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Summary of Compulsory Literature Advanced Human Resources: Appraisal and Reward
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  • Course
  • Advanced Human Resources: Appraisal and Reward
  • Institution
  • Vrije Universiteit Amsterdam (VU)

Comprehensive summaries of almost all mandatory articles for this course (2024/2025) written in English. It is clearly indicated for which article the summary is and it is written in the order of the lectures. In the table of contents, you can see which articles are summarized in the document.

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Document information

  • October 14, 2024
  • 33
  • 2024/2025
  • Summary

Subjects

  • articles

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  • Vrije Universiteit Amsterdam (VU)
  • Work and Organizational Psychology
  • Advanced Human Resources: Appraisal and Reward
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Korte Samenvattingen Artikelen Advanced Human Resources
Lecturer: Kilian Wawoe


Inhoudsopgave
1. Taylor, F. W. (2004). Scientific management................................................3

2. DeNisi, A. S., & Murphy, K. R. (2017). Performance appraisal and
performance management: 100 years of progress?..........................................4

3. Kerr, S. (1995). On the folly of rewarding A, while hoping for B....................5

4. Buckingham, M., & Goodall, A. (2015). Reinventing performance
management..................................................................................................6

5. Tay, L., & Diener, E. (2011). Needs and subjective well-being around the
world............................................................................................................. 7

6. Ryan et al. (2022). We know this much is (meta-analytically) true: A meta-
review of meta-analytic findings evaluating self-determination theory.............8

7. Amabile, T. M., & Kramer, S. J. (2011). The power of small wins....................9

8. Podsakoff et al. (2009). Individual- and organizational-level consequences of
organizational citizenship behaviors: A meta-analysis....................................10

9. Cerasoli et al. (2014). Intrinsic motication and extrinsic incentives jointly
predict performance: A 40-year meta-analysis...............................................11

10. Hambrick et al. (2014). Deliberate practice: Is that all it takes to become an
expert?........................................................................................................ 12

11. Bowling, N. A., & Eschleman, K. J. (2010). Employee personality as a
moderator of the relationships between work stressors and counterproductive
work behavior.............................................................................................. 13

12. Judge, T. A., Heller, D., & Mount, M. K. (2002). Five-factor model of
personality and job satisfaction: A meta-analysis...........................................14

13. Judge, T. A., Piccolo, R. F., Podsakoff, N. P., Shaw, J.C., & Rich, B. L. (2010).
The relationship between pay and job satisfaction: A meta-analysis of the
literature..................................................................................................... 16

14. Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: how
difficulties in recognizing one’s own incompetence lead to inflated self-
assessments................................................................................................ 17

15. Kahneman, D., & Deaton, A. (2010). High income improves evaluation of life
but not emotional well-being........................................................................18

16. Killingsworth, M. A., Kahneman, D., & Mellers, B. (2023). Income and
emotional well-being: A conflict resolved.......................................................19

17. Dunn, E. W., Aknin, L. B., & Norton, M. I. (2014). Prosocial spending and
happiness using money to benefit others pays off..........................................20



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,18. Merriman, K., & Deckop, R. (2007). Loss aversion and variable pay: a
motivational perspective..............................................................................21

19. Hom, P. W., Lee. T. w., Shaw, J. d., & Hausknecht, J. p. (2017). One hundred
years of employee turnover theory and research...........................................22

20. Kiazad, K., Holtom, B. C., Hom, P. W., & Newman, A. (2015). Job
embeddedness: A multifoci theoretical extension..........................................23

21. Nishi, A., Shirado, H., Rand, D., & Christakis, N. A. (2015). Inequality and
visbility of wealth in experimental social networks........................................24

22. Scullen, S. E., Mount, M. K., & Goff, M. (2000). Understanding the latent
structure of job performance ratings.............................................................26

23. Wong, J. S., & Penner, A. M. (2016). Gender and the returns to
attractiveness.............................................................................................. 27

24. Judge, T. A., & Cable, D. M. (2004). The effect of physical height on
workplace success and income: preliminary test of a theoretical model..........28

25. Judge, T. A., Livingston, B. A., & Hurst, C. (2012). Do nice guys – and gals –
really finish last? The joint effects of sex and agreeableness on income..........29

26. Mani, A., Mullainathan, S., Shafir, E., & Zhao, J. (2013). Poverty impedes
cognitive function........................................................................................30

27. Haushofer, J., & Fehr, E. (2014). On the psychology of poverty.................31

28. Theeboom, T., T., Beersma, B., & van Vianen, A. E. (2014). Does coaching
work? A meta-analysis on the effects of coaching on individual level outcomes
in an organizational context.........................................................................32




2

,1. Taylor, F. W. (2004). Scientific management.
"Scientific Management" is Frederick Winslow Taylor’s seminal work, laying the foundation
for modern management practices. Taylor's central goal was to improve efficiency in the
workplace by applying scientific methods to management. His theory, known as Taylorism,
revolutionized industrial processes, focusing on how labor productivity could be maximized
through the application of scientific principles to work design, task execution, and managerial
practices.

Key Concepts in Scientific Management
1. The Principles of Scientific Management
o Taylor’s main contribution was the development of four core principles that
governed scientific management:
 Develop a science for each element of work to identify the most efficient
way of performing.
 Scientifically select and train workers based on their capabilities.
 Cooperation between workers and management to ensure tasks are carried
out efficiently according to scientific principles.
 Divide responsibility between managers and workers, managers should
focus on planning/organizing work, while workers should execute the
tasks.
2. Time and Motion Studies
o One of Taylor's most well-known contributions was the use of time and motion
studies to analyze the steps involved in specific tasks. By breaking down tasks
into smaller, simpler components, managers could find the most efficient method
of performing them. Standardized work practices to minimize inefficiencies.
3. Standardization and Specialization
o Scientific management led to the standardization of tools, methods, and
procedures.
o Taylor also emphasized the importance of specialization, arguing that workers
should be trained to specialize in specific tasks, leading to greater efficiency and
expertise, in contrast to the traditional system.
4. Differential Piece Rate System
o To incentivize workers, Taylor introduced the differential piece rate system.
Under this system, workers were paid more if they met or exceeded production
standards and less if they fell short. This was designed to motivate workers.

Conclusion
Frederick W. Taylor's "Scientific Management" represents one of the earliest comprehensive
attempts to apply science to the organization of labor. Though it has been critiqued for its
dehumanizing aspects, its focus on efficiency and productivity has had lasting implications.
Taylor’s insights into the nature of work and the role of management continue to inform both
academic discussions and practical management strategies across industries.


3

, This work has been fundamental in shifting the way management is perceived, from an
art form based on intuition and experience to a discipline that can be studied and systematized
for optimal results.

2. DeNisi, A. S., & Murphy, K. R. (2017). Performance appraisal and performance
management: 100 years of progress?
DeNisi and Murphy’s article provides a comprehensive review of the evolution
of performance appraisal (PA) and performance management (PM) over the past century.

Core Components of Performance Management
1. Goal Setting and Alignment
o Performance management systems often start with goal setting, where specific,
measurable objectives are established for employees. This draws from goal-
setting theory, which suggests that setting clear and challenging goals can lead to
better performance outcomes.
2. Feedback and Coaching
o Effective feedback is specific, timely, and actionable, leading to better
performance. However, delivering feedback effectively is challenging, and many
organizations struggle to ensure that feedback is constructive.
3. Employee Development
o Beyond evaluation, PM systems are designed to facilitate employee
development through training, career development opportunities, and identifying
areas for skill enhancement. This is more forward-looking.

Challenges and Criticisms of Performance Appraisal and Management
1. Rater Bias and Accuracy Issues
o Research shows that ratings can be influenced by personal relationships,
stereotypes, and other non-performance-related factors. The cognitive processes
involved in rating performance, such as memory recall, can introduce
inaccuracies.
2. Resistance to Change
o The resistance to change stems from organizational inertia, the complexity of
implementing continuous feedback processes, and the discomfort many managers
feel about giving critical feedback.
3. Employee Reactions and Acceptance
o Negative employee reactions, such as feeling that the system is unfair or
inaccurate, can lead to lower morale, reduced motivation, and even turnover.
4. Linking Appraisal to Rewards and Development
o The conflicting goals of appraisal (e.g., evaluation versus development) can
create tension in how the system is perceived and used. Which can influence the
rewards.

Conclusion

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