Aguinis pm3 tif 05 Human Resource Management: Quản trị nhân sự nâng cao - Tài liệu tham khảo | Đại học Hoa Sen

Chapter 5
Chapter 5—Measuring Results and Behaviors True/False Questions 5.1
Key accountabilities are the broad areas of a job for which the employee is
responsible for producing results.
(Suggested points: 2, [5.1]) 5.2
Performance standards are statements of important and measurable outcomes.
(Suggested points: 2, [5.1]) 5.3
After determining the accountabilities of a particular job, the next step in
measuring results is to determine specific objectives.
(Suggested points: 2, [5.1]) 5.4
Good objectives are set in stone and will not change throughout the performance review period.
(Suggested points: 2, [5.3]) 5.5
Good performance standards are related to the position, concrete, specific,
measurable, practical to measure, meaningful, realistic, achievable, and reviewed regularly.
(Suggested points: 2, [5.4]) 5.6
Differentiating competencies are competencies that allow us to distinguish
between average and superior performers.
(Suggested points: 2, [5.5]) 5.7
An indicator is a behavior that suggests whether a particular competency is present.
(Suggested points: 2, [5.5]) 5.8
Absolute systems base the measurement on comparing employees with one another.
(Suggested points: 2, [5.8]) 5.9
Comparative performance measurement systems are better than absolute systems
at controlling for several rater biases and errors.
(Suggested points: 2, [5.7]) 5.10
In an alternation rank order procedure, employees are simply ranked from the best
performer to the worst performer.
(Suggested points: 2, [5.7])
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Part II: System Implementation_____________________________________________________________ 5.11
Behaviorally Anchored Rating Scales (BARS) include graphic rating scales that
use critical incidents as anchors.
(Suggested points: 2, [5.8]) 5.12
Forced distribution encourages teamwork and contextual performance behaviors
and reduces competition within an organization.
(Suggested points: 2, [5.7]) 5.13
The relative percentile method is a type of absolute performance measurement system.
(Suggested points: 2, [5.7])
Multiple-Choice Questions 5.14
A(n) _____________ is a yardstick used to evaluate how well employees have achieved each objective. A. accountability B. results statement C. performance standard D. none of the above
(Suggested points: 2, [5.1) 5.15
Characteristics of good objectives include all of the following EXCEPT: A. Specific and clear B. Spontaneous C. Challenging D. Bound by time
(Suggested points: 2, [5.3]) 5.16
Which of the following characteristics can be used to judge the extent to which an objective has been achieved? A. Quality B. Quantity C. Time D. All of the above
(Suggested points: 2, [5.4]) 5.17
________________ are measurable clusters of KSAs that are critical in
determining how results will be achieved. A. Objectives B. Competencies C. Performance standards D. None of the above
(Suggested points: 2, [5.5])
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Chapter 5 5.18
___________ are competencies that each employee needs to display to do the job
to a minimally adequate standard.
A. Differentiating competencies B. Threshold competencies C. Distinguishing competencies D. None of the above
(Suggested points: 2, [5.5]) 5.19
To understand the extent to which a competency is present, we measure _________. A. indicators B. performance standards C. objectives D. none of the above
(Suggested points: 2, [5.6]) 5.20
________________ systems base the measurement on comparing employees with
a prespecified performance standard. A. Comparative B. Subjective C. Absolute D. Results
(Suggested points: 2, [5.8]) 5.21
In this type of comparative system, employees are apportioned according to an
approximately normal distribution. A. Simple rank order B. Paired comparisons C. Alternative rank order D. Forced distribution
(Suggested points: 2, [5.7]) 5.22
All of the following are examples of absolute systems EXCEPT:
A. Essay comparing the employee to other team members
B. Essay identifying employee strengths and weaknesses C. Graphic rating scales D. Critical incidents
(Suggested points: 2, [5.8]) 5.23
The use of _________________ ensure that the response categories are clearly
defined, that interpretation of the rating by an outside party is clear, and that the
supervisor and employee also understand the rating. A. essays B. graphic rating scales C. critical incidents D. all of the above
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Part II: System Implementation_____________________________________________________________
(Suggested points: 2, [5.8]) 5.24
Broad areas of a job for which the employee is responsible for producing results
are called ___________________. A. responsibilities B. performance standards C. results D. key accountabilities
(Suggested points: 2, [5.1]) 5.25
Statements of important and measurable outcomes are called _______________. A. key accountabilities B. performance standards C. objectives D. yardsticks
(Suggested points: 2, [5.1]) 5.26
A yardstick used to evaluate how well employees have achieved each objective is
called ____________________________. A. a performance standard B. a key accountability C. results D. responsibilities
(Suggested points: 2, [5.1]) 5.27
Good objectives should have which of the following characteristics? A. Creativity B. Prioritized C. Open ended D. Set in stone
(Suggested points: 2, [5.3]) 5.28
Which of the following is characteristic of good performance standards? A. Concrete B. Realistic C. Reviewed regularly D. All of the above
(Suggested points: 2, [5.4]) 5.29
Competencies are composed of which of the following? A. Knowledge B. Abilities C. Skills D. All of the above
(Suggested points: 2, [5.6])
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Chapter 5 5.30
Differentiating competencies are:
A. Those which allow us to distinguish between poor and average performers
B. Those which allow us to distinguish between acceptable candidates and unacceptable candidates
C. Those which allow us to distinguish between average and superior performers D. None of these is correct
(Suggested points: 2, [5.5]) 5.31 Threshold competencies are:
A. Those which allow us to see the threshold between good and poor performers
B. Those which allow us to see the threshold between average and superior performers
C. Those which must be attained in order to get an annual bonus
D. Those which everyone must display in order to do the job at a minimally adequate level
(Suggested points: 2, [5.5]) 5.32
What are the two types of systems used to evaluate competencies? A. Evaluative and Projective B. Comparative and Absolute C. Absolute and Evaluative D. Projective and Comparative
(Suggested points: 2, .5[5.7], .5[5.8]) 5.33
All of the following are disadvantages of comparative systems EXCEPT:
A. Competitive behaviors may become a problem
B. Relative distance between employees’ performance is unclear
C. Higher risk of leniency, severity, and central tendency biases D. Risk of legal issues
(Suggested points: 2, [5.7]) 5.34
Use of simple rank order, alteration rank order, and relative percentile would be
most appropriate in _____________ systems of evaluating competencies. A. declarative B. absolute C. projective D. comparative
(Suggested points: 2, [5.7])
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Part II: System Implementation_____________________________________________________________ 5.35
When raters are asked to consider all ratees at the same time and to estimate the
relative performance of each by using a 100-point scale, which method are they using? A. Forced distribution
B. Behaviorally anchored rating scales (BARS) C. Simple rank order D. Relative percentile
(Suggested points: 2, [5.7]) 5.36
When supervisors select (in order) the best performer, then the worst performer,
then the second best performer, then the second worst performer, and so forth,
alternating between top and bottom until the list is completed (and they meet in
the middle), they are using which measurement method? A. Paired comparisons B. Alternation rank order C. Random assignment D. Relative distance
(Suggested points: 2, [5.7]) 5.37
Use of essays, critical incidents, and graphic rating scales would be most
appropriate in a(n) ______________ system of evaluating competencies. A. declarative B. absolute C. projective D. comparative
(Suggested points: 2, [5.8]) 5.38
Gathering reports of situations in which employees performed behaviors that were
especially effective or ineffective in accomplishing their jobs is an example of
__________________________________.
A. a critical incident approach B. an essay approach C. a comparative approach D. a direct report approach
(Suggested points: 2, [5.8]) Essay-Type Questions 5.39
Define and distinguish between accountabilities, objectives, and standards.
Describe the critical steps in adopting a results approach to measuring performance.
(Suggested points: 5, .25[5.1], .25[5.2], .25[5.3], .25[5.4])
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Chapter 5 5.40
Explain the difference between absolute and comparative systems. What are the
advantages and disadvantages to each type of system?
(Suggested points: 5, .5[5.7], .5[5.8]) 5.41
Discuss the questions that one must be able to answer when adopting a results approach.
(Suggested points: 2, [5.1]) 5.42
Explain why accountabilities are determined.
(Suggested points: 2, [5.2]) 5.43
List the characteristics of good objectives.
(Suggested points: 2, [5.3]) 5.44
List the four characteristics necessary of a useful standard, and give an example of
each characteristic using the following standard as an example: Increase sales
from $15,000 to $22,000 by December 1st at a cost not to exceed $3,000.
(Suggested points: 2, [5.7]) 5.45
Explain the difference between a threshold competency and a differentiating competency.
(Suggested points: 2, [5.2]) 5.46
Discuss the three aspects of specific objectives that can be used to judge the
extent to which an objective has been achieved.
(Suggested points: 3, [5.3]) 5.47
List the characteristics of good performance standards.
(Suggested points: 2, [5.4]) 5.48
To understand the extent to which an employee possesses a competency, we
measure indicators. Explain the term indicator.
(Suggested points: 2, [5.6]) 5.49
List the components that must be present when describing a competency.
(Suggested points: 2, [5.6])
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Part II: System Implementation_____________________________________________________________ 5.50
Identify and explain five comparative measurement systems.
(Suggested points: 3, [5.8]) 5.51
Describe the advantages and disadvantages of using the various absolute evaluation approaches.
(Suggested points: 3, [5.8])
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Chapter 5 Answers 5.1 T 5.2
F: Objectives are statements of important and measurable outcomes. 5.3 T 5.4
F: Good objectives are flexible. 5.5 T 5.6 T 5.7 T 5.8
F: Comparative systems base the measurement on comparing employees with one another. 5.9 T 5.10
F: In a simple rank order system, employees are simply ranked from the best
performer to the worst performer. 5.11 T 5.12
F: A forced distribution method may discourage contextual performance
behaviors and teamwork and may increase competition within an organization. 5.13
F: Relative percentile is a type of comparative performance measurement system. 5.14 C 5.15 B 5.16 D 5.17 B 5.18 B 5.19 A 5.20 C 5.21 D 5.22 A 5.23 B 5.24 D 5.25 C 5.26 A 5.27 B 5.28 D 5.29 D 5.30 C 5.31 D 5.32 B 5.33 C 5.34 D 5.35 D 5.36 B 5.37 B 5.38 A
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Part II: System Implementation_____________________________________________________________ 5.39
Key accountabilities are broad areas of a job for which the employee is
responsible for producing results. Objectives are statements of important and
measurable outcomes. Finally, 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
regarding, for example, quality, quantity, cost, and time.
The first step in determining accountabilities is to collect information about the
job. 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.
Once the accountabilities are identified, we need to determine their relative degree
of importance and specific objectives. The purpose of establishing objectives is to
identify a limited number of highly important 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, and rewards should be allocated to employees according to whether
they have reached their objectives. Once accountabilities and objectives have
been determined, the next step is to define performance standards. Standards can
refer to various aspects of a specific objective including quality, quantity, and time. 5.40
Comparative systems base the measurement on comparing employees with one
another. Advantages of using relative measurement methods include: these types
of measurement procedures are usually easy to explain, decisions resulting from
these types of systems are fairly easy and cut and dry, and they tend to control for
several biases and errors made by those rating performance better than absolute
systems. Disadvantages associated with the use of relative systems include:
employees usually are compared only in terms of a single overall category, and
we don’t have information on the relative distance between employees.
Absolute systems base the measurement on comparing employees with a
prespecified performance standard. Advantages of using absolute systems include:
the essay system has the potential to provide detailed feedback to employees
regarding their performance, behavior checklists are easy to use and understand,
and critical incidents allow supervisors to focus on actual job behavior rather than
on vaguely defined traits. Disadvantages of using absolute systems include:
essays are almost totally unstructured, detailed and useful feedback is difficult to
extract from the numerical rating provided by a behavior checklist, and collecting
critical incidents is very time consuming. 5.41
When adopting a results approach, one must be able to answer the following questions: 
What are the different areas in which this individual is expected to
focus his/her efforts (key accountabilities)? 
Within each area, what are the expected objectives?
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall