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Summary all problems 2.8
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A detailed yet concise summary of all the problems and all literature of block 2.8 performance at work
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Problem 1Article 1 motowidlo
Currently
Do not describe satisfying models of job performance = focus more on predictors of
performance than the performance construct itself
General models of job performance have 2 broad themes=
1. Dimensional structure of the performance domain = involves efforts to identify and
define categories of job performance that are broadly applicable to all jobs.
2. The causal pattern of relations between antecedents of job performance and its
various dimensional components. This involves efforts to identify factors that explain
variability in job performance and to show how they are related to each other in a
causal sequence.
This article = attempts to incorporate both themes
Basic assumptions job performance
It is behavioral, episodic, evaluative, and multidimensional:
Behavioral:
Why performance models should focus on behavior instead of results:
1. the apparent results of an individual's performance do not faithfully represent his or
her own contribution to organizational goals.
2. A behavioral focus is necessary to develop a psychological understanding of
selection processes and apply the full range of psychological principles and tools to
the problem of prediction
Episodic:
people do many things during a work day that neither help nor hinder the organization
accomplish its goals => raises the question of how the beginnings and endings of behavioral
episodes in the performance domain might be identified so that performance episodes can
be distinguished from the rest of the behavioral stream that is not relevant for
organizational goals. = generally perceivers agree about where the breakpoints are.
Evaluative:
Authors article say = the goals are not all known or agreed upon by all organizational
members. Also, organizations frequently have multiple goals that are unrelated. As a result,
specific events that enhance the accomplishment of some goals might have no effect on the
accomplishment of others and even negatively affect others.
still reasonable to think about episodes according to their contribution to organizational
goals BECAUSE:
1. People can usually describe critical incidents portraying unusually effective or
ineffective work behaviors
2. distinguish reliably between more and less effective approaches.
Thus, it is possible to identify behavioral episodes that are regarded as more or less
organizationally desirable
,Multidimensional:
We want to predict aggregated contribution value
The solution to this dilemma = organize the performance domain into behaviorally
homogeneous categories and aggregate contribution values of behavioral episodes
separately in each category. Then the efforts of selection research should be directed to
the prediction of multiple criteria simultaneously, each representing the aggregated
contribution value of behavioral episodes in one category.
Task performance vs contextual performance
2 types of tasks performance:
1. Raw materials = to goods or services = surgery, teaching
2. Service maintain technical core or planning and supervising
Thus, task performance = directly related to organization's technical core, by
executing its technical processes or maintaining its technical requirements.
Contextual performance:
1. helping and cooperating with others; following rules and procedures even when
personally inconvenient; endorsing, supporting, and defending organizational
objectives; persisting with extra enthusiasm when necessary to complete own tasks
successfully; and volunteering to carry out task activities that are not formally part
of the job.
Hunter
ability had no effect on supervisory ratings except through its effects on job
knowledge and work sample.
Ability directly affects job knowledge and skill and it affects job performance only
through its effects on knowledge and skill.
Campbell: 3 determinants of job performance:
1. declarative knowledge = Declarative knowledge is knowledge of facts, principles,
and procedures, knowledge that might be measured
2. Procedural knowledge and skill = combination of knowing what to do and actually
being able to do it = cognitive skill, psychomotor skill, physical skill, self-management
skill, and interpersonal skill and can be measured by job sample tests
3. Motivation is the combination of choice to exert effort.
Individual differences are presumed to combine and interact with education, training, and
experience to shape declarative knowledge and procedural knowledge and skill.
Mcrae and costa: theory that described relations between five broad categories of variables.
The most relevant for our present purposes are basic tendencies, characteristic adaptations,
and objective biography.
, 1. Basic tendencies = fundamental capacities and dispositions that describe differences
between individuals. They are abstractions that define potential for observable
behavior. They can be inherited or shaped to some degree by early experience, but
they are generally stable and enduring enough to give a consistent direction to
people's lives = sensory-motor capacities, physical abilities, perceptual styles,
learning ability, verbal ability, spatial ability, and personality traits
2. Characteristic adaptations = the joint product of basic tendencies and learning
processes, e.g. general knowledge, language competencies, schemas and strategies,
social skills, technical skills, religious attitudes, moral values, social and political
attitudes, preferences, vocational interests, habits, daily routines, and social roles.
Declarative knowledge and procedural knowledge and skill as defined by Campbell
are characteristic adaptations in this framework.
3. Objective biography = the set of overt behaviors that theories of personality often
try to predict. In our terms, objective biography is job performance.
Basic tendencies directly affect characteristic adaptations that, in turn, directly affect
objective biography. There is no direct link between basic tendencies and objective
biography. The only causal connection between tendencies and biography is through
adaptions!
- In Hunter's model = the mediating variables are knowledge and skill
- In CampbeIl’s model= declarative knowledge, procedural knowledge and skill, motivation.
- McCrae’s model = characteristic adaptations = knowledge and skill.
Theory authors:
two groups of dimensions= task performance and contextual performance.
two categories of basic tendencies: cognitive ability and personality.
Cognitive ability is a better predictor of task performance and
personality variables are better predictors of contextual performance.
theory predicts = cognitive ability also has some effect on contextual performance through
its effects on characteristic adaptations that directly affect contextual performance.
Similarly, some personality variables also have an effect on task performance through their
effects on characteristic adaptations that directly affect task performance.
Despite these "crossover" effects, however, we still expect that personality is most strongly
associated with the contextual side of the performance domain and that cognitive ability is
most strongly associated with the task side of the performance domain.
, - Task knowledge is shaped largely by cognitive ability
- Task skill is skill in actually using technical information
- Task habits = patterns of responses to task situations that either facilitate or interfere with
the performance of task behaviors.
o ways of using technical information, performing technical procedures, making decisions,
and so on that may or may not be consistent with what the performers know are the most
effective way to do these things.
o They also include motivational task habits such as tendencies to exert high or low effort, fall
prey to distraction, and set challenging personal goals.
o task habits are affected by individual differences both in cognitive ability and in
personality traits such as conscientiousness.
- contextual knowledge = knowing how to cooperate with a diverse group of people; calm an
upset worker; present a favorable image of the organization; defend supervisor's actions =
cognitive ability also has some effect on the acquisition of this knowledge
- Contextual skill is skill in actually carrying out actions known to be effective for handling
situations that call for helping and coordinating with others;
- Contextual work habits = tendencies to approach or avoid various types of interpersonal
and group situations, preferred ways of handling conflict, interpersonal and political styles
such as Machiavellianism, characteristic communication styles, + traits such as extraversion
and agreeableness
- Conscientiousness= may also affect task performance through effect on task habits
Article 2: sources performance appraisal
3 types of data = objective production data, personnel data and judgmental data.
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