
behaviors that would assist leaders in any given circumstance in which they might find themselves as
managers in the company. In summary, BD has utilized training programs to develop and reinforce
a coaching culture. This culture is credited with developing leaders to provide direction to others in a
constantly changing business environment.12
http://www.bd.com
about facilitation. The responsibility for improving performance ultimately rests
on the shoulders of the employee.
• Giving employees confidence that will enable them to enhance their performance
continuously and to increase their sense of responsibility for managing their own
performance. Coaching involves giving positive feedback that allows employees
to feel confident about what they do, but it also involves giving feedback on
things that can be improved.
• Helping employees gain greater competence by guiding them toward acquiring
more knowledge and sharpening the skills that can prepare them for more com-
plex tasks and higher-level positions. Coaching involves a consideration of both
short-term and long-term objectives, including how the employee can benefit
from acquiring new skills and knowledge that could be useful in future positions
and in novel tasks.
Based on this list of the various functions of coaching, it is evident that coaching
requires a lot of effort from the managers. For example, consider the case of NCCI
Holdings, Inc., a company based in Boca Raton, Florida, that manages the largest
database of workers’ compensation insurance information in the United States
(www.ncci.com). NCCI analyzes industry trends, prepares workers’ compensation
insurance rate recommendations, assists in pricing proposed legislation, and provides a
variety of data products to maintain a healthy workers’ compensation system and
reduce the frequency of employee injuries. At NCCI Holdings, supervisors undergo
extensive coaching training, including learning how to listen and how to be empathic.
Managers also attend monthly roundtables where they can learn from one other’s
coaching experiences. At these roundtables, managers can solicit feedback from other
managers regarding their own coaching performance.13
Coaching helps turn feedback into results. For this to happen, coaches need to
engage in the following:
• Establish development objectives. The manager works jointly with the employees in
creating the developmental plan and its objectives.
• Communicate effectively. The manager maintains regular and clear communication
with employees about their performance, including both behaviors and results.
• Motivate employees. Managers must reward positive performance. When positive
performance is rewarded, employees are motivated to repeat the same level of
positive performance in the future.
• Document performance. Managers observe employee behaviors and results.
Evidence must be gathered regarding instances of good and poor performance.
• Give feedback. Managers measure employee performance and progress toward
goals. They praise good performance and point out instances of substandard
performance. Managers also help employees avoid poor performance in the
future.
• Diagnose performance problems. Managers must listen to employees and gather
information to determine whether performance deficiencies are the result of a lack
of knowledge and skills, abilities, or motivation or whether they stem from situa-
tional factors beyond the control of the employee. Diagnosing performance
problems is important because such a diagnosis dictates whether the course of
action should be, for example, providing the employee with resources so that she can
230 Part III • Employee Development
www.ncci.com
Chapter 9 • Performance Management Skills 231
acquire more knowledge and skills or addressing contextual issues that may be
beyond the control of the employee (e.g., the employee is usually late in delivering
the product because he receives the parts too late).
• Develop employees. Managers provide financial support and resources for
employee development (e.g., funding training, allowing time away from the job
for developmental activities) by helping employees plan for the future and by
giving challenging assignments that force employees to learn new things.
Not all coaches perform all the coaching functions by engaging in all of the
behaviors described here. Managers who do so, of course, are highly effective. In
fact, some have become legendary leaders. Consider Table 9.1, which summarizes
the critical functions served by coaching and the behaviors coaches used to perform
these functions. For example, take the case of Jack Welch who was extremely dedi-
cated to developing his employees by engaging in several of the coaching behaviors
described here when he was CEO of General Electric (GE).14 To get involved with
his employees, Welch spoke during a class held at a three-week developmental
course for GE’s high-potential managers. Over the course of his career, he attended
more than 750 of these classes, engaging over 15,000 GE managers and executives.
During these presentations, he expected to answer hard questions, and he commu-
nicated honestly and candidly with his employees. After the class, he invited all the
participants to talk with him after the course. In addition to attending these sessions,
he held meetings with his top 500 executives every January. Although Welch did not
engage in formal coaching, he used the opportunities to communicate his expecta-
tions and receive feedback from the various business groups at GE.
Welch also conducted formal performance reviews in which he engaged in
several of the behaviors included in Table 9.1, including establishing developmental
objectives, motivating employees, documenting performance, giving feedback, and
diagnosing performance problems. He set performance targets and monitored them
throughout the year. Each year the operating heads of GE’s 12 businesses received
individual two-page, handwritten notes about their performance. Welch attached
the previous year’s comments to the new reviews with comments in the margin
about the progress made by the individual managers toward his goal or the work
that he still needed to do to reach the goal. Then, he distributed bonuses and
reiterated the goals for the upcoming year. This process cascaded throughout the
TABLE 9.1 Coaching
Major Functions Key Behaviors
Give advice Establish developmental objectives
Provide guidance Communicate effectively
Give support Motivate employees
Give confidence Document performance
Promote greater competence Give feedback
Diagnose performance problems
Develop employees
232 Part III • Employee Development
organization, as other operating heads engaged in the same performance review
discussions with their subordinates.
Another example of Welch’s coaching behaviors occurred after he had heard
customer complaints about a specific product. Welch charged the manager of the divi-
sion with improving the productivity of that product fourfold. The manager sent Welch
detailed weekly reports over the course of the next four years. Welch would send the
reports back every three or four weeks with comments congratulating successes or
pointing out areas in which the manager needed to improve. The manager stated that
the fact that the CEO took the time to read his reports each week and send back
comments motivated him to reach the lofty goal that Welch had set for him.
In addition to this, Jack Welch took the time to recognize hourly workers and
managers who impressed him. For example, after one high-ranking leader turned down
a promotion and transfer because he did not want his daughter to change schools, Welch
sent him a personal note stating that he admired the man for many reasons and that he
appreciated his decision to put his family first. The employee explained later that this
incident proved that Welch cared about him both as a person and as an employee.
In short, Jack Welch was a legendary leader who developed his employees by
setting expectations, communicating clearly, documenting and diagnosing perform-
ance, motivating and rewarding his employees, and taking an interest in their personal
development. In fact, he engaged in virtually all the behaviors and performed most
of the coaching functions listed in Table 9.1. How does Jack Welch compare to the CEO
of your current company or to a CEO you have known or heard about?
We can see that Welch was an extremely effective coach. In general, however, how
do we know whether a manager is doing a good job of coaching her employees? From a
results point of view, we could simply measure how many of a manager’s employees
go on to become successful on their own. But, as in the case of evaluating performance
in general, we should also consider behaviors in evaluating coaching performance.
Consider the good coach questionnaire included in Table 9.2. If you are or have been in
a management position, answer the questions about yourself; otherwise, think about
your current or latest supervisor or someone you know. To how many of these ques-
tions can you answer “yes”? To how many would you answer “no”? Overall, given
your responses, what is the evaluation of this person (yourself or someone else) as a
coach from a behavioral point of view?
TABLE 9.2 The Good Coach Questionnaire
1. Do you listen to your employees?
2. Do you understand the individual needs of your employees?
3. Do you encourage employees to express their feelings openly?
4. Do you provide your employees with tangible and intangible
support for development?
5. Do your employees know your expectations about their performance?
6. Do you encourage open and honest discussions and problem solving?
7. Do you help your employees create action plans that will solve
problems and create changes when needed?
8. Do you help your employees explore potential areas of growth and
development?
Chapter 9 • Performance Management Skills 233
9.2 COACHING STYLES
A manager’s personality and behavioral preferences are more likely to influence his or
her coaching style. There are four main coaching styles: driver, persuader, amiable, and
analyzer. First, coaches can adopt a driving style in which they tell the employee being
coached what to do. Assume that the coach wants to provide guidance regarding how
to deal with a customer. In this situation, the preference for a driver is to say to the
employee, “You must talk to the customer in this way.” Such coaches are assertive,
speak quickly and often firmly, usually talk about tasks and facts, are not very expres-
sive, and expose a narrow range of personal feelings to others. Second, coaches can use
a persuading style in which they try to sell what they want the employee to do.
Someone who is a persuader would try to explain to the employee why it is beneficial for
the organization as well as for the employee himself to talk to a customer in a specific
way. Like drivers, persuaders are assertive, but they tend to use expansive body ges-
tures, talk more about people and relationships, and expose others to a broad range of
personal feelings. Third, other coaches may adopt an amiable style and want everyone to
be happy. Such coaches are likely to be more subjective than objective and direct
employees to talk to customers in a certain way because it “feels” like the right thing to
do or because the employee feels it is the right way to do it. Such coaches tend not to be
very assertive and to speak deliberately and pause often, seldom interrupt others, and
make many conditional statements. Finally, coaches may have a preference for analyz-
ing performance in a logical and systematic way and then follow rules and procedures
when providing a recommendation. To use the same example, such analyzer coaches
may tell employees to talk to a customer in a specific way “because this is what the
manual says.” Analyzers, then, are not very assertive but, like drivers, are likely to talk
about tasks and facts rather than personal feelings.
Which of these four styles is best? Are drivers, persuaders, amiable coaches, or
analyzers most effective? The answer is that no style is necessarily superior to the others.
Good coaching should be seen as a learning opportunity and as an opportunity to set clear
goals and delegate action. Coaching involves sometimes providing direction, sometimes
persuading employees how to do things a certain way, sometimes showing empathy and
creating positive effects, and sometimes paying close attention to established rules and
procedures. One thing is for sure, however: an exclusive emphasis on one of these four
styles is not likely to help employees develop and grow. Ineffective coaches stick to one
style only and cannot adapt to use any of the other styles. On the other hand, adaptive
coaches who are able to adjust their style according to an employee’s needs are most effec-
tive. In fact, 56% of participants in a survey of employees who had a coach at work
reported that coaching was not helping them because there was a mismatch between
coaching style and employee need.15 In sum, a combination of styles is needed.
9.3 COACHING PROCESS
The coaching process is shown in Figure 9.1. We have already discussed many of the
components of this process in previous chapters. The first step involves setting
developmental goals. As discussed in Chapter 8, these developmental goals are a key
component of the developmental plan. These goals must be reasonable, attainable,
and derived from a careful analysis of the areas in which an employee needs to
234 Part III • Employee Development
improve. In addition, goals should take into account both short- and long-term
career objectives.
The second step in the coaching process is to identify resources and strategies that
will help the employee achieve the developmental goals. As discussed in Chapter 8,
these can include on-the-job training, attending courses, self-guided reading, mentoring,
attending a conference, getting a degree, job rotation, a temporary assignment, and
membership or a leadership role in a professional or trade organization.
The third step involves implementing the strategies that will allow the employee to
achieve the developmental goals. For example, the employee may begin her job rotation
plan or take a course online.
The next step in the process is to collect and evaluate data to assess the extent to
which each of the developmental goals has been achieved. Finally, the coach provides
feedback to the employee, and, based on the extent to which each of the goals has been
achieved, the developmental goals are revised, and the entire process begins again.
Set Developmental
Goals
Identify Developmental
Resources and Strategies
Implement
Strategies
Observe and Document
Developmental Behavior
Give Feedback
FIGURE 9.1 Coaching Process
Chapter 9 • Performance Management Skills 235
Chapter 8 included a discussion of developmental goals and developmental resources
and strategies. Let’s discuss the two remaining components of the coaching model: observ-
ing and documenting developmental behavior data and giving feedback.
9.3.1 Observation and Documentation of Developmental
Behavior and Outcomes
Chapter 6 addressed the fact that people may make intentional and unintentional errors
while observing and evaluating performance. Managers may make similar errors in
observing and evaluating behaviors related to developmental goals. For example, a
manager might make a halo error by assuming that if an employee does a good job at
working toward one developmental goal (e.g., improving her typing skills), she is also
doing a good job at working toward a different developmental goal (e.g., improving
customer service). As is the case for performance in general, it is important to observe and
document behaviors specifically related to developmental activities. Documentation can
include memos, letters, e-mail messages, handwritten notes, comments, observations,
descriptions, and evaluations provided by colleagues.17 The discussion presented in this
section complements information given in previous chapters because, although it is
specifically related to behaviors regarding developmental activities, it can be easily gener-
alized to behaviors related to performance in general. In other words, the following
discussion applies to the observation of all performance behaviors, not just those
displayed while working toward achieving developmental goals.
Observing an employee’s progress in achieving developmental goals is not as easy
as it may seem. Consider the following constraints that managers might experience in
attempting to observe an employee’s performance regarding developmental activities:
• Time constraints. Managers may be too busy to gather and document information
about an employee’s progress toward his developmental goals. Consequently, too
BOX 9.2
Training Coaches at Hallmark
Hallmark (http://www.hallmark.com) sought to improve management communications with
employees and initiated a training program that has been well received and viewed as a strategic
benefit to the company. U.S.-based Hallmark is a retailer and wholesaler of greeting cards, stationery,
flowers, and gifts with operations in the United States and Great Britain. The company initiated train-
ing to help managers become more effective in communications, enhancing their ability to provide
leadership and coaching to employees. The training program sought to provide skill development in
increasing two-way communication, with a greater frequency of communication and increased inter-
action of managers with employees. Training sessions included self-assessment, small group role-play-
ing, and viewing video clips to enhance understanding of the role of communication. Engagement
training focused on gaining the trust of employees as well as their involvement and ownership in busi-
ness outcomes. Follow-up resources were also made available for managers to continue to improve
their leadership competency. Following the training in this area, managers gave positive feedback, and
employee surveys have shown that employee engagement has increased at all levels of the organiza-
tion. In summary, Hallmark provides an example of a company that made a commitment to leadership
and coaching through training managers and focusing on communication skills that has translated
into a more engaged workforce and enhanced strategic business results.16
http://www.hallmark.com
236 Part III • Employee Development
much time may elapse between the assignment of the activity and the manager’s
checking on the employee’s progress.
• Situational constraints. Managers are often unable to observe employees as they
engage in developmental activities and therefore may not have firsthand knowl-
edge about their performance. For example, managers do not observe the extent to
which an employee enrolled in an online course is an active participant and
contributor or is a passive learner.
• Activity constraints. When the developmental activity is highly unstructured,
such as an employee’s reading a book, the manager may have to wait until the
activity is completed to assess whether the activity has been beneficial.
How can we address these constraints and make sure that a manager will be able to
observe and evaluate an employee’s performance regarding developmental activities?
The recommendations provided in Chapter 7 regarding the observation and evaluation
of performance in general apply here as well. Specifically, a good communication plan
should explain the benefits of implementing a developmental plan effectively. This helps
managers accept the plan. Also, managers should be trained so that they minimize errors
(i.e., rater error training), share notions of what it means to complete developmental
activities successfully (i.e., frame-of-reference training), observe performance accurately
(i.e., behavioral observation training), and are confident and comfortable in managing
employees’ developmental activities (i.e., self-leadership training). Finally, we need to
understand the forces that motivate managers to invest time and effort or not in the
development of their employees. In other words, what does the manager gain if her
employee’s developmental activities are supervised appropriately?
The importance of documenting an employee’s progress toward the achievement of
developmental goals cannot be overemphasized. Similarly, it is critical to document em-
ployee performance in general. Why is this so important? Consider the following reasons:
• Minimize cognitive load. Observing and evaluating developmental activities, and
performance in general, is a complex cognitive task. Thus, documentation helps
prevent memory-related errors.
• Create trust. When documentation exists to support evaluations, there is no mystery
regarding the outcomes. This, in turn, promotes trust and acceptance of decisions
based on the evaluation provided.
• Plan for the future. Documenting developmental activities and their outcomes
enables discussion about specific facts instead of assumptions and hearsay. A care-
ful examination of these facts permits better planning of developmental activities
for the future.
• Provide legal protection. Specific laws prohibit discrimination against members of
various classes (e.g., sex or religion) in how developmental activities are allocated.
For example, it is prohibited to provide male employees with better developmental
opportunities than female employees. In addition, some court rulings have deter-
mined that employees working under contract may challenge a dismissal. Thus,
keeping accurate records of what developmental activities employees have
completed and with what degree of success as well as performance in general
provides a good line of defense in case of litigation based on discrimination or
wrongful termination.
Chapter 9 • Performance Management Skills 237
The importance of keeping thorough performance documentation and taking
actions consistent with this documentation is illustrated by the outcome of several
cases. In one such case, John E. Cleverly, an employee at Western Electric Co., was
discharged after 14 years of good service.18 Western Electric was found guilty of age
discrimination, and Cleverly was awarded back pay because the documentation
indicated that Cleverly had been given adequate performance ratings and increases
to his salary over a course of 14 years. Upon his discharge, six months before his
pension vested, Cleverly was informed that one reason for his discharge was to make
room for younger employees. As illustrated by this case, documentation of perform-
ance should be taken seriously. In this case, the documentation available indicated
the employee had a valid claim. In other cases, documentation could be used to
discount charges of discrimination. If Cleverly had alleged age discrimination, but
the company could show that his performance was deteriorating over time, then the
company would have won the case.
What can managers do to document performance regarding developmental
activities and performance in general in a useful and constructive way? Consider the
following recommendations:19
• Be specific. Document specific events and outcomes. Avoid making general
statements such as “He’s lazy.” Provide specific examples to illustrate your
point, for example, “He turns in memos after deadlines at least once a month.”
• Use adjectives and adverbs sparingly. The use of evaluative adjectives (e.g., good,
poor) and adverbs (e.g., speedily, sometimes) may lead to ambiguous interpretations.
In addition, it may not be clear whether the level of achievement has been average or
outstanding.
• Balance positives with negatives. Document instances of both good and poor
performance. Do not focus only on the positives or only on the negatives.
• Focus on job-related information. Focus on information that is job related and
specifically related to the developmental activities and goals at hand.
• Be comprehensive. Include information on performance regarding all develop-
mental goals and activities, and cover the entire review period as opposed to a
shorter time period. Also, document the performance of all employees, not just
those who are not achieving their developmental goals.
• Standardize procedures. Use the same method and format to document information
for all employees.
• Describe observable behavior. Phrase your notes in behavioral terms and avoid
statements that would imply subjective judgment or prejudice.
Obviously, not all managers do a good job of documenting performance about
the accomplishment of developmental goals or performance in general. Table 9.3
includes a summarized list of recommendations to follow in the documentation
process.
Now, consider the recommendations listed in Table 9.3 in evaluating the set of
quotes appearing in Table 9.4 reportedly taken from actual employee performance
evaluations in a large corporation in the United States.20
We can be sure that the employees at the receiving end of these quotes would not
be very happy with them. It also goes without saying that this type of documentation
238 Part III • Employee Development
TABLE 9.3 Documentation of Performance and Performance in
Developmental Activities: Some Recommendations
Be specific.
Use adjectives and adverbs sparingly.
Balance positives with negatives.
Focus on job-related information.
Be comprehensive.
Standardize procedures.
Describe observable behavior.
TABLE 9.4 Individual Quotes Taken from Actual Employee Performance Evaluations
Since my last report, this employee has reached rock bottom . . . and has started to dig.
I would not allow this employee to breed.
This employee is really not so much of a has-been, but more of a definitely won’t be.
Works well when under constant supervision and cornered like a rat in a trap.
He would be out of his depth in a parking lot puddle.
He sets low personal standards and then consistently fails to achieve them.
This employee is depriving a village somewhere of an idiot.
This employee should go far, . . . and the sooner he starts, the better.
He’s been working with glue too much.
He would argue with a signpost.
He has a knack for making strangers immediately detest him.
He brings a lot of joy whenever he leaves the room.
If you see two people talking and one looks bored . . . he’s the other one.
Donated his brain to science before he was done using it.
Gates are down, the lights are flashing, but the train isn’t coming.
If he were any more stupid, he’d have to be watered twice a week.
If you gave him a penny for his thoughts, you’d get change.
If you stand close enough to him, you can hear the ocean.
One neuron short of a synapse.
Some drink from the fountain of knowledge . . . he only gargled.
Takes him 2 hours to watch 60 Minutes.
The wheel is turning, but the hamster is dead.
would be extremely detrimental to the performance management system. In fact, this
organization would have serious problems beyond the scope of its performance evalu-
ation system.
Now, let’s turn to the final important component of the coaching process: giving
feedback.
Chapter 9 • Performance Management Skills 239
9.3.2 Giving Feedback
Giving feedback to an employee regarding her progress toward achieving her goals is a
key component of the coaching process.21 Feedback is information about past behavior
that is given with the goal of improving future performance. Although “back” is part of
feedback, giving feedback has both a past and a future component. This is why, when
done properly, feedback can be relabeled feed forward.22
Feedback includes information about both positive and negative aspects of job
performance and lets employees know how well they are doing with respect to meeting
the established standards.23 For example, the so-called 2+2 performance appraisal
model for teachers includes peer teachers who observe each other perform in the class-
room and then offer two compliments and two suggestions for improvement.24
Feedback is important in the context of performance regarding development activities
and goals. Our discussion of feedback, however, goes beyond that and includes feed-
back about performance in general. Feedback is not a magic bullet for performance
improvement;25 however, it serves several important purposes:
• Helps build confidence. Praising good performance builds employee confidence
regarding future performance. It also lets employees know that their manager
cares about them.
• Develops competence. Communicating clearly about what has been done right and
how to do the work correctly is valuable information that helps employees
become more competent and improve their performance. In addition, communi-
cating clearly about what has not been done right and explaining what to do next
time provide useful information so that past mistakes are not repeated.
• Enhances involvement. Receiving feedback and discussing performance issues
allow employees to understand their roles in the unit and organization as a
whole. This, in turn, helps employees become more involved in the unit and the
organization.
Unfortunately, however, the mere presence of feedback, even if it is delivered
correctly, does not necessarily mean that all of these purposes will be fulfilled. For
example, a review of 131 studies that examined the effects of feedback on performance
concluded that 38% of the feedback programs reviewed had a negative effect on
performance.26 In other words, in many cases, the implementation of feedback led to
lower performance levels. This can happen when, for example, feedback does not
include useful information or is not delivered in the right way. For example, feedback
can have detrimental effects if it focuses on the employee as a whole as opposed to
specific behaviors at work. This is precisely the case of a very successful woman who
made many personal sacrifices such as not starting a family to reach the top echelons
of the organizational hierarchy.27 She received feedback that included information that
she had failed to retain a valued client. The feedback was accurate and delivered in the
correct manner; however, after receiving the feedback, she began to question her life
choices in general instead of focusing on how to retain valued clients in the future. In
this example, feedback was not instrumental in improving performance; instead, the
feedback created self-doubt and questions about identity.
Although some feedback systems do not work well, the advantages of providing
feedback generally outweigh any disadvantages. Also, consider the possible cost of not
240 Part III • Employee Development
providing feedback. First, organizations would be depriving employees of a chance to
improve their performance. Second, organizations might be stuck with chronic poor
performance because employees did not recognize any performance problems and felt
justified in continuing to perform at substandard levels. Finally, employees might
develop inaccurate perceptions of how their performance is regarded by others.
Given that, overall, feedback systems are beneficial, what can we do to make the
most of them? Consider the following suggestions to enhance feedback:28
• Timeliness. Feedback should be delivered as close to the performance event as possi-
ble. For feedback to be most meaningful, it must be given immediately after the event.
• Frequency. Feedback should be provided on an ongoing basis, daily if possible. If
performance improvement is an ongoing activity, then feedback about performance
should also be provided on an ongoing basis.
• Specificity. Feedback should include specific work behaviors, results, and the
situation in which these behaviors and results were observed.29 Feedback is not
about the employee and how the employee “is,” but about behaviors and results
and situations in which these behaviors and results occurred.
• Verifiability. Feedback should include information that is verifiable and accurate.
It should not be based on inferences or rumors. Using information that is verifiable
leads to more accurate feedback and subsequent acceptance.
• Consistency. Feedback should be consistent. In other words, information about
specific aspects of performance should not vary unpredictably between over-
whelming praise and harsh criticism.
• Privacy. Feedback should be given in a place and at a time that prevent any
potential embarrassment. This applies to both criticism and praise, because
some employees, owing to personality or cultural background, may not wish to
be rewarded in public.
• Consequences. Feedback should include contextual information that allows the
employee to understand the importance and consequences of the behaviors and
results in question. For example, if an employee became frustrated and behaved
inappropriately with an angry customer and the customer’s complaint was not
addressed satisfactorily, feedback should explain the impact of these behaviors
(e.g., behaving inappropriately) and results for the organization (e.g., the
customer’s problem was not resolved, the customer was upset, the customer was
not likely to give repeat business to the organization).
• Description first, evaluation second. Feedback should first focus on describing
behaviors and results rather than on evaluating and judging behaviors and
results. It is better first to report what has been observed and, once there is agree-
ment about what happened, to evaluate what has been observed. If evaluation
takes place first, employees may become defensive and reject the feedback.
• Performance continuum. Feedback should describe performance as a continuum,
going from less to more in the case of good performance and from more to less in
the case of poor performance. In other words, feedback should include information
on how to display good performance behaviors more often and poor performance
behaviors less often. Thus, performance is a matter of degree, and even the worst
performer is likely to show nuggets of good performance that can be described as a
starting point for a discussion on how to improve performance.
Chapter 9 • Performance Management Skills 241
• Pattern identification. Feedback is most useful if it is about a pattern of poor per-
formance rather than isolated events or mistakes. Identifying a pattern of poor
performance also allows for a better understanding of the causes leading to poor
performance.
• Confidence in the employee. Good feedback includes a statement that the manager
has confidence that the employee will be able to improve her performance. It is
important for the employee to hear this from the manager. This reinforces the idea
that feedback is about performance and not the performer. Note, however, that
this should be done only if the manager indeed believes the employee can
improve her performance. In the case of a chronic poor performance, this type of
information could be used out of context later if the employee is fired.
• Advice and idea generation. Feedback can include advice given by the supervisor
about how to improve performance. In addition, however, the employee should play
an active role in generating ideas about how to improve performance in the future.
Many of the above-mentioned recommendations are particularly useful when feed-
back is given to employees who score low on a personality trait labeled core self-evaluation,
which is a combination of four traits: self-esteem (i.e., the degree to which an individual
holds a favorable attitude toward himself), self-efficacy (i.e., the degree to which an indi-
vidual believes he is capable of taking action and taking control over events), emotional sta-
bility (i.e., the degree to which an individual is not insecure, guilty, or timid), and locus of
control (i.e., the degree to which an individual believes he can control events and outcomes
in his live). Individuals with low core self-evaluations feel they are less able to deal with the
world and, consequently, are overall less satisfied with their jobs and lives. Thus, supervi-
sors need to be aware that feedback is likely to be received by individuals with low versus
high core self-evaluations.30 For example, low core self-evaluation employees may feel hurt
and helpless after receiving negative feedback. Thus, the recommendations about “confi-
dence in the employee” are particularly relevant. Similarly, the recommendations about
“advice and idea generation” are also particularly helpful so that there is a clear course of
action—rather than feelings of helplessness and lack of direction.
Consider the following vignette in which Andrea, a supervisor, has observed a
specific performance event and provides feedback to her subordinate. Andrea is the
manager of a small retail store with approximately five employees. With a small staff,
Andrea looks for coaching opportunities on a weekly basis. Andrea is working with
Matt today, and she has just witnessed him complete a customer sale. Matt did not
follow several steps, however, that should be included at each sale and, because the
store is now empty, Andrea decides it is a perfect opportunity for a coaching session.
ANDREA: Hey, Matt, that was great the way that you just assisted that customer in
finding her correct size in the jeans. Thanks for taking the extra time to
help her.
MATT: Thanks, Andrea, not a problem.
ANDREA: I would like to go over the sales transaction with you.
MATT: Sure.
ANDREA: After you helped the woman find her jeans, you promptly brought her over
and rang her up. That was a good sale because those jeans were a full-priced
242 Part III • Employee Development
item; however, you didn’t complete all of the tasks associated with closing a
sale. In the training last week, we discussed the importance of adding on
additional sales, entering the customer’s personal contact information in our
computer, and letting them know about upcoming sales.
MATT: Yes, I just remembered us talking about that. When customers seem in a
hurry, I feel bad about asking them additional questions.
ANDREA That’s a very valid concern. Can we think of ways to increase the efficiency
of adding these few steps into the sales transaction process so that you feel
comfortable performing them in the future? I would like to help you do that
because increasing the number of items you sell during each transaction
could help you win the upcoming sales contests.
MATT: That would be great. I would really like some new ideas about talking to
customers.
ANDREA: No problem; I know that you are a very capable salesperson. You have
great customer service skills, and I think that you can improve your sales
and possibly win one of the upcoming contests.
Andrea and Matt then generate ideas about how to improve Matt’s performance.
In this vignette, Andrea demonstrated several of the feedback behaviors listed in
Table 9.5. She was specific about the behaviors and results, the information was verifi-
able, and it was timely because the behavior had just occurred. In addition, since Andrea
communicates her expectations on a weekly basis, the information she provides is
consistent. Finally, she described the behavior first and then evaluated its effectiveness;
she communicated confidence in Matt, and she offered to help him generate ideas about
how to improve his effectiveness. On the other hand, Andrea left out several important
things while coaching Matt. First, she did not communicate the consequences of his
behavior (e.g., his failure to follow the procedures could hurt sales for the entire store).
Although the vignette does not describe the idea generation portion of the feedback
session, Andrea did not describe small behaviors that Matt could use to improve his
TABLE 9.5 Most Effective Feedback Should Be
Timely
Frequent
Specific
Verifiable
Consistent
Private
Consequential
Descriptive first and evaluative second
Related to a performance continuum
Based on identifiable patterns of performance
A confidence builder for employees
A tool for generating advice and ideas
Chapter 9 • Performance Management Skills 243
performance. Finally, Andrea did not communicate to Matt whether this behavior
was a one-time incident or whether it was a pattern that was affecting his overall work
performance.
Overall, if Andrea continues to look for coaching opportunities with her employees,
her relationship with her employees and their performance in the store will continue to
improve. To be more effective, however, she may need to work on communicating the
patterns of behavior that lead to poor performance and the consequences of continued
poor performance.
9.3.2.1 PRAISE Good feedback includes information about both good and poor
performance. Although most people are a lot more comfortable giving feedback on
good performance than they are on poor performance, some guidelines must be
followed when giving praise so that the feedback is useful in terms of future
performance. First, praise should be sincere and given only when it is deserved. If
praise is given repeatedly and when it is not deserved, employees are not able to see
when a change in direction may be needed.31 Second, praise should be about specific
behaviors or results and be given within context so that employees know what they
need to repeat in the future. For example, a manager can say the following:32 “John,
thanks for providing such excellent service to our client. Your efforts helped us renew
our contract with them for another two years. It’s these types of behaviors and results
that our group needs to achieve our goal for this year. And, this is exactly what our
company is all about: providing outstanding customer service.” Third, in giving praise,
managers should take their time and act pleased, rather than rush through the
information looking embarrassed. Finally, avoid giving praise by referring to the
absence of the negative, for example, “not bad” or “better than last time.” Instead,
praise should emphasize the positives and be phrased, for example, as “I like the way
you did that” or “I admire how you did that.”33
Consider the following vignette which illustrates how a manager might give
praise to his employee.
After the successful completion of a three-month project at a large telecommuni-
cations company, Ken, the manager, wants to congratulate Mike on a job well done.
Ken calls Mike into his office one day after the project is completed.
KEN: Thanks for stopping by Mike, and thank you for all of your hard work
over the past three months. I know that I might not have congratulated
you on every milestone you reached along the way, but I wanted to take
the time to congratulate you now. Your organizational skills and ability to
interact successfully with multiple departments led to the successful
completion of the project on time and within budget.
MIKE: Thanks, Ken. I have really been putting extra effort into completing this
project on time.
KEN: It shows, Mike, and I appreciate all of your hard work and dedication to
this team and our department. Thanks again and congratulations on a
great end to a long three months.
In this vignette, Ken delivered praise to Mike successfully and followed the
recommendations provided earlier. He was sincere and made sure not to praise Mike
244 Part III • Employee Development
too often so that when he did praise him, it was meaningful. He described how Mike’s
organizational and project management skills led to the successful completion of the
project. Finally, Ken took his time in delivering the praise and made sure that Mike took
the praise seriously.
9.3.2.2 NEGATIVE FEEDBACK Negative feedback includes information that
performance has fallen short of accepted standards. The goal of providing negative
feedback is to help employees improve their performance in the future; it is not to
punish, embarrass, or chastise them. It is important to give negative feedback when it is
warranted because the consequences of not doing so can be detrimental for the
organization as a whole. For example, Francie Dalton, president of Dalton Alliances,
Inc., noted, “In organizations where management imposes no consequences for poor
performance, high achievers will leave because they don’t want to be where mediocrity
is tolerated. But mediocre performers will remain because they know they’re safe. The
entire organizational culture, along with its reputation in the marketplace, can be
affected by poor performers.”34
In spite of the need to address poor performance, managers are usually not very
comfortable providing negative feedback. Why is this so? Consider the following reasons:
• Negative reactions and consequences. Managers may fear that employees will react
negatively. Negative reactions can include being defensive and even becoming
angry at the information received. In addition, managers may fear that the work-
ing relationship, or even friendship, with their subordinates may be affected
adversely and that giving negative feedback can introduce elements of mistrust
and annoyance.
• Negative experiences in the past. Managers themselves may have received negative
feedback at some point in their careers and have experienced firsthand how feelings
can be hurt. Receiving negative feedback can be painful and upsetting, and
managers may not want to put their subordinates in such a situation.
• Playing “god.” Managers may be reluctant to play the role of an all-knowing,
judgmental god. They may feel that giving negative feedback puts them in that
position.
• Need for irrefutable and conclusive evidence. Managers may not want to provide
negative feedback until after they have been able to gather irrefutable and conclusive
evidence about a performance problem. Because this task may be perceived as too
onerous, managers may choose to skip giving negative feedback altogether.
What happens when managers avoid giving negative feedback and employees
avoid seeking it? A feedback gap results, in which managers and employees mutually
instigate and reinforce lack of communication which creates a vacuum of meaningful
exchanges about poor performance.35 A typical consequence of a feedback gap is that,
in the absence of information to the contrary, the manager gives the employee the
message that performance is adequate. When performance problems exist, they are
likely to become more intense over time. For example, clients may be so dissatisfied
with the service they are receiving that they may eventually choose to close their
accounts and work instead with the competition. At that time, it becomes impossible for
the manager to overlook the performance problem, and she has no choice but to deliver
Chapter 9 • Performance Management Skills 245
the negative feedback. At this stage of the process, however, feedback is delivered too
late and often in a punitive fashion. Of course, feedback delivered so late in the process
and in a punitive fashion is not likely to be helpful.
Alternatively, negative feedback is most useful when early coaching has been
instrumental in identifying warning signs and the performance problem is still
manageable. Negative feedback is also useful when it clarifies unwanted behaviors and
consequences and focuses on behaviors that can be changed. There is no point in
providing feedback on issues that are beyond the employee’s control because there is
not much she can do to improve the situation. In addition, employees are more likely to
respond constructively to negative feedback when the manager is perceived as being
trustworthy and making a genuine attempt to improve the employee’s performance. In
other words, the manager needs to be perceived as credible and as instrumental in
improving the employee’s performance in the future.36 Finally, negative feedback is
most likely to be accepted when it is given by a source who uses straight talk and not
subtle pressure and when it is supported by hard data. The supervisor must control her
emotions and stay calm. If managers follow these suggestions, it is more likely that
employees will benefit from negative feedback, even if employees are not particularly
open to receiving it.37 Following these suggestions leads to what has been labeled
“actionable feedback,” meaning that such feedback will allow employees to respond in
constructive ways and will lead to learning and performance improvement.38
Overall, regardless of whether the feedback session includes praise or a discussion
of needed areas of improvement, it should provide answers to the following
questions:39,40
1. How is your job going? Do you have what you need to do your job?
2. Are you adequately trained? Do you have the skills and tools you need to do your job?
3. What can be done to improve your and your unit’s/organization’s job/products/
services?
4. How can you better serve your internal and external customers?
9.3.3 Disciplinary Process and Termination
In some cases, an employee may not respond to the feedback provided and may not
make any improvements in terms of performance. In such cases, there is one interme-
diate step that can be taken before the employee enters a formal disciplinary process
which involves a verbal warning, a written warning, and may lead to termination. The
employee can be given a once-in-a-career decision-making leave.41 This is a “day of
contemplation” that is paid and allows the employee to stay home and decide whether
working in this organization is what he or she really wants to do. This practice is based
on adult learning theory, which holds individuals responsible for their actions. Unlike
a formal disciplinary action, the decision-making leave does not affect employee pay.
As noted by Tim Field, principal of a consulting firm in Los Angeles, California, “This
element of holding people accountable without negatively impacting their personnel
file or payroll tends to catch people off guard, because problem employees, like
problem children, are often expecting negative attention for their bad behavior.” How
can the decision to grant an employee a decision-making leave be communicated?
246 Part III • Employee Development
Assuming this is a company policy and there is senior management support, you can
communicate the leave as follows:42
Lucy, as you know, you and I have met on several occasions to talk about your
performance. In spite of these feedback sessions, I see that you are still having
some difficulties with important tasks and projects. Consistent with my obser-
vations, I have received comments from some of your peers related to some
performance deficiencies they have also noticed. I think that issuing a written
warning would be counterproductive—I am concerned that it may decrease
your motivation and do more harm than good. Instead, what I am going to do is
to put you on what we call a “decision-making leave” for a day. This is a type of
intervention that has worked very well with other individuals in your same
position in the past. I want you to know that this is a once-in-a-career benefit that
you should use to your advantage and I decided to do this because I truly
believe that you are capable of improving your performance. It works like this.
I am going to ask you to not come to the office tomorrow but you will be paid for
that day, so you don’t have to worry about your paycheck being affected. While
you are away from the office tomorrow, I want you to give serious thought
about whether you really want to work in this company. You and I will meet
when you return to the office the day after tomorrow and I will ask you to tell
me whether you’d rather resign and look for work elsewhere. I will understand
and will be fully supportive if that is your decision. On the other hand, if when
we meet you tell me you want to keep your job here, then I will give you an
additional assignment on which I want you to work while you are away from
the office tomorrow. Recall that you are being paid for the day, so here is what
I want you to do. Please prepare a one-page letter addressed to me convincing
me that you assume full and total responsibility for the performance issues we
discussed during our feedback sessions. You will have to provide clear and
specific arguments as well as describe a specific set of actions you will take to
convince me that you will address the problems. I will keep the letter in a safe
place but I am not planning on including it in your personnel file for now. To be
clear, however, this letter is a personal commitment from you to me and our
agreement is that if you don’t stick to the terms of your letter, you will essentially
fire yourself. This is a very important moment for you and for me, and it could
be a turning point in your career development. Now that I have explained the
process, I would like to hear any questions or comments you may have about
this “decision-making leave day” that you will be taking tomorrow.
Using a decision-making leave as part of the performance management system can
be a powerful tool to give problem employees an opportunity to improve their
performance. However, this tool may not lead to the desired outcomes, and the employee
may have to enter into a disciplinary process. Note that a demotion or transfer may be a
more appropriate action when there is evidence that the employee is actually trying to
overcome the performance deficiencies but is not able to do so. However, termination is
the appropriate action when performance does not improve and the employee continues
to make the same mistakes or fails to meet standards. Also, termination is the appropriate
course of action when an employee engages in serious violations of policies, laws, or
regulations such as theft, fraud, falsifying documents, and related serious offences.
Chapter 9 • Performance Management Skills 247
The disciplinary process should not come as a surprise to the employee or supervisor if
there is a good performance management system in place because there are plenty of
opportunities for the employee to overcome performance problems and for the supervisor to
offer support and feedback so that willing and able employees will be able to do so.
However, when a disciplinary process seems to be the only recourse, it is important to follow
a set of steps so as not to fall into legal problems. Also, all employees, even those who are
terminated, deserve to be treated with respect and dignity. Nevertheless, even if there is a
top-notch performance management system in place, there are several pitfalls that must be
avoided and specific actions supervisors can take to do so, which are the following:43
1. Pitfall 1: Acceptance of poor performance. Many supervisors may just want to
ignore poor performance hoping that the problem will go away. Unfortunately, in
most cases, the performance problems escalate and become worse over time.
Suggested course of action: Do not ignore the problem. Addressing it as soon as
possible can not only avoid negative consequences for the employee in question,
coworkers, and customers but also help put the employee back in track in terms of
his career objectives.
2. Pitfall 2: Failure to get the message through. The poor performing employee may
argue that she did not know the problem was serious or that it existed at all.
Suggested course of action: In the decision-making leave described earlier, make
sure to be very specific about the performance problem and the consequences of
not addressing it effectively. Make sure you document the action plan and that
you have secured the employee’s agreement regarding the plan.
3. Pitfall 3: Performance standards are “unrealistic” or “unfair.” The employee may
argue that performance standards and expectations are unrealistic or unfair.
Suggested course of action: Remind the employee that his performance standards
are similar to others holding the same position. Also, remind the employee that per-
formance standards have been developed over time with the participation of the
employee in question, and share with him documentation regarding past review
meetings, including past appraisal forms with the employee signature on them.
4. Pitfall 4: Negative affective reactions. The employee may respond emotionally
ranging from tears to shouts and even threats of violence. This, in turn, may create
an emotional response on the part of the supervisor.
Suggested course of action: Do not let emotional reactions derail you from your
mission, which is to describe the nature of the problem, what needs to be done,
and consequences of not doing so. If the employee is crying, do offer compassion,
and give him some space to compose himself. You can give the employee some
time and resume the meeting a few minutes later or a rescheduling of the meeting
at a later time may be a good alternative. If the employee reaction involves a threat
or suggest possible violence, call security immediately. If such threats do take
place, report them to the human resources (HR) department.
5. Pitfall 5: Failure to consult HR. There are hundreds of wrongful termination cases
that have cost millions of dollars to organizations that have not followed the
appropriate termination procedures.
Suggested course of action: If you are planning on implementing a disciplinary
or termination process, consult with your HR department regarding legal
requirements. For the most part, if you have a good performance management
248 Part III • Employee Development
system in place, you have all necessary steps in place. However, consulting with
HR is a good idea to ensure you are following all appropriate steps.
Avoiding the above pitfalls will minimize the possibility of problems during the formal
disciplinary process. If the goals are not reached, there will be a need for a termination
meeting. This meeting is of course extremely unpleasant for all involved, to say the
least. However, it is the right and fair thing to do at this stage. Suggestions for the termi-
nation meeting are as follows:44
1. Be respectful. It is important to treat the terminated employee with respect and
dignity. Keep the information about the termination confidential, although it is
likely others will learn about it in subsequent days.
2. Get right to the point. At this stage, the less said, the better. Summarize the per-
formance problems, actions taken to try to overcome these problems, outcomes
of these actions, and the decision about termination that you have reached.
3. Wish the employee well. The purpose of the meeting is not to rehash every single
reason why you are letting the employee go and every single instance of poor
performance. Instead, use the meeting to wish the person well in her next job and
endeavors, and tell her that she will be missed.
4. Send the employee to HR. Let the employee know that he needs to go to HR to
receive information on benefits, including vacation pay, and to receive informa-
tion on legal rights. If you are working in a small business, seek outside legal
counsel regarding the information to give to the terminated employee.
5. Have the employee leave immediately. Keeping the terminated employee on-site can
lead to gossip and conflict, and disgruntled employees may engage in sabotage.
6. Have the termination meeting at the end of the day. It is better to conduct the termina-
tion meeting at the end of the day so that the employee can leave the office as
everyone else when there are fewer people around.
The aforementioned information regarding the disciplinary process and termina-
tion may be used as a follow-up to a formal performance review meeting held because of
a lack of remedial action on the part of the employee. So, let’s discuss performance review
meetings next, which may or may not lead to the disciplinary process and termination we
just discussed.
9.4 PERFORMANCE REVIEW MEETINGS
Supervisors who manage employee performance often feel uncomfortable in this role
because managing performance requires that they judge and coach at the same time.45
In other words, supervisors serve as judges by evaluating performance and allocating
rewards. In addition, supervisors serve as coaches by helping employees solve
performance problems, identify performance weaknesses, and design developmental
plans that will be instrumental in future career development. In addition, supervisors
feel uncomfortable because they feel they need to convey bad news and employees may
react negatively. In other words, there is a concern that managing performance
unavoidably leads to negative surprises.
Not surprisingly, employees are usually not satisfied with their performance reviews.
For example, a survey of Australian employees conducted by the Gallup organization
Chapter 9 • Performance Management Skills 249
found that less than 20% of employees reported that their performance reviews helped
them improve their performance. Overall, the majority of respondents reported being dis-
satisfied with the level of feedback and frequency of performance reviews from managers.46
Because supervisors play these paradoxical roles, it is usually helpful to separate
the various meetings related to performance. Separating the meetings also minimizes the
possibility of negative surprises.47 Moreover, when meetings are separated, it is easier to
separate the discussion of rewards from the discussion about future career development.
This allows employees to give their full attention to each issue, one at a time.
Chapter 6 noted that performance management systems can involve as many as six
formal meetings. Each of these sessions should be seen as a work meeting with specific
goal, including the following:
• System inauguration. The purpose of this meeting is to discuss how the performance
management system works, which requirements and responsibilities rest primarily
on the employee, and which rest primarily on the supervisor.
• Self-appraisal. The purpose of this meeting is to discuss the self-appraisal
prepared by the employee.
• Classical performance review. The purpose of this meeting is to discuss employee
performance, including the perspectives of both the supervisor and the employee.
• Merit/salary review. The purpose of this meeting is to discuss what, if any,
compensation changes will result from the employee’s performance during this
period.
• Developmental plan. The purpose of this meeting is to discuss the employee’s
developmental needs and what steps will be taken so that performance will be
improved during the following period.
• Objective setting. The purpose of this meeting is to set performance goals that are
both behavior and results oriented for the following review period.
Although six types of meetings are possible, not all six take place as separate
meetings. For example, the self-appraisal, classical performance review, merit/salary
review, developmental plan, and objective setting meetings may all take place during one
umbrella meeting labeled “performance review meeting.” As noted above, however, it is
better to separate the various types of information discussed so that the employee and
supervisor focus on each of the components separately. Note, however, that the conversa-
tion about compensation should be related to performance (i.e., employees must under-
stand the direct link between performance and compensation decisions).
Regardless of the specific type of meeting, there are several steps that must be taken
before the meeting takes place. Specifically, it is useful to give at least a two-week advance
notice to the employee to inform her of the purpose of the meeting and enable her to pre-
pare for it. Also, it is useful to block out sufficient time for the meeting and arrange to meet
in a private location without interruptions. Taking these steps sends a clear message that
the meeting is important and that, consequently, performance management is important.
As noted above, most organizations merge several meetings into one labeled
“performance review meeting.” The typical sequence of events for such a meeting is the
following:48
• Explain the purpose of the meeting. The first step includes a description of the pur-
pose of the meeting and the topics to be discussed.
250 Part III • Employee Development
• Conduct self-appraisal. The second step includes asking the employee to
summarize her accomplishments during the review period. This is more easily
accomplished when the employee is given the appraisal form to be used by the
supervisor before the meeting. This portion of the meeting allows the employee
to provide her perspective regarding performance. The role of the supervisor
is to listen to what the employee has to say and to summarize what he hears.
This is not an appropriate time for the supervisor to disagree with what the
employee says.
• Share ratings and explain rationale. Next, the supervisor explains the rating he pro-
vided for each performance dimension and explains the reasons that led to each
score. It is more effective to start with a discussion of the performance dimensions
for which there is agreement between the employee’s self-appraisal and the super-
visor’s appraisal. This is likely to reduce tension and to demonstrate to the
employee that there is common ground and that the meeting is not confronta-
tional. Also, it is better to start with a discussion of the performance dimensions
for which the scores are highest and then move on to the dimensions for which the
scores are lower. For areas for which there is disagreement between self- and
supervisor ratings, the supervisor must take great care in discussing the reason for
his rating and provide specific examples and evidence to support the score given.
At this point, there should be an effort to resolve discrepancies, and the supervisor
should take extra care with sensitive areas. The employee should be provided
with the opportunity to explain her viewpoint thoroughly. This is a very useful
discussion because it leads to clarifying performance expectations. For dimen-
sions for which the score is low, there should be a discussion of the possible causes
for poor performance. For example, are the reasons related to lack of knowledge,
lack of motivation, or contextual factors beyond the control of the employee?
• Discuss development. After the supervisor and employee have agreed on the
scores given to each performance dimension, there should be a discussion about
the developmental plan. At this point, the supervisor and the employee should
discuss and agree on the developmental steps that will be taken to improve
performance in the future.
• Ask employee to summarize. Next, the employee should summarize, in her own
words, the main conclusions of the meeting: what performance dimensions are
satisfactory, which ones need improvement, and how improvement will be achieved.
This is an important component of the meeting because it gives the supervisor an
opportunity to determine whether he and the employee are in accord.
• Discuss rewards. The next step during the meeting includes discussing the rela-
tionship between performance and any reward allocation. The supervisor
should explain the rules used to allocate rewards and how the employee would
be able to reach higher reward levels as a consequence of future performance
improvement.
• Hold follow-up meeting. Before the meeting is over, it is important to schedule the
next performance-related formal meeting. It is important that the employee
understand that there will be a formal follow-up and that performance manage-
ment is not just about meeting with the supervisor once a year. Usually, the next
meeting will take place just a few weeks later to review whether the developmen-
tal plan is being implemented effectively.
Chapter 9 • Performance Management Skills 251
• Discuss approval and appeals process. Finally, the supervisor asks the employee to sign
the form to attest that the evaluation has been discussed with him. This is also an
opportunity for the employee to add any comments or additional information he
would like to see included on the form. In addition, if disagreements about ratings
have not been resolved, the supervisor should remind the employee of the appeals
process.
• Conduct final recap. Finally, the supervisor should use the “past-present-future
model.” In other words, the supervisor summarizes what happened during the
review period in terms of performance levels in the various dimensions, reviews
how rewards will change based on this level of performance, and sums up what the
employee will need to do in the next year to maintain and enhance performance.
Performance review discussions serve very important purposes. First, these
discussions allow employees to improve their performance by identifying performance
problems and solutions for overcoming them. Second, they help build a good relation-
ship between the supervisor and the employee because the supervisor shows that she
cares about the employee’s ongoing growth and development and that she is willing to
invest resources, including time, in helping the employee improve.
Unfortunately, these purposes are not always realized because employees may be
defensive, and many supervisors do not know how to deal with this attitude because they
lack the necessary skills to conduct an effective performance review. How can we tell when
an employee is being defensive? Typically, there are two patterns of behavior that indicate
defensiveness.49 First, employees may engage in a fight response. This includes blaming
others for performance deficiencies, staring mutely at the supervisor, and other, more
aggressive responses such as raising her voice or even pounding the desk. Second, employ-
ees may engage in a flight response. This includes looking away, turning away, speaking
softly, continually changing the subject, or quickly agreeing with what the supervisor is say-
ing without basing the agreement on a thoughtful and thorough discussion about the issues
at stake. When employees have a fight-or-flight response during the performance review
discussion, it is unlikely that the meeting will lead to improved performance in
the future. What can supervisors do to prevent defensive responses? Consider the following
suggestions:
• Establish and maintain rapport. It is important that the meeting take place in a
good climate. As noted earlier, this can be achieved by choosing a meeting place
that is private and by preventing interruptions from taking place. Also, the super-
visor should emphasize two-way communication and put the employee at ease as
quickly as possible. This can be done by sitting next to the employee as opposed to
across a desk, by saying his name, by thanking him for coming, and by beginning
with small talk to reduce the initial tension. When good rapport is established,
both the supervisor and the employee are at ease, relaxed, and comfortable. They
can have a friendly conversation, and neither is afraid to speak freely. Both are
open-minded and can express disagreement without offending one another. On
the other hand, when there is no good rapport, both participants may be nervous
and anxious. The conversation is cold and formal and both may fear to speak
openly. The supervisor and employee are likely to interrupt each other frequently
and challenge what the other is saying.
252 Part III • Employee Development
• Be empathetic. It is important for the supervisor to put herself in the shoes of the
employee. The supervisor needs to make an effort to understand why the employee
has performed at a certain level during the review period. This includes not making
attributions that any employee success was caused by outside forces (e.g., a good
economy) or that employee failures were caused by inside forces (e.g., employee
incompetence).
• Be open-minded. If the employee presents an alternative and different point of
view, be open-minded, and discuss them directly and openly. There is a possibility
that the employee may provide information that is relevant and of which you are
not aware. If this is the case, ask for specific evidence.50
• Observe verbal and nonverbal cues. The supervisor should be able to read verbal
and nonverbal signals from the employee to determine whether further clarifica-
tion is necessary. The supervisor should be attentive to the employee’s emotions
and react accordingly. For example, if the employee becomes defensive, the super-
visor should stop talking and allow the employee to express her point of view
regarding the issue being discussed.
• Minimize threats. The performance review meeting should be framed as a meet-
ing that will benefit the employee, not punish him.
• Encourage participation. The employee needs to have her own conversational
space to speak and express her views. The supervisor should not dominate the
meeting; rather, she should listen without interrupting and avoid confrontation
and argument.
In spite of these suggestions, defensiveness may be unavoidable in some situa-
tions. In such situations, supervisors need to recognize that employee defensiveness is
inevitable, and they need to allow it. Rather than ignoring the defensive attitude, super-
visors need to deal with the situation head on. First, it is important to let the employee
vent and to acknowledge the employee’s feelings. To do this, the supervisor may want
to pause to accept the employee’s feelings. Then, the supervisor may want to ask the
employee for additional information and clarification. If the situation is reaching a
point where communication becomes impossible, the supervisor may want to suggest
suspending the meeting until a later time.51 For example, the supervisor may say,
“I understand that you are angry and that you believe you have been treated unfairly.
It’s important that I understand your perspective, but it’s difficult for me to absorb the
information when you are so upset. This is an important matter. Let’s take a break, and
get back together at 3:00 P.M. to continue our discussion.” To be sure, if the relationship
between the supervisor and the employee is not good, the performance review meeting
is likely to expose these issues in a blatant and often painful way.
Consider the following vignette. Jason is the manager at a large accounting firm,
and Susan is one of the employees on his team. He chooses a conference room with
privacy away from the other offices.
JASON: Hi, Susan. I wanted to meet with you today to discuss your performance
appraisal for this quarter. At any time, please offer your input and ask
questions if you have any.
SUSAN: OK.
JASON: You did meet two important objectives that we set this quarter: sales and
customer service. Thanks for your hard work.
Chapter 9 • Performance Management Skills 253
SUSAN: No problem.
JASON: You did miss three of the other objectives.
SUSAN: What? I worked as hard as I could! It wasn’t my fault that the other people
on the team did not carry their weight.
JASON: Susan, I am not here to blame anyone or to attack you. I want to generate
some ideas on what we can do to ensure that you meet your objectives and
receive your bonus next quarter.
SUSAN: SITTING BACK WITH CROSSED ARMS: I told you I worked as hard as I could.
JASON: I know that you worked hard, Susan, and I know how hard it is to balance
all of the objectives that we have in our department. When I first started,
I had a hard time meeting all of the objectives as well.
SUSAN: It is hard and I try my best.
JASON: Susan, can you think of anything that we can work on together that would
help you meet the last three objectives? Is there any additional training or
resources that you need?
SUSAN: I am having a hard time prioritizing all of my daily tasks. There is a class
offered online on prioritizing, but I feel I am too busy to take it.
JASON: That is good that you think the class will help. Take the class online, which
will not disrupt your work schedule, and I will go to all of your meetings
and follow up with clients as needed.
SUSAN: Thanks, Jason. I really appreciate your help.
How did Jason do in dealing with Susan’s defensiveness? Overall, he did a
good job. Jason was empathetic, he picked up on Susan’s nonverbal behavior, he had
her offer her input, he held the meeting in a comfortable, private location, and he
emphasized that the meeting was to work on future performance and not to punish
her. In the end, he was able to address Susan’s defensiveness and turned a meeting
that could have gone very poorly into a productive exchange of information
and ideas.
Summary Points
• Managers must possess several impor-
tant skills to manage the perfor-
mance of their employees effectively.
Managers need to serve as coaches, to
observe and document performance
accurately, to give both positive and
negative feedback, and to conduct per-
formance review meetings.
• Coaching is an ongoing process in which
the manager directs, motivates, and
rewards employee behavior. Coaching
includes several key functions such as
giving advice about what is expected
about performance and how to perform
well, giving employees guidance so
employees know how to improve their
performance, providing employees with
support without being controlling, and
enhancing employees’ confidence and
competence. Coaching must be based on
a helping and trusting relationship. This
is particularly important when the
254 Part III • Employee Development
• Observing and documenting per-
formance in general and performance
regarding developmental goals in par-
ticular are not as easy as it may seem.
Time constraints can play a role when
managers are too busy to gather
performance information. Situational
constraints may prevent managers from
observing the employee directly. Finally,
activity constraints may be a factor;
when developmental activities are
unstructured, such as reading a book,
the manager may have to wait until the
activity is completed to assess whether
any new skills and knowledge have
been acquired.
• Observation and documentation of
performance can be improved in sev-
eral ways. These issues, which were
described in detail in Chapter 7,
include implementing a good commu-
nication plan that managers accept and
establishing training programs that
help managers minimize rater errors
(i.e., rater error training); share notions
of what it means to complete develop-
mental activities successfully (i.e.,
frame-of-reference training); observe
performance more accurately (i.e.,
behavioral observation training); and
become more confident about manag-
ing employee performance (i.e., self-
leadership training).
• Documenting an employee’s progress
toward achieving developmental goals
and improving performance in general
has several important benefits. These
include the reduction of the manager’s
cognitive load, the enhancement of trust
between the employee and the manager,
the collection of important input to be
used in planning developmental activi-
ties in the future, and the development of
a good line of defense in case of litigation.
• For documentation to be most useful, it
must be specific, use adjectives and
adverbs sparingly, balance positives
supervisor and the subordinate do not
share similar cultural backgrounds.
• Managers need to engage in a complex
set of behaviors to perform the various
coaching functions. These include the fol-
lowing: establish developmental objec-
tives, communicate effectively, motivate
employees, document performance, give
feedback, diagnose performance prob-
lems, and develop employees.
• Managers’ personalities and behav-
ioral preferences determine their
coaching style. Some managers prefer
to be drivers and just tell employees
what to do. Others prefer to be per-
suaders and try to sell what they want
the employees to do. Yet others adopt
an amiable style in which feelings take
precedence and urge the employee
to do what feels right or what the
employee feels is the right way to do
things. Finally, others prefer to be ana-
lyzers and have a tendency to follow
rules and procedures in recommend-
ing how to perform. None of these four
styles is necessarily better than the oth-
ers. The best coaches are able to change
their styles and adapt to the needs of
the employees.
• The coaching process is ongoing and
cyclical, and it includes the following five
components: (1) setting developmental
goals, (2) identifying the resources and
strategies needed to achieve the devel-
opmental goals (e.g., securing resources
that will allow employees to engage in
activities to achieve their developmental
goals), (3) implementing strategies (e.g.,
enrolling the employee in an online
course), (4) observing and documenting
developmental behaviors (e.g., checking
on the progress of the employee toward
the attainment of his developmental
goals), and (5) giving feedback (e.g., pro-
viding information to the employee that
will help him adjust his current develop-
mental goals and guide his future goals).
Chapter 9 • Performance Management Skills 255
with negatives, focus on job-related
information, be comprehensive, be
standardized across employees, and be
stated in behavioral terms.
• Feedback about performance in general
and about developmental activities in
particular serves several important pur-
poses. These include building employee
confidence, developing employee com-
petence, and enhancing employee
involvement with the unit and the
organization as a whole.
• The mere presence of feedback does not
mean that there will be positive effects
on future performance. For feedback to
be most useful, it must be timely, fre-
quent, specific, verifiable, consistent
over time and across employees, given
in private, and tied closely to conse-
quences (e.g., rewards); address
description first and evaluation second;
discuss performance in terms of a con-
tinuum and not in terms of dichotomies
(i.e., more and less and not all or noth-
ing); address patterns of behavior and
not isolated events; include a statement
that the manager has confidence in the
employee; and include the active par-
ticipation of the employee in gen-
erating ideas about how to improve
performance in the future.
• In general, managers do not feel com-
fortable about giving negative feedback.
They may fear that employees will react
negatively because they themselves have
been given negative feedback in the past
in a way that was not helpful and do not
want to put their employees in the same
situation, because they don’t like playing
god, or because they think they need to
collect an onerous amount of informa-
tion and evidence before giving negative
feedback. When negative feedback is
warranted, however, and managers
refuse to give it, poor performers may
get the message that their performance is
not that bad. Eventually, the situation
may escalate to the point that the man-
ager has no choice but to give negative
feedback; the situation then becomes
punitive, and feedback is not likely to be
useful. For negative feedback to be use-
ful, it must be given early when the per-
formance problem is still manageable.
• Supervisors play the paradoxical roles of
judge and coach at the same time. These
roles are assumed during the perform-
ance review meetings, which can include
as many as six separate formal meetings:
system inauguration, self-appraisal, clas-
sical performance review, merit/salary
review, developmental plan, and objec-
tive setting. In most organizations, these
meetings are merged into one or two
meetings. It is most effective to separate
the meetings so that employees can focus
on one issue at a time (e.g., supervisor’s
view on the employee’s performance,
rewards allocation, developmental plan).
• In some cases, an employee may be
unwilling or unable to overcome per-
formance problems. When that hap-
pens, there is a need to implement a
formal disciplinary process including a
verbal warning, followed by a written
warning, and eventually, if needed,
termination. When implementing a dis-
ciplinary process, supervisors must be
aware of several pitfalls including the
acceptance of poor performance, failing
to get the message through, arguments
that performance standards are unfair
or unrealistic, employee and supervisor
emotional reactions, and the failure to
consult with HR.
• The termination meeting creates impor-
tant challenges and is extremely
unpleasant for both the employee and
supervisor. For termination meetings to
be more effective and less painful,
supervisors must (1) be respectful,
(2) get right to the point, (3) wish the
employee well, (4) send the employee
to HR (or offer information based on
256 Part III • Employee Development
the advice of outside counsel), (5) have
the employee leave immediately, and
(6) conduct the termination meeting at
the end of the day. Overall, all employ-
ees deserve to be treated with dignity
and respect, even those who are being
terminated.
• When all the performance review
meetings are merged into one, the
components of such a meeting include
the following: (1) explanation of the
purpose of the meeting, (2) self-
appraisal, (3) discussion of the super-
visor ’s performance ratings and
rationale and resolution of discrep-
ancies with self-appraisal, (4) devel-
opmental discussion, (5) employee
summary, (6) rewards discussion,
(7) setting up follow-up meeting,
(8) approval and appeals process dis-
cussion, and (9) final recap.
• In meeting with the supervisor to dis-
cuss performance issues, employees
may become defensive. Defensiveness
is indicated by a fight-or-flight
response. The supervisor can mini-
mize defensiveness by (1) establishing
and maintaining rapport, (2) being
empathetic, (3) observing verbal and
nonverbal cues, (4) minimizing
threats, and (5) encouraging employee
participation.
• When defensiveness becomes unavoid-
able, the employee’s attitude must be
recognized and allowed expression. If
the situation becomes intolerable, the
meeting may be interrupted and
rescheduled for a later time.
C A S E S T U DY 9-1
Was Robert Eaton a Good Coach?
Robert Eaton was CEO and chairman of Chrysler from 1993 to
1998, replacing Lee Iacocca who retired after serving in this
capacity since 1978. Eaton then served as cochairman of the
newly merged DaimlerChrysler organization from 1998 to 2000.
With 362,100 employees, DaimlerChrysler achieved revenues
of EUR 136.4 billion in 2003. DaimlerChrysler’s passenger car
brands include Maybach, Mercedes-Benz, Chrysler, Jeep,
Dodge, and Smart. Commercial vehicle brands include
Mercedes-Benz, Freightliner, Sterling, Western Star, and Setra.
From the beginning of his tenure as CEO, Eaton com-
municated with the people under him. He immediately shared
his plans for the future with his top four executives and then
took the advice of his colleague, Bob Lutz, to look around the
company before making any hasty decisions concerning the
state of affairs at Chrysler. Eaton and Lutz ascertained that
Chrysler was employing the right staff and that they did not
need to hire new people; they just had to lead them in a differ-
ent manner, that is, in a more participative style.
Eaton listened to everyone in the organization, includ-
ing executives, suppliers, and assembly-line workers, to
determine how to help the company succeed. Eaton also
encouraged the employees at Chrysler to talk with one
another. The atmosphere of collaboration and open-door
communication between Eaton and Lutz (the two men sat
across the hall from one another and never closed their doors)
permeated the entire organization. Eaton and Lutz’s walk-
around management style indicated to employees that they
were committed to and engaged in the organization.
Furthermore, Eaton and Lutz held meetings with their execu-
tive team on a regular basis to exchange ideas and informa-
tion from all areas of the organization.
Eaton even reorganized the manner in which Chrysler
designed cars based on a study, previously disregarded by
Iacocca, that indicated that Chrysler needed to be more
flexible and its executives needed to be in constant commu-
nication with the product design team. One employee was
quoted as saying, “Bob Eaton does not shoot the messenger
when he hears something he doesn’t like or understand. He
knows that not every idea is right. But Bob is off-the-wall
himself. . . . He’ll say something, and we’ll tell him that it’s a
crazy idea. . . . He may not change his mind in the end, but
he’ll spend the time explaining to you what is behind
his thought processes. Do you know what kind of confidence
that inspires?” This type of open communication at the top
proved extremely successful, as summed up by one
designer: “It’s a system that recognizes talent early and
Chapter 9 • Performance Management Skills 257
rewards it, and that creates a sense of enthusiasm for your
work, and a sense of mission.”
Another program that Eaton describes as empow-
ering employees at Chrysler includes requiring all employees,
including executives, to participate in the process of building
a new vehicle. Eaton explains that this shows all of the em-
ployees in the plant that executives are concerned about the
proper functioning of new cars, and it gives executives the
opportunity to understand and solve problems at the factory
level. Eaton states, “When we’re done with our discussions,
these guys know where we want to go and how we want to
get there, and they go back and put the action plans together
to do that. This goes for every single thing we do.” He con-
cludes, “Clearly at a company there has to be a shared
vision, but we try to teach people to be a leader in their own
area, to know where the company wants to go, to know how
that affects their area, to benchmark the best in the world,
and then set goals and programs to go after it. We also
encourage people not only to go after the business plan
objectives but to have stretch goals. And a stretch goal by
definition is a fifty-percent increase . . . . If we go after fifty
percent, something dramatic has to happen. You have to go
outside of the box.”
Based on the above description, please evaluate Bob
Eaton’s coaching skills using the accompanying table. If a
certain coaching behavior or function is missing, please
provide recommendations about what he could have done
more effectively. �
C A S E S T U DY 9-2
Major Functions Present? (Y/N) Comments/Recommendations
Give advice
Provide guidance
Give support
Give confidence
Promote greater competence
Key Behaviors Present? (Y/N) Comments/Recommendations
Establish development objectives
Communicate effectively
Motivate employees
Document performance
Give feedback
Diagnose performance problems
Develop employees
What Is Your Coaching Style?
Below are 15 rows of four words each. From each row, select
and circle two words out of the four that best describe the way
you see yourself. If all four words sound like you, select the
two that are most like you. If none of the four sounds like you,
select the two that are closest to the way you are. Then, total
the number of words selected under each respective column.
After you have totaled the number of words circled
under each respective column, plot those numbers on their
Source: Based on information provided by M. Puris, Comeback: How
Seven Straight-Shooting CEOs Turned Around Troubled Companies
(New York: Times Books, 1999), 80–118, specifically Chap. 4, “Robert
Eaton and Robert Lutz; The Copilots.”
258 Part III • Employee Development
respective axes of the grid here. For example, if you circled
six words in column A, mark the A axis next to the 6.
Complete the same procedures for columns B, C, and D. Then
extend the marks into each respective quadrant to create a
rectangle. For example, consider the example of circling nine
words from the A list, eight from the B list, seven from the C
list, and eight from the D list. The rectangle would be the
following:
A B C D
1 All-business Bold Personable Deliberate
2 Organized listening Telling Courteous Listening
3 Industrious Independent Companionable Cooperative
4 No-nonsense Decisive Talkative Reflective
5 Serious Determined Warm Careful
6 To-the-point Risk-taker Amiable Moderate
7 Practical Aggressive Empathetic Nonassertive
8 Self-controlled Authoritative Shows emotions Thorough
9 Goal-directed Assertive Friendly Patient
10 Methodical Unhesitating Sincere Prudent
11 Businesslike Definite Sociable Precise
12 Diligent Firm Demonstrative Particular
13 Systematic Strong-minded Sense of humor Thinking
14 Formal Confident Expressive Hesitative
15 Persevering Forceful Trusting Restrained
Total
Goal driven
Change addicted
Stress driven
“Doer”
Rules and procedures
Logical
They are the only people
in the world
Info flow charts
Heart before head
Likes everyone to
be happy
Passionate
Visionary
See all possibilities
Not as good at
implementing
“Trust me”
Driver
Analyzer Amiable
Expresser/
Persuader
2
4
6
8
10
12
14
2
4
6
8
10
12
14
2 4 6 8 10 12 142468101214
A
B
C
D
Chapter 9 • Performance Management Skills 259
14
14
2
2
2 141210864214
A
B
C
D
12 10 8 6 4
4
4
6
6
8
8
10
10
12
12
In this particular example, the area covered by the
rectangle shows that this person is predominantly a driver and
an analyzer but can also be a persuader and amiable. Now,
create your own rectangle using your scores:
What is your coaching style? Is there a dominance of one
style over the other three as indicated by an area
predominantly covering one of the quadrants and not the
others? If there is, what can you do to start using the other
styles as well? �
Source: Coaching Guides. Available online at http://www.spe-
cialolympics.org. Used with the kind permission of Special Olympics,
Inc. Retrieval date: July 27, 2011.
C A S E S T U DY 9-3
Preventing Defensiveness
Spencer, Jeff’s manager, needs to talk to Jeff about his poor
performance over the previous quarter. Jeff enters the room
and sits across the desk from Spencer.
JEFF: Spencer, you wanted to talk to me?
SPENCER: Yes, Jeff, thanks for coming by. I wanted to talk
about your performance last quarter. (Spencer’s
phone rings and he answers it. Five minutes later
Jeff is still waiting for Spencer. Jeff finally gets
frustrated and Spencer notices Jeff looks at his
watch several times.) Sorry for the interruption
Jeff, I know it is frustrating to be kept waiting.
JEFF: I am very busy. Can we get on with this?
SPENCER: Yes, absolutely. As you know you had some
problems meeting all of your goals last quarter.
JEFF: Now wait a second. I met the most important
goal.
SPENCER: Yes, you did, but you missed the other four.
JEFF: Just by a little, and it wasn’t my fault.
SPENCER: Jeff, you need to accept responsibility for your
own performance and not push blame onto oth-
ers. You need to meet your goals this coming
quarter or I will have to take more serious action.
JEFF: One bad quarter, and you threaten to fire me? I
can’t believe this!
SPENCER: Just meet all of your goals, and I won’t have to
take that action.
Given this vignette, what could Spencer have done to
combat Jeff’s defensiveness more effectively? �
http://www.specialolympics.org
http://www.specialolympics.org
260 Part III • Employee Development
C A S E S T U DY 9-4
Recommendations for Documentation
Using the recommendations for documentation, write a
journal entry of a classmate, coworker, or even yourself
(from the perspective of your manager/instructor) detailing
his/her performance for the past week. Also, write a
paragraph describing some of the challenges with your
documentation, tying in some of the constraints that
managers might experience in documenting performance
behaviors. �
End Notes
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Chapter 9 • Performance Management Skills 261
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and http://www.avolites.org.uk/jokes/
apprai-sals.htm. Retrieval date: September
8, 2011.
21. Blake Jelley, R., & Goffin, R. D. (2001). Can per-
formance-feedback accuracy be improved?
Effects of rater priming and rating-scale for-
mat on rating accuracy. Journal of Applied
Psychology, 86, 134–144.
22. Goldmith, M. (2006). Try feed forward
instead of feedback. In M. Goldsmith & L. S.
Lyons (Eds.), Coaching for leadership: The
practice of leadership coaching from the world’s
greatest coaches. 2nd ed. (pp. 45–49). San
Francisco, CA: John Wiley.
23. Becker, T. E., & Klimoski, R. J. (1989). A field
study of the relationship between the organi-
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24. Allen, D. W., & LeBlanc, A. C. (2005).
Collaborative peer coaching that improves
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25. Silverman, S. B., Pogson, C. E., & Cober, A. B.
(2005). When employees at work don’t get it:
A model for enhancing individual employee
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26. Kluger, A. N., & DeNisi, A. S. (1996). The
effects of feedback interventions on perform-
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27. DeNisi, A. S., & Kluger, A. N. (2000). Feedback
effectiveness: Can 360-degree appraisals be
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28. London, M. (2003). Job feedback: Giving,
seeking, and using feedback for performance
improvement. 2nd ed. Mahwah, NJ:
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http://www.avolites.org.uk/jokes/apprai-sals.htm
42. Based on P. Falcone. (2007). Days of contem-
plation. HR Magazine, 52, 107–111.
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mentoring. 2nd ed. New York: American
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2011.
262 Part III • Employee Development
263
You have to get rewarded in the soul and the wallet.
The money isn’t enough, but a plaque isn’t enough
either . . . you have to give both.
—JACK WELCH
LEARNING OBJECTIVES
By the end of this chapter, you will be able to do the following:
� Distinguish between traditional and contingent pay plans, and know how each
of these reward systems relates to the performance management system.
� Understand the reasons for the popularity of contingent pay plans.
� Describe how contingent pay plans can help improve employee motivation
and performance.
� Be aware of the reasons contingent pay plans fail.
� Design a contingent pay plan, taking into account key variables such as
the organization’s culture and strategic business objectives.
� Understand that pay is only one of many tools that can be used to motivate
employees.
� Use rewards effectively so that they produce the effects intended.
� Know the principles of how to design an organization’s pay structure, including
how to conduct a job evaluation.
� Understand the advantages of the broad-banding approach to designing a pay
structure.
PART IV: REWARD SYSTEMS, LEGAL ISSUES,
AND TEAM PERFORMANCE MANAGEMENT
Chapter 10
Reward Systems and Legal Issues
� Understand the role played by six legal principles in the implementation of
performance management systems: employment at will, negligence, defamation,
misrepresentation, adverse impact, and illegal discrimination.
� Identify the point at which a performance management system allows illegal
discrimination.
� Know what type of evidence employees need so that they can prove illegal
discrimination and what type of evidence employers need to prove lack of illegal
discrimination.
� Know the impact of the key laws that prohibit discrimination based on race, sex,
religion, age, disability status, and sexual orientation on the design and
implementation of performance management systems.
� Design a performance management system that is legally sound.
10.1 TRADITIONAL AND CONTINGENT PAY PLANS
A traditional approach in implementing reward systems is to reward employees for
the positions they fill as indicated by their job descriptions and not necessarily by
how they do their work. In other words, employees are rewarded for filling a specific
slot in the organizational hierarchy. In such traditional pay systems, one’s job directly
determines pay and indirectly determines benefits and incentives received. Typically,
there is a pay range that determines minimum, midpoint, and maximum rates for
each job. For example, a university may have five ranks for professors who have just
been hired:
1. Instructor (pay range: $30,000�$45,000)
2. Senior instructor (pay range: $40,000�$55,000)
3. Assistant professor (pay range: $60,000�$90,000)
4. Associate professor (pay range: $85,000�$105,000)
5. Professor (pay range: $100,000�$140,000)
As noted above, in a traditional reward system, each of these positions would
have a minimum, midpoint, and the maximum salary. For assistant professors, the
minimum is $60,000 per year, the midpoint is $75,000, and the maximum is $90,000.
Salary increases at the end of the year would be determined by seniority or by a
percentage of one’s base salary (and the same percentage would be used for all
workers). Rewards would not be based on teaching quality, as indicated by student
teaching ratings, or research productivity, as indicated by the number and quality of
publications. If an assistant professor’s base salary is $90,000, she cannot realize an
increase in her salary unless she is promoted to associate professor because $90,000 is
the maximum possible salary for this job title. In short, in traditional reward systems,
the type of position and seniority are the determinants of salary and salary increases,
not performance. In such reward systems, there is no relationship between performance
management and rewards. This type of system is quite pervasive in numerous
organizations, particularly outside of North America. Korea is one country where
systems based on seniority are still quite pervasive.1 In Korea, as is the case in other
collectivistic cultures (e.g., China), employees tend to avoid confrontation for fear of
losing face.2 Thus, supervisors may be reluctant to give employees unsatisfactory
264 Part IV • Reward Systems, Legal Issues, and Team Performance Management
Chapter 10 • Reward Systems and Legal Issues 265
performance ratings or ratings based on individual performance because this would
single out individuals. Instead, systems that measure and reward team performance
may be more appropriate in collectivistic cultures (these are discussed in detail in
Chapter 11). It is possible, however, to move away from more traditional systems based
mainly on seniority by establishing clear links between performance management and
other functions such as training, as described in Chapter 1. When such links have been
clearly established, employees are more likely to see the benefits of the performance
management system and believe that the system is fair.
Contingent pay (CP), also called pay for performance, means that individuals are
rewarded based on how well they perform on the job. Thus, employees receive
increases in pay based wholly or partly on job performance. These increases can either
be added to an employee’s base salary or be a one-time bonus (see Chapter 1 for a
description of different forms of compensation). When increases are not added to an
employee’s base salary, as in the case of one-time bonuses, they are called variable pay.
Originally, CP plans were used only for top management. Gradually, the use of
CP plans extended to sales jobs. Currently, CP plans are more pervasive. For example,
in 2001, 70% of workers in the United States were employed by organizations
implementing some type of variable pay plan, and many of these organizations tie variable
pay (e.g., bonus, commission, cash award, lump sum) directly to performance. Similarly, a
study of human resources (HR) practices worldwide found that organizations in Canada,
Latin America, Taiwan, and the United States generally emphasize the link between
performance and pay.3 Finally, even universities, which typically have traditional
organizational cultures for which pay for performance can be quite a foreign concept, are
adopting CP plans for their staff. For example, results of a survey of 129 higher education
institutions in the United Kingdom revealed that 77% of universities are using some type
of CP plan and only 6% of universities have decided not to implement such plans.4
Let’s return to the example of salaries for university professors. When a CP plan is
implemented, pay raises are determined in part or wholly based on performance. For
example, two assistant professors may be hired at the same time at the same salary level
(e.g., $75,000). If one of them outperforms the other year after year for several years,
then eventually the better performing assistant professor may make $110,000, which
may be a higher level of pay than most associate professors make. This is because every
year this assistant professor receives a substantial salary increase, part of which may be
added to the base salary, based on her outstanding teaching and research performance.
On the other hand, the other assistant professor may still be making the same amount,
or close to the same amount, he was making when he was first hired. Under a tradi-
tional pay plan, an assistant professor would not receive a higher salary than most asso-
ciate professors. Under such a plan, the assistant professor would have to be promoted
to associate professor before she could receive a salary of $110,000, which is outside the
traditional range for assistant professors.
10.2 REASONS FOR INTRODUCING CONTINGENT PAY PLANS
Why are organizations embracing CP plans? The results of a recent survey of Fortune
500 companies indicated that performance management systems are more effective when
results are directly tied to the reward system.5 When the performance management
system has a direct relationship with the reward system, performance measurement and
performance improvement are taken more seriously. In other words, CP plans force
organizations to define effective performance clearly and to determine what factors are
likely to lead to effective performance. When a CP plan is implemented, organizations
need to make clear what is expected of employees, what specific behaviors or results will
be rewarded, and how employees can achieve these behaviors or results. This, in and of
itself, serves an important communication goal because supervisors and employees are
better able to understand what really matters. Also, high-achieving performers are
attracted to organizations that reward high-level performance, and high-level performers
are typically in favor of CP plans.6 This tendency is called the sorting effect: top performers
are likely to be attracted to and remain within organizations that have implemented CP
plans.7 An organization’s ability to retain its top performers is obviously crucial if an
organization wants to win the talent war and have a people-based competitive
advantage.8 For example, a study conducted at a glass installation company found that
productivity improved by 44% when the compensation system was changed from
salaries to individual incentives.9 A closer look at the data indicated that about 50% of the
productivity improvement was due to the current employees being more productive,
whereas the other 50% improvement was due to less productive employees quitting and
the organization’s ability to attract and recruit more productive workers. Consequently,
CP plans can serve as a good tool to recruit and retain top performers as a result of the
sorting effect, which, in turn, can lead to greater productivity. Finally, CP plans can project
a good corporate image because the organization has implemented a system of rewards
that is fair and based on clearly communicated expectations and standards.
Hicks Waldron, former CEO of cosmetics giant Avon, in an eloquent statement,
explained why CP plans are becoming so popular: “It took me 30 years to figure out
that people don’t do what you ask them to do; they do what you pay them to do.” How
about organizations that are struggling financially? Can they still implement CP plans?
Can they afford to give performance-based rewards to their employees? The answer is
yes to both questions. Making sure that top performers are rewarded appropriately can
help keep them motivated and prevent them from leaving the organization in difficult
times. It is these top performers who are the organization’s hope for recovery in the
future. In fact, giving rewards to poor performers means that these rewards are taken
away from high-level performers.10 Consider the case of Corning, Inc., a fiber-optic
cable manufacturer (http://www.corning.com/). In 2002, sales were at an unprece-
dented low level, and the stock price was just over $1, which was about 1% of its value
in 2000. Corning had slashed more than 16,000 jobs in two years and had not been
profitable since early 2001; nevertheless, they gave bonuses to employees who met
performance goals during the year.11
Overall, CP plans enhance employee motivation to accomplish goals that match
organizational needs. More specifically, CP plans have the potential to help people
change behavior and improve performance. For example, assume an organization is
trying hard to improve customer satisfaction. Some units in this organization decide
to implement a CP plan that awards cash to employees who improve their customer
satisfaction ratings. By contrast, other units continue with a traditional pay plan in
which there is no clear tie between performance levels and rewards. Who do you
think will perform better—employees under the CP plan or those under the
traditional plan? Well, if all other things are equal, it is likely that employees under
266 Part IV • Reward Systems, Legal Issues, and Team Performance Management
http://www.corning.com/
Chapter 10 • Reward Systems and Legal Issues 267
the CP plan will improve the service they offer to customers.12 In fact, a review of
several studies concluded that using individual pay incentives increased producti-
vity by an average of 30%.13 Similarly, a study of 21 fast-food franchises showed a
30% increase in average profits and a 19% decrease in the drive-through times as a
result of the implementation of a CP plan.14 These figures, of course, are averages,
and productivity and profits do not necessarily improve by 30% in every case. Recall
our discussion in Chapter 4 regarding the determinants of performance. An
employee’s performance is determined by the joint effects of declarative knowledge,
procedural knowledge, and motivation. CP plans address the motivational
component. In other words, employees are likely to choose to expend effort, choose
to expend a high level of effort, and choose to persist in this high level of expenditure
of effort in the presence of financial incentives. The fact that employees are trying
hard to provide good customer service does not mean, however, that they will
necessarily succeed. They still need the declarative and procedural knowledge to do
so. If they do not know how to please customers, then they won’t be able to satisfy
them no matter how hard they try.
CP plans can help improve the motivation of employees when each of the following
conditions is present:
1. Employees see a clear link between their efforts and the resulting performance
(expectancy).
2. Employees see a clear link between their performance level and the rewards
received (instrumentality).
3. Employees value the rewards available (valence).
There is a multiplicative relationship among these three determinants of motivation
so that
If the expectancy, instrumentality, or valence conditions are not met, the CP plan is
not likely to improve performance. For example, consider the situation in which the
instrumentality condition is not present. Employees may value the rewards available
and may want to get them (valence). They may also see that if they exert sufficient
effort, they will be able to achieve the desired performance level (expectancy).
They believe, however, that the rewards received are not necessarily related to
their performance level (i.e., no instrumentality). In this situation, employees are
not likely to choose to exert effort because this will not get them the desired
rewards.
CP plans and pay in general should not be regarded as the Holy Grail of employee
performance. First, pay can affect only the motivation aspect of performance. If an
employee is not performing well, pay may not solve the problem if poor performance
results from a lack of declarative or procedural knowledge as opposed to a lack of
motivation. All of the three conditions must be present for CP plans to have an impact
on employee motivation. We should be aware that pay is not necessarily the perfect
solution and that giving people more money will not automatically solve performance
problems.
Motivation = Expectancy * Instrumentality * Valence
10.3 POSSIBLE PROBLEMS ASSOCIATED
WITH CONTINGENT PAY PLANS
In spite of the potential positive impact of CP plans, we should be aware that not all
CP plans work as intended. For example, in the 1990s, Hewlett Packard implemented
CP plans in 13 separate sites; however, the plans were eventually abandoned
in all but one. Hewlett Packard decided to abandon CP because the benefits did not
outweigh the costs.15 Why is it that CP plans may not succeed? Consider the following
reasons:16
• A poor performance management system is in place. What happens when a CP plan
is paired with a poorly designed, poorly implemented performance management
system, one that includes biased ratings and the measurement of unrelated
performance dimensions? This situation may lead some employees to challenge
the CP plan legally. Also, rewarding behaviors and results that are not job related
is likely to cause good performers to leave the organization. Finally, those who
stay are not likely to be motivated to perform well.
• There is the folly of rewarding A while hoping for B.17 What happens when the system
rewards results and behaviors that are not those that will help the organization
succeed? Employees are likely to engage in these often counterproductive
behaviors when this behavior is what will earn them the desired rewards. One such
example is the hope that executives will focus on long-term growth and environ-
mental responsibility when, in fact, they are rewarded based on quarterly earnings.
Given this situation, what are these executives likely to do? Will they think in the
long term or quarter by quarter? A second example is an organization that would
like its employees to be more entrepreneurial and innovative, but it does not
reward employees who think creatively. What are employees likely to do? Will
they be innovative and risk not getting rewards, or will they continue to do things
the old way? A third example is an organization that would like employees to focus
on teamwork and a one-for-all spirit, but it rewards employees based on individual
results. This happens in many professional sports teams. What are professional
athletes likely to do? Will they pass the ball, or will they try to score themselves to
improve their own individual statistics?
• Rewards are not considered significant. What happens when a CP plan includes
pay increases and other rewards that are so small that they don’t differentiate
between outstanding and poor performers? For example, what happens when
the top performers receive a 5% pay increase and an average performer receives
a 3% or 4% pay increase? In this context, rewards are not viewed as performance-
based rewards, and they do not make an impact. The message sent to employees
is that performance is not something worth being rewarded. For rewards to be
meaningful, they need to be significant in the eyes of the employees. Usually, an
increase of approximately 12%–15% of one’s salary is regarded as a meaningful
reward and would motivate people to do things they would not do otherwise.
• Managers are not accountable. What happens when managers are not account-
able regarding how they handle the performance and the performance evalua-
tion of their employees? They are likely to inflate ratings so that employees
receive what the manager thinks are appropriate rewards. Similarly, employees
268 Part IV • Reward Systems, Legal Issues, and Team Performance Management
Chapter 10 • Reward Systems and Legal Issues 269
may set goals that are easily attainable so that performance ratings will lead to
the highest possible level of reward. In other words, when managers are not held
accountable, rewards may become the driver for the performance evaluation
instead of the performance evaluation being the driver for the rewards.
• There exists extrinsic motivation at the expense of intrinsic motivation. What happens
when there is so much, almost exclusive, emphasis on rewards? Employees may
start to lose interest in their jobs, which, in turn, can decrease motivation. In some
cases, the extrinsic value of doing one’s job (i.e., rewards) can supersede the intrinsic
value (i.e., doing the work because it is interesting and challenging). Sole emphasis
on rewards can lead to ignoring the fact that employee motivation can be achieved
not only by providing rewards but also by creating a more challenging, more
interesting work environment in which employees have control over what they do
and how they do it.
• Rewards for executives are disproportionately large compared to rewards for everyone else.
In many organizations, executive rewards are disproportionately large compared
to the rewards received by everyone else in the organization. A study conducted
by Pearl Meyer & Partners in 2004 revealed that the average compensation
received by CEOs in major U.S. corporations was US $9.84 million, compared to
an average compensation for employees in nonsupervisory roles of $27,485. The
compensation for these CEOs was more than 360 times that of their employees!
Such a large difference, particularly when the performance of the organization is
not stellar, can lead to serious morale problems. CEOs should be compensated
according to their performance, and an important indicator of CEO performance
is overall firm performance (e.g., stock price in the case of publicly traded
organizations).
Table 10.1 summarizes reasons for the failure of CP plans. Consider two examples
of situations in which CP plans failed because of one or more of the reasons listed in
this table. First, consider what happened at Green Giant, which is part of the General
Mills global food conglomerate which includes such brands as Betty Crocker, Wheaties,
and Bisquick. Green Giant implemented a bonus plan that rewarded employees for
removing insects from vegetables. What was the result regarding performance?
Initially, managers were pleased because employees were finding and removing a
substantially higher number of insects. The initial enthusiasm disappeared, however,
when managers found out that employees were bringing insects from home, putting
them into vegetables, and removing them to get the bonus! A second example comes
TABLE 10.1 Reasons Why Contingent Pay Plans Fail
A poor performance management system is in place.
There is the folly of rewarding A while hoping for B.
Rewards are not significant.
Managers are not accountable.
There exists an extrinsic motivation at the expense of intrinsic motivation.
Rewards for executives are disproportionately large compared to rewards for everyone else.
from the automotive division of Sears, a leading retailer of apparel, home, and automo-
tive products and services, with annual revenues of more than US $40 billion. Its
CP plan rewarded employees on the basis of parts and services sold to customers who
brought cars in for repair. In California, a disproportionate number of Sears auto centers
were making repairs. The California Consumer Affairs Commission conducted an
18-month investigation, during which it sent some of its members to the auto centers
posing as customers. What did they find? Sears employees were “finding” a lot of
problems and making a lot of unnecessary repairs. Half of Sears’ 72 auto-service centers
in California were routinely overcharging customers for repairs, and Sears mechanics
billed the undercover agents for work that was never done on 34 of the 38 undercover
operations.18
10.4 SELECTING A CONTINGENT PAY PLAN
Assuming an organization wishes to implement a CP plan, what should the plan look
like? Recall the discussion of various forms of compensation provided in Chapter 1.
What considerations should be taken into account in choosing, for example, among
offering employees group incentives, profit sharing, or individual sales commissions?
A critical issue to consider is that of organizational culture. An organization’s culture is
defined by its unwritten rules and procedures. For example, is the organization funda-
mentally built around individual performance, or is teamwork the norm? Is the organi-
zation one in which high-level performers are regarded as role models who should be
emulated, or are they viewed as a threat to upper management?19 Are we happy with
the current culture, or do we wish to change it? CP plans are powerful tools that help
solidify the current culture, and that can be used to create a new type of culture. There
should be a careful consideration of the culture of the organization before a specific type
of CP plan is selected.
Consider the types of systems that can be implemented in cultures that we can
label traditional or involvement cultures. Traditional cultures are characterized by
top-down decision making, vertical communication, and clearly defined jobs. What
type of plan should be implemented in organizations with this type of culture? An
effective choice would be a plan that rewards specific and observable measures of
performance, where that performance is clearly defined and directly linked to pay.
Examples of such CP systems are the following:
• Piece rate. Employees are paid based on the number of units produced or
repaired. This system is usually implemented in manufacturing environments. In
service organizations, this could involve the number of calls made or the number
of clients, or potential clients, contacted. This system is usually implemented in
call centers.
• Sales commissions. Employees are paid based on a percentage of sales. This
system is usually implemented in car dealerships.
• Group incentives. Employees are paid based on extra group production based on
result-oriented measures (e.g., sales volume for the group). This system is
implemented frequently in the retail industry.
Involvement culture is different from traditional culture. Organizations with involvement
cultures are characterized by shared decision making, lateral communications, and loosely
270 Part IV • Reward Systems, Legal Issues, and Team Performance Management
Chapter 10 • Reward Systems and Legal Issues 271
TABLE 10.2 Plans Recommended for Various Strategic
Business Objectives
Strategic Business Objective CP Plan
Employee development Skill-based pay
Customer service Competency-based pay
Gain sharing
Productivity: Individual Piece rate
Sales commissions
Productivity: Group Gain sharing
Group incentives
Teamwork Team sales commissions
Gain sharing
Competency-based pay
Overall profit Executive pay
Profit or stock sharing
defined roles. Examples of systems that work well in organizations with involvement
cultures are the following:
• Profit sharing. Employees are paid based on the performance of a group (e.g.,
team or unit) and on whether the group has exceeded a specific financial goal.
This type of system is implemented in many large law firms.
• Skill-based pay. Employees are paid based on whether they acquire new
knowledge and skills that are beneficial to the organization. This type of system is
usually implemented in knowledge-based organizations such as software devel-
opment companies.
In addition to the organization’s culture, an important consideration in selecting a
CP plan is the organization’s strategic direction. Strategy is not only a key element in
designing the performance management system, but it is also a key element in designing
a CP plan. Table 10.2 includes a selected list of strategic objectives and CP plans that are
most conducive to achieving the objective.
According to Table 10.2, if employee development is a key strategic priority,
rewards should emphasize new skills acquired. If customer service is a priority, then
rewards should emphasize competencies related to customer service and gain sharing.
Gain sharing links individual and group pay to an organization’s overall profitability: The
greater the organization’s overall profit, the greater the rewards given to individuals and
teams in the organization. In this case, gain sharing would be based on whether customer
service ratings improve during the review period. If the major goal of the CP plan is to
increase the organization’s overall profit, choices include executive pay and profit or
stock sharing. Executive pay includes cash bonuses that are given in response to success-
ful organizational performance. Usually, however, executive pay includes company stock
to ensure that executives’ activities are consistent with the shareholders’ interests and to
encourage executives to tend to the long-term performance of the organization. This is
also called profit sharing, although profit sharing is usually short term and focused on
organizational goals while stock sharing and executive pay are more long term.
272 Part IV • Reward Systems, Legal Issues, and Team Performance Management
Stock sharing has caught media attention in recent years. In this type of plan, stock
is distributed as a reward, or executives are given the option to buy company stock at a
reduced rate per share. Unfortunately, this type of CP plan has led many executives to
attempt to maximize their personal wealth by inflating the price of their personal stock,
often through fraudulent means, and selling their stock before the public is aware of the
situation. This happened at Enron and WorldCom, where thousands of investors lost
their retirement funds. This is an example of the folly of rewarding A while hoping for
B, described in the previous section.
10.5 PUTTING PAY IN CONTEXT
Is pay the main motivating factor driving people? For most of the twentieth century, the
belief was that people go to work to collect a paycheck and money was the main, or
even the sole, motivator. In the twenty-first century, however, we now recognize that
pay is not everything. For most people, money is an important motivator because it
supplies many things from fulfilling basic needs (e.g., food and shelter) to providing
higher education for one’s children and a means for retirement.21 People seek more
than just a paycheck, however, when they go to work. People want to work in an
environment of trust and respect, where they can have fun, develop relationships
with others, and do meaningful and interesting work. People also want to balance their
work and home lives. For example, a 2004 survey by the online job-searching site
CareerBuilder.com showed that 42% of working fathers say they are willing to see a
reduction in their pay if this means having a better balance between work and home.22
In addition, people look for learning and developmental opportunities that may lead to
better career opportunities in the future. Thus, managers must realize that pay is
just one element in a set of management practices that can either improve or reduce
employee commitment and satisfaction, teamwork, and performance. It is true that
BOX 10.1
Contingent Pay at Nucor Corporation
At Nucor Corporation (http://www.nucor.com), contingent pay has for many years been a part of
the company’s approach to compensation. Nucor, based in Charlotte, North Carolina, is the
largest producer of steel in the United States. The company employs 11,500 people. The pay
practice at Nucor includes putting a considerable amount of pay at risk, and the size of paychecks
depends upon results achieved. For comparison, competitors often pay an experienced
steelworker between $16 and $21 per hour. The similarly qualified employee at Nucor would
have a guarantee of $10 per hour; however, the bonus system at Nucor allows employees to
make three times the average pay under certain circumstances, such as producing steel without
any defects. Bonuses are based on performance and paid on a weekly basis. The system also
means that substandard performance is penalized by a loss in pay. For example, errors may result
in a lost bonus opportunity. Managers in the company are also paid a lower than average base
pay, generally 75%–90% of industry average rates, but bonus payments could reach 75%–90%
of base salary, depending on the performance outcomes established for the plant as a whole.
In summary, Nucor Corporation has utilized contingent pay plans to motivate employee perform-
ance and reward positive outcomes.20
http://www.nucor.com
Chapter 10 • Reward Systems and Legal Issues 273
people do work for money and an organization’s pay level and pay structure affect
productivity.23 On the other hand, people also seek meaning in their lives and need
leisure time to pursue nonwork interests. Organizations that believe that money is all
that motivates people are basically bribing their employees and will eventually pay a
high price in a lack of employee loyalty and commitment.24
When we think about rewards, then, we should think in broader terms than just
pay. We can define a reward as something that increases the frequency of an employee
action. In other words, when an employee is given a reward, we expect to increase the
chances that specific results and behaviors will be repeated or that the employee will
engage in new behaviors and produce better results. If pay raises are not producing this
result, because they are not meaningful or are given arbitrarily, then they should not be
viewed as rewards. Praise and recognition for a job well done, without a monetary
value attached, can be a powerful reward if such praise and recognition enhance
the chances that specific results and behaviors will be repeated. Similarly, praise and
recognition should not be considered rewards if they do not motivate employees to
perform well in the future.
What can organizations do to ensure that actions intended to be rewards are
actually regarded as rewards? What can we do to make rewards work? Consider the
following recommendations:25
• Define and measure performance first, then allocate rewards. Before rewards are
allocated, there must be a good performance management system in place that
(1) defines performance and performance expectations, and (2) measures
performance well. In many cases, organizations believe that they have a
rewards problem when in fact the problem is with the definition and measure-
ment of performance.
• Use only rewards that are available. If the organization does not have financial
rewards available, then employee expectations should be adjusted accordingly, and
the focus should be on nonfinancial rewards. It makes no sense to discuss pay raises
as an important component of a CP plan if existing budget constraints mean meager
raises.
• Make sure that all employees are eligible. In many organizations, top executives
receive benefits such as profit sharing, stock options, executive life and liability
insurance, invitations to meetings in attractive locations, and permission to fly
first-class. Are these benefits truly rewards as we have defined them here? Do
these incentives enhance motivation? In general, they seem to do so because they
motivate lower-level employees to strive to become executives; however, what
would happen if these types of incentives were extended to the lower ranks of an
organization? What if nonexecutive members of organizations were also eligible
for such rewards based on their performance level? By making more employees
eligible for the potential reward, there is a greater chance that more employees
will strive to become top performers.
• Make rewards visible. Rewards should be visible to those who receive them.
Rewards should also be visible to others, together with information about what
needs to happen for an employee to receive the reward in the future. This recom-
mendation applies to both financial and nonfinancial rewards. Nonfinancial
rewards in particular are usually more effective if they are made public.
274 Part IV • Reward Systems, Legal Issues, and Team Performance Management
An exception to the visibility recommendation is that some individuals may prefer
a nonvisible reward allocation to avoid being singled out for attention or to prevent
the disruption of group harmony.
• Make rewards contingent. Rewards should be tied to performance directly and
exclusively. Imagine that an outsider is asked to guess the salary levels for various
employees in an organization. Assume that she can ask the following questions:
What do people do (e.g., administrative assistant, mailroom clerk, VP for HR)?
How long have they done it? How well have they done it? If information based on
the “How well?” question is not the most useful one in guessing what salaries are,
then the organization is not making rewards contingent on performance.
Unfortunately, this is the case in many organizations in which what people do and
how long they have done it are far better predictors of their salaries than how well
they perform. As an illustration, in many countries around the world, including
Eritrea in Africa, all employees receive one month’s extra salary as a noncontin-
gent reward each year.26 In other words, employees receive pay for a
“13th month.” When rewards are not contingent on performance, organizations
can alienate their best workers, precisely those who make the greatest contributions
and can easily find employment elsewhere.
• Make rewards timely. Rewards should be given soon after the occurrence of the
result or behavior being rewarded. Experimental psychologists know that if a
mouse in a cage pulls a lever and a lump of sugar appears 10 months later (on the
mouse’s anniversary date), no learning will take place. This is why many organi-
zations implement on-the-spot rewards.27 For example, at Lake Federal Bank in
Hamburg, Indiana, the president has an annual budget that he can use to give rel-
atively small, spur-of-the-moment gifts to employees who are performing well.
These spot bonuses do not have to be cash awards. They can be theater tickets, a
prime parking space, or anything else that targets an employee’s specific needs.
How does he know what type of reward to give? The answer is simple: He gets to
know his employees and watches what they do and how they spend their time
when they have a chance to choose. If this does not work, he can simply ask them.
• Make rewards reversible. Increasing an employee’s base pay creates an annuity
for the employee’s tenure with the organization. If mistakes are made in the
allocation of increases in base salary (especially upward), they are usually
irreversible and can be very costly over time. This is why variable pay, which is
not added to an employee’s base salary, has become an attractive option for many
organizations. Variable pay is consistent with the recommendations that rewards
be contingent and reversible. If high-quality performance occurs again, then the
employee receives the additional compensation again. If high-quality perform-
ance does not occur, then the additional compensation is not given.
• Use nonfinancial rewards. Unfortunately, many organizations underestimate the
impact of nonfinancial rewards, including the following:
• Formal commendations and awards
• Favorable mention in company publications
• Private, informal recognition for jobs well done
• Public recognition, including praise, certificate of accomplishment, and letters
of appreciation
Chapter 10 • Reward Systems and Legal Issues 275
• Status indicators, such as a new and enhanced job title, larger work area,
improved office decoration (e.g., prints, flowers), promotion, ability to super-
vise more people, and newer or more equipment
• Time, such as taking a longer break, leaving work earlier, and getting time off
with or without pay
• A more challenging work environment, responsibility, and freedom
• Sabbaticals (i.e., paid time off work to devote to job-related growth and devel-
opment activities such as learning new skills or traveling abroad)
Because so many organizations underestimate the value and impact of nonfinancial
rewards, they use the phrase “rewards and recognition” to mean that rewards are
financial and meaningful, whereas recognition is nonfinancial and not as meaningful.
As noted above, we must put pay in context, and understand that pay is important,
but people go to work for other reasons as well. One advantage of nonfinancial
rewards is that they are typically allocated following the recommendations provided
here for making rewards work in general. That is, nonfinancial rewards are usually
available (there is an unlimited supply of praise); all employees are usually eligible;
and nonfinancial rewards are visible and contingent, usually timely, and certainly
reversible. But do they work? Fortunately, the answer is yes. For example, think about
the following professions and what they have in common: teachers, soldiers, sailors,
police officers, nurses, and volunteer workers in not-for-profit organizations. They all
involve nonfinancial rewards including challenge, responsibility, and interesting and
meaningful work. The financial rewards for doing these jobs are not very high or
nonexistent. In spite of this, people in these professions tend to be highly motivated to
do their jobs well.
In sum, the concept of a reward is broader than just pay. Of course, money allows
people to do great many things, and people do incredible things to get more and more
out of it. For rewards to be effective, however, they must motivate employees to
become, or continue to be, excellent performers. Pay can do this if it is allocated based
on the recommendations listed in Table 10.3. We should not forget that people go to
work for reasons other than money. If an organization is trying to solve performance
problems by focusing on money only, one result is expected for sure: The organization
will spend a lot of money. It is not always clear that anything will change unless
rewards are given taking into account the recommendations listed in Table 10.3.
TABLE 10.3 Recommendations for Making Rewards Work
Define and measure performance first, and then allocate rewards.
Use only rewards that are available.
Make sure all employees are eligible.
Make rewards visible.
Make rewards contingent.
Make rewards timely.
Make rewards reversible.
Use nonfinancial rewards.
276 Part IV • Reward Systems, Legal Issues, and Team Performance Management
We should also understand that providing nonfinancial rewards in meaningful
ways can be a powerful motivator. Consider the example of the SAS Institute, the
world’s leader in business analytics software (www.sas.com). This company is leg-
endary for having one of the lowest turnover rates in the software industry. Does SAS
pay higher salaries than its competitors? Not really. What do SAS employees say about
their organization? They say that they do not leave for other, perhaps more lucrative,
jobs because SAS offers opportunities to work with the most up-to-date equipment, jobs
have variety, other employees are congenial and smart, and the organization cares
about its employees and appreciates their work.29
Think about your current job or the last job you had. How were rewards allo-
cated? Which of the eight recommendations listed in Table 10.3 were followed in the
process of allocating rewards? Based on this, how effective were the rewards that were
given? Did they help improve employee motivation and performance?
10.6 PAY STRUCTURES
Regardless of whether organizations implement a reward system based on perform-
ance, they face the question of what salaries to assign to new employees. An organiza-
tion’s pay structure classifies jobs into categories based on their relative worth. To
return to the university example at the beginning of this chapter, how does this
particular university assign salaries to new professors? Specifically, how does a
university decide to create salary bands for each of five categories (i.e., instructor, senior
instructor, assistant professor, associate professor, full professor)? How wide should
these bands be? How many bands should be included in the system? Information to
answer each of these questions is provided by what is called a job evaluation.
BOX 10.2
Financial and Nonfinancial Rewards at Graniterock
Graniterock (http://www.graniterock.com) utilizes a number of strategies to recognize and reward
performance. Graniterock provides materials to the construction industry, including products
such as asphalt, concrete, and building materials. The U.S.-based company employs 750 people.
The company utilizes both financial and nonfinancial incentives. Employees earn bonus pay of as
much as $1,000 for specific performance achievements that require an effort that go “above and
beyond” normal job expectations. Several nonfinancial incentives are also utilized, such as a letter
from the president along with cash rewards. The company holds regular events called “recognition
days” where employees give presentations before the CEO, executives, and coworkers about
improvements they have made on the job. This gives employees the chance to receive credit in a
highly visible manner, directly from others in the company. As part of an emphasis on improvement,
employees continually seek better ways of handling processes, and about one-third of all company
processes are changed each year as a result. The company publishes stories about special efforts in
a weekly newsletter. Supervisors also utilize rewards on a day-to-day and less formal basis, such as
providing lunch to a group of employees who are putting forth a strong effort on a large job
pouring concrete. In summary, Graniterock utilizes both financial and nonfinancial rewards to
motivate employees and to reinforce a culture that values constant improvement and innovation in
the workplace.28
http://www.graniterock.com
www.sas.com
Chapter 10 • Reward Systems and Legal Issues 277
10.6.1 Job Evaluation
Job evaluation is a process of data collection through which an organization can under-
stand the worth of various jobs and, as a result, create a pay structure. Job evaluation
includes a consideration of the skills, knowledge, and abilities that are required for each
job, how valuable the job is for the organization, and how much pay other organiza-
tions allocate to these jobs. Several job evaluation methods are available, but the most
popular are ranking, classification, and point.30
Of the three, the ranking method is the fastest and simplest to implement. It consists
of two steps. First, a job description is created for each job. As described in Chapter 2, a
job description, which results from a job analysis, summarizes the job duties; needed
knowledge, skills, and abilities (KSAs); and working conditions for each job. Second,
job descriptions are compared to each other in terms of how valuable each job is for the
organization. As a result of these comparisons, jobs are ranked from most to least
valuable. The most valuable job will be given the highest pay, followed by the second
most valuable job, and so forth. The ranking method requires little time, and minimal
effort is needed to administer it. On the other hand, it has some drawbacks. First, the
criteria for ranking may not be understood clearly. That is, evaluators may not share the
same views regarding which criteria should be used to rank the various positions in
terms of relative worth to the organization. Second, the distance between each rank is
not necessarily equal. That is, the distance between the job ranked number 1 and the job
ranked number 2 may not be the same as the distance between the number 2 job and the
number 3 job. These unequal distances may not be reflected in the resulting differences
in pay between the jobs.
The classification method also consists of two steps. First, a series of classes or job
families are created. Each job class, sometimes referred to as a “grade,” has a unique label
and includes a sufficiently detailed description of the work performed so that it will be
easy to classify all individual jobs within one class. Second, each individual job is placed
within a job class. The end result is a set of classes, each including several jobs. For
example, the pay structure of the U.S. federal government includes 18 classes. Each class
includes several jobs. For example, class 1 includes all jobs that are performed under
immediate supervision, such as routine work in office, business, and fiscal operations,
and the elementary work of a technical character in a professional, scientific, or technical
field. This class, in turn, includes a number of jobs considered equal in terms of the
contribution they make to the organization and, therefore, should be paid equally. Jobs
falling in different classes are considered differently and are compensated differently. The
classification method has several advantages, including the fact that jobs can be quickly
slotted into the structure. In addition, classification levels are readily accepted by employees
because they seem to be valid. On the other hand, the classification method requires
extensive time and effort to administer, and, similar to the ranking method, differences
between classification levels may not be equal.
The point method is the most time-consuming of the three, but it is the one that
provides the most accurate results in terms of the pay scale for each job compared to all
other jobs in the organization. The first step includes identifying compensable factors, or
those characteristics of jobs that add value to the organization and for which the
organization is willing to pay. For example, an organization may decide that four
factors are important: skills required, experience required, responsibility, and working
278 Part IV • Reward Systems, Legal Issues, and Team Performance Management
conditions. Specifically, the more the skills, experience, and responsibility required
and the worse the working conditions, the more the job is worth to the organization.
Second, factors are scaled. For example, a five-point scale may be used for each factor
ranging from 1 (i.e., very little is needed for this position) to 5 (i.e., a great deal is
needed for this position). For example, for the factor “responsibility,” an entry-level job
would receive a score of 1 and a managerial job a score of 4. It is important that each
score be associated with a narrative description of what each number means;
otherwise, evaluators may not understand the meaning and differences between the
various scores. For “responsibility,” a score of 1 could be “is mainly responsible for
one’s own job performance,” whereas a score of 3 could be “is responsible for the
performance of a work unit of at least 20 individuals.” Third, each factor is assigned a
weight so that the sum of weights for all factors should be 100%. For example, “skills”
may receive a weight of 35%, “experience” 15%, “responsibility” 40%, and “working
conditions” 10%. Returning to our university example, the job evaluation form for the
job of instructor may be as follows:31
Job Evaluation Form
Position: Instructor
Compensable Factors Degree × Weight = Points
Skills 1 35 35
Experience 2 15 30
Responsibility 1 40 40
Working conditions 2 10 20
Total 125
Job Evaluation Form
Position: Associate Professor
Compensable Factors Degree × Weight = Points
Skills 3 35 105
Experience 4 15 60
Responsibility 4 40 160
Working conditions 2 10 20
Total 345
The evaluation for the position of associate professor may be as follows:
Using the point system, each job is assigned a specific number of points that can
then be translated into specific monetary figures. For example, each point may be
worth $300 so that the median salary for instructors would be 125 × $300 � $37,500, and
the median salary for associate professors would be 325 × $300 � $97,500. How does
the organization determine the amount of money to be allocated to each point? This is
Chapter 10 • Reward Systems and Legal Issues 279
usually done through the collection of market compensation data. In other words, the
university gathers information on how much other universities pay to instructors,
senior instructors, and so forth. In the case of business schools, this is done annually by
the Association to Advance Collegiate Schools of Business (AACSB). Other organiza-
tions can design their own surveys or rely on organizations that do this on a regular
basis (e.g., http://www.salary.com, http://www.haypaynet.com). Then, this informa-
tion is used to adjust the monetary value given to each point so that the resulting
pay ranges for the various types of jobs are comparable to those of the organization’s
competitors.
When compensation surveys are conducted, they include not only information on
base pay but also information on all types of compensation (e.g., bonuses) and on
benefits (e.g., allowances, income protection). Ultimately, the consideration of what
salaries are assigned to the various jobs or types of jobs is dependent on the information
obtained through compensation surveys. The important issue to recognize is that the
relative difference in pay between the various positions has been established through
an internally consistent method, regardless of the monetary value assigned to each
point. The point system helps establish the worth of each job relative to all other jobs
within the organization.
The point method has two notable advantages. First, it involves a comprehensive
measurement of the relative worth of each job for the organization. Second, ranking
jobs is easy to do once the total points for each job are known. On the other hand, it
requires extensive time and effort to administer.
A study of different job evaluation systems that considered more than 16,000 jobs
found that the resulting ranking of jobs was similar, regardless of the job evaluation
method used.32 This suggests that, given that different methods produced the same end
result, the ranking method should be used because it is the most advantageous from a
practical standpoint (i.e., it requires less time and effort to administer). However, this
same study found that pay grade classification was very much affected by the type of
system used. That is, small changes in total job worth scores had a profound impact on
the resulting pay structure. Thus, this result argues in support of using the point
method because it is more precise and accurate regarding the computation of total job
worth scores. Regardless of the job evaluation method used, fairness is an important
issue to consider. Evaluators should be regarded as impartial and objective. In most
cases, evaluators include supervisors and job evaluation analysts who are hired from
outside of the organization (i.e., from a consulting firm).
10.6.2 Broad Banding
In recent years, many organizations have chosen to collapse job classes into fewer cate-
gories, usually about five. Each of these broader pay categories is called a band. In the
case of our university example, one band may include the two instructor positions
(which do not require a research component as part of the job), and a second band may
include the three professor jobs (which require research as well as administrative duties
as part of the job). Alternatively, one band may include all five teaching categories.
Other bands within the university pay structure could include administrators and staff,
http://www.salary.com
http://www.haypaynet.com
280 Part IV • Reward Systems, Legal Issues, and Team Performance Management
for a total of not more than five bands that would include all jobs, from security guards
to professors to university president.
Broad banding has become increasingly popular worldwide. For example, a
survey distributed to 193 organizations by the Institute of Personnel and
Development (IPD) showed that broad banding is the most commonly used pay
structure.33 This same survey indicated that the foremost reason for implementing
broad banding is that it provides more flexibility in rewarding people. Other rea-
sons include the need to reflect changes in organizational structure, to provide a
better base for rewarding growth in competence, to devolve more responsibility for
pay decisions to managers, and to provide a better basis for rewarding career
progression.
The fact that so many organizations are embracing broad banding to design
their pay structures is reflective of changes in the nature of work. Because of the
democratization of information produced by the Internet, workers can gather data
about what other organizations are paying employees with similar skills and experi-
ence. Those workers who believe that they are underpaid can try to find work
elsewhere. Organizations cannot afford to lose their most competent workers, and
having a pay structure based on broad banding allows salary increases for
individuals based on merit that do not require a change in job classification or even
job title. In addition, organizations are becoming flatter and less hierarchical, and
broad banding reflects these organizational changes. Because of this, the IPD report
concluded that “whatever the many forms broad banding takes, it seems to be here
to stay.”
So far, this chapter has discussed the relationship between performance manage-
ment and reward systems. Next, we turn to a different topic: the relationship between
performance management and the law.
10.7 PERFORMANCE MANAGEMENT AND THE LAW34
Although we have not discussed legal issues in depth, several chapters have touched
upon how to design and implement performance management systems to be fair and
acceptable. Usually performance management systems that are fair and acceptable to
employees are also legally sound. A basic principle that guides the design of a fair
system is the application of standardized procedures to all employees. In other
words, when the rules and procedures are known by everyone, and they are applied
in the same way to everyone, the system is likely to be regarded as a fair one. This
is also the basic principle that underlies the implementation of performance
management systems that are legally sound. Legislation and court cases in the
United States, the United Kingdom, and many other countries around the world
indicate that discriminatory effects of a performance management system can be
minimized by applying this basic principle: Treat everyone in exactly the same way.
Unfortunately, this does not happen very often. As a consequence, there has been a
100% increase in the number of employment discrimination cases filed in the United
States from 1995 to 2005, and many of these cases have involved issues around the
design and implementation of the performance management system.35
Chapter 10 • Reward Systems and Legal Issues 281
10.8 SOME LEGAL PRINCIPLES AFFECTING
PERFORMANCE MANAGEMENT
There are six important concepts that often come into play in the case of litigation related
to the implementation of a performance management system: employment at will,
negligence, defamation, misrepresentation, adverse impact, and illegal discrimination.
• Employment at will. In employment at will, the employer or employee can end the
employment relationship at any time. This type of employment relationship gives
employers considerable latitude in determining whether, when, and how to
measure and reward performance. Thus, an employer could potentially end the
employment relationship without documenting any performance problems.
There are two exceptions regarding an organization’s ability to terminate an
employee under these circumstances. First, there may be an implied contract
derived from conversations with others in the organization or from information
found in the company’s documentation (e.g., employee handbook) indicating that
employees would be terminated for just cause only. Second, decisions about
terminating an employee should consider a potential violation of public policy.
A 1995 case decided by the Supreme Court of Hawaii illustrates the implied contract
exception to the employment at will doctrine.37 Harry Michael Mathewson, a pilot
for Aloha Airlines, was fired just two weeks before a one-year at-will probationary
period would have expired. The termination was based on supposed poor peer
performance ratings. It turned out, however, that Mathewson had been blacklisted
by the pilots’ union for having worked as a scab for another airline during a strike,
and he received negative reviews based on that fact and not on his performance at
Aloha. The airline violated an implied contract to provide fair and unbiased
evaluations, which was based in part on the company’s employee handbook.
This case illustrates the benefits of basing termination decisions on information
from a good performance management system, even under employment at will.
BOX 10.3
Evolution of Legislation and Performance Management Practices in China
Given its increasing global importance and economic power, it is interesting to consider how
recent legislation is affecting performance management and reward systems in firms in China.
The Chinese government has recognized that performance management systems can contribute
to firm productivity and to the competitiveness of China in the global arena. Thus, the Chinese
government is accelerating economic reforms related to performance management such as giv-
ing employers more rights to terminate employees. These changes have led to what can be con-
sidered very innovative performance management practices in many Chinese companies. For ex-
ample, software developers Ufida, Shanda, and Natease are adopting practices that are quite
consistent with those used by U.S. firms. Ufida uses performance information to determine as
much as 25% of annual salaries, and Shanda has a company-wide performance management
system with clearly specified standards: Employees are evaluated twice a year, there is a
360-degree feedback system, and bonuses are awarded based on performance ratings.36
282 Part IV • Reward Systems, Legal Issues, and Team Performance Management
• Negligence. Many organizations outline a performance management system in
their employee manual, employment contract, or other materials. When the
system is described in such documents and not implemented as described, legal
problems can arise. For example, there may be a description of how frequently
appraisals take place, or how frequently supervisors and employees are to meet
formally to discuss performance issues. If an employee receives what she believes
is an unfair performance evaluation and the system has not been implemented as
was expected, she may be able to challenge the system based on negligence on the
part of the organization.
• Defamation. Defamation is the disclosure of untrue, unfavorable performance
information that damages an employee’s reputation. An employee can argue that
the organization defamed her if the employer states false and libelous information
during the course of the performance evaluation. Defamation can also occur if the
organization negligently or intentionally communicates these statements to a
third party such as a potential future employer, thus subjecting the employee to
harm or loss of reputation. Note that the definition of defamation includes the
disclosure of untrue information. Defamation can take place when an employee is
evaluated based on behaviors that are irrelevant and not job related, when an
evaluator does not include information that would explain or justify poor
performance, or when an evaluator revises a prior evaluation in an attempt to jus-
tify subsequent adverse action taken against the employee. Defamation does not
exist when information regarding poor performance is clearly documented.
• Misrepresentation. Whereas defamation is about disclosing untrue unfavorable
information, misrepresentation is about disclosing untrue favorable performance,
and this information causes risk or harm to others. When a past employer
provides a glowing recommendation for a former employee who was actually
terminated because of poor performance, that employer is guilty of misrepresen-
tation. As an example, consider a case decided by the Supreme Court of
California.38 Randi W., a 13-year-old female student enrolled in a middle school,
accused her school vice-principal, Robert Gadams, of sexual molestation. Gadams
had received glowing letters of recommendation from other school districts (i.e.,
his former employers), who had recommended him without reservation. For
example, one letter of recommendation stated, “I wouldn’t hesitate to recommend
[the vice-principal] for any position!” However, the former employers knew that
Gadams had performance problems that included hugging female students and
making sexual overtures to them. In fact, he had been pressured to resign because
of such behavior. The Supreme Court of California ruled that employers can be
held liable for negligent misrepresentation or fraud when an employer fails to use
reasonable care in recommending former employees without disclosing material
information that has a bearing on their performance.
• Adverse impact. Adverse impact, also called unintentional discrimination, occurs
when the performance management system has an unintentional impact on a
protected class.39 This can happen when women receive consistently lower perform-
ance ratings than men. For example, adverse impact can take place for the position
of firefighter if a performance dimension deals with physical strength. If members
of a protected class receive consistently lower performance ratings, then the
employer must be able to demonstrate that the performance dimension measured is
Chapter 10 • Reward Systems and Legal Issues 283
an important part of the job. In this case, the fire department should demonstrate that
physical strength is a key KSA for the job of firefighter and, based on the argument of
business necessity, an appropriate measure should be included as part of the perform-
ance evaluation and every employee should be evaluated in the same fashion. As a
precautionary measure, data should be gathered on an ongoing basis regarding
performance scores obtained by members of various groups, broken down by the
categories indicated by the law (e.g., sex, ethnicity). A periodic review of these data
can help detect the presence of adverse impact, and the organization can take
corrective action if necessary.
• Illegal discrimination. Illegal discrimination, also called disparate treatment,
means that raters assign scores differentially to various employees based on
factors that are not performance related, such as race, nationality, color, or ethnic
and national origin. As a consequence of such ratings, some employees receive
more training, feedback, or rewards, than others. This definition of illegal discrim-
ination is given, for example, in the Race Relations Act of 1976 in the United
Kingdom and in Title VII of the Civil Rights Act of 1964 in the United States. Illegal
discrimination is usually referred to as disparate treatment because employees claim
they were intentionally treated differently because of their sex, race, ethnicity,
national origin, age, disability status, or other status protected under the law.
The majority of legal cases involving performance management systems involve a
claim of disparate treatment. What can an employee do if, for example, she feels she
was given unfairly low performance scores and skipped over for promotion because
she is a woman? To make such a claim, an employee can present direct evidence of
discrimination, such as a supervisor making sexist comments that may have influenced
the performance management process. Alternatively, she needs to provide evidence
regarding the following issues:
• She is a member of a protected class.
• She suffered an adverse employment decision as a result of a performance evalua-
tion (i.e., was skipped over for promotion).
• She should not have been skipped over for promotion because her performance
level deserved the promotion.
• The promotion was not given to anyone, or it was given to an employee who is
not a member of the same protected class (i.e., another woman).
If an employee provides this kind of evidence, the employer must articulate a legit-
imate and nondiscriminatory reason for not having given the promotion to this female
employee. Usually this involves a reason that is clearly performance related. This is the
point at which employers benefit from having designed and implemented a system that is
used consistently with all employees. Such a system is legally defensible, and any
decisions that resulted from the system, such as promotion decisions, are also defensible.
We must distinguish illegal discrimination from legal discrimination. A good
performance management system is able to discriminate among employees based on
their levels of performance, and this is legal discrimination. A system that does not do
this is not very useful. A good performance management system does not discriminate
illegally. Illegal discrimination is based on variables that should not usually be related
to performance such as sex, national origin, and ethnicity.
284 Part IV • Reward Systems, Legal Issues, and Team Performance Management
10.9 LAWS AFFECTING PERFORMANCE MANAGEMENT
In the past few decades, several countries have passed laws prohibiting discrimination
based on race, ethnicity, national origin, sex, religion, age, disability status, and
sexual orientation. For example, the following laws have been passed in the United
Kingdom:
• Equal Pay Act of 1970. Aims to give individuals the right to the same contractual
pay and benefits as a person of the opposite sex in the same employment.
• Race Relations Act of 1976. Makes it illegal to discriminate against someone on
the grounds of color, race, nationality or ethnic or national origins.
• Sex Discrimination Act of 1975. Makes it illegal to discriminate on the grounds of
sex, marital status, and gender reassignment in a limited manner.
• Disability Discrimination Act of 1995. Makes it illegal to discriminate on the
grounds of disability status.
• Employment Equality (Sexual Orientation) Regulations 2003. Makes it illegal to
discriminate on the grounds of sexual orientation.
• Employment Equality (Religion or Belief) Regulations 2003. Makes it illegal to
discriminate on the grounds of religion and belief.
Similarly, the following laws have been passed in the United States:
• Equal Pay Act of 1963. Prohibits sex discrimination in the payment of wages.
• Civil Rights Act of 1964 (as amended by the Equal Employment Opportunity Act of
1972). Prohibits discrimination on the basis of race, color, religion, sex, or
national origin.
• Age Discrimination in Employment Act of 1967 (as amended in 1986). Prohibits dis-
crimination on the basis of age.
• Americans with Disabilities Act of 1990. Makes it illegal to discriminate against
people with disabilities.
Taken together, these laws, which have similar counterparts in other countries,
aim at forcing organizations to implement performance management systems
that are applied consistently to all employees, regardless of demographic character-
istics. Although these laws are not enforced to the same degree throughout the
world, their collective goal is that performance management systems focus on
measuring performance by assessing job-related factors and not personal, individual
characteristics.
Designing a system that is legally defensible is not a difficult goal to achieve, and
it is a natural consequence of implementing a system following the recommendations
offered in this book. To summarize some of the key issues that have been discussed
throughout the book, Table 10.4 lists key recommendations on how to implement a
legally sound performance management system.
Two researchers from the United States reviewed 295 different U.S. circuit court
decisions regarding litigation involving performance management systems.40 The goal
of their study was to understand the factors carrying the most weight in the decisions
reached by the court. They investigated various features of the performance manage-
ment systems that were challenged in court, including many of the characteristics listed
Chapter 10 • Reward Systems and Legal Issues 285
TABLE 10.4 Characteristics of Legally Sound Performance Management Systems
Performance dimensions and standards are clearly defined and explained to the employee,
are job related, and are within the control of the employee.
Procedures are standardized and uniform for all employees within a job group.
The system is formally explained and communicated to all employees.
Employees are given timely information on performance deficiencies and opportunities
to correct them.
Employees are given a voice in the review process and are treated with courtesy and civility
throughout the process.
The system includes a formal appeals process.
Performance information is gathered from multiple, diverse, and unbiased raters.
Supervisors are provided with formal training and information on how to manage the
performance of their employees.
The system includes thorough and consistent documentation, including specific examples
of performance based on firsthand knowledge.
The system includes procedures to detect potentially discriminatory effects or biases
and abuses in the system.
Source: Adapted from Exhibits 2.2 and 2.3 in S. B. Malos, “Current legal issues in performance appraisal.”
In J. W. Smither (Ed.), Performance appraisal: State of the art in practice (pp. 49–94). San Francisco:
Jossey-Bass; 1998.
in Table 10.4. What was their conclusion? They found that systems that emphasized the
measurement of job-related performance dimensions, provided written instructions to
raters, and allowed employees to review appraisal results were more likely to withstand
legal challenge. Overall, these researchers concluded that the employees’ perceptions of
whether the system was fair and whether they were given due process were the most
salient issues considered by the courts. This conclusion reinforces the recommendation
offered throughout this course: to allow employees to participate in the design and
implementation of the system because employee participation leads to the design of
systems viewed as fair.
Summary Points
• Traditional pay plans do not have a link
with the performance management
system. Instead, pay and other rewards
are allocated based on position and
seniority. By contrast, contingent pay
plans, also called pay for performance
plans, allocate rewards wholly or partly
based on job performance. When
rewards given in the context of contin-
gent pay plans are not added to an
employee’s base pay, they are called
variable pay.
• Contingent pay plans are increasingly
popular because, when they are in
place, performance measurement and
performance improvement are taken
more seriously. Specifically, these plans
force organizations to define effective
performance and to determine what
factors are likely to lead to effective
286 Part IV • Reward Systems, Legal Issues, and Team Performance Management
performance. In addition, these plans
can serve as a good tool to recruit and
retain top performers because they are
attracted to organizations that reward
high-level performance.
• Contingent pay plans also enhance
employee motivation to accomplish
goals that match organizational needs.
For contingent pay plans to affect moti-
vation positively, however, there needs
to be a clear link between employee
effort and employee performance
(expectancy) and between employee
performance and the rewards received
(instrumentality), and employees need
to value the rewards available (valence).
• Contingent pay plans often fail for sev-
eral reasons. First, they may be tied to a
poor performance management system
in which the performance dimensions
measured are not relevant to organiza-
tional success. Second, the system may be
rewarding behaviors and results that are
counter to the needs of the organization,
such as rewarding executives for short-
term results as opposed to long-term
growth and environmental responsibility.
Third, employees may not view the
rewards as valuable, for example, when
the difference between the rewards
received by the best and the worst per-
formers is not really meaningful. Fourth,
managers may not be accountable for the
system and implement it ineffectively.
Fifth, the focus may be only on extrinsic
rewards, such as pay and other tangible
compensation, instead of also on intrinsic
rewards, such as a challenging and
interesting work environment in which
employees have control over what they
do and how they do it. Finally, rewards
for executives are disproportionately
large compared to the rewards for every-
one else.
• There are many choices in the design of
a contingent pay plan. It is important
that the plan be congruent with the
culture of the organization. People in
organizations that have a traditional or
an involvement culture are likely to feel
more comfortable with different types
of plans. For example, organizations
with a traditional culture involving top-
down decision making and clearly
defined jobs are likely to find that a
system including piece rate, sales com-
missions, and group incentives works
well. On the other hand, organizations
with an involvement culture, including
shared decision making and loosely
defined jobs, would benefit most from a
system that includes profit sharing and
skill-based pay. In addition to an orga-
nization’s culture, the strategic business
objectives may determine which type of
system would work best. For example,
if an organization prioritizes customer
service, then competency-based pay
would work well, whereas an organiza-
tion prioritizing teamwork would benefit
most from a plan including team sales
commissions and gain sharing. In sum,
decisions about how rewards are
allocated and what types of rewards are
given must be made based on the
organization’s culture and strategic
business objectives.
• Pay is not the only factor that moti-
vates people. People want more out of
a job than a paycheck. People seek
an environment based on trust and res-
pect, where they can have fun and
develop relationships with others, and
engage in meaningful and interesting
work. Reward systems that focus
exclusively on pay and other monetary
rewards at the expense of nonfinancial
rewards are basically bribing emp-
loyees and eventually will pay a high
price in a lack of employee loyalty and
commitment. Rewards systems must
go beyond pay and consider rewards
as anything that increases the chances
that specific behaviors and results will
Chapter 10 • Reward Systems and Legal Issues 287
be repeated, or that employees will
engage in desirable behaviors and pro-
duce desirable results in the future.
Defined this way, rewards can include
the following:
• Formal commendations and awards
• Favorable mention in company
publications
• Private, informal recognition for jobs
well done
• Public recognition, including praise,
certificates of accomplishment, and
letters of appreciation
• Status indicators, such as a new job
title, larger work area, promotion,
ability to supervise more people, and
newer or more equipment
• Time, such as taking a longer break,
leaving work earlier, and getting time
off with or without pay
• A more challenging work environ-
ment, responsibility, and freedom
• Several recommendations must be fol-
lowed for rewards to work as intended.
First, performance must be defined
clearly and measured well before rewards
are allocated. Second, if financial rewards
are not available, employee expectations
should be adjusted accordingly and the
focus should be on nonfinancial rewards
only. Third, all employees must be
potentially eligible to receive the rewards.
Fourth, rewards must be visible. Fifth,
rewards must be contingent on perform-
ance and received only if the desired
behaviors are displayed and the desired
results are produced. Sixth, rewards must
be timely and given soon after the result
or behavior being rewarded has taken
place. Seventh, rewards must be
reversible so that employees do not feel a
sense of entitlement and continue to be
motivated by the desire to obtain the
reward again in the future. Finally,
rewards should be both financial and
nonfinancial.
• An organization’s pay structure classi-
fies jobs into categories based on their
relative worth. There are three popular
job evaluation methods that allow
organizations to design a pay structure:
ranking, classification, and point. The
ranking method consists of comparing
job descriptions and ranking jobs based
on overall relative worth. The classifica-
tion method consists of first creating
classes or categories of jobs (based on rel-
ative worth), and then placing all jobs
into an appropriate category. The point
method consists of identifying compen-
sable factors and assigning scores to all
jobs based on their standing regarding
each compensable factor. The point
method is the most accurate of the three,
but it is also the most time-consuming
and difficult to administer. Ultimately,
salaries are assigned to the various jobs
or types of jobs is dependent on infor-
mation obtained through compensation
surveys.
• Broad banding is a type of pay struc-
ture that collapses all job classes into a
few categories, usually about five.
Broad banding has become very popu-
lar because it gives organizations flexi-
bility in rewarding people. In addition,
broad banding reflects changes in
organizational structure, provides a
better base for rewarding growth in
competence, gives more responsibility
for pay decisions to managers, and
provides a better basis for rewarding
career progression.
• One or more of six legal principles are
usually involved in cases of litigation
regarding performance management
systems. First, employment at will
implies that the employer can end the
relationship at any time and gives
employers latitude in determining
whether, when, and how to measure
and reward performance. Even in
employment at will relationships,
288 Part IV • Reward Systems, Legal Issues, and Team Performance Management
however, organizations benefit from hav-
ing a well-designed, well-implemented
performance management system to
guide decisions because other principles,
such as implied contract and violation of
public policy, may take precedence over
employment at will. Second, employers
can be accused of negligence if they do
not follow the performance management
practices outlined in training manuals,
employee handbooks, or other official
documents. Third, employers can be
accused of defamation if they make false
statements during the course of the
performance evaluation, or if they negli-
gently or intentionally communicate
these statements to a third party such as a
potential future employer, thereby sub-
jecting employees to harm or loss of rep-
utation. Employers can be accused of
misrepresentation if they disclose untrue,
favorable performance information that
causes risk or harm to others. Fourth,
employers can be accused of adverse
impact, also called unintentional discrim-
ination, if the performance management
system has an unintentional impact on
members of a protected class (e.g.,
women) and if they receive consistently
lower performance evaluations than
members of other classes (e.g., men).
Finally, employers can be accused of ille-
gal discrimination, also called disparate
treatment, when evaluators assign scores
differentially to various employees based
on factors that are not performance
related, such as race, nationality, color, or
ethnic and national origin.
In the context of performance manage-
ment, an employee alleging illegal
discrimination needs to show that he or she is
a member of a protected class, suffered an
adverse employment decision as a result of a
performance evaluation, should not have
suffered this adverse impact because he or
she performed adequately, and any rewards
he or she deserved (e.g., promotion) were not
given to anyone or were not given to an
employee who is not a member of the same
protected class (e.g., religious minority, ethnic
minority, women). On the other hand, if an
organization receives a legal challenge, it
needs to provide evidence that the decision
made was based on a legitimate and
nondiscriminatory reason that was
clearly performance related. In contrast to
illegal discrimination, legal discrimination, an
essential characteristic of a good performance
management system, differentiates among
employees based on performance-related
factors.
• Several countries, such as the United
Kingdom and the United States, have
passed laws prohibiting discrimina-
tion based on race, sex, religion, age,
disability status, and sexual orienta-
tion. Although the enforcement of
these laws is uneven across countries,
these laws have as their goal that
organizations implement perform-
ance management systems that are
applied consistently to all employees,
regardless of demographic or other
personal characteristics that are not
job related.
• Designing and implementing a perform-
ance management system that is legally
sound is not a difficult task. This simply
involves creating a system following the
best-practice recommendations descri
bed throughout this text. Specifically, per-
formance dimensions and standards
should be clearly defined and explained,
job related, and within the control of the
employee. Procedures should be stan-
dardized, used uniformly, and communi-
cated to all employees. Employees
should be given timely information on
performance deficiencies and opportuni-
ties to correct them. Employees should
be given a voice in the review process
and treated with courtesy and civility
throughout the process. The system
should include a formal appeals process,
Chapter 10 • Reward Systems and Legal Issues 289
and performance information should be
gathered from multiple, diverse, and
unbiased raters. Supervisors should be
provided with formal training, and
the system should include consistent and
thorough documentation as well as
procedures to detect potentially discrimi-
natory effects or biases and abuses.
C A S E S T U DY 10-1
Making the Case for a CP Plan at Architects, Inc.
Architects, Inc. is a large commercial architectural firm that spe-
cializes in the design of small- to medium-sized structures such
as churches, private schools, and business offices. The company
employs commercial architects and engineers with various lev-
els of education, credentials, and experience. The current per-
formance management system utilizes a traditional pay system
that uses seniority for the basis of pay ranges and increases. The
company currently has three ranks for architects and engineers.
Each of these pay ranges determines minimum, midpoint, and
maximum rates. The following outlines the three ranks:
1. Entry-level architect/engineer (pay range: $35,000–
$50,000)
2. Junior architect/engineer (pay range: $45,000–
$75,000)
3. Senior architect/engineer (pay range: $55,000–
$100,000)
Seniority and a percentage of the base salary deter-
mine salary increases at the end of the year, and the same
percentage is used for all employees. Rewards are not based
on the quality of work performed, new design innovations,
productivity, or customer satisfaction. Therefore, if a junior
architect/engineer reaches a base salary of $75,000, the
employee cannot realize a salary increase unless he or she is
promoted to a senior architect/engineer position because the
maximum salary for a junior architect/engineer is $75,000.
You believe implementing a CP plan is a good idea.
Please write a one-page memo to the president of the com-
pany describing the potential benefits of doing so to gain
approval for implementing the new CP plan. �
C A S E S T U DY 10-2
Selecting a CP Plan at Dow AgroSciences
Dow AgroSciences LLC, based in Indianapolis, Indiana, is a
global leader in providing pest management and biotechnology
products that improve the quality and quantity of the earth’s food
supply and contribute to the health and quality of life of the
world’s growing population. Dow AgroSciences employs approx-
imately 6,000 people in more than 50 countries and has world-
wide sales of approximately US$ 3 billion. Dow AgroSciences is
a wholly owned subsidiary of the Dow Chemical Company.
Consider the following information about Dow
AgroSciences:
Mission. Dow AgroSciences delivers innovative
technology that exceeds market needs and improves
the quality of life of the world’s growing population.
We do this through responsible pest control, aiding the
production of an abundant, nutritious food supply, and
the use of plants as a renewable agricultural resource
to produce new and improved agricultural outputs.
Vision. We are a premier company applying chemi-
cal, biochemical, and genetic solutions to agricultural
and specialty market needs.
Core Values. To ensure the prosperity and well-
being of Dow AgroSciences employees, customers,
and shareholders, cumulative long-term profit growth
is essential. How we achieve this objective is as
important as the objective itself. Fundamental to our
success are our core values we believe in and practice:
• Employees are the source of Dow AgroSciences’
success. We communicate openly, treat each other
with respect, promote teamwork, and encourage
personal initiative and growth. Excellence in
performance is sought and rewarded.
• Customers receive our strongest commitment to
meet their needs with high-quality products and
superior service.
290 Part IV • Reward Systems, Legal Issues, and Team Performance Management
Plans Recommended for Various Strategic Business
Objectives
Strategic Business Objective CP Plan
Employee development Skill-based pay
Customer service Competency-based pay
Gain sharing
Productivity: Individual Piece rate
Sales commissions
Productivity: Group Gain sharing
Group incentives
Teamwork Team sales commissions
Gain sharing
Competency-based pay
Overall profit Executive pay
Profit or stock sharing
• Products are based on innovative technology, con-
tinuous improvement, and added value for our cus-
tomers and end users.
• Our conduct demonstrates a deep concern for human
safety and environmental stewardship, while embrac-
ing the highest standards of ethics and citizenship.
In light of the Dow AgroSciences’ mission, vision, and
core values, what type of CP plan is likely to be successful?
Explain the rationale behind your choice. �
Source: This case study is based, in part, on information available
online at http://www.dowagro.com/about. Retrieval date: March 15,
2007.
C A S E S T U DY 10-3
Contingency Pay Plan at Altenergy LLC
Jack, Tom, and Ed are all former employees of Accenture and
have just started their own energy consulting company called
Altenergy. For the past six months, Jack, Tom, and Ed have been
the only consultants in the company. They have now picked up
enough business that they want to add five new consultants in
order to have three different consulting teams. Because Altenergy
LLC has such a unique niche in the consulting market and is a
recent start-up, Jack, Tom, and Ed feel that it is necessary that
they hire consultants with (a) experience with dealing with alter-
native energy sources, (b) connections to a variety of alternative
energy companies, and (c) sales experience since these new
consultants will be responsible for finding and obtaining new
clients. Based upon past experience with Accenture, Jack, Tom,
and Ed know that it will be very difficult not only to attract consult-
ants with this kind of experience but also to retain them. In order
to combat these concerns, Jack, Tom, and Ed feel that, if they can
implement a proper contingency pay plan, they will be able to
recruit and retain consultants with the necessary experience.
Based upon this information and your knowledge of
various contingency pay systems, how would you recom-
mend that Altenergy LLC structure a contingency pay plan for
these new consultants? Please explain why you gave the
recommendation that you did and why you didn’t recommend
the other contingency pay systems possible. As a way to get
started on this case exercise, consider the table below
(based on Table 10.2 from Section 10.4 of the text), and
imagine that you have 100 “weight” points that you can
assign to different strategic business objectives. For exam-
ple, if you think that Altenergy should place a pretty heavy
emphasis on the strategic business objective of providing
excellent customer service, then you might assign 35 weight
points to competency-based pay and 15 weight points
to gain sharing. Then, 35% of the total compensation will
come from competency-based pay, and 15% of the total
compensation will come from gain sharing for each
employee. �
http://www.dowagro.com/about
Chapter 10 • Reward Systems and Legal Issues 291
C A S E S T U DY 10-4
Possible Illegal Discrimination at Tractors, Inc.
Tractors, Inc., is a family-owned heavy equipment (e.g., exca-
vators, tractors, paving equipment) company that has been in
business for more than 25 years. Over the past several years,
the company has experienced rapid growth, increasing from
100 employees to 500 employees. Tractors, Inc., is beginning
to realize that it needs to change or enhance its current
performance management system. The company still uses the
performance management system it implemented more than
10 years ago.
The current performance management system consists
of the following documented process:
• Performance reviews are to be conducted on a yearly
basis (at the time of the employee’s anniversary date
with the company). One month prior to the employee’s
anniversary date, the supervisor/manager is to com-
plete the standard performance appraisal form and
pay increase form (if applicable), which should then be
reviewed by the supervisor’s manager prior to the
supervisor’s meeting with the employee. There are no
set guidelines about how to complete the form or rate
the employee’s actual job performance—this is left to
the reviewing supervisor’s discretion.
• Once approvals have been secured, the supervisor
schedules a formal meeting with the employee to
discuss the appraisal.
• During the meeting, the manager reviews the ratings
with the employee, including any comments that the
manager may have made, discusses opportunities for
improvement and development, and informs the
employee about his or her change in pay (if applicable).
At that time, the employee is given the opportunity to add
any comments and sign the form for official submittal
to the human resources department. The company’s
unwritten policy is that employees are not permitted to
keep copies of their performance reviews; however, they
can go to the human resources department at any time to
request permission to review their past performance
appraisals. Employee performance reviews are kept on
file in the human resources department during the
employee’s tenure at the organization.
In recent months, the company has received several
com-plaints from female employees regarding the performance
management system. Examples include the following:
• The employee does not have the opportunity to provide
input into her performance evaluation prior to the
actual meeting.
• Managers do not complete performance reviews in a
timely manner. For instance, several employees have
complained that they received their reviews three to
six months after their actual anniversary dates.
• Two female employees have complained that they
were passed up for promotions for reasons other than
performance issues. One employee cited the example
of her rating in the “attendance” category as follows:
“Overall Sue’s attendance is acceptable and she works
the hours necessary to complete her job; however, if
she were to make better arrangements for handling
her children’s after-school activities, she would be
available to work longer hours.” Sue felt that, because
she is a single mother, men in her department with
less experience and job knowledge are promoted
because they either do not have families or have
stay-at-home wives to take care of their children.
Consider Tractors, Inc.’s performance management
system in light of what we have discussed as an ideal
system and how a company can ensure that its system
is legally sound. As the new human resources manager,
you have been asked to identify those areas of the
current performance management system that could face a
legal challenge. Please develop a one-page summation,
identifying the potentially illegal aspects of the current
system and your suggestions for making the current system
more legally sound. �
End Notes
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16. Adapted from D. Grote, The complete guide to
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Sears’ auto-repair service gets nailed.
(1992, June 22) Time. Available online at
http://www.time.com/time/magazine/arti-
cle/0,9171,975793,00.html. Retrieval date:
September 8, 2011.
19. Risher, H. (2002). Pay-for performance: The
keys to making it work. Public Personnel
Management, 31, 317–332.
20. Byrnes, N., & Arndt, M. (2006, May). The art
of motivation. Business Week. Available
online at http://www.businessweek.com/
magazine/content/06_18/b3982075.htm.
Retrieval date: September 8, 2011.
21. Rynes, S. L., Gerhart, B., & Minette, K. A.
(2004). The importance of pay in employee
motivation: Discrepancies between what
people say and what they do. Human
Resource Management, 43, 381–394.
22. Singletary, M. (2004, June 20). Divorced
fathers need to be more than cash machines.
The Denver Post, 1. K13.
23. Brown, M. P., Sturman, M. C., & Simmering,
M. J. (2003). Compensation policy and orga-
nizational performance: The efficiency,
operational, and financial implications of
pay levels and pay structure. Academy of
Management Journal, 46, 752–762.
24. Pfeffer, J. (1998). Six dangerous myths about
pay. Harvard Business Review, 76(3), 109–111.
25. These recommendations are adapted from
Kerr, S. (1999). Organizational rewards:
Practical, cost neutral alternatives that you
may know, but don’t practice. Organizational
Dynamics 28: 61–70.
26. Ghebregiorgis, F., & Karsten, L. (2006).
Human resource management practices in
Eritrea: Challenges and prospects. Employee
Relations, 28, 144–163.
27. Taylor, C. (2004). On-the-spot incentives.
HR Magazine, 49, 80–84.
Chapter 10 • Reward Systems and Legal Issues 293
28. Henneman, T. (2005). Graniterock reinforces
innovation. Workforce Management, 84, 46–48.
29. Pfeffer, J. (1998). Six dangerous myths about
pay. Harvard Business Review, 76, 109–111.
30. The description of job evaluation methods is
drawn from Milkovich, G. T., Newman, J. M.,
and Gerhart, B. (2011). Compensation. (10th
ed.). New York: McGraw-Hill Irwin and
Heneman, R. L. (2003). Job and work evalua-
tion: A literature review. Public Personnel
Management, 32, 47–71.
31. These job evaluation forms are based on
material from Milkovich, G. T., Newman, J. M.,
and Gerhart., B (2011). Compensation (10th ed.)
(p. 147). New York: McGraw-Hill Irwin.
32. Van Sliedregt, T., Voskuijl, O. F., & Thierry, H.
(2001). Job evaluation systems and pay grade
structures: Do they match? International
Journal of Human Resource Management, 12,
1313–1324.
33. IPD Survey Report 11. (2000). Study of broad-
banded and job family pay structures. Institute
of Personnel and Development. London,
UK: Author.
34. This section draws heavily from S. B. Malos,
“Current legal issues in performance
appraisal.” In J. W. Smither (Ed.). Performance
appraisal: State of the art in practice (pp. 49–94).
San Francisco: Jossey-Bass, 1998.
35. Latham, G. P., Almost, J., Mann, S., &
Moore, C. (2005). New developments in
performance management. Organizational
Dynamics, 34, 77–87.
36. Tsang, D. (2007). Leadership, national
cultural and performance management in
the Chinese software industry. International
Journal of Productivity and Performance
Management, 56, 270–284.
37. Mathewson v. Aloha Airlines, Inc., 82 Haw. 57,
919 P.2d 969 (1996).
38. Randi W. v. Muroc Joint Unified School District,
14 Cal. 4th 1066, 60 Cal.Rptr.2d 263 (1997).
39. Aguinis, H., & Smith, M. A. (2007). Under-
standing the impact of test validity and bias
on selection errors and adverse impact
in human resource selection. Personnel
Psychology, 60, 165–199.
40. Werner, J. M., & Bolino, M. C. (1997).
Explaining U.S. courts of appeals decisions
involving performance appraisal: Accuracy,
fairness, and validation. Personnel Psychology,
50, 1–24.
294
The greater the loyalty of a group toward the group,
the greater is the motivation among the members to achieve
the goals of the group, and the greater the probability that
the group will achieve its goals.
—RENSIS LIKERT
LEARNING OBJECTIVES
By the end of this chapter, you will be able to do the following:
� Know the definition of a team, and understand why teams are so pervasive
in organizations worldwide.
� Understand the importance of managing team performance in addition
to individual performance.
� Understand the various types of teams and how different types of teams
may require different types of performance measurement.
� Be aware of challenges associated with the design and implementation of
performance management systems that include a team component.
� Extend guidelines on how to design performance management systems that
consider individual performance to systems that include both individual and
team performance components.
� Design and implement a performance management system that focuses on
(1) individual performance, (2) individual performance that contributes to team
performance, and (3) team performance.
� Extend principles regarding how to reward individual performance to how
to reward team performance.
Chapter 11
Managing Team Performance
Chapter 11 • Managing Team Performance 295
11.1 DEFINITION AND IMPORTANCE OF TEAMS
Thus far, this book has focused mainly on the measurement of employees working
individually and not in teams. Although the book has referred to individual and team
performance, the emphasis until this point has been on individual performance. The
discussion of team performance is important and deserves its own chapter given the
increasing pervasiveness of teams in organizations worldwide. It is virtually impossible
to think of an organization that does not organize its functions at least in part based on
teams.1 Evidence of this is found in a recent survey of Fortune 1000 companies that
discovered that these companies considered teamwork and how to make the most out of
teams their number one priority.2
A team is in place when two or more people interact dynamically and interdependently
and share a common and valued goal, objective, or mission.3 Examples of teams range from
a group of top managers working together face-to-face on an ongoing basis with the
goal of achieving corporate goals to a group of programmers in India and the United
States writing programming codes that eventually will be put together as one software
program. Teams do not have to be permanent, and team members do not have to be in
the same geographical location. In fact, team members do not need to have ever met in
person to be members of the same team. As long as they work together, need each
other, and share common goals, they are considered to be members of the same team.
Numerous organizations are structured around teams, including teams called
autonomous work groups, process teams, or self-managing work teams. When
autonomous work groups are in place, members have the authority to manage their
own tasks and interpersonal processes as they carry out their work.
Why are teams so popular? First, businesses are facing increased pressures,
including global competition, and they believe that the use of teams might be one way
to improve products and services and to increase productivity. Also, meeting the needs
of global customers often requires teams with members from different parts of the
world. Second, many organizations have gone through downsizing and restructuring,
which has led them to become flatter and has reduced the number of hierarchical levels.
Using teams provides greater flexibility for these organizations. Third, products and
services are becoming very complex, requiring many people contributing their diverse
talents to the same project. In most cases, no one individual can surpass the combined
talent of an entire group. Finally, rapidly changing business environments are also
responsible for the popularity of teams because teams are able to respond more quickly
and more effectively to changes than can individuals working alone.
Although many organizations choose to structure themselves around autonomous
work teams and teams in general, team-based organizations do not necessarily outper-
form organizations that are not structured around teams.4 In other words, team perform-
ance does not always fulfill its promise; therefore, it makes sense for performance
management systems to go beyond focusing on individual performance. Specifically, the
system should target not only (1) individual performance but also (2) an individual’s
contribution to the performance of his or her team(s) and (3) the performance of teams as
a whole. An organization that includes any type of teams would therefore benefit from
managing the performance of both individuals and teams.
Including team performance as part of a performance management system is
a natural extension of a system that has focused on individual performance only.
296 Part IV • Reward Systems, Legal Issues, and Team Performance Management
The general principles that we have discussed in this book thus far still apply. For
example, we are still trying to design and implement the best possible system.
Specifically, the system should have a strategic congruence and be thorough, practical,
meaningful, reliable, acceptable, ethical, and so forth (see Section 1.6 in Chapter 1). In
addition, a system that includes team performance should also consider the possible
dangers of a poorly implemented system, such as the use of false or misleading
information, wasting time and money, damaging relationships, and so on (see Section 1.3
in Chapter 1). Team performance, of course, adds a layer of complexity to any
performance management system, but the fundamental principles that guide the design
and implementation of the system discussed throughout this book remain the same.
It is important to note that some conditions are necessary for team performance
management to lead to improved team performance; for example:5
• The processes involved in the performance of the team are relatively uncon-
strained by other requirements of the task or the organization. For example, the
organization should not constrain the amount of effort and skill that the team
members can invest in a particular team-based project. An example of a constraint
may be individual and team goals that compete against each other.
• The team is designed well, and the organizational context supports team perform-
ance. In other words, there are elements in the organization that support team
performance (e.g., reward systems, training systems).
• Performance feedback focuses on team processes that are under the control of
team members. There is no point in providing feedback on aspects of performance
that are beyond the control of the team.
11.2 TYPES OF TEAMS AND IMPLICATIONS
FOR PERFORMANCE MANAGEMENT
Teams can be classified based on the complexity of the task (from routine to nonroutine
tasks) and membership configuration (from static to dynamic).6 Routine tasks are well
defined; there are few deviations in how the work is done; and outcomes are easily
assessed after the task has been completed. By contrast, nonroutine tasks are not
defined well; there are no clear specifications about how to do the work; and outcomes
are usually very long term and difficult to assess. Membership configuration includes
how long the team is expected to work together and the stability of its membership.
For example, there can be product development teams, task forces, and committees.
Figure 11.1 illustrates the three main types of teams based on task complexity and
membership configuration dimensions.
• Work or service teams. These intact teams are engaged in routine tasks, including
manufacturing or service tasks. An example is a group of people working at the
assembly line in a car manufacturing plant such as Saturn or Saab. The work or
service team includes people who have worked together for some time and know
each other well. Most members share a similar set of skills.
• Project teams. These teams are assembled for a specific purpose and are expected
to disband as soon as their specific tasks have been completed. The tasks are
outside the core production or service of the organization and are therefore not as
Chapter 11 • Managing Team Performance 297
Work or
Service Teams
Project
Teams
Network
Teams
Dynamic
Membership
Configuration
Static
Task Complexity
Routine NonRoutine
FIGURE 11.1 Types of Teams Based on Membership
Configuration and Task Complexity Dimensions
Source: Adapted from S. G. Scott & W. O. Einstein. (2001). Strategic
performance appraisal in team-based organizations: One size does
not fit all. Academy of Management Executive, 15, 107–116,
Figure 1. p. 110.
routine as those of work or service teams. Examples are the team that developed
IBM’s first personal computer and the team that developed the original
Taurus/Sable at Ford. Project teams include members from different functional
areas who may not know each others’ specialties and, therefore, are highly
dependent on one another’s high level of specific knowledge and usually sophis-
ticated skill sets.
• Network teams. These teams include members who are not constrained by
time or space and members who are not limited by organizational boundaries.
Usually, team members are geographically dispersed and stay in touch via
telecommunications technology such as e-mail, videoconferencing, and, of course,
telephone. Their work is extremely nonroutine. Network teams usually include a
combination of temporary and full-time workers, customers, vendors, and even
consultants. One example is the group of Russian and U.S. astronauts and scientists
who communicated and worked together during months of training using
telecommunications technology, from their respective countries, before some of
them actually worked face-to-face in the Mir space station.
Team performance management must consider the type of team in question before
performance measures are put in place. Different performance measurement methods
are particularly appropriate depending on the type of team being evaluated. Work and
service teams can clearly benefit from peer ratings because members observe one
another’s performance on a daily basis. In addition, because team members have
similar responsibilities, everyone is familiar with the competencies needed to do
the job. Project teams do not stay together for long periods of time, and, therefore, the
measure of results at the end of a project may not benefit the team’s development since
the team is likely to disband as soon as the project is finished. Instead, measurements
should be taken periodically as the team works on the project so that corrective action
298 Part IV • Reward Systems, Legal Issues, and Team Performance Management
can be taken as necessary before the project has been completed. This is precisely the
type of measurement system Hewlett-Packard uses with its project teams in charge of
product development. Network teams are transitory and engage in unique tasks on an
as-needed basis. It is difficult to measure specific outcomes. Instead, performance
management of network teams emphasizes the future instead of the past and focuses
on developing individual competencies, such as the team members’ capacity to
innovate, adapt, be flexible, and solve problems.
11.3 PURPOSES AND CHALLENGES OF TEAM
PERFORMANCE MANAGEMENT
Regardless of the extent to which a performance management system is concerned with
individual performance, team performance, or both, the goals of the system are the
same as those discussed in Chapter 1: strategic, administrative, informational, develop-
mental, organizational maintenance, and documentational. In the specific case of a
system concerned with team performance, one additional goal is to make all team
members accountable so that they are motivated to have a stake in team performance.
Many organizations have become more team based, but they have not changed
their performance management systems to accommodate this new organizational
reality, which presents a unique challenge. If the organization is based on teams but
performance is still measured and rewarded at the individual level, team performance
will suffer. In fact, some of the individual rewards may motivate people not to
contribute to team performance and, instead, to focus on individual performance. In
general, organizations that choose to include a team component in their performance
management system must ask the following questions:
• How do we assess relative individual contribution? How do we know the extent to
which particular individuals have contributed to team results? How much has
one member contributed in relation to the other members? Are there any slackers
or free riders on the team? Is everyone contributing to the same extent, or are some
members covering up for the lack of contribution of others?
• How do we balance individual and team performance? How can we motivate team
members so that they support a collective mission and collective goals? In addi-
tion, how do we motivate team members to be accountable and responsible indi-
vidually? In other words, how do we achieve a good balance between measuring
and rewarding individual performance in relation to team performance?
• How do we identify individual and team measures of performance? How can we
identify measures of performance that indicate individual performance versus
measures of performance that indicate team performance? Where does individual
performance end and team performance begin? Finally, based on these measures,
how do we allocate rewards to individuals versus teams?
A study including structured interviews with 102 working adults in Hong Kong
and another 96 working adults in the Pearl River Delta (i.e., cities of Chung-shan,
Quang-zhou, and Zhu-hai) suggested that, indeed, organizations are faced with these
challenging questions.7 For example, interview results indicated that about 38% of indi-
viduals participated in systems based on individual performance only, whereas about
Chapter 11 • Managing Team Performance 299
34% participated in systems that included both individual and team components, and
about 25% of respondents participated in systems that included a team component
only. The remainder of this chapter discusses how to include a team component in a
performance management system. In doing so, we consider how organizations can
address each of these questions.
11.4 INCLUDING TEAM PERFORMANCE IN THE PERFORMANCE
MANAGEMENT SYSTEM
Although the questions asked may seem difficult to address, designing a performance
management system that includes team performance is not difficult if we follow the
following six basic principles:9
1. Make sure your team is really a team. As noted above, there are different types of
teams. Before a team component is introduced in the performance management
system, we need to make sure the organization has actual teams.
2. Make the investment to measure. Measuring team performance, as is the case with
measuring individual performance, takes time and effort. The organization must
be ready to make this investment for the measures to yield useful data.
3. Define measurement goals clearly. Defining how the data will be used
(e.g., administrative vs. developmental purposes, or both) is a decision that must
be made before measures of team performance are designed. As is the case with
individual-level data discussed throughout the book, there are different variables
that must be taken into account in relationship to the measures’ purpose
(e.g., what will be the sources of data, how data will be collected, and so forth).
BOX 11.1
Performance Management Challenges in Expatriate Teams
The globalization of business has led many organizations to move from a traditional individual
expatriate assignment (i.e., sending an individual manager overseas) to a team-based assignment,
whereby several individuals are assigned—together—to a foreign location. Service firms rely on this
strategy frequently because it is difficult to separate service “production” from service consump-
tion. In other words, the nature of many services is such that it is needed for an entire team to work
closely with a client to understand their needs. This was precisely the situation faced by a multina-
tional aerospace firm based in North America. A total of 17 expatriate teams originating from seven
different countries from around the globe were assigned to the aerospace company’s location to
work together on the design of a new product. What types of challenges do such teams face in
terms of implementing performance management? Moreover, what additional challenges exist
when such expatriate teams include members who themselves are from different countries? The
most important challenge is that each team will have to perform based on standards and expecta-
tions of its home country. However, expatriate teams must be concerned with three different
stakeholders: the local client, the home company, and the other on-site teams. Thus, it is important
that performance be measured in relationship to these three stakeholders groups. In other words,
performance management of expatriate teams must include a multi-stakeholder perspective.8
300 Part IV • Reward Systems, Legal Issues, and Team Performance Management
4. Use a multi-method approach to measurement. The measurement of team
performance is complex. Thus, multiple methods and sources of data are often
necessary.
5. Focus on process as well as outcomes. Behavioral/process-oriented measures as
well as results are as useful for team performance management systems as for
individuals. Thus, serious consideration must be given to how both types of
measures will be used within the context of managing team performance.
6. Measure long-term changes. Although short-term processes and results are
easier to measure, it is important to also consider long-term measures of
performance. Team performance must be sampled over a variety of contexts and
over time.
Recall the basic components of the performance management process as shown in
Figure 11.2. You may recall that this same figure appears in Chapter 2. Now, let’s
consider each of the components of the process when we design a system that includes
team performance and let’s incorporate the six basic principles outlined above into the
various steps in the process.
11.4.1 Prerequisites
The first component of the performance management process involves two prerequi-
sites. First, there is a need to have good knowledge of the organization’s mission. This
prerequisite is present regardless of whether there is an emphasis on team performance.
This knowledge, combined with knowledge regarding the mission of the team’s unit,
allows employees to make contributions that will have a positive impact on the unit
and organization as a whole. Second, there is a need to have good knowledge of the job
in question. In the case of individual jobs, a job analysis is conducted to determine the
key components of a particular job: hat tasks need to be done, how they are to be done,
and what knowledge, skills, and abilities (KSAs) are needed to do them. Similarly, if we
have good information about what a team is supposed to do and how, then it is easier to
establish criteria for team success.
In addition to considering the team as a whole, we need to identify KSAs that will
allow individuals to make a positive contribution to the team. These include not only
KSAs related directly to the task at hand, such as a programmer who needs to have
knowledge of the programming language, but also KSAs that are especially conducive
to team performance. Examples include the following:10,11,12
• Communication. Giving and receiving constructive feedback, listening, and shar-
ing information and ideas.
• Decision making. Helping the team make decisions.
• Collaboration. Dealing with conflict effectively, committing to the team and its
goals, valuing the diversity and experience of other team members, and sharing
accountability.
• Team leadership. Taking on the role of team leader, including knowing how to ex-
tract the best out of the team.
• Self-control. Keeping emotions under control and not displaying negative
actions even when faced with opposition or even hostility from others.
Chapter 11 • Managing Team Performance 301
Prerequisites
Performance
Planning
Performance
Execution
Performance
Assessment
Performance
Review
Performance
Renewal and
Recontracting
FIGURE 11.2 Performance Management Process
You will probably recognize these KSAs because they are closely related to our
discussion in Chapter 4 of what we labeled contextual performance, prosocial
behaviors, or organizational citizenship behaviors. Contextual and task performance
must be considered separately because they are not necessarily parallel. An employee
can be highly proficient at her task but be an underperformer regarding contextual
302 Part IV • Reward Systems, Legal Issues, and Team Performance Management
performance. In other words, an employee can be an excellent performer when
working individually but a substandard performer when working with others.
Consider how the prerequisites component in Figure 11.2 is implemented at the
University of California at San Diego (UCSD).13 This university, as are many others
around the world, is structured around academic and administrative units called
departments. Each of these departments can be considered a team. In terms of the
prerequisites component, individual departments at UCSD develop a mission
statement that is clearly related to the overall university’s mission. This process allows
each member of the team to become knowledgeable regarding the university’s overall
mission. After the department’s mission has been established, individual job
descriptions are discussed and directly linked to both the mission of the university and
the mission of the department. Job descriptions include KSAs needed for both individ-
ual and department performance.
11.4.2 Performance Planning
The second component of the performance management process involves performance
planning. Performance planning includes the consideration of results and behavior. In
addition, performance planning involves the creation of a developmental plan. Each of
these issues needs to be considered at the team level: results expected of the team,
behaviors expected of team members, and developmental objectives to be achieved by
the team and its members. A discussion of results must include key team accountabili-
ties, specific objectives for each key accountability (i.e., goals to be reached), and
performance standards (i.e., what constitutes acceptable and unacceptable levels of
performance). A discussion of behaviors needs to include competencies (i.e., clusters of
KSAs). Finally, the developmental plan includes a description of areas that need
improving and goals to be achieved in each area. The plan includes not only goals for
the team as a whole but also developmental objectives for individual performance
that will benefit team performance. For example, the team may have as its goal the
improvement of its internal decision-making processes, and some team members may
have the individual goal to improve listening skills, which would help improve the
team’s decision-making processes.
Consider the following recommendations regarding how to facilitate and acceler-
ate team learning and development:14
1. Facilitate adaptive learning. As part of the team development plan, team mem-
bers can be encouraged to try new behaviors. Also, as the team completes work or
a specific project, changes that were made in processes can be reviewed in detail to
understand what worked and what did not.
2. Facilitate generative learning. Teams can be given information regarding best practices
implemented by other teams in the same organization or even in other organizations.
Teams can be given time to practice new skills until they become habitual.
3. Facilitate transformative learning. Teams can be encouraged to experiment
with new ways of working together, including a discussion of feelings of
uncertainty when facing change. Members from other teams can be invited to
participate in discussions about performance or even to work as team members
temporarily as a way of importing innovation and change into the team.
Chapter 11 • Managing Team Performance 303
Consider how the planning component is played out at Duke University in
Durham, North Carolina.15 Duke considers planning to be the foundation of its per-
formance management system, which creates the groundwork for what the supervisor
and the team expect of the individual throughout the performance year. The process
at Duke consists of two parts: (1) understanding the behaviors that are expected and
(2) defining the expected job results.
11.4.3 Performance Execution
The third component of the performance management process involves perform-
ance execution. Autonomous teams are solely responsible for performance execu-
tion; however, when a team has a supervisor, then both the team and the supervisor
share responsibilities for performance execution. For example, team members need
to be committed to goal achievement and should take a proactive role in seeking
feedback from one another as well as from the supervisor (if there is one). The
burden is on the team to communicate openly and regularly with its supervisor.
Also, team members are responsible for being prepared for the performance review
by conducting regular and realistic peer appraisals. In this way, team members have
solid information regarding their performance as perceived by other team members
before they meet the supervisor. The supervisor also has important responsibilities
including observing and documenting team performance and the relative contri-
bution of the team members, updating the team on any changes in the goals of the
organization, and providing resources and reinforcement so that team members will
be motivated to succeed.
BOX 11.2
Making Team Performance Management Fun at Whataburger, Inc.
Performance management is usually considered to be a tedious and bureaucratic procedure.
Whataburger, Inc., however, is making team performance management fun. Whataburger, a
Corpus Christi, Texas-based fast-food chain of 626 restaurants, serves hamburgers, chicken, and
other meals in the southern United States and in Mexico. The company holds an event called the
“Whataburger games” twice per year during which managers, cooks, dishwashers, servers, and
busboys compete in events testing their individual and team skills against others in the company.
The top prize winners receive $5,000 in cash. The company believes that many benefits result
from holding the games twice per year. According to management, the goals of the games are
to emphasize operating procedures, to improve skills, to enhance teamwork, to reduce turnover,
and to enhance the overall performance of the restaurants. The finals of the competition are
held in conjunction with the managers’ convention, where winners are formally recognized
before corporate owners and executives, along with peers and management in a ceremony
awarding medals and cash prizes. In summary, the leadership at Whataburger has identified a
friendly and fun competition as part of the overall performance management system that aims
to contribute to improved team performance and the success of the company.16
304 Part IV • Reward Systems, Legal Issues, and Team Performance Management
11.4.4 Performance Assessment
The fourth component of the performance management process is performance assess-
ment. Each team member must evaluate one another’s performance as well as the
performance of the overall team. Peer evaluations are a key component of the assess-
ment stage because they lead to higher levels of workload sharing, cooperation, and
performance.17 Also, team coordination and feedback improve when peers monitor the
performance of all other members in the team. This, in turn, leads to the recognition of
errors and to taking subsequent actions to correct these errors quickly.18 Peer evalua-
tions can also include team members nominating someone else as the review period’s
most valuable performer (MVP). In addition, the supervisor evaluates the performance
of each team member as well as the team as a whole. Finally, members from other teams
may also evaluate the performance of the team. This would apply only if members of
other teams have firsthand experience with the performance of the team in question.
Involvement of each team member in the evaluation process increases the mem-
bers’ ownership and commitment to the system. Self-appraisals also provide important
information to be discussed during the performance review. In the absence of self-
appraisals, it is often not clear to supervisors whether the team and its members have a
real understanding of what is expected of them.
Similar to situations in which peers evaluate others regarding individual perform-
ance outside of team contexts, the assessment phase is prone to biases. A study includ-
ing 34 teams of about four members each found that team members were more lenient
in rating one another when they had previously received positive peer feedback, and
they were more severe in rating one another when they had previously received nega-
tive peer feedback.19 Thus, it seems that receiving a positive rating from a peer leads to
positive feelings, and receiving a negative rating from a peer leads to negative feelings,
which translate into giving peers more positive and negative ratings, respectively.
Accordingly, the model for rater motivation discussed in Chapter 6 as well as the train-
ing programs conducted to minimize rating biases as discussed in Chapters 7, is appli-
cable to team performance management systems.
In short, three types of performance need to be assessed: (1) individual performance
or task performance, which refers to the specific activities required by one’s individual job,
such as a programmer’s ability to write quality code; (2) individual performance or contex-
tual performance, which refers to specific activities that contribute to team performance,
such as team members cooperating with each other; and (3) team performance as a whole.
Although the saying goes, “There is no ‘I’ in team,” this just isn’t so because teams consist
of individuals with their individual motivation, needs, and talents. The system should
include a good combination of both “me” and “we” considerations.20 Thus far, this book
has addressed the “me” side of the equation by focusing on individual performance
management. This includes both task and contextual performance (see Chapter 4).
How can we assess the “we” side of performance? As in the case of measures of
individual performance, measures of team performance should include both results
and behaviors. Team performance as a whole can be measured using the following four
performance dimensions:21
1. Effectiveness. This is the degree to which results satisfy team stakeholders,
including both internal and external customers. Results could be the same as those
that are measured to evaluate individual performance. Specifically, these can
include measures of quality, quantity, cost, and time.
Chapter 11 • Managing Team Performance 305
2. Efficiency. This is the degree to which internal team processes support the achieve-
ment of results, team growth, and team member satisfaction. This can include meas-
ures of communication, coordination, collaboration, and decision making.
3. Learning and growth. This is the degree to which the team is able to learn new
skills and improve performance over time. Specific measures can include innova-
tion, documented learning, best practices, and process improvements.
4. Team member satisfaction. This is the degree to which team members are satisfied
with their team membership. Specific measures can include team members’ per-
ceptions regarding the extent to which teamwork contributes to their growth and
personal well-being.
In total, there should not be more than about 15 measures of overall team
performance;22 otherwise, team members may spend too much time collecting
information and monitoring their activities such that there is insufficient time to work
on their assigned tasks. In addition, when the team has a meeting to assess its own
overall performance, it is helpful to include a person from outside the team as part of
the performance discussion. This helps team members to be as objective as possible
when they evaluate their performance.
11.4.5 Performance Review
The fifth component of the performance management process is the performance
review, which takes place when the team members meet with the supervisor or man-
ager to discuss how they have been working. In organizations that are structured
BOX 11.3
Team Performance Management at MYSQL
MySQL, (pronounced “My S-Q-L”) (http://www.mysql.com), based in Cupertino, California,
produces and develops database servers, software, and related tools. The company employs more
than 300 people spread across 25 countries, and 70% of the employees work from home.
Employees in some cases have never met anyone they work with in person. This work
arrangement requires a different approach to managing team performance, as compared to the
traditional office where face-to-face meetings and contact are the norm. Technology enables a
different approach to performance management. The company utilizes an Internet Relay Chat
which employees sign onto regularly to hold virtual and real-time meetings. Also, a software
system called Worklog was developed by the company specifically to allow employees to mark off
tasks when they have been accomplished. The company’s method for evaluation and feedback
also relies on nontraditional methods. Output and results produced are the focus of measuring
productivity. There is not a strict chain of command in the MySQL work environment. Colleagues
often seek out advice or ask questions of coworkers electronically, and all employees help
manage individual and team performance by evaluating one another. Performance is also
evaluated based on required weekly reports of accomplishments and by keeping track of
employee involvement through conference calls and frequency of electronic communications,
such as chat sessions and e-mails. In summary, MySQL has adapted to a virtual work environment
by utilizing technology that enables some unique strategies to be used for managing the
performance of individuals and teams.23
http://www.mysql.com
306 Part IV • Reward Systems, Legal Issues, and Team Performance Management
around autonomous teams, there may not be a supervisor or manager. In that case, a
team leader or representative would meet with a performance review board, which
includes representatives from all teams.
At least two meetings are needed. First, the supervisor meets with all members of
the team together. The focus of this meeting is to discuss the overall team performance
including results achieved by the team as a whole. Information for this meeting comes
from team members evaluating their collective performance, other teams evaluating the
team in question, and the supervisor’s evaluation. Second, the supervisor meets each
team member individually. The focus of this meeting is to discuss how the individual’s
behaviors contributed to team performance. Information for this meeting comes from
individuals evaluating their own performance, peer ratings of the individual’s perform-
ance, and the supervisor’s evaluation.
Both meetings emphasize the past, the present, and the future. The past involves a
discussion of performance during the review period. The present involves any changes
in compensation depending on results obtained. The future involves a discussion about
goals and developmental plans the team and its members will be expected to achieve
during the next review period.
11.4.6 Performance Renewal and Recontracting
The final component of the performance management process involves performance
renewal and recontracting. Essentially, this component is identical to the performance
planning stage; however, performance renewal and recontracting uses information
gathered during the review period to make adjustments as needed. For example, some
BOX 11.4
Managing Performance of Volunteer and Virtual Teams at Wikipedia
Wikipedia (http://www.wikipedia.com) is a free online encyclopedia that any Internet user can edit.
The encyclopedia is available in several languages and has over 1.2 million entries in the English
language version. Wikipedia is run by the Wikimedia Foundation, a nonprofit organization with
only four employees; however, the Web site has more than 75,000 volunteers who contribute to
the content. The organization has tackled the question of how to manage the performance of this
large, virtual, and volunteer community. Several steps are taken in order to maintain the Web site
in a way that allows readers to contribute and make edits. First, volunteers monitor one another. If
an entry is made on a given page that a volunteer previously worked on, volunteers are immedi-
ately alerted so that they can review the new entry. Edits are also traced directly and openly to the
person who made the edit. Others can correct errors, and the software allows simple reversals of
any errors to be made. Any discussion between volunteers is also easily retrievable so that others
can read about any disagreement or questions. Second, the organization has policies that request
all users to treat one another in a civil manner, and it is possible to be banished from making entries
on the site. Volunteers are encouraged to work out disagreements. If that fails, an established
escalation and dispute-resolution process can be enacted which includes a process of appeals with
arbitration or mediation. In summary, Wikipedia provides an example of how an organization
utilizes policies and procedures to manage the performance of a virtual, volunteer workforce.24
http://www.wikipedia.com
Chapter 11 • Managing Team Performance 307
new key accountabilities and competencies may be included. Conversely, some goals
may have to be adjusted either upward or downward.
In short, including team performance as a part of the performance management
system includes the same basic components as when a system included individual per-
formance only. An important difference is that, in addition to individual performance,
the system includes individual performance as it affects the functioning of the team as
well as the performance of the team as a whole.
11.5 REWARDING TEAM PERFORMANCE
Teams are a pervasive fact of organizational life. Because of this, organizations that
implement performance management systems that include team performance must
redesign their rewards system to reward team performance. For example, about 59%
of Fortune 1000 companies had a team-based reward system in place in 1990, but this
number had risen to 80% by 1999.25 This number needs to be qualified because it
does not mean that the entire organization rewards team performance. The results
from this survey suggest that at least some units within these organizations
reward team performance. Nevertheless, this statistic provides evidence regarding
the increasing number of organizations that have some kind of team-based reward
system. As an illustration, teams of workers in the production line at Motorola’s
plant in Tianjin, China receive additional compensation if they keep the percentage of
errors under a prespecified threshold. In a second example, a recent study investigated
the effects of implementing a pay-for-performance system at the team level with top
management teams at a global information technology company.26 The teams
included seven or eight members. Each of the teams had team-level performance
goals, which were specific but differed from team to team. Rewards were allocated
based on organizational performance goals (25%), team-level goals (50%), and indi-
vidual-level goals (25%).
Organizations can reward team performance in ways similar to those in which
they reward individual performance. For example, consider the case of Phelps Dodge
Mining Company (http://www.phelpsdodge.com/). Recently, the company imple-
mented a team-based reward system involving more than 4,200 employees in six
locations throughout North America. The company moved from being unionized to
being nonunionized in the 1980s, and a key strategic objective was to help employees
move away from working for an hourly wage to understanding how to work as a
salaried workforce. To accomplish this goal, team performance was measured and
rewarded accordingly. For example, a team goal in a truck maintenance shop was to
shorten the time that trucks were off-line for maintenance. Goals are set through the
active participation of all team members, and employees are given additional compen-
sation depending on whether they accomplish team-based goals.
Team-based rewards are effective if they are implemented following the same
principles used for individual rewards discussed in Chapter 10 (see Table 10.3). For
example, all employees should be eligible, and rewards should be visible, contingent,
and reversible. Also, in implementing team rewards, we need to be aware of the factors
that make rewards fail (see Table 10.1). For example, rewards given to team members
based on the extent to which they cooperate with each other are likely to enhance
accuracy but not necessarily speed.27 If the goal of the reward is to motivate employees
http://www.phelpsdodge.com/
308 Part IV • Reward Systems, Legal Issues, and Team Performance Management
to work faster, giving rewards for cooperation may be yet another example of the “folly
of rewarding A while hoping for B.”
An organization can have a variable pay system in which an individual is eligible
for a bonus if his or her team achieves specific results. This reward would be eligible in
addition to any performance-based rewards allocated according to individual perform-
ance (either task performance or contextual performance). The amount of the bonus
could also be controlled by the team: Teams that are able to generate savings that result
from controlling cost and improving efficiency may see some of this money come back
in the form of bonuses. In this case, the rewards are called self-funded. In other cases, the
bonus can come from a company-wide pool that varies each year based on overall orga-
nizational performance.
Summary Points
• A team is in place when two or more
people interact dynamically and inter-
dependently and share a common and
valued goal, objective, or mission. Indi-
viduals can be members of the same
team even if they work in different
organizations and different geograph-
ical locations. Teams are pervasive in
today’s organizations, and it would be
difficult to find an organization in
which some type of work was not done
by teams.
• Because teams are so pervasive, it is
important that the performance manage-
ment system focus not only on individ-
uals but also on teams. Organizations
should take proactive steps to make
sure that teams perform well, that their
performance improves on an ongoing
basis, and that individuals are active
and motivated contributors to their
teams.
• We must consider six basic principles in
including a team component in a
performance management system:
Make sure teams are really teams, make
the investment to measure, define
measurement goals clearly, use a multi-
method approach to measurement,
focus on process as well as outcomes,
and measure long-term changes.
• Including team performance as part of
the performance management system
is a natural extension of a system that
focuses on individual performance
only. The general principles that we
have discussed in this book thus far
still apply; however, teams differ based
on the tasks they perform (from routine
to nonroutine) and based on mem-
bership configuration (from static to
dynamic). Measures of team perform-
ance need to take into account the type
of team being evaluated.
• Including a team component in the
performance management system has
some unique challenges. The system
needs to achieve a good balance
between individual and team perform-
ance measurement and reward. In other
words, it is not sufficient to measure
and reward overall team performance.
There also needs to be a way to measure
and reward the contribution that each
individual makes to the team. In this
way, individuals are held accountable
for contributing to team performance.
• A performance management system
that includes a team component needs
to focus on three types of performance:
(1) individual performance, (2) individual
performance that contributes to team
Chapter 11 • Managing Team Performance 309
performance, and (3) team performance.
All three are necessary for a system to be
successful.
• The performance management process of
a system including a team performance
component is similar to the process of a
system including individual perform-
ance only. The components of the process
include (1) prerequisites, (2) performance
planning, (3) performance execution,
(4) performance assessment, (5) per-
formance review, and (6) performance
renewal and recontracting. Although the
inclusion of a team component adds a
layer of complexity to the process, the
fundamental principles guiding the
design and implementation of the system
discussed throughout this book remain
the same.
• If the performance management
system includes the measurement of
individuals’ contribution to team per-
formance and overall team perform-
ance, it also needs to reward these
types of performance. The principles
guiding the allocation of rewards in
systems including a team component
are the same as those guiding the
allocation of rewards in systems
including individual performance
only. For example, rewards should be
visible, contingent, and reversible.
C A S E S T U DY 11-1
Not All Teams Are Created Equal
Public Service Works is a large public service organization. The
company’s performance management system reflects the focus
placed on results, the need for creativity and imagination, and
the need for continuous improvement. Under its current frame-
work, the system links individual performance with that of the
team or department as well as the organization. Therefore,
• Department business plan goals link to the business
plan and business priorities.
• Performance goals and measures grow out of a depart-
ment’s business plan.
• Employee performance measures align with those of
the organization.
• The department, teams, and individuals are rewarded
and recognized on the basis of these measures.
The organization’s team structure consists primarily of
work or service teams, which align with the company’s
departments. Because of the close relationship with local
government entities, however, the organization also utilizes
network teams that focus on government regulatory needs as
they relate to public service providers and project teams that
are assembled on an as-needed basis to work on various
projects that come from the network teams.
The elements of the current performance management
system are as follows:
Organizational performance. Organizational
performance measurement is a continuous process
conducted to assess the department’s performance—
efficiency, effectiveness, and client satisfaction—in
relation to the vision and business plan. The steps
in the process include the following:
1. Business plan goals and strategies. Identify the
desired outcomes that the organization is seeking
to achieve and outline how the goals will be
realized.
2. Human resources department plan. Outline the
key strategies the department will undertake
to address identified human resources (HR) issues
to meet its business plan, within the context of the
vision, values, government business plan, and the
HR plan.
3. Performance measures. Identify specific criteria
that will be used to monitor progress toward the
goals.
4. Targets. Describe specific performance levels
that will be used to achieve the desired outcome.
5. Learning supports. Identify practices, policies,
and initiatives that provide incentive and encour-
agement to employees to develop new skills,
knowledge, and abilities.
Employee performance. Employee performance
can be enhanced through a continuous and interactive
310 Part IV • Reward Systems, Legal Issues, and Team Performance Management
process to help departments and teams achieve
business goals and to help employees continually
improve. The steps in the process include the following:
1. Performance plans. Link employee performance
to that of the organization and identify and set
measures for desired outcomes.
2. Orientation. Provide information for employees
regarding their new jobs and the organization to
enhance understanding and effectiveness.
3. Learning and developmental plans. Identify
competency development required for employees
to carry out the performance plan.
4. Performance coaching. Provide ongoing perform-
ance feedback and assistance to employees from
managers, supervisors, and other key individuals.
5. Performance assessment. Provide a summary of
feedback received throughout the performance
period, analyze what employees have achieved
relative to the desired outcomes set out in their
performance and learning plans, and handle the
subject of performance pay increases.
Public Service Works’ current performance recognition
(pay) plan supports and reinforces the desired performance for
both the organization and the employee as follows:
• Performance pay. This compensation for employees
links pay with individual performance. It consists of a
market-driven base pay and a market-driven increase
system that provides the ability to address cost-of-
living increases and a bonus based on achievement of
department, individual, and team goals.
• Special programs. The company also has two recog-
nition programs for outstanding performance: (1) Award
of Excellence, which can be applied for and awarded to
team leaders, and (2) Executive Excellence Recognition,
which is a unique program that recognizes teams that
achieve measurable enhancements in the service they
provide. Each of these programs requires an application
process, and the award is determined by a committee.
Consider the performance management process (see
Figure 11.2) as it is applied in implementing team-based
systems. Then, please answer the following questions:
1. How is Public Service Works implementing each of
the components of the performance management
process?
2. Consider how Public Service Works assesses
performance. Which aspects of the measurement
system are appropriate and which are not, given its
goal of enhancing team performance?
3. What additions or revisions should be made to each of
the components of the performance management
process to make the system more effective from a
team performance point of view? �
Note: This case is based, in part, on actual information. The name
Public Service Works was created to protect the identity of the
actual firm.
At Duke University Health Systems (DUHS) located in Durham,
North Carolina, managing performance is an ongoing process
based on four principles. The following outlines the current
team performance management system:
Planning. Planning is the foundation of the
performance management process. It lays the ground-
work for what the supervisor and the team expect from
the individual. There are two parts to the planning
process: (1) understanding the behavior that is
expected and (2) defining the job results expected.
• Understanding behavior. Five categories of
behavior have been established for all DUHS
employees (including senior administrators and
new employees): customer focus, teamwork,
creative problem solving, continuous learning,
and diversity. Those supervising other employees
are expected to demonstrate two additional
behaviors: strategic communication and perform-
ance management.
• Defining job results. The supervisor and individ-
ual establish expected job results as part of the
planning stage. These expected job results are
based on the goals of the department and the
individual’s job description.
C A S E S T U DY 11-2
Team Performance Management at
Duke University Health Systems
Chapter 11 • Managing Team Performance 311
Feedback and coaching. Feedback should be
given often during the performance management
process so that there are no unexpected surprises at
the end of the year. The feedback process involves
• Ongoing feedback and coaching. Throughout the
year, the supervisor should call attention to both
good behaviors and those that need improvement.
• An interim review. Around the middle of the per-
formance cycle, the employee and supervisor will
meet to discuss performance and expected job
results that need to be modified. During this time,
improvement opportunities for the remainder of
the year will be identified.
• Obtaining and documenting feedback. The super-
visor will document the individual’s performance
based on feedback from a variety of sources,
including (1) his or her own direct observation;
(2) third-party reports from customers, peers, direct
reports (if any), and managers with whom the
employee interacts; and (3) the employee’s own self-
assessment.
Evaluation. This is the formal documentation of the
performance results for the year. Evaluation and devel-
opment link individual performance expectations
(established at the beginning of the year) with depart-
ment, entity, and broad organizational goals. This part
of the performance process includes the following:
• Assessing individual performance. The employee
and the supervisor assess performance during the
year based on the job results and behavior expected.
• Assigning overall performance rating. Fifty per-
cent of the rating is based on job results, and 50%
is based on behaviors.
• Conducting the formal performance review. The
formal meeting gives the employee time to discuss
past performance and areas for continued growth.
• Performance rating standards. These ratings are
the following: Below Expectations (significant
improvement is needed), Achieved Expectations
(consistently demonstrated expected and effective
behaviors), and Exceeded Expectations (consis-
tently demonstrated role model behaviors and
exceeded expected job results).
Reward. The final step of the performance manage-
ment system is the reward. Pay and performance are
designed to reward those who contribute to the success
of the Health System, and employees are evaluated at
the end of the fiscal year. The success of the Health
System is measured in terms of the goals in the DUHS
balanced scorecard, which consists of (1) Clinical
Quality/Internal Business, (2) Customer Service, (3) Work
Culture, and (4) Finances. The individual’s merit increase
is based on two factors: (1) the organizational success
and (2) individual and team contribution to that success,
as reflected in the individual’s overall performance.
Consider the performance management process (see
Figure 11.2) from a team point of view. Using the table here,
describe whether each of the components in the process is
implemented at Duke University. In some cases, a component
may be partially present or present under a different name.
Please indicate this when appropriate. �
Process Component
Present at Duke University?
(with comments if appropriate)
Prerequisites
Performance planning
Performance execution
Performance assessment
Performance review
Performance renewal and
recontracting
Rewarding team performance
Source: This case is based, in part, on information available online at http://www.hr.duke.edu/
compensation. Retrieval date: September 8, 2011.
http://www.hr.duke.edu/compensation
http://www.hr.duke.edu/compensation
312 Part IV • Reward Systems, Legal Issues, and Team Performance Management
C A S E S T U DY 11-3
Team-Based Rewards for the State of Georgia
In 2001 the state of Georgia’s Department of Human
Resources (DHR) updated its performance management sys-
tem. The performance management process is used for all
employees who are to receive performance evaluations. The
following outlines the basic process of this system:
• Manager training. Prior to utilizing the system, all
managers receive training on how the system works
and how to implement each phase of the system.
• Performance planning. This is the first step of the
performance management system process and is used
to create the employee’s performance plan.
Developing a performance plan involves identifying
job and individual responsibilities and performance
expectations. It is the primary responsibility of
the manager to develop this plan using input from
the employee that he or she may want included in the
performance plan.
• Performance coaching. Coaching is the key supervi-
sory activity during a performance period. It involves
ongoing communication, both formal and informal,
that motivates employees by letting them know
where they stand in meeting expectations and
carrying out responsibilities. The three steps to per-
formance coaching are (1) observing performance;
(2) providing regular performance feedback, based on
information gathered through personal observation,
team input, and input from the employee; and
(3) documenting performance.
• Performance evaluation. This phase culminates with
a meeting of the evaluating supervisor and the em-
ployee to rate performance and discuss appropriate
salary increases and developmental planning for the
employee.
• Performance development. Supervisors should discuss
performance development with each employee. A devel-
opmental plan must be developed for each employee
who is rated “does not meet expectations” or “needs
improvement” in the area of Employment Terms and
Conditions. The structured approach of the developmen-
tal plan has three objectives: (1) to enhance employee
strengths, (2) to decrease employee areas that need
improvements, and (3) to meet organizational and
team needs.
• Salary increase. Salary increases are awarded annu-
ally to each eligible employee. To be eligible for a per-
formance-based salary increase, employees must:
• Receive an overall rating for Job and Individual
Responsibilities of at least “met expectations.”
• Receive an overall rating for Terms and Conditions
of Employment of at least “needs improvement.”
• Salary increases for each evaluation period for
employees who “met or exceeded expectations”
are restricted to the following guidelines:
• An overall rating of “met expectations” will
receive a standard increase, based on the
amount identified for the evaluation period.
• An overall rating of “exceeded expectations”
will receive a standard increase as noted
above, along with a lump sum identified for the
evaluation period.
• Each year, a specified amount of money is set
aside for salary increases. Because funds are
limited, the salary increase amounts may be
reduced if the department exceeds the allo-
cated funds. If the salary increase amounts
must be reduced, the reduction percentage will
be the same for all employees.
• Unless otherwise authorized, employees at or
above pay grade are not eligible for a perform-
ance-based salary increase, and employees who
are near the pay grade maximum will be granted
an increase to the pay grade maximum only.
Please answer the following questions:
1. Based on the features of a good reward system as
described in the chapter, what are the positive aspects
of the state of Georgia’s reward system?
2. Based on the features of a good reward system, what
are the negative aspects of the state of Georgia’s
reward system?
3. Based on your answers to questions 2 and 3, what
recommendations would you give the state of Georgia
to improve its current reward system? �
Source: This case is based, in part, on information available online at
http://www.gms.state.ga.us/agencyservices/PerfPlus.asp. Retrieval
date: September 8, 2011.
Chapter 11 • Managing Team Performance 313
C A S E S T U DY 11-4
Team Performance Management at Bose
Bose Corporation is an organization that specializes in audio
equipment that meets virtually any audio challenge. Bose
Corporation’s audio technologies can be found in home
stereos, stadiums, the Sistine Chapel, and even the U.S. space
program. Bose Corporation was founded in 1964, is headquar-
tered in Framingham, Massachusetts, and has employees
around the globe.
Many Bose employees work in a variety of teams.
Three different types of teams within Bose are work teams,
project teams, and network teams. The work teams found
within Bose are teams responsible for the production of audio
equipment. These teams are long-term and are typically
focused on producing a certain type of audio equipment.
Project teams within Bose are responsible for the research
and development of innovative audio equipment. Typically
these teams are focused on the development of a specific type
of equipment (e.g., new home entertainment speakers).
Network teams arise in the instances where team members
are spread across the globe. A specific example of a network
team within Bose is a team that is designing a new audio
system for Ferrari. Within this team there are members
located at Bose’s headquarters, at Ferrari’s plant location in
Italy, and at one of Bose’s production factories in Japan. The
members at these various locations rarely meet face-to-face
but are frequently in communication.
Recently, Bose’s executive team has been interested in
implementing a new team-based performance management
program for these different teams, and they have asked you to
help them. You have explained to them the six key principles
of a proper performance management plan, but now Bose’s
executive team is specifically interested in knowing how
these six key principles will have to differ across its three
different types of teams. The reason why the executive team
is interested in this is that they would like to establish a main
performance management framework that can work across
the different types of teams. Please write a two-page report
specifying what aspects of the performance management plan
they can keep the same and what aspects will have to differ
across team type. Finally, please provide a recommendation as
to whether Bose should structure one team performance
management plan or three performance management plans
(one for each team type). �
End Notes
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3. Reilly, R. R., & McGourty, J. (1998).
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10. Reilly, R. R., & McGourty, J. (1998).
Performance appraisal in team settings. In
J. W. Smither (Ed.), Performance appraisal:
State of the art in practice (pp. 245–277). San
Francisco: Jossey-Bass.
11. Cheng, M., Dainty, A. R. J., & Moore, D. R.
(2005). Towards a multidimensional compe-
tency-based managerial performance
framework: A hybrid approach. Journal of
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13. University of California, San Diego, HR
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ucsd.edu/staffeducation/guide/guide2005.
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groups learn, continuously. Human Resource
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formance management process. Available online
at http://www.hr.duke.edu/managers/per-
formance/DUHS/index.php. Retrieval date:
September 8, 2011.
16. Berta, D. (2004, June 28). Restaurant compa-
nies boost employee morale with contests,
games. Nation’s Restaurant News, 6.
17. Erez, A., Lepine, J. A., & Elms, H. (2002).
Effects of rotated leadership and peer
evaluation on the functioning of effectiveness
of self-managed teams: A quasi-experiment.
Personnel Psychology, 55, 929–948.
18. Marks, M. A., & Panzer, F. J. (2004). The
influence of team monitoring on team
processes and performance. Human
Performance, 17, 25–41.
19. Taggar, S., & Brown, T. C. (2006).
Interpersonal affect and peer rating bias in
teams. Small Group Research, 37, 86–111.
20. Brumback, G. B. (2003). Blending “we/me” in
performance management. Team Performance
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167–173.
21. MacBryde, J., & Mendibil, K. (2003).
Designing performance measurement sys-
tems for teams: Theory and practice.
Management Decision, 41, 722–733.
22. Meyer, C. (1994). How the right measures
help teams excel. Harvard Business Review,
72, 95–101.
23. Hyatt, J. (2006). The soul of a new team.
Fortune, 135, 134–143.
24. Hyatt, J. (2006). The soul of a new team.
Fortune, 135, 134–143.
25. Garvey, C. (2002). Steer teams with the right
pay. HR Magazine, 47, 70–78.
26. Van Vijfeijken, H., Kleingeld, A., Van Tuijl, H.,
Algera, J. A., & Thierry, H. (2006). Interde-
pendence and fit in team performance man-
agement. Personnel Review, 35, 98–117.
27. Beersma, B., Hollenbeck, J. R., Humphrey,
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315
A
AAH Pharmaceuticals, 217b
Abilities, definition, 40, 45b
Absolute behavioral measurement
systems, 115t, 118–124, 125
Accenture, 91
Accountabilities
identification, 108–109, 124, 125
objectives and standards, form,
131, 133t
Accounting, Inc. Amsterdam, 192
Accurate ratings, 150
Achimota College, Ghana, 56
Adams, S., 37
Adams, S. K. R., 35, 194
Adams, T. H., 58
Adaptability/flexibility competency, 122
Addams, H. L., 85
Administrative units, 302
Age Discrimination in Employment
Act of 1967, 284
Aguinis, H., 34, 104, 129, 166, 194,
291, 293
Aiman-Smith, L., 129
Alexandria, City of (Virginia), 42
Algera, J. A., 193, 314
Allenbaugh, G. W., 260
Allen, D. W., 261
Allowances, 13
Almost, J., 293
Aloha Airlines, 281
Altenergy, 290
Alternate rank order procedure,
115, 115t
Americans with Disabilities Act of
1990, 284
Annual anniversary date, 143
Antonioni, D., 166
Appeals process, 174–175,
175b–176b, 190, 192
Appraisal forms
adaptability, 137, 138t
characteristics, 137–140, 138t, 155
communication, 138, 138t
components, 131–132, 133t, 155
comprehensiveness, 138, 138t
definitional clarity, 138, 138t
descriptiveness, 137, 138t
examples, 133f–134f, 135f–136f,
140f–141f
overall rating, 140–143, 154–155
Appraisal meeting/discussion, 50–51
Appraisal period, 143
Arad, S., 129
Architects, Inc., 289
Arndt, M., 292
Arvey, R. D., 104
Association to Advance Collegiate
Schools of Business (AACSB), 279
Atkins, P. W. B., 167
Aubé, C., 314
Aucoin, E., 167
Audia, P. G., 261
Auditing Standards/Theory, 124
Aurora, City of (Colorado), 154
Austin, M., 224
Australian National University
Medical School, 147
Australia, performance management,
25–26
Atonomous work groups, 295
Avon Corporation, 266
B
Bacon, T. R., 260
Bailey, C., 224
Balme, David Mowbrary, 57
Band, 276, 279–280
Bande, B., 104
Bankers Life and Casualty, Chicago,
79–80
Banner, D. K., 57
Baranowski, L., 194
Barbeite, F. G., 224
BARS, see Behaviorally anchored
rating scales (BARS)
Bartol, K. M., 129
Base pay, 10
Basic employee information,
131, 133t
Bass, B. M., 129
Bates, S., 292
Baty, P., 292
Becker, T. E., 261
Becton, Dickinson, and Company (BD),
229b
Becton, J. B., 224
Beersma, B., 314
Behaviorally anchored rating scales
(BARS), 123–124, 127
accounting, 124
auditors, 123
Job knowledge, 123
Behavior
job performance, 46
and results link, 95
Behavior approach, 95–96, 101
measurement, 114–115
vs. results approach, 98t
Behavior checklists, 119f, 119–122
anchors, 119t, 120t
Behavior observation (BO) training,
181–182, 191
Bennett, W., 166, 260, 313
Benson, J., 34
Bergey, P. K., 129
Bernardin, H. J., 193, 194
Berner, R., 35
Berta, D., 314
Berube, Edward M., 79
Biases, 9
performance ratings,
150–151, 190
“Big pay for big performance,” 12
Bisoux, T., 33
Bititci, U. S., 34
Bjorkman, I., 34
Blaize, N., 260
Bleustein, Jeffrey L., 73
Bolino, M. C., 104, 293
Bonuses, 11, 308
The Booth Company, 207t
Borman, W. C., 34, 104
Boswell, W. R., 224
Boudreau, J. W., 224, 292
Boyatzis, R. E., 260
Bretz, R. D., 34
Bristol-Myers Squibb (BMS), 102
Broad banding, pay structure, 279
Brown, M. P., 292
Brown, S. P., 57
Brumback, G. B., 314
Brummel, L. E., 117
Brutus, S., 58, 167, 224
BT Global Services, 185b
Buckley, M. R., 194
Burke, C. S., 313
Bush, G. W., 171
Byne, J. A., 260
Byrnes, N., 292
C
Campbell, J. P., 104
Campion, M. A., 224
Cannan, K., 224
Cannon, M. D., 261, 292
Carrillat, F. A., 167
Cascio, W. F., 34, 35, 104,
129, 166
Casey, C., 35
Cawley, B. D., 36
Cederblom, D., 194
Center for Creative Leadership, 208t
Central Florida Healthcare Federal
Credit Union, 145b
Central tendency error, 178, 180t
Challagalla, G. N., 57
Chang, E., 35, 291
Chang, J., 105
Chartered Institute of Personnel
Resource Management, 201
INDEX
Note: (‘b’ indicates boxed material, ‘f’ indicates a figure, ‘t’ indicates a table)
Checklist
agreement, 120, 120t
amount, 119t
evaluation, 120, 120t
five-point scale, 119t
CheckPoint, 208–209, 211
Cheloha, R., 224
Cheng, M., 314
Chen, M. M., 58
China, performance management, 25
Chughtai, J., 129
Civilian Personnel Management
Service (USDOD), 41b, 77b
Civil Rights Act of 1964, 284
Cleveland, J. N., 35, 167
Cleverly, J. E., 237
Clifford, J. P., 57
Coaching, 48, 227–232, 255–256
advice, 229, 241
amiable style, 233
analyzer, 233
cognitive load, 236
evaluation quotes, 238t
developmental goal setting, 234f
driver, coaching style, 233
feedback, 239–245
future planning, 236
legal protection, 236
negative feedback, 244–245
preventing defensiveness, 259
process, 233–248, 234f
questionnaire, 232t
strategy implementation, 234f
styles, 233–234, 257–258
Coca-Cola Company, 69
Cocanougher, A. B., 129
Cohen, S. G., 129
Collier, N., 85
Collins, J. C., 85
Colorado Business Group
on Health, 12b
Colvin, G., 104
Commitment, 6
Communication
barriers, minimizing, 173t
plan, 170–174, 189, 192
and support building, 79
team performance, 299
Comparative behavioral measurement
systems, 115–118, 115t, 125
Compensation, 27. See also Pay;
Returns
systems, 24
Competence, 5
coaching, 230
feedback, 239
Competencies, 46
absolute systems, 118–124
comparative systems, 115–118
differentiating, 112
indicators, 113, 113f, 125,
132, 134t
measuring case study, 126–127
types, 112–115, 125
Compton, R., 34
Confidence
coaching, 229–230
feedback, 239
Conger, J. A., 224
Conlon, D. E., 314
Context effects, peer evaluations, 147
Contextual performance, 91–94, 92t,
95f, 96b, 100
vs. task performance, 102
Contingent pay (CP), 11
adoption, 265–267
plan, 264–265, 272b, 289–290
problems, 268–270, 269t
selection, 270–272, 289
Continuous process, 2
Contrast error, 177, 180t
Cooke, D. K., 193
Corning, Inc., 266
Correctability, 22, 30
Cost, 8, 10
Cost-of-living adjustments
(COLA), 11
Courter, E., 166
Craig, S. B., 167
Critical incidents measurement
approach, 121–124
Cross, T. C., 104
Cudeck, R., 104
Cullinane, J., 224
Cultural transvergence, 228
Curtis, A. B., 167
Customer management, and PM, 73b
Customers
performance information, 149
strategic planning, 66
D
DaimlerChrysler, 256
Dainty, A. R. J., 314
Daley, D. M., 128
Dalton, Francie (Dalton
Alliances, Inc.), 244
Damaged relationships, 8, 9t
Davis, P., 129
Deaconess Hospital, Oklahoma
City, 43
De Cieri, H., 292
Decision-making
leave, 245
team performance, 300
Declarative knowledge, 89, 89t,
90, 91, 100
Defamation, 282
Deflated ratings, 152–153, 153t
Deliberate practice, 90
Dell Computers, 77, 147
Dell, M., 147
Delta Petroleum, 12
DeNisi, A. S., 33, 225, 261
Denny, A. T., 292
Denver International Airport, 65
de Pontbriand, R., 194
Developmental achievements,
form, 132, 133t
Developmental activities, 200–203, 202t
Developmental plan. See also Personal
developmental plans
form, 202f
job performance, 47
meeting, 144, 248
Developmental purpose, 16
Development Dimensions, International
(DDI), 8b, 208t
Diageo, London, 205b
Dierdoff, E. C., 166
Dilbert, mission statement
generator, 83
Dipboye, R. L., 194
Direct supervisor. See Supervisors
Disability Discrimination Act
of 1995, 284
Disciplinary process, 245–248
pitfalls, 247–248
Discover Financial Services, 47b
Disney Consumer Products/
Studio, 126
Disparate treatment, 283
Documentation, 48
performance, 237, 238t
Documentational purpose, 17
Dollar General, 97b
Dong-A Ilbon newspaper, Korea, 23
Donovan, M. A., 129
Dow Agrosciences, LLC, 289
Drohan, W., 85
Drucker, P. F., 1
Duarte, N. T., 194
Dubbs, N., 313
Duke University, 302–303
Duke University Health Systems
(DUHS), 310–311
Duncan, K. D., 292
Durham, C. C., 129
E
Eaton, R., 256
Eddy, E. R., 36
Edison, T., 90
Einstein, W. O., 297, 313
Elicker, J. D., 36
Ellis, K., 105, 224
Elms, H., 314
Embley, K., 85
Employee
burnout, 9, 9t
comments, form, 132, 133t
development plan. See Personal
developmental plans
Employment at will, 281
Employment Equality (Religion or
Belief) Regulations 2003, 284
316 Index
Employment Equality (Sexual
Orientation) Regulations 2003, 284
ENSR, development services, 51b
Environmental analysis, 65–68, 81
external factors, 66
external vs internal factors,
67–68, 67t
internal factors, 67
Equal Employment Opportunity
Act of 1972, 284
Equal Pay Act of 1963, 284
Equal Pay Act of 1970, 284
Erdogan, B., 35
Erez, A., 314
Erickson, P. B., 57
Ericsson, K. A., 90
Esen, E., 34
Ethicality, 22, 30
Evaulative performance, 88, 100
External environment, 65, 67t
F
Facteau, J. D., 167
Fairness, 5, 9, 21, 30, 280–281
Fandray, D., 33, 35
Farr, J. L., 260
Febles, M., 104
Federal Express, 149
Feedback, 48, 51
coaching, 239–242
coaching process, 234f
effective, 242t
enhancement, 240
gap, 244
negative, 244–245
praise, 243–244
Feren, D. B., 292
Field, T., 245
First impression error, 179, 180t
Fiscal year cycle reviews, 143–144
Fischer, B., 90
Fisher, C. D., 85
Fishwick, F., 85
Flaubert, G., 87
Fletcher, C., 167
Fletcher, N., 260
Flevoland, City of (Netherlands), 107
Floyd, S. W., 85
FMI Corporation, 34
Forced distribution, 115t, 116, 117,
117b, 118
performance system, 31
Ford Motor Company, 91
Formal reviews, 143, 144, 155
Foster, P., 260
Fowlkes, J. E., 313
Frame of reference (FOR) training,
180–181, 182, 191
France, performance management, 24
Franke, G. R., 167
Frauenheim, E., 224
French Battery Company, Madison, 70
Frequency, checklist, 119t
Frisch, M. H., 224
Frontier, airline, 65, 66
Fuchs, D., 194
Full potential realization, 74
G
Gabris, G. T., 34
Gadams, R., 282
Gain sharing, 271t
Ganesan, D., 57
Ganzach, Y., 166
Gap analysis, 67–68, 81
Garavan, T. N., 225
Garengo, P., 34
Garretson, C., 224
Garvey, C., 314
Gately, B. (Gatlely Consulting), 209f,
210f, 212f, 213f
Gates, B., 72, 85, 90
Gender, and rater error, 179
General Electric (GE), 113b, 116,
117b, 231
General Mills, 197b
Georgia, State of, Department of
Human Resources, 312–313
Gerhart, B., 292
Gerhart, S. L., 292
Germany, performance
management, 24
Ghebregiorgis, F., 292
Ghorpade, J., 58
Gill, J., 261
Gioia, D, A., 167
Glasow, A. H., 195
Goal achievement, 48
Goals, 72–73, 81
consensus on, 75–76
Godwin, J. L., 194
Goffin, R. D., 166, 261
Goldsmith, M., 260, 261
Goodman, J. S., 261
Goodson, J. R., 194
Gowing, M. K., 57
Graber, J. M., 57
Grant, A. M., 260
Graphic rating scale, 123
Greenberg, J., 193
Greene, R. J., 162
Gregory, D., 57
Greguras, G. J., 166–167
Greif, O., 70–71
Greif’s vision statement, 71–72
Grocery retailer appraisal form,
140–143, 157–158
Grossman, J. H., 58
Grote, D., 57, 58, 105, 128, 129, 166,
193, 194, 262, 292
Group incentives, 270
Growth, team performance, 305
Gruenberg, M. M., 292
Guidance, coaching, 229
H
Hackman, J. R., 313
Hahn, J., 35, 291
Hallmark, 235b
Hall, R. J., 36
Halo error, 178, 180t
Halogen Software, 207t
Hamilton Standard Commercial
Aircraft, 143
Hanson, M., 104
Harley-Davidson, Inc., 73, 82–83, 85
Harper, S., 194
Harvey, R. D., 167
Hauenstein, N. M. A., 194
Hazlett, S., 35
Health care/medical insurance, 13
Heath, L., 313
Hedge, J. W., 34, 104
Heilman, M. E., 194
Hendrickx, M., 261
Heneman, R. L., 105, 292–293
Henneman, T., 293
Hennessy, J., 129
Hewlett Packard, 268
Hgigson, M., 205
Holland, K., 33, 129, 193, 260
Hollenbeck, J. R., 314
HomeLoanCenter.com, 99b
Hoogenboezem, D. B., 128
Horowitz, V., 90
Human resources (HR)
and PM, 23, 26, 80–81
practices, 90
professional organization, 201
strategic planning, 74–75, 78
training program pilot
testing, 184
Humphrey, S. E., 314
Hunt, J. M., 260
Hyatt, J., 314
I
Iacocca, L., 256
IBM Corporation, 6, 68, 91
Identity developmental resources/
strategies, coaching process, 234f
Ihrke, D. M., 34
Ilgen, D. R., 314
Illegal discrimination, 283, 291
Illies, R. I., 129
Inclusiveness, 21, 30
Income protection, 12–13
India, performance management, 25
Inflated ratings, 151, 153t
Informal performance discussions, 144
Informational purpose, 16
Information sources, performance
review, 146–150, 156
Information Technology Project
Manager, competencies, 113–114
Institute of Personnel and Development
(IPD), 280
Index 317
Intentional rating errors, 150–153,
177–178, 180t
prevention, 153–154, 164–165
Internal environment, 66, 67t
Interviews, job analysis, 40
Involvement, feedback, 239
IRI Consultants to Management, 208t
Ivancevich, J. M., 129
J
Jacobs, R., 260
Japan, performance management, 25
Jaramillo, F., 167
Jelley, R. B., 166, 261
Job analysis, 40
descriptions, 41b, 44b–45b
exercise, 55
questionnaires, 41
Job criteria clarification, 5
Job description, 40b, 44b–45b,
76, 77b, 78b
generic, 43
strategic planning, 62f, 76–77
Job dissatisfaction, 9, 9t
Johnson, P., 59
Johnsonville Foods, Wisconsin, 145
Johnston, J., 35
Jones, E., 104
Judge, T. A., 129
K
Karsten, L., 292
Kay, I., 224
Keeping, L. M., 34, 36
Kelda Group, UK, 73b
Kelley, D., 34
Kelly, S., 194
Kendra, K. A., 129
Kennedy, C. R. Jr, 85
Kerr, S., 292
Key accountabilities, 46
Key Bank, Utah, 63–64, 64f, 74
Kiger, P. J., 260
Kikoski, J. F., 58
Kimberly-Clark, 23
Kinicki, A. J., 261
Kirkpatrick, D. L., 36, 128, 262
KLA-Tencor Corporation, 204
Klayman, N., 166
Kleingfeld, A., 193, 314
Klimoski, R. J., 261
Kluger, A. N., 33, 166, 225, 261
Kmart Corp, 15b
Knowledge
accounting, BARS measurement,
124
definition, 40, 44b
Knowledge, skills, and abilities (KSAs)
competencies, 112, 125
job analysis, 40, 45, 53, 56
strategic planning, 74, 75, 76, 81
team performance, 300, 302
Kraiger, K., 166
Kuvaas, B., 34
L
LaChance, S., 58
Lake Federal Bank, Indiana, 274
Lammlein, S. E., 34
Lance, C. E., 166, 260, 313
Latham, G. P., 293
Laumeyer, J. A., 261
Lawler, Ed, 118
Lawler, E. E., 193, 292
Laws affecting, PM, 284–285
Lazear, E. P., 292
Leadership
competencies, 113b
teams, 300
LeBlanc, A. C., 261
Legal discrimination, 283
Legal factors, strategic planning, 66
Legal principles, PM, 281–283, 285t
Leniency error, 178, 180t
Levenson, A. R., 129
Levy, P. E., 34, 36
Lewin, D., 34
Lewis, A. B., 15b
Likert, R., 294
Litigation
protection, 5
risk, 9, 9t
Locander, W. B., 167
Locke, E. A., 224, 261, 292
Lockheed Martin Corporation, 49
London, M., 35, 58, 166, 194, 224, 261
Longenecker, C. O., 167
Long-term incentives, 11–12
Loop Customer Management, 73b
Lovegrove, I., 167
Luthans, F., 224, 292
Lutz, B., 256
Lyons, L. S., 226, 260
M
Mabey, B., 129
MacBryde, J., 314
Major achievements and contributions,
form, 132, 133t
Maloney, R., 224
Malos, S. B., 293
Management by objectives (MBO), 107
Management Standards Centre, UK, 4,
6, 48
Management support, PM system, 79
Managers. See also Supervisors
insight, 4
resource demand, 9, 9t
Manz, C. C., 194
Marks, M. A., 314
Martey, A. K., 57
Martineau, J., 58, 224
Martin Marietta Corporation, 49
Masterson, S. S., 35
Mathewson, H. M., 281
Maurer, T. J., 224
McAdam, R., 35
McCaleb, V. M., 292
McCarthy, A. M., 225
McCloy, R. A., 104
McDonald, P., 66
McGourty, J., 313
McGregor, D., 262
McGregor, J., 129
McKee-Ryan, F. M., 261
McNealy, S., 13
Meadows, M., 85
Meaningfulness, 20, 29
Measurement challenges, 99
Mechanical strategy, performance
score, 140, 162–163
Medical insurance, 13
Mendibil, K., 314
Mercer consulting, 23b
Merit pay, 11
Merit/salary review, 144, 249
Merrill Lynch, 3
Mexico, performance management
in, 24
Meyer, C., 314
Microsoft Corporation, 72, 74, 85, 90,
110, 117
Microsoft Training and Education
(MSTE), 74, 76, 78b
Milcovich, G. T., 34
Milliman, J. F., 166, 167
Milstead, D., 34
MindSolve, 208t
Minette, K. A., 292
MiniMicrosoft, blog, 117
Minne, M. R., 167
Misleading information, 8, 9t
Misrepresentation, 282
Mission, 69–70, 81
characteristics, 82
components, 69–70
statement, 64, 69, 81, 83t
Mitche, D. R., 224
Mone, E. M., 194
Moore, C., 293
Moore, D. R., 314
Morgan, A., 224
Morgan Stanley, 47b
Morgeson, F. P., 224
Morhman, A. M., 193
Most valuable performer (MVP), 304
Motivation, 89, 89t, 91, 100
decreased, 8, 9t
increased, 4, 6
Motorola, Tianjin, China, 307
Motowidlo, S. J., 104
Moullakis, J., 262
Multidimensional performance, 88, 100
Mulvaney, R. R. H., 194
Mumford, T. V., 224
Murphy, J. H., 167
318 Index
Murphy, K. R., 104, 167
Murphy, R. E., 35
MySQL, 305b
N
Nadler, S. S., 167
Nankervis, A. R., 34
Naquin, C. E., 313
NASA Mars Exploration Rover Mission
program, 95–96
Nason, S., 292
National Service of Occuptional
Training in Industry (Senati),
Peru, 23
NCCI Holdings, Inc. Boca Raton, 230
Neck, C. P., 194
Negativity error, 179, 180t
Negligence, 282–283
Nelson, B., 261
Network Solutions, Inc., 31–32
Network teams, 297
Newman, J. M., 34, 293
Noonan, L. E., 194
Norfolk State University
(NSU), 75, 85
Norman, C. A., 166, 167
Nucor Corporation, 272b
Nudurupati, S., 34
Nurse, L., 260
O
Objectives
characteristics, 110t
identification, 109–110, 126
performance planning, 46
Objective setting meeting, 145, 249
Observation, 48
Observation/documentation
developmental behaviors, coaching
process, 234f, 235–238
Occupational Informational Network
(O*NET), 43, 44b
O2 Ireland, mobile phone operator, 94
Old Dominion University, 220
Omega, Inc., 55
Ones, D. S., 105, 167
Online implementation, 188–189
Openness, 22, 30
Organization(al)
change, facilitation, 6
citizenship, 91
culture, strategic planning, 67
goals, clarification, 5
maintenance purpose, 16–17, 18t
PM alignment, 2, 3
size, strategic planning, 67
strategic planning, 62f
structure, strategic planning, 66
Organization’s human capital, 81
Outcomes
beyond individual control, 95
distant future, 95–96
Owen, C., 166
Ownership, assessment, 50
P
Paired comparisons, 115, 115t
Panoramic Feedback, 207t
Panzer, F. J., 314
Parker, D. F., 193
Parker, R. S., 57
Parkinson, J. R., 58
Past performance, 51–52
Patel, D., 57
Paychex, Inc., 102–103
Pay. See also Compensation; Returns
classification method, 277–278
in context, 272–276
job evaluation, 277–279
structures, 276–280
Peers, performance information, 146
Peiperl, M. A., 225
Pemerl, D. E., 194
Penner, L. A., 104
Pennington Performance Group, 6
Pennington, R., 6
Pennington, R. G., 34
Pension plans, 13
Performance
appraisal, 3
assessment, 49–50, 51b
data sharing, 48
definition, 88
determinants, 89–91, 89t
dimensions, 91–94
disagreement, performance
information, 149–150
execution, 48–49, 49t
factors influencing, 91
feedback, 48
identification, 20
information collection, 49
measuring, 95–98, 102, 112–124
planning, 46–47, 47b
problems, 90
renewal and recontracting,
52–53
subordinates, 147
Performance management (PM)
aims of, 14–18, 18t
characteristics, 18–22, 22t
contribution, 4–8, 7t, 8b
definition, 2–4
design choices, 78
disadvantages of poor system,
8–10, 9t, 10b
global phenomenon, 24–26. See
also specific countries
and human resources, 23, 26
ideal vs. actual case study, 28–30
judgmental strategy, performance
score, 140, 162–164
laws affecting, 284–285
legal principles, 281–283, 285t
ongoing monitoring and
evaluation, 185–188
performance planning, 46–47
preparation, 169–170
prerequisites, 38–45
process, 39f, 55, 301f
and productivity, 23b
purposes, 14–15, 18t, 27
and reward systems, 263–291
rollout, 185b
support building, 79–80
system evaluation, 192
team performance, 298–308
vs. performance appraisal, 3,
26, 32–33
Performance review, 50–52
disagreement, 149–150
distortion, 150–154, 156
forms, 133f–136f, 140f–141f
information sources, 146–150, 156
meetings, 144–145, 145b, 248–253,
307
preparation, 48
rater training, 119–154, 176–177
rating, 138–142
steps, 52b
teams, 303–306
Performance standards, 46–47
characteristics, 112t
examples, 112
identification, 109–110, 124
Personal developmental plans, 196,
197b, 219
activities, 200–203, 201t
content, 199
form, 202f
implementation success factors,
205t
meeting, 144, 248
needs and goals form, 132, 133t
objectives, 197–199
360-degree feedback systems,
206–218
Personality, and rater error, 179
Personal relationship formation, 13
Personnel Decisions International, 208t
Persuader, coaching style, 233
Peterson, D. B., 260
Peterson, S. J., 224, 292
Peters, T., 34
Petosa, S., 167
Pettijohn, C. E., 57
Pettijohn, L. S., 57
Pfau, B., 224
Pfeffer, J., 292
Phelps Dodge Mining Company, 307
Piccolo, R. F., 129
Piece rate, 270, 271t
Pierce, C. A., 35
Pilot testing, PM system, 184–185, 191
Plamondon, K. E., 129
Pogson, C. E., 261
Index 319
Point method, pay structure,
277–278, 279
Political factors, strategic planning, 66
Poon, J. M. L., 129
Poor performance diagnosing, 101
Porras, J. I., 85
Practicality, 19, 29
performance assessment tool, 123
Praise, coaching, 243–244
Prerequisites, 38–45
Primacy error, 178, 180t
Procedural knowledge, 89, 89t,
90, 91, 100
Processes, strategic planning, 67
Process, PM, 39f
Productivity, 23b
Profit sharing, 271, 271t
Project teams, 296
Prosocial behaviors, 91
Prussia, G. E., 261
Pulakos, E. D., 129, 194
R
Race, rater error, 179
Race Relations Act of 1976, 284
Rahman, S. A., 58
Ramsey, W., 166
Ranking method, pay structure, 277,
279
Rater errors, 180t
Rater error training (RET), 153–154,
177–180, 183, 191
content areas, 176t
Rater motivation, 150–153, 150f
Rating system clarity, 9, 9t
Ravden, D., 167
Rayovac Corporation, 70
Real-world implementation, 28
Recency error, 178, 180t
Recognition, 274
Recontracting, 52–53
teams, 307–308
Recruitment and hiring, 23
Reference group comparison, 360-
degree feedback system, 210f
Regulation compliance, 5
Reilly, R. R., 224, 313
Reinforcement, 49
Relational returns, 10, 13–14, 14t, 27.
See also Recognition
Relevancy, appraisal forms, 137, 138t
Reliability, 20, 29
Renard, M. K., 35
Renewal, 52–53
teams, 307–308
Repetitive tasks, 97
Resnick-West, S. M., 193
Resources, 49
Results approach, 96–99, 99b, 101–102
measurement, 107–112
vs. behavior approach, 98t
Results, job performance, 46–47
Retirement benefits, 13
Returns. See also Pay
relational, 10, 13–14, 14t, 27
tangible, 10–14, 14t
Review cycle, 48
Rewards, 273–276, 275t, 276b
team performance, 307–308
Reward systems, 10–14
Reyna, M., 224
Ridge intellectual, 221
Right Management Consultants, 217
Risher, H., 292
Robie, C., 167
Rodenbough, D., 260
Rodriguez, D., 57
Rogers, B., 58
Roomkin, M., 313
Rosen, S., 313
Roth, H. A., 291
Rousseau, V., 314
Ruiz, G., 36
Rynes, S. L., 292
S
Salamander, forced distribution system,
118
Salaried employees, 11
Salas, E., 313
Sales commissions, 270, 271t
Sanchez, J. I., 261
SAS Institute, 276
Savoie, A., 314
Schein, E. H., 260
Schleicher, D. J., 167
Schmidt, F. L., 105, 167
Schmit, M. J., 104
Schoenfeldt, L. F., 85
Schraeder, M., 224
Schulz, B., 166, 167
Scott, J. C., 194
Scott, S. G., 297, 313
Scullen, S. E., 129
Sears, Roebuck & Co, 15b, 270
SELCO Credit Union, 17
Self-appraisal, 50
confidentiality, 148
formal reviews, 144, 249
Self-control, teams, 300
Self-esteem
increase, 4
lowered, 8, 9t
Self-funding rewards, 308
Self-insight, 5
Self-leadership (SL) training, 182–183,
191
Self, performance information, 148
Semiannual reviews, 143, 155
Service teams, 296
Serwer, A., 167
Seven-point scale, checklist, 119t
Severity error, 178, 180t
Sex Discrimination Act of 1975, 284
Shaw, J. B., 85
Shaw, K. N., 128, 292
Shelton, D., 166
Shiarella, A. H., 104
Shore, T. H., 58
Short-term incentives, 11, 12b
Siegel, L., 129
Siemens, 3
Signatures, form, 132, 132t
Silverman, S. B., 261
Similar-to-me error, 177, 180t
Simmering, M. J., 292
Simmons, J., 167
Simple rank order system, 115, 115t
Simplicity, appraisal forms, 137, 138t
Sims, H. P., 167
Sims, R. R., 224
Singletary, M., 292
Sin Yu, 177
Situational constraints, coaching, 236
Skattebo, A. L., 167
Skill-based pay, 271, 271t
Skilled behaviors, 97, 101
Skills, definition, 40, 44b
Smither, J. W., 35, 105, 224, 285
Smith, K. G., 261
Smith, M. A., 293
Smith, M. L., 260
Smith, W. J., 194
Social factors, strategic planning, 66
Social Security Administration, 11
Society for Human Resource
Management, 201
Sonoco Products, 214
Sorting effect, 266
Spear, K. I., 260
Spears, M. C., 193
Specificity, 20, 29
Spectrum Brands, 70
Spillover error, 179, 180t
Spinks, N., 167
Sprint Nextel, 96b
Stahl, G., 34
Stakeholder input, form, 132, 133t
Stamoulis, D. T., 194
Standardization, 22, 30
Stapleton Airport, Denver, 66
Stauffer, J. M., 194
Steinbeck, John, 130
Stereotype error, 179
Stewart, G. L., 194
Stober, D. R., 260
Stock options, 11
Stock sharing, 272
Stone, D. L., 36
Stone-Romero, E. F., 36
Strategic congruence, 19, 29
Strategic planning, 60, 63, 65, 73–74
competitors, 66
consensus on, 75–76
economic factors, 66
individuals, 62f, 77–79
320 Index
job descriptions, 76–77
and PM, 61–64, 62f
PM alignment, 64f
purposes, 61t
teams, 77–79
unit level, 74–75
Strategic purpose, 15
Strategies, 73–74
Stringer, R., 224
Sturman, M. C., 292
Sulsky, L. M., 194
Sumlin, R., 34, 36
Sun Microsystems, 13
Supervisors
performance information, 146–147
performance review meetings,
248–253
role in development planning,
202–203, 205b
Suppliers, 66
Support, coaching, 229
Surface, E. A., 166
Swinney, J., 56
Synygy, Inc., 143
System inauguration, 144, 249
T
Taggar, S., 314
Talbott, S. P., 166
Talent management, 23
Tamkins, M. M., 194
Tangible returns, 10, 13–14, 27
Taplin, L. J., 129
Target Corporation, 108, 112
Tashchian, A., 58
Task performance, 91–94, 92t,
96b, 100
vs. contextual performance, 102
Tasks
job analysis, 40, 41
strategic planning, 75, 76, 81
Taylor, C., 292
Taylor, M. S., 35
Taylor, S., 261
Teams
collaboration, 300
definition, 295
strategic planning, 62f, 77–79
types, 296–298, 297f
Team-based rewards, 307, 312
Team performance, 295–296
assessment, 304–305
effectiveness, 304
efficiency, 304
execution, 303
learning, 305
management, 298, 303b, 305b,
306b, 310–312
member satisfaction, 305
planning, 302–303, 310
renewal and recontracting,
306–307
review, 305–306
rewards, 307–308
Teamwork
contingent pay, 270, 272t
and ranking, 117
Technological factors, strategic
planning, 66
Ted, United Airlines, 66, 85
Teo, S., 57
Termination, 245–248
suggestions, 248
Texas A&M University, 197–198,
199–200
The Limited, Inc., 98
Thierry, H., 293, 314
Thomas, A. L., 105
Thomas, S. L., 34
Thoroughness, 19–20, 29
360-degree feedback systems, 206–218,
217b, 220
advantages, 213–215, 214t
characteristics, 215–218, 217t
competencies information, 208
development summary, 211, 212f
evaluation, 220
executive overview, 209f
improvement suggestions, 213f
reference group comparison, 210f
risks, 215
vendors, 207t–208t
Threshold competencies, 112
Time constraints, coaching, 235
Time orientation, appraisal forms, 138,
138t
Timpe, A. D., 261
Tindale, S. R., 313
Title VII of the Civil Rights Act of
1964, 283
Toegel, G., 224
Toto, J., 260
Towner, N., 225
Tractors, Inc., 291
Tracy, K. B., 35
Traditional reward sytem, 264–265
Training and education, 74
Training programs
FOR, 180–181, 182
BO, 181–182
raters, 176–177, 191
RET, 177–180, 183
SL, 182–183
Trait approach, 99–100
Travel allowance, 13
Trevor, C. O., 292
Trust, coaching, 236
TRW Automotive, Inc., 92
Turkey, performance management, 25
Turner, T., 34
Turnley, W. H., 104
Turnover, 8, 9t
Twain, Mark, 168
2020 Insight Gold, 208t
2+2 performance appraisal
model, 239
Tyler, K., 224, 261
Tynan, R. O., 313
U
Unintentional rating errors, 150–153,
177, 178–179, 179t
prevention, 152–154, 164–165
United Airlines, 66
United Kingdom, Patent Office, 211
United Kingdom, performance
management in, 24
Unit level
organizational alignment, 84
strategic planning, 62f, 74–75
University of Alberta, Canada, 12
University of California at San Diego
(UCSD), 302
University College of Tun Hussein
Onn, Malaysia, 23
University of Ghana, 56
University of North Carolina, 174–175,
175b–176b
Updates, 48
U.S. Department of Defense (DOD),
41b, 76, 77b
U.S. Department of Justice, Senior
Executive Service (SES), 171
U.S. Department of Transportation
(DOT), 127–128
Useem, J., 166
Usefulness, performance assessment
tool, 124
U.S. Office of Personnel Management
(OPM), 171, 173
Utrecht, City of, 107
V
Validity, 20, 29
Vance, C. M., 260
Van der Flier, H., 167
Van Der Stede, W. A., 129
VandeWalle, D., 57
Van Dyke, Dick, 80
Van Hooft, E. A. J., 167
Van Scotter, J. R., 104
Van Sliedregt, T., 293
Van Tuijl, J., 193, 314
Van Vijfeijken, H., 314
Varela, J. A., 104
Variable pay, 11
Venice, City of, 20
Vilkinas, T., 194
Villanova, P., 193, 194
Vision, 70–72, 81
statement characteristics,
82. See also Greif’s vision
statement
statement qualities, 71–72, 72t
Viswesvaran, C., 105, 167
Voskuijl, O. F., 293
Index 321
W
Wageman, R., 313
Waitley, Denis, 106
Waldron, Hicks, 266
Walker, A. G., 105
Wallen, A. S., 194
Wallis, D., 292
Walt Disney Company, 126
Walther, F., 261
Warr, P., 129
Washington State Patrol, 184–185, 188
Watkins, T., 261
Watson Wyatt, consulting firm,
4, 215, 227
Weights, performance score, 141–142
Weintraub, J. R., 260
Welch, Jack, 116, 231, 232, 263
Wells, B., 167
Wells, S. J., 292
Werner, J. M., 293
Western Electric, 237
Whataburger, Inc., 303
Whitney, K., 57
Wiggins, S., 166, 167
Wikipedia, 306b
Williams, J. R., 193
Wilson, J. P., 205
Wilson, N., 85
“Winning culture”, 79
Witherspoon, R., 261
Woehr, D. J., 166, 260, 313
Wood, R. E., 167, 261
Woods, Tiger, 90
Work environment, 91
Workforce planning, 23
Work/life focus, 13
Worklog, 305
Work teams, 297
Wright, A., 129
Wu, B. J., 261
X
Xerox Captial Services
(XCS), 113b
Y
Yahoo! Inc., 116b
Yuhan-Kimberly, South Korea, 23
Yunbongje, 25
Z
Zawacki, R. A., 166, 167
Zhu, C., 292
Zwahr, M., 194
322 Index
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