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, [
Trang 1Chapter 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])
Trang 25.11 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])
Trang 35.18 _ 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
Trang 4(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])
Trang 55.30 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])
Trang 65.35 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])
Trang 75.40 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 1 st 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])
Trang 85.50 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])
Trang 95.2 F: Objectives are statements of important and measurable outcomes
5.4 F: Good objectives are flexible
5.8 F: Comparative systems base the measurement on comparing employees with one
another
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
Trang 105.39 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?
Trang 11 How do we know how well the results have been achieved (performance standards)?
5.42 Accountabilities are determined to identify a limited number of highly important
results that, when achieved, will have a dramatic impact on the overall success of the organization
5.43 Good objectives have the following characteristics They are:
Specific and clear
Challenging
Agreed upon
Significant
Prioritized
Bound by time
Achievable
Fully communicated
Flexible
Limited in number
5.44 Standards must include an action (increase), the desired result (to $22,000), a due
date (by December 1 st ), and some type of quality or quantity indicator (the
increase in sales from $15,000 to $22,000 and at a cost not to exceed $3,000).
5.45 There are two types of competencies: differentiating and threshold Differentiating
competencies are those that allow us to distinguish between average and superior performers Threshold competencies are those that everyone needs to display to
do the job at a minimally adequate standard In other words, the difference is that threshold competencies are essential in order to perform a job, whereas
differentiating competencies will distinguish the top performers from the rest
5.46 When judging the extent to which an objective has been achieved, the following
three aspects of the specific objective should be considered in comparison to what was expected:
Quality—in terms of how well the objective was achieved
Quantity—in terms of how much of the objective was achieved, how many objectives were achieved, how often the objective was achieved, and at what cost the objective was achieved
Time—in terms of due dates, the schedule, cycle times, and how quickly the objective was achieved
5.47 Good performance standards have the following characteristics They are:
Related to the position
Concrete, specific, and measurable
Practical to measure
Meaningful
Realistic and achievable