Term
| What makes selection instruments reliable? Valid? |
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Definition
| An instrument is reliable if it yields consistent scores when a person takes two alternate forms of the test or when he or she takes the same test on two or more different occasions. It is valid if it accurately measures what it purports to measure or fulfills the function it was designed to fill |
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Term
| Validation strategies: criterion |
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Definition
| Criterion validity – a type of validity based on showing that scores on the test (predictors) are related to job performance (criterion). Must demonstrate that those who do well on the test also do well on the job, and that those who do poorly on the test do poorly on the job. |
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Term
| Validation strategies: content |
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Definition
| – a test that is content valid is one that contains a fair sample of the tasks and skills actually needed for the job in question. Example: if selecting students for dental schools, give applicants unks of chalk and ask them to carve something that looks like a tooth. |
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Term
| Correlations between selection measures and job performance |
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Definition
| Review pg. 215 in the book |
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Term
| Signs vs. samples - Sample |
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Definition
| A sample is something that is the same thing and the behavior you are trying to predict. For example, if a person was a good public speaker in the past, they are likely to be a good speaker in the future. |
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Term
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Definition
| Samples are better than a sign, which is a behavior that is related but not the same thing as a sample, like grades in high school |
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Term
| Behavioral consistency theory |
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Definition
| The best predictor of future behavior is past behavior. Good predictors can be found in the job and life experience of job candidates. |
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Term
| Mistakes interviewers make - perceptual errors |
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Definition
Stereotype of ideal candidate – stereotypes usually have no predictive value
Order of the candidates – if weak candidate precedes you, you’re better off (and vice versa)
Similarity bias – finding things similar or in common with you equals higher evaluation of you
Physical attractiveness
Negative information – they put more weight on that negative information |
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Term
| Mistakes interviewers make - Judgmental errors (occurs as interviewers draw conclusions about candidate) |
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Definition
Snap judgments – make up their mind within 4 to 5 minutes, rest of time stop collecting information and just selling on company
Hypothesis testing – make judgments about you at the beginning and spend rest of time to confirm their belief. They pursue a line of questions to corner to that hypothesis/bias
Amount of information – too much small talk and not about the job |
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Term
| Types of interviews: Structured or directive |
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Definition
| following a set sequence of mistakes. Because same questions to all candidates, more reliability and validity and help less talented interviewers conduct better interviews. Increases consistency across candidates, enhances job relatedness, reduces overall subjectivity, and may “enhance the ability to withstand legal challenge” but no potential to pursue points of interest as they develop |
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Term
| Types of interviews: Unstructured or non-directive |
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Definition
| conversational-style interview in which the interviewer pursues points of interest as they come up in response to questions – higher unreliability |
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Term
| How to maximize predictive power of employment interview |
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Definition
| Insert examples about you that showcases your knowledge, skills, and abilities, especially if they’re not trying to get too much information from you |
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Term
| How to design an effective employment interview an effective employment interview |
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Definition
The Structured Situational Interview
1. Job Analysis
2. Rate the Job’s Main Duties
3. Create Interview Questions
4. Create Benchmark Answers
5. Appoint the Interview Panel and Conduct Interviews |
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Term
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Definition
| – you present examinees with situations representative of the job for which they’re applying, and evaluate their responses. They measure job performance directly(p 178-183 of book) |
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Term
| Skills training v. educational training - Educational |
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Definition
| Education type training is used for the acquistion of knowledge or information. The transfer of training is the focus, and effectiveness of this type of program is evaluated by a test of the knowledge gained in the form of knowledge tests. The material is presented at a conceptual level, and there are intangible outcomes. Most appropriate for acquiring new knowledge and concepts |
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Term
| Skills training v. educational training - skills |
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Definition
| Skills training programs are used for acquiring a new set of behaviors that are organized into a skill. Focus is on behavior, easier to identify the tangible outcomes. Evaluate training effectiveness through performance tests |
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Term
|
Definition
| the goal of training and development; an employee who participates in a training program should exhibit the behaviors that were expected to be learned through the program |
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Term
| Advantages/disadvantages of training methods/techniques |
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Definition
• Advantage: When an organization wants its employees to gain new knowledge and skills, it must choose the type of training on the basis of its needs. Again, if it wants to increase employees’ knowledge and conceptual understanding, it would use educational programs; if it wants to increase employees’ skills, it would use skills training programs.
• Disadvantages: Organizations can confuse the training programs: If they use educational program by tracking changed behaviors (performance tests) and evaluate skills training programs through a knowledge test. Thus the evaluation does not match the content learned and thus evaluation unsuccessful. |
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Term
| Training needs assessment approaches - Task Analysis |
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Definition
| A detailed study of the job to determine what KSAs are required to perform the job. (also used when creating new job) |
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Term
| Training needs assessment approaches - Performance Analysis |
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Definition
| conducted on current employees, looking at potential deficits in their performance. Each employee can be examined in terms of his or her performance effectiveness, can address deficits through training. Can do whole group or just those with greatest deficits. |
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Term
| Training needs assessment approach - Organizational Analysis |
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Definition
| A study of the whole organization to determine where the training emphasis should be given changes that the organization needs to make. |
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Term
| Training methods: on the job |
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Definition
| On the job – consists of learning while doing the job. Trainees are put into the job they are training for and they learn while they are performing the job. Advantage: whatever trainees learn, immediately applicable |
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Term
| Training methods: off the job |
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Definition
| Off-the-job learning in a controlled environment. Advantage is the degree of control trainers have over what trainees learn and how they learn it.v |
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Term
| Learning Principles: Motivation |
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Definition
| Should be embedded in ALL training techniques |
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Term
| Learning Principles: Participation |
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Definition
| probably more in on-the-job techniques |
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Term
| Learning principles: Practice/Rehearsal |
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Definition
| The neural pathways which carry this NEW information and behavior in the brain must be REPEATEDLY used to established long term connections between the existing framework and the new information and behavior |
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Term
| Learning principles: Reinforcement |
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Definition
| use reinforcement during learning will ensure new behaviors repeat and become part of trainee’s natural repertoire |
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Term
| Learning principles: Opportunity for feedback |
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Definition
| without it, trainee is not certain what is learned and what is missing. Also helps trainers identify gaps in learning |
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Term
| Learning principles: Meaningful Chunks |
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Definition
| Any subject can be broken down into about SEVEN pieces to be easily digested |
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Term
| Learning principles: Understanding the whole – |
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Definition
| present info to trainees in such a way that they can establish a framework for understanding that can incorporate everything they will learn. |
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Term
| Learning principles: Realism/familiarity |
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Definition
| the more learning occurs within a context that is familiar and is part of a trainee’s reality, the more readily the trainee can relate new information and behavior to their current frameworks. |
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Term
|
Definition
| The learning is incorporated into the work behavior in the work setting; new behavior should be incorporated into a trainee’s daily work behavior |
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Term
|
Definition
| the learning during the training program is generalized to other situation and contexts. |
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Term
| Importance of training objectives and qualities of good objectives |
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Definition
| WHAT needs to be trained depends on what outcomes we expect. Should be realistic, as well. |
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Term
| Qualities of good objectives |
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Definition
Observable – we should be able to see the new behavior manifested
Specific – we can know exactly what we should expect to see
Concrete and behavioral – they have to be tangible and easily recognizable |
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Term
| Gagne’s strategy for designing training content: learning hierarchy |
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Definition
| SUBJECT MATTER can be broken down into its component parts or fundamentals, and these parts could be organized into a hierarchical order from most fundamental to most complex. You start with the most fundamental part (i.e. emotions of Swan Lake) and then move trainees through the hierarchy until they arrive at the point where they can demonstrate the behavioral outcomes desired (solos) |
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Term
| Steps in developing a training program |
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Definition
1.Needs analysis
2.Identify training objectives
3.Design content to meet training objectives
4.Match training techniques to content
5.Evaluate training effectiveness |
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Term
| Training evaluation: reactions |
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Definition
| measures focus on trainees’ satisfaction with the raining program. NOT ADEQUATE measure of effectiveness, only happy sheets |
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Term
| Training evaluation: learning |
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Definition
| measures focus on the degree to which the material was learned. Use of TESTS, but only look at what people retain in their head |
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Term
| Training evaluation: Behaviors |
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Definition
| focus on how behavior has changed on the job. Behaviors measured by supervisors’ ratings of job performance |
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Term
| Training Evaluation: Organizational results |
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Definition
| examine performance improvements for a group or unit that received training. Ultimate goal of training, hard to achieve |
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Term
| Management development techniques: On the Job |
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Definition
Job rotation (moving mgt trainees from dept to dept)
Coaching/Understudy approach (trainee works directly with a senior mgr or with the person he or she is to replace)
Action learning (mgt trainees broken to groups are allowed to work full-time analyzing and solving problems in other depts.) |
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Term
| Management development techniques: Off the Job |
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Definition
case study method (mgr is presented with a written description of org problem to diagnose and solve)
management games (teams of mgrs compete by making computerized decisions regarding realistic but simulated situations)
outside seminars, and role playing university-related programs
behavioral modeling (show trainees right way of doing something in a film are asked to play roles in a simulated situation, and then given feedback), corporate university (company-based method for exposing prospective managers to realistic exercises to develop improved management skills), and executive coaches (an outside consultant who questions the exec’s associates in order to identify the exec’s strengths and weaknesses, and then counsels the exec so he/she can capitalize on strengths and overcome weaknesses) |
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Term
| The importance of determining what the organization values in employees |
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Definition
-Employees pay attention to what you measure, and they focus on the aspects
-Good feedback gives employee sense of pride and significance, and increases the meaningfulness of the appraisal process |
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Term
|
Definition
consists of each of the performance areas/everything that matters to an organization in terms of employee contribution to company success
Work (job) behaviors – include behavior that reflect how the employee produces desired outcomes (i.e. quality of interaction with customers)
Work outcomes – the results of the employee’s efforts (i.e. number of new accounts established) |
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Term
| Types of appraisal instruments: Graphical Rating Method |
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Definition
| The simplest and most popular. Lists a number of traits and rance of performance for each. The employee is then rated by identifying the score that best describes his or her level of performance for each trait |
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Term
| Alternation Ranking Method |
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Definition
| ranking employees from best to worst on a particular trait, choosing highest, then lowest, until all are ranked |
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Term
|
Definition
| ranking employees by making a chart of all possible pairs of the employees for each trait and indicating which the better employee of the pair |
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Term
|
Definition
| similar to grading on a curve; predetermined percentages of ratees laced in various performance categories |
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Term
|
Definition
| keeping a record of uncommonly good or undesirable examples of an employee’s work-related behavior and reviewing it with the employee at predetermined times |
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Term
|
Definition
|
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Term
| Behaviorally Anchored Rating Scale (BARS) |
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Definition
| aims at combining the benefits of narrative critical incidents and quantified ratings by anchoring a quantified scale with the specific narrative examples of a good and poor performance |
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Term
| Management by Objectives (MBO) |
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Definition
| involves setting specific measurable goals with each employee and then periodically reviewing the progress mode |
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Term
| Computer and web-based performance appraisal |
|
Definition
|
|
Term
| Steps to developing performance management system |
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Definition
1. Define the job
2. Appraise performance
3. Feedback sessions
Last page of Perf. Mst. and Mgt. Handout |
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Term
| How to Build an Effective Performance Management System |
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Definition
1. Identify key strategic goals and outcomes for the organization that should be part of every employee’s definition of performance
2. Define performance for each job using both work behaviors and work outcomes
3. Determine the most appropriate performance dimensions for each job from the definition of job performance.
4. Define in behavior terms each performance dimension
5. Construct an evaluation continuum (e.g. rating scale) for each performance dimension with each scale anchored by behavioral examples at each level of effectiveness (e.g. high, avg and low effectiveness)
6. Create a process for administering the performance management system: how performance data are collected; how data are recorded and preserved; how performance data are summarized across sources, methods and time; and how performance appraisal results |
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Term
| Performance Management as a tool for culture change |
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Definition
| Cultural change requires the changing of corporate values -- new notions of what employees view as what they sould or shouldn't do. They can use Lewin's change process (unfreezing, moving, refreezing) to do the change |
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Term
| Two requirements for accurate measurement: ability |
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Definition
1. The manager’s ability to measure accurately. This includes several components:
a. The manager’s knowledge and understanding of the job content based on a systematic job analysis.
b. The manager’s knowledge and understanding of the job’s performance dimensions and each dimension’s performance criteria and expectations.
c. The manager’s opportunity to observe the employee on the job over time and across situations.
d. The manager’s ability to collect reliable and valid information from other sources knowledgeable about the employee’s performance effectiveness.
e. A record of observations and relevant reports to serve as performance data for consideration in the performance review. |
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Term
| Two requirements for accurate measurement: Willingness |
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Definition
The manager’s willingness to measure performance accurately. This includes several components:
a. The establishment of a norm for evaluating performance conscientiously and accurately.
b. Removal of competing demands for appraisal outcomes (e.g., linkages to pay increases).
c. The manager’s skill in dealing with interpersonal conflict over appraisal disputes.
d. The manager’s personal commitment to accurate measurement. |
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Term
| Appraisal methods: Methinks its the same as appraisal instruments |
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Definition
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Term
| The video performance appraisal exercise: the role of the appraiser: Structuring and Controlling the Interview |
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Definition
Structuring and Controlling the Interview - clearly stating the purpose of the interview; maintaining control over the interview; displaying an organized and prepared approach to the interview
vs
Not discussing the purpose of the interview; displaying a confused approach, allowing Whipker to control the interview when inappropriate |
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Term
| The video performance: Obtaining Information |
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Definition
Asking appropriate questions; probing effectively to ensure that meaningful topics and important issues are raised; seeking solid information VS
Glossing over problems and issues; asking inappropriate questions; failing to probe into Whipker's perception of problems. |
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Term
| The video performance: Resolving Conflict |
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Definition
Moving effectively to reduce the conflict between Valva and Whipker; making appropriate commitments and setting realistic goals to ensure conflict resolution; providing good advice to Whipker about his relationship with Valva VS
Discussing problems too bluntly or lecturing Whipker ineffectively regarding the resolution of conflict; failing to set goals; providing poor advice |
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Term
| How to introduce meaningfulness into the performance management system. |
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Definition
| Meaningfulness is built into the appraisal process by including content that has strategic importance. What the manager evaluates must make a difference in the unit’s strategic objectives. If it doesn’t, then the appraisal process does not contribute to the overall success of the organization and thus, has less significance for the manager. In addition, the more appraisal focuses on behaviors that are strategically important for the organization, the more likely employees will contribute in that way. |
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Term
| Computerized perf appraisals |
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Definition
| generally enable managers to keep computerized notes on subordinates during the year, and then to combine these with ratings of employees on several performance traits. The software programs then generate written text to support each part of the appraisal. |
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Term
| Problems with performance measurement and their remedies: Unclear Standards |
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Definition
Unclear standards-An appraisal that is too open to interpretation.
Solution: Develop and include descriptive phrases that define each trait. Results in more consistent and more easily explained appraisals. |
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Term
|
Definition
In performance appraisal, the problem that occurs when a supervisor’s rating of a subordinate on one trait biases the rating of that person on other traits.
Solution: Being aware of the problem to avoid it. Supervisory training or using BARS behaviorally anchored rating scale. |
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Term
|
Definition
-A tendency to rate all employees the same way, such as rating them all average.
Solution: Ranking employees instead of using graphic rating scales can reduce the problem, since ranking means you can’t rate them all average |
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Term
|
Definition
The problem that occurs when a supervisor has a tendency to rate all subordinates either high or low.
Solution: One is for the employer to recommend that supervisors avoid giving all their employees high (or low) ratings. A second is to basically enforce a distribution-that, say, about 10% of the people should be rated “excellent”, 20% “good”, and so forth. |
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Term
|
Definition
| the tendency to allow individual differences such as age, race, and sex to affect the appraisal ratings employees receive. |
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Term
| Legal and ethical issues in performance appraisal |
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Definition
Guidelines for developing a legally defensible appraisal process.
1. Clarify what you mean by “successful performance”. Conduct a job analysis to establish the criteria and standards.
2. Incorporate these criteria and standards into rating instrument.
3. Communicate performance standards to employees and to those rating them, in writing.
4. When using graphic rating scales, avoid abstract trait names (such as loyalty or honesty), unless you can define them in terms of observable behaviors.
5. Use subjective supervisory ratings (essays) as only one component of the appraisal.
6. Train supervisors to use the rating instrument properly. At least provide raters with written instructions for using the rating scale.
7. Allow appraisers substantial daily contact with the employees they are evaluating.
8. Base your appraisals on separate ratings for each of the job’s performance dimensions. Using a single overall rating of performance is usually not acceptable to the courts, with often characterize such systems as vague.
9. Whenever possible, have more than one appraiser, and conduct all such appraisals independently.
10. One appraiser should never have absolute authority to determine a personnel action.
11. Give employees the opportunity to review and make comments, and have a formal appeals process.
12. Document al information: “without exception, courts condemn informal performance evaluation practices that eschew documentation”.
13. Where appropriate, provide corrective guidance to assist poor performers in improving their performance. |
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Term
|
Definition
The Immediate Supervisor-Usually the best person to observe and evaluate the subordinate’s performance
Peer Appraisals-the appraisal of an employee by his or her peers
Rating Committees-committees usually contain the employee’s immediate supervisor and three or four other supervisors
Self Ratings-Employees usually rate themselves higher than they are rated by supervisors
Appraisal by Subordinates-sometimes called an “upward feedback” lets subordinates anonymously rate their supervisor’s performance
360 Degree Feedback-ratings are collected “all around” an employee, from supervisors, subordinates, peers, and internal or external customers. |
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Term
| How to build an effective appraisal feedback interview |
|
Definition
1. Talk in terms of objective work data-use examples, reports, records, etc.
2. Don’t get personal-instead compare the person’s performance to a standard.
3. Encourage the person to talk-stop and listen to what the person is saying, ask open ended questions.
4. Don’t tiptoe around-Don’t get personal but do make sure the person leaves knowing specifically what he or she is doing right and doing wrong. Make sure there is an agreement on how things will be improved. |
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Term
| Financial compensation principles. |
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Definition
|
|
Term
| Types of compensation: Base Pay |
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Definition
| An amount or a rate of compensation for a specified position of employment or activity excluding any other payments or allowances. |
|
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Term
|
Definition
| any salary increase awarded to an employee based on his or her individual performance |
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Term
| Individual incentives/bonus |
|
Definition
|
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Term
|
Definition
| a plan whereby employees share in the company’s profits |
|
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Term
|
Definition
| an incentive plan that engages employees in a common effort to achieve productivity objectives and share the gains |
|
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Term
|
Definition
| Stock option – the right to purchase a stated number of shares of a company stock at today’s price at some time in the future |
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Term
|
Definition
| A direct performance payment based on production by an individual worker. A payment is made for each piece or other quantity unit of work produced by an employee. (not from book) |
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Term
|
Definition
| a system of pay based on the number of items processed by each individual worker in a unit of time, such as items per hour or items per day |
|
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Term
| Pay equity as a perception |
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Definition
| there is no such thing as equitable pay, and the best way to manage this problem is to manage the perception that people ARE getting paid what they’re worth (through an honest pay grade system with integrity) |
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Term
|
Definition
| Absolute worth is if we have a universal yardstick of worth which measures the same values and compensable factors and a pay rate for every “notch” on the yardstick and we can take any job and figure out the pay based on how they measure on that universal yardstick. The problem is, there’s no such thing as an absolute worth of the job, because people introduce their own values, knowledge, and experience, which distorts the measurement and leads to a dishonest pay grade |
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Term
|
Definition
| what is the job’s worth RELATIVE to other jobs WITHIN the organization. We construct a relative continuum of worth through a job evaluation of jobs in the same department. Then we plot jobs in that continuum and figure out their pay. This establishes INTERNAL equity because rank order of relative worth = rank order of pay in organization |
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Term
| Job evaluation techniques (to ensure internal equity): Ranking Method |
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Definition
| – the simplest method of job evaluation that involves ranking each job relative to all other jobs, usually based on overall difficulty |
|
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Term
| Job classification (or grading) method |
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Definition
| a method for categorizing jobs into classes (if they contain similar jobs) or grades (if they contain jobs that are similar in difficulty but otherwise different) |
|
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Term
|
Definition
| a number of compensable factors are identified and then the degree to which each of these factors is present on the job is determined |
|
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Term
|
Definition
| widely used method of ranking jobs according to a variety of skill and difficulty factors, then adding up these rankings to arrive at an overall numerical rating for each given job |
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Term
| Computerized job evaluation |
|
Definition
|
|
Term
|
Definition
| a fundamental, compensable element of a job, such as skills, effort, responsibility, and working conditions. They are the factors that establish how the jobs compare to one another, and that determine the pay for each job. |
|
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Term
|
Definition
| a job that is used to anchor the employer’s pay scale and around which other jobs are arranged in order of relative worth |
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Term
|
Definition
| a survey aimed at determining the prevailing wage rates. A good salary survey provides specific wage rates for specific jobs. Formal written questionnaire surveys re the most comprehensive, but telephone surveys and newspaper ads are also sources of information |
|
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Term
|
Definition
| It shows the pay rates currently paid for jobs in each pay grade, relative to the points or rankings assigned to each job or grade by the job evaluation. |
|
|
Term
| Pay adjustments for under- compensation |
|
Definition
| For underpaid jobs, the solution is clear: raise the wages of underpaid employees to the minimum of the range for their pay grade. |
|
|
Term
| Pay adjustments for over-compensation: 3 ways |
|
Definition
| Current pay rates falling above the range rate are a different story. These are “red circle,” “flagged,” or overrates,” and there are several ways to cope with this problem. One is to freeze the rate paid to these employees until general salary increases bring the other jobs into line. A second option is to transfer or promote the employees involved to jobs which you can legitimately pay them their current pay rates. The third option is to freeze the rate for six months, during which time you try to transfer or promote the overpaid employees. If you cannot, then cut the rate you pay these employees to the maximum in the pay range for their pay grade. |
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Term
|
Definition
| Internal equity is based on the worth of a specific job relative to those of other jobs within the organization. One can create equity by valuing jobs within the same organization in terms of their relative worth, rank the jobs in order of their relative worth, and rank the pay in the same order. These rankings should be decided based on compensable factors. Using a wide range of relevant compensable factors for the jobs and assigning a value for each of them, an employer can rank disparate jobs (as we did in the class exercise on 11/13). Job worth or equity has nothing to do with supply and demand of labor. |
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Term
|
Definition
| Deciding on what constitutes external equity involves the same steps as does the process for internal equity, but the comparison is made among equivalent jobs in a variety of companies (e.g. software engineers at Microsoft, Apple, and Linux for external equity as opposed to CEO, CFO, software engineer, and janitor at Microsoft for internal equity). |
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|
Term
| Universal yardstick of worth |
|
Definition
| There is no such thing as a universal yardstick of worth when discussing the value of jobs. Each individual assigns a certain value to every job based upon his or her own perceptions, and such assigned values are completely subjective. It is for this reason that we must make use of methods to assign internal or external equity to jobs in order to avoid choosing arbitrary compensation for employees based upon potentially flawed notions of what a job entails and how much value it carries |
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Term
|
Definition
| Women who are usually paid less than men can utilize the notion of comparable worth to make the claim that men in comparable rather than in strictly equal jobs are paid more. Thus, comparable worth may mean comparing quite dissimilar jobs, such as nurses to truck mechanics or secretaries to technicians. The reason for this is that if only women who are performing jobs equal to men’s jobs, there may be a tendency to limit women’s pay to that of the other lower paid jobs in which women tend to predominate. |
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|
Term
| County of Washington v. Gunther (1981) |
|
Definition
| The county had evaluated comparable but unequal men’s jobs as having 5% more “job content” than the women’s jobs and had paid those men 35% more. Washington County finally agreed to pay 35,000 employees in female-dominated fields almost $500 million in pay raises over 7 years to settle the suit. |
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Term
|
Definition
| An increasing number of compensation experts and employers are moving away from assigning pay rates to jobs based on numerically-rated, intrinsic duties. Instead, they advocate basing the job’s pay rate on the level of competencies the job demands of those who fill it. Competency based pay is established from the employee’s range, depth, and types of skills and knowledge rather than the job title he or she holds. |
|
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Term
|
Definition
| There is a downside to having narrow pay grades. For instance, if you want someone to fill in for a time a job that happens to be in a lower pay grade, it is difficult to reassign that person without lowering his or her salary. |
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|
Term
|
Definition
|
|
Term
| What creates an incentive? |
|
Definition
According to Victor Vroom, incentive arises out of three things: 1) the person’s expectancy (in terms of probability) that his or her effort will lead to performance; 2) instrumentality (the perceived relationships between successful performance and obtaining the reward); and 3) valence (the perceive value a person attaches to the award).
Thus, Motivation = E * I * V, so if any of these aspects are nonexistent or inconsequential, there will be no motivation. |
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|
Term
| Why do incentive programs fail? 70% in fact! |
|
Definition
-Performance pay can’t replace good management
-You get what you pay for (can lead to rushed production and lower quality)
-Pay is not a motivator (opportunities for achievement makes more sense)
-Rewards punish (“Do this and you won’t get that”
-Rewards rupture relationships
-Rewards can have unintended consequences (may only put their effort where they think they will be rewarded and ignore other important aspects of job)
-Rewards may undermine responsiveness (resistance to change is likely to ensue due to one-track-mindedness of employees in achieving desired goal)
-Rewards undermine intrinsic motivation |
|
|
Term
| How to develop an incentive program |
|
Definition
-Ask: Are performance levels inadequate due to motivation?
-Link the incentive to your strategy
-Make sure the program is motivational
-Make the plan easy for employees to understand
-Set effective standards
-View the standard as a contract with the employees
-Get employees’ support for the plan
-Use good measurement systems
-Use a complete set of standards
-Make the incentive plan part of a comprehensive, commitment-oriented approach |
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