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Problem 1 - Performance Summary 2.8 Performance At Work (FSWP2-080-A)
Problem 1 - Performance - full class notes for course 2.8 Performance at work
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2.8C Performance at workProblem 1 – Performance
Performance Concepts and Performance Theory
(Sonnentag and Frese)
Relevance of Individual Performance
• Company → High individual performance is relevant for the company to meet their goals
• Individual → High individual performance is a source of satisfaction, mastery, pride & financial
benefits
• Is very often a variable in organizational research (usually as a dependent variable)
Definition of Performance
• Performance as
o Action aspect (behavioural) → what an individual does in the work situation e.g.
assembles an engine or teaches kids math
o Outcome aspect of a performance → consequence or result of the individual’s behavior,
which does not only depend on the individual’s behavior e.g. teaching math perfectly
might not increase children’s scores if they have intellectual deficits
Performance as a Multi-dimensional Concept
• Task performance: individual’s proficiency which contribute to organization’s ‘technical core’
o Indirect contribution – managers or staff
o Direct contribution – production worker
• Contextual performance: do not contribute to the technical core but support the organizational,
social, and psychological environment to pursue the organizations’ goals
o E.g. helping co-workers, being reliable, suggesting how to improve work procedures
• Differentiation:
TASK PERFORMANCE CONTEXTUAL PERFORMANCE
ACTIVITIES Vary between jobs Relatively similar across jobs
RELATED TO Ability Personality and motivation
ROLES In-role behaviour Extra-role behaviour
A) Task Performance
Multi-dimensional
5 factors referring to task performance
1. Job-specific task proficiency
2. Non-job-specific task proficiency
3. Written and oral communication proficiency
4. Supervision—in the case of a supervisory or leadership position
, 5. Management/administration
a. Planning and organizing
b. Guiding directing, and motivating subordinates + feedback
c. Training, coaching, and developing subordinates
d. Communicating effectively and keeping others informed
B) Contextual Performance
2 types of contextual performance
1. Stabilizing → smooth functioning of the organization
a. Organizational citizenship behavior with its 5 components altruism,
conscientiousness, civic virtue, courtesy, and sportsmanship
2. Proactive behaviors → aim at changing and improving work procedures and organizational
processes
a. Organizational spontaneity
b. Prosocial organizational behavior
c. Taking charge
C) RELATIONSHIP between Task and Contextual Performance
• Conceptually and empirically distinct
• Task performance and contextual performance factors (e.g. job dedication and interpersonal
facilitation) contribute uniquely to overall performance in managerial jobs
• Each is predicted by different variables
o Abilities and skill → task performance
o Personality related factors → contextual performance
▪ Ability and motivational factors → Personal initiative (aspect of contextual perf.)
Performance as a Dynamic Concept
• Individual performance varies over time
o Learning process and other long-term changes
▪ Learning process initially increases and then plateaus
▪ Early skill acquisition – controlled processing, declarative knowledge and
optimal allocation of attentional resources = Transition stage
▪ Later skill acquisition – automatic processing, procedural knowledge,
psychomotor abilities = Maintenance stage
o Temporary changes → psycho-physiological state
▪ Caused by: long working hours, disturbances of the circadian rhythm, or
exposure to stress
▪ May result in: fatigue or decrease in activity, however not necessarily
performance decrease (may switch to diff. strategies)
Perspectives on Performance
These are not mutually exclusive, but encompass a different angle
1. Individual differences → individual characteristics (e.g., general mental ability, personality) as
sources for variation in performance
, 2. Situational perspective → which focuses on situational aspects as facilitators and impediments
for performance
3. Performance regulation perspective →
describes the performance process
Individual Differences Perspective
• Which individuals perform best?
• Hunter →bidirectional relationship between
job knowledge and ability
• Campbell (1990) general model →
performance components as a function of
three determinants:
1. Declarative knowledge (facts,
principles, goals and self),
2. Procedural knowledge and skills
(cognitive and psychomotor skills,
physical skill, self-management skill, and interpersonal skill)
3. Motivation (choice to perform, level of effort, and persistence of effort)
• Campbell neglects situational variables as predictors of performance
• Meta-analytic evidence → strong relationship between cognitive ability and job performance
• Meta-analyses → general relationships between personality factors and job performance are
relatively small; the strongest relationships emerged for neuroticism/emotional stability and
conscientiousness
• Individual differences in motivation may be caused by differences in motivational traits and
differences in motivational skills
• Self-efficacy → related both to task and contextual performance
o Mainly important in the learning process
• Professional experience shows a positive, although small relationship with job performance
• Emotional control
• Motivational control
• Implications on personnel selection → organizations need to select individuals on the basis of
their abilities, experiences, and personality + training programs
Situational Perspective
• In which situations do individuals perform best?
• Workplace factors
A. Enhance and facilitate performance
B. Impede performance
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