Management Question

HOW TO STRUCTURE CRITICAL THINKING
This assignment should be at least 4 full pages in length. Use double line spacing with
size 12 Times New Roman font. Use the required section headers in bold in order
below (ex: “Section 1-Introduction”) to organize your paper.

•

Section 1- Introduction
▪

Indicate the Purpose of the paper

▪

Discuss the significance/value of the paper

▪

Identify the upcoming sections (except for conclusion, if provided, and
references)

•

Section 2- Observation and Documentation

•

Section 3- Updates

•

Section 4- Feedback

•

Section 5- Resources

•

Section 6- Reinforcement

•

References

Your well-written paper should meet the following requirements:
•

Be 4-6 pages in length, which does not include the title and reference pages,
which are never a part of the content minimum requirements.

•

References: Textbook + 3 scholarly, peer-reviewed references

•

Use Saudi Electronic University academic writing standards and APA style
guidelines.

•

Support your submission with course material concepts, principles and
theories from the textbook and at least 3 scholarly, peer-reviewed journal
articles.

•

Review the grading rubric to see how you will be graded for this assignment.

Case Study
Review Chapter 2 and then read the scenario below.
Scenario
Suzan has worked for Organization ABC for one year. During her 30-day review,
Suzan received amazing scores from her supervisor. During her 60-day review,
Suzan’s performance was deemed as acceptable, but her ability to communicate with
her colleagues was lacking. During Suzan’s 90-day review, Suzan’s supervisor, at the
time, expressed that her performance needed serious improvements. Unfortunately,
Suzan’s supervisor noted the following:
1. Suzan did not provide her colleagues with messages from customers and
vendors.
2. Suzan’s phone skills were ineffective, especially when interacting with
customers.
3. Suzan’s temper was a concern and she often raised her voice when she became
frustrated.
You have been hired to replace Suzan’s previous supervisor. Between Suzan’s 90-day
review and presently (her annual review), you have noticed that Suzan’s performance
still is a problem. Before her departure from the organization, Suzan’s past supervisor
stated, “Suzan is nice; however, she is a horrible communicator. I cannot work with
her, as she is such a challenge to deal with… Good luck, as Suzan is one of the worst
employees of Organization ABC.”
During your first week in your new role as supervisor, you met with Suzan to
understand more about her performance. She stated, “I am a hard worker; however, I
only was told what I was doing wrong. I am willing to learn. Can you help me
become the best employee for Organization ABC? I want to succeed in this role.”
As a supervisor, you know that you have various responsibilities. One of your
responsibilities is to address performance deficiencies. Although Suzan was provided
with a job description, which included detailed information about the critical nature of
communication in her role, she needs additional support.
Examine pages 79 and 80 in your textbook. Then, create a plan, specific to Suzan’s
needs, detailing how you will utilize the following to ensure improved performance:
1. Observation and documentation
2. Updates
3. Feedback

4. Resources
5. Reinforcement
For example, when thinking about observation and documentation, what might you do
to keep track of Suzan’s performance? Why? When thinking about updates, how will
you keep Suzan updated? Explain and justify your rationale for each of the five
components and why you made the recommendations that you provided.

1

MGT520-XXXX
Managing Perform. for Results
Critical Thinking 1. Performance Management Module 03
100 pts
Student ID: XXXXX
Name
XX/02/2025

2

Name

CT_Rubric_100

Description

100 Points

Rubric Detail
Levels of Achievement
Criteria

Exceeds Expectation

Meets Expectation

Some Expectations

Unsatisfactory

Content

33 to 35 points

29 to 32 points

26 to 28 points

0 to 25 points

Demonstrates
substantial and
extensive knowledge of
the materials, with no
errors or major
omissions.

Demonstrates adequate
knowledge of the
materials; may include
some minor errors or
omissions.

Demonstrates fair
knowledge of the materials
and/or includes some
major errors or omissions.

Fails to demonstrate
knowledge of the
materials and/or
includes many major
errors or omissions.

33 to 35 points

29 to 32 points

26 to 28 points

0 to 25 points

Provides strong thought,
insight, and analysis of
concepts and
applications.

Provides adequate
thought, insight, and
analysis of concepts and
applications.

Provides poor though,
insight, and analysis of
concepts and applications.

Provides little or no
thought, insight, and
analysis of concepts and
applications.

15 to 15 points

13 to 14 points

11 to 12 points

0 to 10 points

Sources go above and
beyond required criteria
and are well chosen to
provide effective
substance and
perspectives on the
issue under
examination.

Sources meet required
criteria and are
adequately chosen to
provide substance and
perspectives on the issue
under examination.

Sources meet required
criteria but are poorly
chosen to provide
substance and perspectives
on the issue under
examination.

Source selection and
integration of knowledge
from the course is clearly
deficient.

15 to 15 points

13 to 14 points

11 to 12 points

0 to 10 points

Project is clearly
organized, well written,
and in proper format as
outlined in the
assignment. Strong
sentence and paragraph
structure, contains no
errors in grammar,
spelling, APA style, or
APA citations and
references.

Project is fairly well
organized and written
and is in proper format as
outlined in the
assignment. Reasonably
good sentence and
paragraph structure, may
include a few minor
errors in grammar,
spelling, APA style, or APA
citations and references.

Project is poorly organized
and written and may not
follow proper format as
outlined in the assignment.
Inconsistent to inadequate
sentence and paragraph
development, and/or
includes numerous or
major errors in grammar,
spelling, APA style or APA
citations and references.

Project is not organized
or well written and is not
in proper format as
outlined in the
assignment. Poor quality
work; unacceptable in
terms of grammar,
spelling, APA style, and
APA citations and
references.

Analysis

Sources

Demonstrates
college-level
proficiency in
organization,
grammar and
style.

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CHAPTER 2 PERFORMANCE MANAGEMENT
PROCESS
One bad day from one member of my staff doesn’t mean they are not really good at their jobs the rest of the
time. I play a long game in terms of management.
—Helen McCabe

Learning Objectives
By the end of this chapter, you will be able to do the following:
Articulate that performance management is an ongoing and circular process that includes the interrelated
components of prerequisites, performance planning, performance execution, performance assessment, and
performance review.
Argue that the poor implementation of any of the performance management process components has a
negative impact on the system as a whole and that a dysfunctional or disrupted link between any two of the
components also has a negative impact on the entire system.
Assemble important prerequisites needed before a performance management system is implemented,
including knowledge of the organization’s mission and strategic goals through strategic planning and
knowledge of the job in question through work analysis.
Conduct a work analysis to determine the knowledge, skills, and abilities (KSAs), tasks, technology, work
activities, work context and working conditions of a particular job; and produce a job description that
incorporates the KSAs of the job and information on the organization and unit mission and strategic goals.
Distinguish results from behaviors and understand the need to consider both as well as development plans
in the performance planning stage of performance management.
Critique the employee’s role in performance execution, and distinguish areas over which the employee has
primary responsibility from areas over which the manager has primary responsibility.
Recommend the employee’s and the manager’s responsibility in the performance assessment phase.
Be prepared to participate in appraisal meetings that involve the past, the present, and the future.

As described in Chapter 1, performance management is an ongoing process. It certainly does not take place just once a year.
Also, performance management is a continuous process, and it includes several components.1 Moreover, performance
management is not “owned” by the human resources (HR) function. Clearly, the HR function plays a critical role in terms of
offering support and resources, such as in-person and online training opportunities and online tools that can be used to
measure performance and share feedback. To show understanding and support for performance management, both the CEO
and the top management team must understand the benefits of an efficient system. When designing and implementing a
performance management system, the role of the CEO and top management team is key because they should lead by
example and encourage the rest of the managers in the organization to do the same2. In other words, performance
management must be owned and managed by each unit and supervisors play a critical role. After all, the principal
responsibility of managers is to manage, right?

The components of a performance management system are closely related to each other, and the poor implementation of any
of them has a negative impact on the performance management system as a whole. The components in the performance
management process are shown in Figure 2.1. But here’s an important clarification about this chapter: It is a sort of preview,
because it provides an overview and brief description of each of these components. So, when appropriate, the various
sections in this chapter refer to subsequent chapters that include more detailed information on various topics. Let’s start with
the prerequisites.

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Figure 2.1 Overview of Performance Management Process and its Components

PREREQUISITES
There are two important prerequisites that are required before a performance management system is implemented. First,
knowledge of the organization’s mission and strategic goals. Second, knowledge of the job in question.3

Strategic Planning
Chapter 3 will address the strategic planning process in detail. For now, please consider that knowledge of the organization’s
mission and strategic goals is a result of strategic planning. Also, as will be discussed in detail in Chapter 3, the strategic
planning process may take place after the mission and vision statements are created. In other words, there is a constant back
and forth between mission and vision and strategic planning.
Strategic planning allows an organization to clearly define its purpose and reason for existing, where it wants to be in the
future, the goals it wants to achieve, and the strategies it will use to attain these goals. Once the goals for the entire
organization have been established, similar goals cascade downward, with units setting objectives to support the
organization’s overall mission and objectives. The cascading continues downward until each employee has a set of goals
compatible with those of the entire organization. The same process applies to large, small, and medium-sized organizations.
Unfortunately, it is often the case that many organizational units are not in tune with the organization’s strategic direction.
However, there seems to be a trend in the positive direction. For example, a study including public sector organizations in
Queensland, Australia, showed a fairly high level of strategic integration of the HR function. Specifically, approximately 80%
of the organizations that participated in the study were categorized as having achieved the highest level of strategic
integration. This level is characterized by a dynamic and multifaceted linkage based on an “integrative relationship between
people management and strategic management process.”4 Recall that an important objective of any performance

management system is to enhance each employee’s contribution to the goals of the organization. If there is a lack of clarity
regarding where the organization wants to go, or if the relationship between the organization’s mission and strategies and the
unit’s mission and strategies is not clear, there will be a lack of clarity regarding what each employee needs to do and achieve
to help the organization get there.

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Work (Job) Analysis
The second important prerequisite before a performance management system is implemented is to understand the job in
question. Although traditionally the literature has used the term job, the use of work is more appropriate today because job
seems to convey the notion that there is a static, constant, and even rigid set of tasks and responsibilities.5 In fact, given

changes in the nature of work and organizations (as discussed in Chapter 1), jobs are anything but static. Because people are
asked to work on new projects, participate on different teams, and use new apps and technologies on an ongoing basis, jobs
also change on an ongoing basis. So, because new tasks and responsibilities are created all the time, new “jobs” are also
created all the time and old ones are redesigned on an ongoing basis.6 From this point forward, we will still use the term job
but make sure you keep in mind this dynamic point of view.

Understanding employees’ tasks and responsibilities is done through work analysis. Work analysis is a process of determining
the key components of a particular job, including activities, tasks, products, services, and processes. A work analysis is a
fundamental prerequisite of any performance management system because, without a work analysis, it is difficult to
understand what constitutes the required duties for a particular position. If we don’t know what an employee is supposed to
do on the job, we won’t know what needs to be evaluated and how to do so.
As a result of a work analysis, we obtain information regarding the tasks carried out and the knowledge, skills, and abilities
(KSAs) required of a particular job. Knowledge includes having the information needed to perform the work but not
necessarily having done it. Skills refer to required attributes that are usually acquired by having done the work in the past.
Ability refers to having the physical, emotional, intellectual, and psychological aptitude to perform the work, but neither
having done the job nor having been trained to do the work is required.7
The tasks and KSAs needed for the various jobs are typically presented in the form of a job description, which summarizes
the job duties, needed KSAs, and working conditions for a particular position. As an illustration, see Figure 2-2 titled “Job
Description for Trailer Truck Driver: Civilian Personnel Management Service, U.S. Department of Defense.” This job description
includes information about what tasks are performed (e.g., operation of a specific type of truck). It also includes information
about the needed knowledge (e.g., manifests, bills of lading), skills (e.g., keeping truck and trailer under control, particularly
in difficult weather conditions), and abilities (e.g., physical and spatial abilities needed to turn narrow corners).
Work analysis can be conducted using observation, off-the-shelf questionnaires, or interviews.8 Data are collected from job
incumbents (i.e., those doing the job at present) and their supervisors. Alternatively, if the job is yet to be created, data can
be gathered from the individual(s) responsible for creating the new position and those who will supervise individuals in the
new position. Observation methods include job analysts watching incumbents do the job, or even trying to do the work
themselves, and then producing a description of what they have observed. This method can be subject to biases because job
analysts may not be able to distinguish important from unimportant tasks. Such analysis may not be suitable for many jobs.
For example, a job analyst could not do the work of a police officer for safety reasons, or the work of a software programmer
for lack of knowledge and skills to do the work. Off-the-shelf methods involve distributing questionnaires, including a common
list of tasks or KSAs, and asking individuals to fill them out, indicating the extent to which each task or KSA is required for a
particular job in question. These generic off-the-shelf tools can be practical, but they might not capture the nuances and
idiosyncrasies of jobs out of the mainstream or jobs that involve novel technologies.

Figure 2.2 Job Description for Trailer Truck Driver: Civilian Personnel Management Service, U.S.
Department of Defense
Interviews are a very popular work analysis method. During a work analysis interview, the job analyst asks the interviewee to
describe what he or she does (or what individuals in the position do) during a typical day at the job from start to finish (i.e.,
in chronological order). Alternatively, the job analyst can ask the interviewee to describe the major duties involved in the job
and then ask him or her to break down these duties into specific tasks. Once a list of tasks has been compiled, all incumbents
should have an opportunity to review the information and rate each task in terms of frequency and criticality. The frequency
and criticality scales may be the following:9
Frequency

Criticality

0: not performed

0: not critical

1: every few months to yearly

1: low level of criticality

2: every few weeks to monthly

2: below average level of
criticality

3: every few days to weekly

3: average level of criticality

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Frequency

Criticality

4: every few hours to daily

4: above average level of
criticality

5: hourly to many times each
hour

5: extremely critical

Rating both frequency and criticality is necessary because some tasks may be performed regularly (e.g., making coffee
several times a day) but may not be very critical. The job analyst can then multiply the frequency scores by the criticality
scores to obtain an overall score for each task. So, if making coffee receives a frequency score of 4 (i.e., “every few hours to
daily”) and a criticality score of 0 (i.e., “not critical”), the overall score would be 4 × 0 = 0. Considering frequency scores
alone would have given us the wrong impression that making coffee is a task that deserved a prominent role in the job
description. Overall scores for all tasks can be ranked from highest to lowest to obtain a final list of tasks.
Numerous work analysis questionnaires are available online. These questionnaires, which can be administered online, with a
paper survey, or in interview format, can be used for a variety of positions. For example, the state of Delaware uses a work
analysis questionnaire available at This questionnaire includes
18 multiple-choice job content questions. Job content information is assessed through three factors: (1) knowledge and skills,
(2) problem solving, and (3) accountability and end results. For example, consider the following question about problemsolving

Which one statement most accurately describes your freedom to consider alternatives when addressing issues or
problems? Select only one choice below.

I follow detailed task lists or instructions from my supervisor or lead worker to get my work done. I refer problems
immediately to my supervisor or others.
I follow detailed standard procedures or instructions from my supervisor to get my work done. Occasionally, I change
the work procedures or the order of the tasks (for example, filing records, sorting mail, cleaning floors).
I follow standard work routines and well-understood tasks. Problems are alike from day-to-day. When problems arise, I
can often respond by changing the order in which tasks are done (for example, typing, record keeping, supply delivery,
telephone console operation, technical assistance on a survey crew).
Due to changing work situations, I solve problems by considering different options with the guidance of my supervisor
or within well-defined principles and procedures. I often consider the most appropriate procedure or example to follow
(for example, deciding the layout of bridge designs, counseling clients on social services options, or investigating and
interpreting state and federal laws in response to a complaint and recommending an appropriate course of action).
I solve problems by considering many different principles, procedures, and standards. Because of changing priorities
and work situations, I may consider which among several procedures to follow, and in what order to achieve the proper
results (for example, administering state support services, considering family counseling or foster care options for a
family in crisis, or how to organize health screening clinics).
I solve problems by considering courses of action within the framework of existing policies, principles, and standards. I
know what needs to be accomplished but must decide how to accomplish it. I may consider whether new methods
need to be developed to achieve the proper results (for example, reengineering the way work is done and organized to
improve the delivery of state services).
I solve problems by considering courses of action within broad state or department policies and immediate objectives. I
may determine that new department policies are needed. Although general goals are in place, I must set the plan and
determine the priorities and processes to achieve state or department objectives (for example, considering the efficient
organization of the largest divisions in the state or developing new principles and practices affecting services to
citizens).
Conducting a Google search for the phrase “job analysis questionnaire template” leads to several other instruments offered
free of charge by the following organizations, among many others:
Society for Human Resource Management

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University of Houston
University of Toledo
WorldatWork
Be aware that some of these instruments may have been created for specific types of positions and industries (e.g., service
jobs, nonsupervisory jobs). Make sure you check the suitability of the instrument before using it in a different organizational
and industry context. Combining items and formats from various instruments already available may be the most effective way
to proceed.
An important component of a good work analysis is rater training. In other words, there are several biases that can affect the
accuracy of the information provided by individuals regarding KSAs needed for a job.10 Consider the following biasing factors:
1. Self-serving bias: This bias leads people to report that their own behaviors and personality traits are more needed for
successful job performance compared to behaviors and personality traits of others. This is because people tend to
attribute success to themselves and failure to external causes (i.e., factors outside of their control).
2. Social projection and false consensus bias: Social projection bias leads people to believe that others behave similarly
to themselves and, hence, lead people to think about themselves when reporting KSAs for their job instead of people
in general. False consensus bias is similar in that it leads people to believe that others share the same beliefs and
attitudes as themselves.
3. Carelessness bias: Participants in job analysis differ in how carefully they attend to the job analysis rating task.11 For

example, they differ regarding how closely they read items, how appropriately they answer a specific question, and
the extent to which they make needed distinctions between items. This bias is related to how people process
information. Specifically, people rely on automatic (i.e., fast, effortless) and controlled (i.e., slow, effortful)
information-processing modes. So they represent a potential trade-off between accuracy and quality (controlled
processing) versus speed and efficiency (automatic processing). Careless bias results from the use of automatic versus
controlled processes.

Taken together, self-serving, social projection, false consensus, and carelessness biases affect work analysis ratings because
they lead people to believe that their own KSAs are those driving success on their jobs. So, these lead to an exaggerated view
regarding the KSAs needed—and this exaggeration is based on precisely the KSAs that job incumbents have.
How do we address these biases? An experimental study involving two independent samples of 96 administrative support
assistants and 95 supervisors working for a large city government implemented a successful Web-based training program that
was able to mitigate some of these biases.12 Specifically, across the five job characteristics rated in that study, individuals
who did not participate in the Web-based training program were 62% (administrative support assistants) and 68%
(supervisors) more likely to provide a higher rating than if the same individual provided the work analysis ratings after
participating in the training program. The Web-based training program, which takes about 15 minutes to administer, provides
a common frame of reference for all raters and includes the following five steps:
1. provide raters with a definition of each rating dimension
2. define the scale anchors
3. describe what behaviors were indicative of each dimension
4. allow raters to practice their rating skills, and
5. provide feedback on the practice
The information obtained from a work analysis is used for writing a job description. Writing a job description may seem like a
daunting task; however, it does not have to be difficult. Generic job descriptions can be obtained online from the Occupational
Informational Network (O*NET) ( O*NET is a comprehensive database of worker attributes and
job characteristics that provides a common language for defining and describing occupations. The information available via
O*NET can serve as a foundation for a job description. For each job, O*NET provides information on tasks, knowledge,
technology skills, knowledge, skills, abilities, work activities, detailed work activities, work context, job zone, education,
interests, work styles, work values, and credentials. Specifically:
Personal requirements: the skills and knowledge required to perform the work
Personal characteristics: the abilities, interests and values needed to perform the work
Experience requirements: the training and level of licensing and experience needed for the work
Job requirements: the work activities and context, including the physical, social, and organizational factors involved in
the work

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Labor market: the occupational outlook and the pay scale for the work
O*NET descriptions can be easily adapted and changed to accommodate specific local characteristics of a given organization.
For example, see O*NET’s description for truck drivers in Figure 2.3 titled “Summary Report for Heavy and Tractor-Trailer
Truck Drivers” (from O*NET).” This figure includes only some of the categories and only the top five topics (you can see the
full information online). First, the summary description can be checked for accuracy and relevance by supervisors. Then, the
list of KSAs provided by O*NET can be readily rated by incumbents (and additional KSAs may be added if needed). Clearly,
this is a more detailed and useful job description compared to the generic description of truck driver in Figure 2.2.
O*NET is a particularly useful resource for small businesses because, for most of them, conducting a work analysis may not
be feasible simply because there are not sufficient numbers of people in any particular position from whom to collect data. In
addition, O*NET can be used when organizations expand and new positions are created. One thing needs to be clear,
however: jobs change. Thus, job descriptions must be checked for accuracy and updated on an ongoing basis.
Job descriptions are a key prerequisite for any performance management system because they provide the criteria (i.e.,
yardsticks) that will be used in measuring performance. Such criteria may concern behaviors (i.e., how to perform) or results
(i.e., what outcomes should result from performance). In our truck driver example, a behavioral criterion could involve the
skill “equipment maintenance.” For example, a supervisor may rate the extent to which the employee “performs routine
maintenance on equipment and determines when and what kind of maintenance is needed.” Regarding results, these criteria
usually fall into one of the following categories: (1) quality, (2) quantity, (3) cost-effectiveness, and (4) timeliness.13 In the
truck driver example, results-oriented criteria can include the number of accidents (i.e., quality) and the amount of load
transported over a specific period of time (i.e., quantity).

Some organizations are becoming aware of the importance of considering prerequisites before implementing a performance
management system. Take the case of AllianceHealth Deaconess Hospital in Oklahoma City, Oklahoma, which includes a
workforce of more than 500 healthcare professionals who maintain a 291-bed facility offering cancer care, cardiac care,
orthopedic care, and wound care and rehabilitation. AllianceHealth Deaconess Hospital has been able to effectively integrate
employees’ job descriptions within their performance management system. The need for this integration was reinforced by
results from an employee survey revealing that employees did not know what they were being evaluated on. Therefore, with
the input of employees, the hospital updated each of the 260 job descriptions. At present, each employee’s job description is
part of the performance review form. The new forms incorporate task performance standards as well as behaviors specific to
individual jobs. For example, a nurse may be evaluated on “how well he or she safely, timely, and respectfully administers
patient medication and on his or her planning and organization skills.” In addition, Deaconess Hospital has been able to link
each employee’s performance to the strategic goals of the organization. Specifically, all employees are rated on the following
core behaviors considered to be of top strategic importance for: (1) adaptability, (2) building customer loyalty, (3) building
trust, and (4) contributing to team success.14

Figure 2.3 Summary Report for Heavy and Tractor-trailer Truck Drivers (from O*NET)a
In summary, there are two important prerequisites that must exist before the implementation of a successful performance
management system. First, there is a need to have good knowledge of the organization’s mission and strategic goals. This
knowledge, combined with knowledge regarding the mission and strategic goals of their unit, allows employees to make
contributions that will have a positive impact on both the unit and the organization. Second, there is a need to have good
knowledge of the position in question: what tasks need to be done, how they should be done, and what KSAs are needed.
Such knowledge is obtained through a work analysis. If we have good information regarding a job, then it is easier to
establish criteria for job success.

PERFORMANCE PLANNING
Armed with the knowledge of the organization’s strategic goals and information about the position, the supervisor and the
employee formally meet to discuss and agree upon what needs to be done and how it should be done. This performance
planning discussion includes a consideration of both results and behaviors (described in greater detail in Chapter 4), as well
as a developmental plan (described in greater detail in Chapter 8).

Results
Results refer to what needs to be done or the outcomes an employee must produce. A consideration of results needs to
include the key accountabilities, or broad areas of a job for which the employee is responsible for producing results. This
information is typically obtained from the job description. A discussion of results also includes specific objectives that the
employee will achieve as part of each accountability. Objectives are statements of important and measurable outcomes.
Finally, discussing results also means discussing performance standards. A performance standard is a yardstick used to

45

evaluate how well employees have achieved each objective. Performance standards provide information about acceptable and
unacceptable performance (e.g., quality, quantity, cost, and time).
Consider the job of a university professor. Two key accountabilities are (1) teaching (preparation and delivery of instructional
materials to students) and (2) research (creation and dissemination of new knowledge). An objective for teaching could be
“to obtain a student evaluation of teaching performance of 3 on a 4-point scale.” An objective for research could be “to
publish two articles in scholarly refereed journals per year.” Performance standards could be “to obtain a student evaluation of
teaching performance of at least 2 on a 4-point scale” and “to publish at least one article in scholarly referred journals per
year.” Thus, the objective is the desired level of performance, whereas the standard is usually a minimum acceptable level of
performance.

Behaviors
Although it is important to measure results, an exclusive emphasis on results can give a skewed or incomplete picture of
employee performance. For example, for some jobs it may be difficult to establish precise objectives and standards. For other
jobs, employees may have control over how they do their jobs but not over the results of their behaviors. For example, the
sales figures of a salesperson could be affected more by the assigned sales territory than by the salesperson’s ability and
performance. Behaviors, or how a job is done, thus constitute an important component of the planning phase. This is
probably why results from a survey indicated that, in addition to sales figures, salespeople would like to be appraised on such
behavioral criteria as communications skills and product knowledge.15
A consideration of behaviors includes discussing competencies, which are measurable clusters of KSAs that are critical in
determining how results will be achieved. Examples of competencies are customer service, written or oral communication,
creative thinking, and dependability. Returning to the example of the professor, assume that teaching is done online and
numerous technology-related problems exist, so that the resulting teaching evaluations are deficient (i.e., lower than the
standard of 2). This is an example of a situation in which behaviors should be given more importance than results. In this
situation, the evaluation could include competencies such as online communication skills (e.g., in the chat room).

Development Plan
An important step before the review cycle begins is for the supervisor and employee to agree on a development plan. At a
minimum, this plan should include identifying areas that need improvement and setting goals to be achieved in each area.
Development plans usually include both results and behaviors.
In summary, performance planning includes the consideration of results and behaviors and the developmental plan. A
discussion of results needs to include key accountabilities (i.e., broad areas for which an employee is responsible), specific
objectives for each key accountability (i.e., goals to be reached), and performance standards (i.e., what constitutes
acceptable and unacceptable levels of performance). A discussion of behaviors needs to include competencies (i.e., clusters of
KSAs). Finally, the developmental plan includes a description of areas that need improving and goals to be achieved in each
area. Company Spotlight 2.1 includes a description of how performance planning is implemented at Discover.
Once the prerequisites are met and the planning phase has been completed, we are ready to begin the actual implementation
of the performance management system. This includes performance execution, assessment, and review.

Company Spotlight 2.1: Performance Planning at
Accenture
Accenture is a global professional services firm specialized in IT and consulting services with more than 330,000
employees worldwide. The company changed its performance management process to implement a more fluid
one. Employees receive feedback from their managers on an ongoing basis after each project and not just once a
year. Accenture is taking several steps to ensure that performance planning and employee development support
the organization’s business objectives. Accenture’s new model is designed to better map ongoing performance
discussions between employees and their managers. The company is shifting its focus to immediate performance
development rather than a forced annual ranking based on last year’s metrics. To do this, it uses an internal
application to help members of the organization transmit their comments. Accenture’s strategy includes meeting
with employees to agree on metrics in the performance planning stage, developing an action plan, and providing
feedback at the end of each assignment so there are ongoing evaluations and ratings to determine how
successful the learning experience is. Accenture uses the various stages of the performance management process
to ensure that employee development is an approach that matches the mission of providing a workplace that

46

supports high performance. This new strategy ensures that this is done on an ongoing basis and not just once a
year.16, 17

PERFORMANCE EXECUTION
Once the review cycle begins, the employee strives to produce the results and display the behaviors agreed upon earlier as
well as to work on developmental needs. The employee has primary responsibility and ownership of this process. Employee
participation does not begin at the performance execution stage, however. As noted earlier, employees need to have active
input in the development of job descriptions, performance standards, and the creation of the rating form. In addition, at later
stages, employees are active participants in the evaluation process in that they provide a self-assessment, and the
performance review interview is a two-way communication process. At the performance execution stage, the following factors
must be present:18
1. Commitment to goal achievement. The employee must be committed to the goals that were set. One way to enhance
commitment is to allow the employee to be an active participant in the process of setting the goals.
2. Check-ins and performance touchpoints. The employee has performance “touchpoints” with many people inside and
outside of the organization on an ongoing basis. So he should not wait until the review cycle is over to solicit
performance feedback in the form of “check-ins.” Also, the employee should not wait until a serious problem develops
to ask for coaching. The employee needs to take a proactive role in soliciting performance feedback and coaching
from her supervisor.19 Supervisors and others with whom the employee has performance touchpoints can provide

performance feedback (e.g., team members) but are busy with multiple obligations. The burden is on the employee to
communicate openly and regularly via ongoing check-ins with her performance touchpoints.
3. Collecting and sharing performance data. The employee should provide the supervisor with regular updates on
progress toward goal achievement, in terms of both behaviors and results.
4. Preparing for performance reviews. The employee should not wait until the end of the review cycle approaches to
prepare for the review. On the contrary, the employee should engage in an ongoing and realistic self-appraisal, so
immediate corrective action can be taken if necessary. The usefulness of the self-appraisal process can be enhanced
by gathering informal performance information from peers and customers (both internal and external).
Although the employee has primary responsibilities for performance execution, the supervisor also needs to do his share of
the work. Supervisors have primary responsibility over the following issues:20
1. Observation and documentation. Supervisors must observe and document performance daily. It is important to keep
track of examples of both good and poor performance.
2. Updates. As the organization’s goals may change, it is important to update and revise initial objectives, standards, and
key accountabilities (in the case of results) and competency areas (in the case of behaviors).
3. Feedback. Feedback on progression toward goals and coaching to improve performance should be provided on a
regular basis and certainly before the review cycle is over.
4. Resources. Supervisors should provide employees with resources and opportunities to participate in developmental
activities. Thus, they should encourage (and sponsor) participation in training, classes, and special assignments.
Overall, supervisors have a responsibility to ensure that the employee has the necessary supplies and funding to
perform the job properly.
5. Reinforcement. Supervisors must let employees know that their outstanding performance is noticed by reinforcing
effective behaviors and progress toward goals. Also, supervisors should provide feedback regarding negative
performance and how to remedy the observed problem. Observation and communication are not sufficient.
Performance problems must be diagnosed early, and appropriate steps must be taken as soon as the problem is
discovered.
The summary list included in Table 2.1 makes it clear that both the employee and the manager are responsible for
performance execution. As an example of this shared responsibility in an actual organization, consider the case of
International Business Machines (IBM). IBM is one of the world’s largest multinational technology companies with more than
400,000 employees in 170 countries. IBM recently transitioned from the previous once-a-year “stack ranking” review that
compared employees to a more frequent and personalized review focusing on employee’s own goals. Before deciding on a
new performance management system, IBM’s HR department asked for employees’ input through its internal social media
site. Employees reported they wanted more frequent feedback and the ability to change their goals as the year progressed.
IBM recognized that the fast-paced business environment meant that new things come along, leading to employees
experimenting and iterating. This meant that employees are often not working on what they originally proposed at the
beginning of the year. Accordingly, a new system was designed that allows employees to set annual goals and short-term
milestones. Based on continuous feedback from managers, employees are able to update their goals and milestones
throughout the year. By allowing employees to change and develop their own goals throughout the year, IBM can now avoid
irrelevant year-end discussions and have richer dialogue through frequent check-ins with employees.21

47

Table 2.1 Performance Execution Stage: Areas for Which Employees and Managers Have Primary Responsibility
Employees

Managers

Commitment to goal achievement

Observation and
documentation
Updates

Check-ins and performance
touchpoints
Collecting and sharing performance
data
Preparing for performance reviews

Feedback
Resources
Reinforcement

PERFORMANCE ASSESSMENT
In the assessment phase, both the employee and the manager are responsible for evaluating the extent to which the desired
behaviors have been displayed, and whether the desired results have been achieved. Although many sources can be used to
collect performance information (e.g., supervisors, other team members), in most cases the direct supervisor provides the
information. This also includes an evaluation of the extent to which the goals stated in the development plan have been
achieved.
It is important that both the employee and the manager take ownership of the assessment process. The employee evaluates
his own performance, and so does the manager. The fact that both parties are involved in the assessment provides good
information to be used in the review phase. When both the employee and the supervisor are active participants in the
evaluation process, there is a greater likelihood that the information will be used productively in the future. Specifically, the
inclusion of self-ratings helps emphasize possible discrepancies between self-views and the views that other important
participants (i.e., supervisors, other team members, customers) have of what we are doing, how we are doing it, and what
results we are producing. It is the discrepancy between these views that is most likely to trigger development efforts,
particularly when feedback from the supervisor and others is more negative than are employee self-evaluations.22
The inclusion of self-appraisals is also beneficial regarding important additional factors. Self-appraisals can reduce an
employee’s defensiveness during an appraisal meeting and increase the employee’s satisfaction with the performance
management system, as well as enhance perceptions of accuracy and fairness and, therefore acceptance of the system.23
Company Spotlight 2.2 describes how this process is implemented at Google.

Company Spotlight 2.2: Performance Assessment at
Google
Google is consistently ranked at the top of Fortune’s 100 best companies to work for. Google uses a 360-degree
review process, conducted semiannually. Managers take two things into account when evaluating employees:
results (what the employee accomplished) and behaviors (how the employee attained these results). The selfassessment, peer reviews, and manager reviews are based on a five-point scale (1 = needs improvement; 5 =
superb) and use the following six criteria: 1) “Googleyness”—adherence to Google values; 2) Problem solving—
analytical skills applied to work; 3) Execution—delivering great work with great autonomy; 4) Thought leadership
—how much an employee is seen as a reference for a specific area of expertise; 5) Leadership—displaying
leadership skills such as being proactive and taking the lead on projects; and 6) Presence—the ability to make
yourself known in a large organization. To reduce bias, managers meet and review all employees’ ratings together.
In summary, Google utilizes its performance assessment process to provide a clear link between each individual
and team activity and the strategic objectives of the organization.24
In sum, both the employee and the supervisor must evaluate employee performance. As will be described in detail in Chapter
6, employee involvement in the process increases employee ownership and commitment to the system. In addition, it
provides important information to be discussed during the performance review, which is discussed next.

PERFORMANCE REVIEW
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The performance review stage involves the formal meeting between the employee and the manager to review their
assessments. This meeting is usually called the appraisal meeting or discussion. Although good performance management
systems include ongoing check-ins, the formal appraisal meeting is important because it provides a formal setting in which
the employee receives feedback on his performance.
In spite of its importance in performance management, the appraisal meeting is often regarded as the “Achilles’ heel of the
entire process.”25 This is because many managers are uncomfortable providing performance feedback, particularly when
performance is deficient.26 This high level of discomfort, which often translates into anxiety and the avoidance of the
appraisal interview, can be mitigated through training those responsible for providing feedback. As will be discussed in detail
in Chapters 6 and 9, providing feedback in an effective manner is extremely important because it leads not only to
performance improvement but also to employee satisfaction with the system. For example, a study involving more than 200
teachers in Malaysia, including individuals with distinct Chinese, Malay, and Indian cultural backgrounds, found that when
they received effective feedback, they reported greater satisfaction with the system even when they received low
performance ratings.27 At this point, however, let’s emphasize that people are apprehensive about both receiving and giving
performance information, and this apprehension reinforces the importance of a formal performance review as part of any
performance management system.28

Remember Jack Welch, the late, famed former chairman and CEO of General Electric (GE)? Although this leadership style was
unique, colorful, and often controversial, during his 20-year tenure at GE, the company’s value rose about 4,000%. He
addressed the issue of giving honest feedback in many of his public appearances after he retired.29 At an appearance in front
of an audience of about 2,000 managers, he asked them if their organizations had integrity. As was expected, a vast majority
of managers, about 95%, raised their hands. Then he asked the same audience if their organization’s leaders provide direct
reports with honest and straightforward performance feedback. Only about 5% of the people raised their hands. Avoiding
giving negative feedback is very dangerous because it conveys the message that mediocrity is acceptable and damages the
morale of the top performers, who are about four times as productive as the poor performers.

In most cases, the appraisal meeting is regarded as a review of the past, that is, what was done (i.e., results) and how it was
done (i.e., behaviors). For example, a survey including more than 150 organizations in Scotland showed that performance
management systems in more than 80% of organizations emphasize the past.30 But the appraisal meeting should also
include a discussion of the employee’s developmental progress as well as future plans. The conversation should include a
discussion of goals and development plans that the employee will be expected to achieve over the period before the next
formal review session. In addition, a good appraisal meeting includes information on what new compensation and rewards, if
any, the employee may be receiving as a result of her performance. In short, the appraisal discussion focuses on the past
(what has been done and how), the present (what compensation is received or denied as a result), and the future (goals to
be attained before the upcoming review session).
As noted earlier, the discussion about past performance can be challenging, particularly when performance levels have not
reached acceptable levels. Following is a script reflecting what the first few seconds of the appraisal meeting can be like.31
Good afternoon, Lucy, please have a seat. As you know, we take performance very seriously and we scheduled
our meeting today to talk about the work you have done over the past year. Because we believe in the
importance of talking about performance issues, I blocked an hour of my time during which I won’t take any
phone calls, and I also won’t be texting or emailing with anyone. I want to be able to focus 100% on our
conversation because talking about performance will be helpful to both of us. There should be no surprises,
given that we have been communicating about your performance on an ongoing basis. You have also received
feedback not only from me but also from your peers. Let’s go through this process step by step. First, I would
like you to tell me about your own views about your performance during the past year. Specifically, please share
with me what are the things you believe you did particularly well and areas in which you think you may have
been able to do better. As a second step, I will tell you about the performance evaluation I prepared. As a third
step, we will talk about the issues on which you and I agree. As a fourth step, we can talk about issues for
which we may have different perspectives. I will explain the reasoning behind my views, and I want to hear the
reasoning behind yours. In terms of my evaluation of your work, I want to first make sure we agree on what are
the specific goals and objectives of your job. Then, we will talk about the results you achieved this year and the
section on the evaluation form about job skills and competencies. After we talk about that, I will tell you what
my overall rating is and why I believe this is an appropriate score. OK, let’s go ahead and start. Please tell me
about how things went this past year.
We will discuss performance reviews in more detail in chapter 9. For now, however, consider the following six recommended
steps for conducting productive performance reviews:32
1. Identify what the employee has done well and poorly by citing specific positive and negative behaviors.

49

2. Solicit feedback from your employee about these behaviors. Listen for reactions and explanations.
3. Discuss the implications of changing, or not changing, the behaviors. Positive feedback is best, but an employee must
be made aware of what will happen if any poor performance continues.
4. Explain to the employee how skills used in past achievements can help him overcome any current performance
problems.
5. Agree on an action plan. Encourage the employee to invest in improving his performance by asking questions such as
“What ideas do you have for ______?” and “What suggestions do you have for ______?”
6. Set up a meeting to follow up and agree on the behaviors, actions, and attitudes to be evaluated.
In closing, the performance management process includes a cycle that starts with prerequisites and ends with the formal
performance review. However, the cycle is not over after the formal review. In fact, the process starts all over again: there
needs to be a discussion of prerequisites, including the updated organization’s mission and strategic goals and the updated
job’s KSAs. Because markets change, customers’ preferences and needs change, and products change, there is a need to
continuously monitor the prerequisites so that performance planning, and all the subsequent stages, are consistent with the
organization’s strategic objectives. Recall that, in the end, one of the main goals of any performance management system is
to promote the achievement of organization-wide goals. Obviously, if managers and employees are not aware of what these
strategic goals are, it is unlikely that the performance management system will be instrumental in accomplishing the strategic
goals.

SUMMARY POINTS
The role of the CEO and top management team is key in its design and implementation. They should lead by example
and encourage the rest of the managers in the organization to do the same. HR function plays a critical role in terms of
offering support and resources.
Performance management is an ongoing and circular process. It never ends. Once established in an organization, it
becomes part of an organization’s culture. The performance management process includes five closely related
components: (1) prerequisites, (2) performance planning, (3) performance execution, (4) performance assessment, and
(5) performance review.
Each of the five components of the performance management process plays an important role. If any of these
components is implemented poorly, then the entire performance management system suffers. For example, lack of
knowledge of the organization’s mission and strategic goals and the job in question (i.e., prerequisites) will not allow
performance planning (i.e., performance road map) to be aligned with organizational goals, which in turn will lead to
poor performance execution. In short, a performance management system is only as good as its weakest component.
The links between the various components must be clearly established. For example, performance planning needs to be
closely related to performance execution. Performance planning is a futile exercise if execution does not follow from it.
The same applies to all the arrows linking the various components, as shown in Figure 2.1.
The first component of the performance management process involves two prerequisites. First, there is a need to have
good knowledge of the organization’s mission and strategic goals. This knowledge, combined with knowledge regarding
the mission and strategic goals of one’s unit, allows employees to make contributions that will have a positive impact on
their units and on the organization. Second, there is a need to have good knowledge of the job in question. A work
analysis allows for the determination of the key components of a particular job: what tasks need to be done, how they
should be done, and what KSAs are needed. If we have good information regarding a job, then it is easier to establish
criteria for job success.
Work analysis is a technique used to understand employees’ tasks and responsibilities and can be conducted using
interviews, observation, or off-the-shelf questionnaires. It is important to train individuals to fill out work analysis
instruments to minimize biases (i.e., self-serving bias, social projection, false consensus, carelessness responding) in the
resulting ratings. Once a list of tasks has been compiled, all incumbents should have an opportunity to review the
information and rate each task in terms of its frequency and criticality.
The second component of the performance management process involves performance planning. Performance planning
includes the consideration of results and behaviors, as well as a developmental plan. A discussion of results needs to
include key accountabilities (i.e., broad areas for which an employee is responsible), specific objectives for each key
accountability (i.e., goals to be reached), and performance standards (i.e., what are acceptable and unacceptable levels
of performance). A discussion of behaviors needs to include competencies (i.e., clusters of KSAs). Finally, the
developmental plan includes a description of areas that need improvement and goals to be achieved in each area.
The third component involves performance execution. Both the employee and the manager are responsible for
performance execution. For example, the employee needs to be committed to goal achievement and should take a
proactive role in seeking feedback from his or her supervisor and other performance touchpoints (e.g., other team

50

members, customers). The burden is on the employee to communicate openly and regularly with the supervisor. Also,
the employee has a responsibility to be prepared for the performance review by conducting regular and realistic selfappraisals. On the other hand, the supervisor also has important responsibilities. These include observing and
documenting performance, updating the employee on any changes in the goals of the organization, and providing
resources and reinforcement so the employee can succeed and continue to be motivated.
The fourth component involves performance assessment. Both the employee and the supervisor must evaluate
employee performance. Involving the employee in the process increases his or her ownership and commitment to the
system. In addition, it provides important information to be discussed during the performance review. In the absence of
self-appraisals, it is often not clear to supervisors if employees have a real understanding of what is expected of them.
The fifth component involves performance review when the employee and manager meet to discuss employee
performance. This formal meeting is usually called the appraisal meeting. This meeting typically emphasizes the past:
what the employee has done and how it was done. But a more effective appraisal meeting also focuses on the present
and the future. The present involves the changes in compensation that may result from the results obtained. The future
involves a discussion of goals and development plans that the employee will be expected to achieve during the period
before the next review session.

EXERCISE 2-1: WORK (JOB) ANALYSIS
Please conduct a work analysis for the position “wait staff” at a local restaurant. This work analysis may benefit from
interviewing incumbents (i.e., wait staff) as well as supervisors (i.e., restaurant’s general manager). In addition, of course,
you can rely on your own knowledge of this job. By the end of your work analysis, follow the O*NET format and create a
summary description for the position as well as a list of tasks, technology skills, knowledge, skills, abilities, work activities,
detailed work activities, work context, education, work styles, and work values needed for successful performance. Use Figure
2.3 “Summary Report for Tractor-Trailer Truck Drivers (from O*NET)” as a template.
As a minimum, your job description should include four lists—one for tasks, one for knowledge, one for skills, and one for
abilities. For each of the four lists, rate the corresponding elements in terms of frequency and criticality. Use the scales
provided below to rate each element. Then, multiply the frequency and criticality scores for each of the elements in each list
to obtain its overall score. Then, arrange the list of elements in order of importance from high to low.
Frequency and Criticality Scales

Frequency

Criticality

0: not performed

0: not critical

1: every few months to yearly

1: low level of criticality

2: every few weeks to monthly

2: below average level of
criticality

3: every few days to weekly

3: average level of criticality

4: every few hours to daily

4: above average level of
criticality

5: hourly to many times each
hour

5: extremely critical

Have one or more people do the same rating task with the same job description. Then, answer the following questions.
1. Are there any disagreements between or among the resulting orderings? If so, why do you think that is the case?
2. What can be done to mitigate any observed disagreement between or among the resulting orderings? After discussing
some possible techniques for reducing disagreement, if there were indeed any disagreements, apply some of those
techniques until 100% agreement is reached.
3. Recall that tasks listed in a job description can largely be divided into behaviors (i.e., how to perform) and results (i.e.,
what outcomes should result from performance). In the job description you created, which of the tasks are behaviors
and which tasks are outcomes? Are there more behaviors or more outcomes? Or is there a strong balance between
the two types of tasks? Whether there is such an imbalance or balance, do you think the observed balance or
imbalance is justified? Explain.

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EXERCISE 2-2: PERFORMANCE REVIEW MEETING
As part of this exercise, you will be asked to conduct a performance review meeting in front of the classroom. Specifically, you
will prepare a performance assessment of student participation in the classroom for a particular student and then meet with
that student to deliver the performance review face-to-face and real-time in front of the class. You will either play the role of
the supervising manager giving the performance review, or the direct report receiving the performance review.
Steps:
1. Conduct a self-appraisal of your own class participation performance
a. Rate your participation from 0 (lowest level contribution) to 15 (highest possible contribution) on each of the
items listed below and note the reasons for the score you assign yourself.
b. In rating participation, use the following specific eight items:
i. Being an active participant, but not a dominating participant.
ii. Being a good listener and demonstrating respect for others’ opinions.
iii. Making thoughtful, insightful comments, and not speaking just to be heard.
iv. Building on others’ comments.
v. Asking questions, not just giving answers.
vi. Identifying key assumptions underlying discussion points and arguments.
vii. Judiciously playing the role of the “devil’s advocate.”
viii. Being constructive and positive in one’s comments.
2. Choose any five students from the class and prepare an assessment of their participation performance for all students
in your class.
a. Rate their participation from 0 (lowest level contribution) to 15 (highest possible contribution) using the same
eight items listed above.
3. Prepare to provide a performance review to each of these five classmates, including ratings and the reasons for the
scores you assigned them. (Hint: Consider the steps of the performance management cycle in Figure 2-1 when writing
your assessment.)
a. The performance review meeting should not be longer than 10 minutes. (Hint: The performance review
subsection of the chapter lists the issues typically discussed in a performance review and provides an example
of how to begin a review.)
b. Make sure to include both positive and negative feedback that allows your classmates to improve their
performance.
4. The other students in the classroom will then evaluate the performance review meeting and provide feedback on how
performance review meetings can be improved in the future.

CASE STUDY 2-1: FRONT RANGE MEDICAL ASSOCIATES
(FRMA)
Front Range Medical Associates (FRMA) is a small medical practice owned by four doctors who are general practitioners. The
mission of FRMA is to provide the best health care and medical assistance for the families of Granite, a mid-size city at the
base of the Rocky Mountains. FRMA employs three clerical employees, four nurses, two physicians’ assistants, two laboratory
technicians, and a custodian. One clerical employee spends most of his time identifying what insurance coverage is available
to the various patients and negotiating costs with the various insurance companies. Although the company has hired some of
the employees since 1974, it has relied on generic job descriptions and the institutional memory of Lenore, the head clerk,
and Roseanne, the head nurse. However, Roseanne retired last summer, and Lenore is planning to retire in a year. The nurses
now report directly to the doctors, who also oversee the physicians’ assistants. The doctors have noticed that the previously
well-run underpinnings of their practice have developed some glitches. They have hired you to help them get things running
smoothly again. Please answer the following questions.
1. Dr. Beasley, the senior member of the practice, tells you that he has heard that a performance management system
might be a good idea. He asks you to explain the key features of such a system to him. Please provide him with
detailed and convincing information.
2. One of the problems at FRMA is that job duties are unclear. Discuss the information you would need to help FRMA
address this problem and explain how you would get this information.
3. The following is part of a generic job description for registered nurses obtained from O*NET.
29-1111.00—Registered Nurses: Assess patient health problems and needs, develop and implement nursing care plans,
and maintain medical records. Administer nursing care to ill, injured, convalescent, or disabled patients. May advise patients
on health maintenance and disease prevention or provide case management. Licensing or registration required.
Expand this generic job description in the context of FRMA’s mission.

52

4. You are advising Dr. Beasley about developing a performance plan for the employees in the practice. What factors
should he consider in developing this plan?
5. Explain the responsibilities of the supervisor and the employees during the performance execution and review
phases.

CASE STUDY 2-2: PERFORMANCE MANAGEMENT AT KS
CLEANERS
KS Cleaners (KSC) is a small company that provides several services to its customers: dry cleaning of clothes, laundry, ironing,
and some clothing repair work. KSC specializes in low-cost volume, promising that dry cleaning will be returned to its
customers the day after it is turned in. The charge is $2.25 for each item dry-cleaned; there is an extra charge for ironing,
although ironing is usually not necessary because the items are placed on clothes hangers immediately after they are
removed from the dryers. Laundry is $1.50 per item, with an extra charge for ironing if desired. Clothing repair, such as
hemming, replacement of buttons and zippers, and so on, is charged by the hour.
In addition to Kevin, the owner and manager, there are eight employees: two dry cleaners, a seamstress, and five general
duty employees, who rotate where they are needed among front counter customer service and sorting clothes, loading the
machines, removing clothes from machines, folding or hanging up the items, and preparing them for pickup. Kevin has found
that he can hire teenagers for the general duty positions because these duties don’t require much training. The company
needs employees who are focused on customer satisfaction and quick turnaround; when there are slow times, however, these
high school students often work on homework, socialize, or spend time on their smart phones, which is acceptable behavior
as long as the work gets done and the customers are happy.
Pay ranges from minimum wage for the general duty employees to $20 per hour for the dry cleaners. The seamstress is paid
on a negotiated piecework basis, depending on the complexity of the task.
This shop has been doing so well that Kevin is thinking about opening another one. He has done some research and realizes
that he will need to formalize procedures that, heretofore, he has run almost by instinct. A new manager will need to operate
the new shop in a fashion that is identical to the successful way he has run his current shop. Although he dreads the process,
he recognizes that it is time to document procedures and formalize job descriptions. He has hired you to help him develop a
performance management process.
1. In the context of KSC, critically evaluate the availability of any prerequisites to implementing a performance
management process.
2. Discuss your plans for developing formal job descriptions for the employees at the second shop.
3. Explain key features of developing performance plans for the employees. Provide examples of factors you would
consider in developing such plans for the dry cleaner.
4. In the context of KSC, create two results-oriented performance standards for the general duty employees.
The following information was obtained from O*NET.

41-2021.00—Counter and Rental Clerks:
Knowledge: Customer and Personal Service—Knowledge of principles and processes for providing customer and
personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of
customer satisfaction.
Technology Skills: Data base user interface and query software—Database software
Abilities: Oral Expression—The ability to communicate information and ideas in speaking so others will understand.
Work Activities: Performing for or Working Directly with the Public—Performing for people or dealing directly with the
public. This includes serving customers in restaurants and stores and receiving clients or guests.
5. Discuss the factors that should be considered in establishing behavior-oriented performance standards for the general
duty employees. Give an example of such a standard.
6. Provide a detailed discussion of both the responsibilities of the manager and the responsibilities of the general duty
employees during the performance execution phase.
7. Explain the process that Kevin should use to get information when he is developing the performance assessments for
the general duty employees.

Descriptions of Images and Figures
53

Back to Figure
Operates gasoline-or diesel-powered truck or truck tractor equipped with two or more driving wheels and with
four or more forward speed transmissions, which may include two or more gear ranges. These vehicles are
coupled to a trailer or semitrailer by use of a turntable (fifth wheel) or pintle (pivot) hook. Drives over public
roads to transport materials, merchandise, or equipment. Performs difficult driving tasks such as backing truck to
loading platform, turning narrow corners, negotiating narrow passageways, and keeping truck and trailer under
control, particularly on wet or icy highways. May assist in loading and unloading truck. May also handle manifest,
bills of lading, expense accounts, and other papers pertinent to the shipment.
Back to Figure
DESCRIPTION
Drive a tractor-trailer combination or a truck with a capacity of at least 26,000 pounds Gross Vehicle Weight
(GVW). May be required to unload truck. Requires commercial drivers’ license.
TASKS
Check vehicles to ensure that mechanical, safety, and emergency equipment is in good working order.
Follow appropriate safety procedures for transporting dangerous goods.
Inspect loads to ensure that cargo is secure.
Maintain logs of working hours or of vehicle service or repair status, following applicable state and federal
regulations.
Secure cargo for transport, using ropes, blocks, chain, binders, or covers.
TECHNOLOGY SKILLS
Data base user interface and query software—ddlsoftware.com drivers daily log program DDL; Easy
Trucking Software; Fog Line Software Truckn2004; TruckersHelper
Office suite software—Microsoft Office
Operating system software—Microsoft Windows
Route navigation software—ALK Technologies PC*Miler; MarcoSoft Quo Vadis
Spreadsheet software—Microsoft Excel Hot technology.
KNOWLEDGE
Transportation—Knowledge of principles and methods for moving people or goods by air, rail, sea, or road,
including the relative costs and benefits.
Public Safety and Security—Knowledge of relevant equipment, policies, procedures, and strategies to
promote effective local, state, or national security operations for the protection of people, data, property,
and institutions.
Customer and Personal Service—Knowledge of principles and processes for providing customer and personal
services. This includes customer needs assessment, meeting quality standards for services, and evaluation
of customer satisfaction.
English Language—Knowledge of the structure and content of the English language including the meaning
and spelling of words, rules of composition, and grammar.

54

Mechanical—Knowledge of machines and tools, including their designs, uses, repair, and maintenance.
SKILLS
Operation and Control—Controlling operations of equipment or systems.
Operation Monitoring—Watching gauges, dials, or other indicators to make sure a machine is working
properly.
Time Management—Managing one’s own time and the time of others.
Critical Thinking—Using logic and reasoning to identify the strengths and weaknesses of alternative
solutions, conclusions, or approaches to problems.
Monitoring Monitoring/Assessing performance of yourself, other individuals, or organizations to make
improvements or take corrective action.
ABILITIES
Control Precision—The ability to quickly and repeatedly adjust the controls of a machine or a vehicle to
exact positions.
Far Vision—The ability to see details at a distance.
Multilimb Coordination—The ability to coordinate two or more limbs (for example, two arms, two legs, or
one leg and one arm) while sitting, standing, or lying down. It does not involve performing the activities
while the whole body is in motion.
Near Vision—The ability to see details at close range (within a few feet of the observer).
Reaction Time—The ability to quickly respond (with the hand, finger, or foot) to a signal (sound, light,
picture) when it appears.
WORK ACTIVITIES
Operating Vehicles, Mechanized Devices, or Equipment—Running, maneuvering, navigating, or driving
vehicles or mechanized equipment, such as forklifts, passenger vehicles, aircraft, or watercraft.
Inspecting Equipment, Structures, or Material—Inspecting equipment, structures, or materials to identify the
cause of errors or other problems or defects.
Getting Information—Observing, receiving, and otherwise obtaining information from all relevant sources.
Identifying Objects, Actions, and Events—Identifying information by categorizing, estimating, recognizing
differences or similarities, and detecting changes in circumstances or events.
Controlling Machines and Processes—Using either control mechanisms or direct physical activity to operate
machines or processes (not including computers or vehicles).
DETAILED WORK ACTIVITIES
Inspect motor vehicles.
Follow safety procedures for vehicle operation.
Inspect cargo to ensure it is properly loaded or secured.
Record operational or production data.
Record service or repair activities.

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WORK CONTEXT
In an Enclosed Vehicle or Equipment—88% responded “Every day.”
Duration of Typical Work Week—84% responded “More than 40 hours.”
Outdoors, Exposed to Weather—76% responded “Every day.”
Time Pressure—69% responded “Every day.”
Very Hot or Cold Temperatures—60% responded “Every day.”
EDUCATION
High school diploma or equivalent (56% of respondents)
Less than high school diploma (19% of respondents)
Post-secondary certificate (15% of respondents)
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