Supervision 2 Flashcards
(30 cards)
Goals of Performance Evaluations
- Systematic assessment of an employee’s performance
- Help the supervisor know his employee
- Id the strengths and weaknesses of employee
- Provide a plan for future improvement of employee
- Provide look back
- Get rid of deadwood
Pre-requisite for a Performance Evaluation:
- Job knowledge
- Training in the performance of the evaluation process
- Observation of the employee’s performance
- Use of commonly understood standards
- Ability to communicate the results of a performance evaluation
- An objective disposition
Common Barrier:
- Rater leniency – most common barrier
- Central tendency
- Contrast error
- Halo effect
- Error of bias
- Error of recent events
Discussion Phase:
- Review planned performance vs actual performance
- Explore why employees may have not met objectives
- Agree on new objectives
Who should complete the performance appraisal
Immediate Supervisor
Characteristics of Effective Leaders:
- Building trust and openness
- Presentations of a vision and communicate it
- Allowing decisions to be made at the appropriate level
- Empowering others
Definition of Leadership:
• The ability to influence others toward an objective
Definition of Referent Power:
• Associate with leaders personality may be identified as charisma, subordinates respond by imitating the style of the leader, and a good reputation
Disadvantages to the Directive Style of Leadership:
- Isolates the supervisor
- Negative feelings can be generated
- Minimal compliance
- Stressful for the supervisor
- Can be punitive
- May result in lowering morale
- Stifles creativity
- Limits two way communication
Qualities of Participative Leadership Style:
- Can only be used when the supervisor has genuine belief and respect for subordinate
- Attitudes, values, and officers feelings are viewed as important
- Group involvement sought
- Power is shared
Characteristics of a Discipline System:
- Progressive Steps and complete documentation
- Focus on correcting problems and not punishment
- Provide means for recognizing and reinforcing good performance
- Provide a method for confronting the few who fail to meet expectations in ways that maintain self-esteem
- Understood, accepted and supported by all
- Most produce measurable outcome
The ___________ is key in the discipline system
The supervisor
The goal of Discipline:
To produce desirable behavior
Problems with Punishment:
- Allow some workers more leeway than others
- Supervisors wait until there is no alternative
- Over time, punishment loses its power
- Produces avoidance
- Damaging long term effects
3 Steps in the “Discipline Without Punishment” Process:
- Oral reminder
- Written reminder
- Decision-making leave
The function of behavior modification:
- Behavior is a function of its consequence
- Behavior rewarded is behavior repeated
- Every behavior has some sort of consequence
3 Types of Employee Problems:
- Attendance
- Performance
- Conduct
Definition of Training:
• Process of helping members to do better in their present or future jobs
o Attitudes
o Skills
o Knowledge
Elements of Training Process:
- Setting training objectives
- Specifying content of the curriculum
- Selecting training strategy
- Selecting methodology for training
Benefits Employees receive from training:
- Increased security
- Becoming more productive
- Being identified as upwardly mobile
- Experiencing self-motivation
- Improvement in morale
5 Protected Classes Title VII of 1964 Civil Rights Act:
- Race
- Color
- Religion
- Sex
- National Origin
Definition of Disparate Impact:
• Specifically identifies each employment practice that is challenged • Shows that the challenged practice causes or creates a significant disparity for those in a protected class• employer bears the burden of proof
Definition of Harassment:
• Consists of any conduct, verbal or physical, that degrades or shows hostility to another person because of age, disability, gender, national origin, race, religion, veteran status, or any other category protected by law
Definition of Physical Harassment:
- Acts of intimidation have a threatening quality
- Threats can be explicit or implicit
- May include pushing, shoving, grabbing, or touching
