Chapter 5: Performance Appraisal and Management

Test Bank

Multiple Choice

1. The systematic description of job-relevant strengths and weaknesses within and between employees and groups is called ______.

A. performance management

B. performance appraisal

C. criterion development

D. job analysis

Learning Objective: 5-2: Distinguish important differences between performance appraisal and performance management (i.e., ongoing process of performance development aligned with strategic goals), and confront the multiple realities and challenges of performance management systems.

Cognitive Domain: Knowledge

Answer Location: Chapter Opener
Difficulty Level: Easy

AACSB: Systems and processes in organizations

2. Which of the following is NOT a purpose of performance management systems as discussed in the reading?

A. To create a better job description.

B. To make employment decisions, such as promotions and terminations.

C. To give employees concrete feedback about their performance.

D. To keep proper records for research purposes.

Learning Objective: 5-1: Design a performance management system that attains multiple purposes (e.g., strategic, communication, and developmental; organizational diagnosis, maintenance, and development).

Cognitive Domain: Comprehension

Answer Location: Purposes Served
Difficulty Level: Medium

AACSB: Systems and processes in organizations

3. As an HR manager, you are examining recent performance reviews in order to determine if training is necessary. This best represents which purpose of performance management systems?

A. communication purpose

B. employment decisions

C. criteria in HR research

D. organizational diagnosis and development

Learning Objective: 5-1: Design a performance management system that attains multiple purposes (e.g., strategic, communication, and developmental; organizational diagnosis, maintenance, and development).

Cognitive Domain: Application

Answer Location: Purposes Served
Difficulty Level: Medium

AACSB: Systems and processes in organizations

4. Which of the following is NOT a one of the realities/challenges faced by those creating and using performance management systems?

A. People need to be convinced that the system is useful and fair.

B. As job complexity decreases, it becomes more difficult to assign accurate performance ratings.

C. When evaluating coworkers, political motivation is often present.

D. Appraisal is fraught with consequences for individuals, such as rewards and punishments.

Learning Objective: 5-1: Design a performance management system that attains multiple purposes (e.g., strategic, communication, and developmental; organizational diagnosis, maintenance, and development).

Cognitive Domain: Analysis

Answer Location: Realities and Challenges of Performance Management Systems
Difficulty Level: Medium

AACSB: Systems and processes in organizations

5. A successful performance management system should have all of these characteristics EXCEPT ______.

A. practicality

B. congruence with strategy

C. specificity

D. exclusiveness

Learning Objective: 5-3: Design a performance management system that meets requirements for success (e.g., congruence with strategy, practicality, meaningfulness).

Cognitive Domain: Knowledge

Answer Location: Fundamental Requirements of Successful Performance Management Systems
Difficulty Level: Easy

AACSB: Systems and processes in organizations

6. To review the performance of a waiter, the measures should include friendliness, timeliness, knowledge of the menu, attendance, and many other aspects important to success at that specific position. This BEST represents which fundamental requirement?

A. congruence with strategy

B. thoroughness

C. meaningfulness

D. discriminability

Learning Objective: 5-3: Design a performance management system that meets requirements for success (e.g., congruence with strategy, practicality, meaningfulness).

Cognitive Domain: Application

Answer Location: Fundamental Requirements of Successful Performance Management Systems
Difficulty Level: Medium

AACSB: Systems and processes in organizations

7. A state-of-the-art performance management system has all of the following benefits EXCEPT:

A. Increased employee self esteem

B. Reduction in employee misconduct

C. Better protection from lawsuits

D. Less differentiation between good and poor performers.

Learning Objective: 5-4: Take advantage of the multiple benefits of state-of-the-science performance management systems, and design systems that consider (a) advantages and disadvantages of using different sources of performance information, (b) situations when performance should be assessed at individual or group levels; and (c) multiple types of biases in performance ratings and strategies for minimizing them.

Cognitive Domain: Comprehension

Answer Location: Benefits of State-of-the-Science Performance Management Systems
Difficulty Level: Easy

AACSB: Systems and processes in organizations

8. There is a new managerial position open, and you are asked to give the name of two coworkers that you think would do well in the position based on their past performance. This is an example of ______.

A. peer nomination

B. peer rating

C. peer pressure

D. peer ranking

Learning Objective: 5-4: Take advantage of the multiple benefits of state-of-the-science performance management systems, and design systems that consider (a) advantages and disadvantages of using different sources of performance information, (b) situations when performance should be assessed at individual or group levels, and (c) multiple types of biases in performance ratings and strategies for minimizing them.

Cognitive Domain: Application

Answer Location: Peers
Difficulty Level: Easy

AACSB: Systems and processes in organizations

9. All the following are considered to be problems with peer assessments EXCEPT ______.

A. there is a perceived friendship bias

B. negative peer feedback lowers group cohesion

C. they have low reliability

D. they tend to have more common method variance

Learning Objective: 5-4: Take advantage of the multiple benefits of state-of-the-science performance management systems, and design systems that consider (a) advantages and disadvantages of using different sources of performance information, (b) situations when performance should be assessed at individual or group levels, and (c) multiple types of biases in performance ratings and strategies for minimizing them.

Cognitive Domain: Analysis

Answer Location: Peers
Difficulty Level: Hard

AACSB: Systems and processes in organizations

10. Which of these is a positive aspect of using self-ratings?

A. They have less bias than other types of ratings.

B. It allows the employee to participate in their performance appraisal.

C. They are more lenient than other rating sources.

D. The ratings line up well with other sources of information.

Learning Objective: 5-4: Take advantage of the multiple benefits of state-of-the-science performance management systems, and design systems that consider (a) advantages and disadvantages of using different sources of performance information, (b) situations when performance should be assessed at individual or group levels, and (c) multiple types of biases in performance ratings and strategies for minimizing them.

Cognitive Domain: Comprehension

Answer Location: Self

Difficulty Level: Medium

AACSB: Systems and processes in organizations

11. All of the following are suggestions to improve self-ratings of performance EXCEPT ______.

A. provide reassurances of confidentiality

B. ask individuals to rate themselves on an absolute rather than relative scale

C. provide multiple opportunities for self-appraisal

D. focus on the future rather than the past

Learning Objective: 5-4: Take advantage of the multiple benefits of state-of-the-science performance management systems, and design systems that consider (a) advantages and disadvantages of using different sources of performance information, (b) situations when performance should be assessed at individual or group levels, and (c) multiple types of biases in performance ratings and strategies for minimizing them.

Cognitive Domain: Comprehension

Answer Location: Self

Difficulty Level: Medium

AACSB: Systems and processes in organizations

12. According to the reading, self-ratings should only be used for which purpose of appraisal?

A. HR research

B. employment decisions

C. self-development

D. keeping proper records

Learning Objective: 5-4: Take advantage of the multiple benefits of state-of-the-science performance management systems, and design systems that consider (a) advantages and disadvantages of using different sources of performance information, (b) situations when performance should be assessed at individual or group levels, and (c) multiple types of biases in performance ratings and strategies for minimizing them.

Cognitive Domain: Knowledge

Answer Location: Appraising Performance: Individual Versus Group Tasks

Difficulty Level: Easy

AACSB: Systems and processes in organizations

13. Which of the following is NOT one of the factors needed for a successful 360-degree feedback as listed in the reading?

A. data credibility

B. participation

C. accountability

D. congruence

Learning Objective: 5-4: Take advantage of the multiple benefits of state-of-the-science performance management systems, and design systems that consider (a) advantages and disadvantages of using different sources of performance information, (b) situations when performance should be assessed at individual or group levels, and (c) multiple types of biases in performance ratings and strategies for minimizing them.

Cognitive Domain: Comprehension

Answer Location: Putting It All Together: 360-degree systems

Difficulty Level: Medium

AACSB: Systems and processes in organizations

14. When raters are able to make distinctions between different performance dimensions, this is called ______.

A. discriminant validity

B. convergent validity

C. predictive validity

D. face validity

Learning Objective: 5-4: Take advantage of the multiple benefits of state-of-the-science performance management systems, and design systems that consider (a) advantages and disadvantages of using different sources of performance information, (b) situations when performance should be assessed at individual or group levels, and (c) multiple types of biases in performance ratings and strategies for minimizing them.

Cognitive Domain: Knowledge

Answer Location: Agreement and Equivalence of Ratings Across Sources

Difficulty Level: Easy

AACSB: Systems and processes in organizations

15. Your performance management system includes multiple supervisors rating each employee, but one supervisor seems to continually rate the employees higher than the other supervisors. This is MOST LIKELY due to which type of error?

A. severity error

B. halo error

C. leniency error

D. central tendency error

Learning Objective: 5-4: Take advantage of the multiple benefits of state-of-the-science performance management systems, and design systems that consider (a) advantages and disadvantages of using different sources of performance information, (b) situations when performance should be assessed at individual or group levels, and (c) multiple types of biases in performance ratings and strategies for minimizing them.

Cognitive Domain: Application

Answer Location: Leniency and Severity

Difficulty Level: Medium

AACSB: Systems and processes in organizations

16. When raters assign ratings based on a general impression of the ratee and not the actual specific dimensions being asked, this is called ______.

A. severity error

B. halo error

C. leniency error

D. central tendency error

Learning Objective: 5-4: Take advantage of the multiple benefits of state-of-the-science performance management systems, and design systems that consider (a) advantages and disadvantages of using different sources of performance information, (b) situations when performance should be assessed at individual or group levels, and (c) multiple types of biases in performance ratings and strategies for minimizing them.

Cognitive Domain: Knowledge

Answer Location: Halo

Difficulty Level: Easy

AACSB: Systems and processes in organizations

17. Two reviews on halo effect found all of the following EXCEPT ______.

A. halo is more common than first believed

B. halo may an important measure of the rating process

C. it is impossible to tell true halo from illusory halo

D. the presence of halo does not necessarily detract from the quality of the ratings

Learning Objective: 5-4: Take advantage of the multiple benefits of state-of-the-science performance management systems, and design systems that consider (a) advantages and disadvantages of using different sources of performance information, (b) situations when performance should be assessed at individual or group levels, and (c) multiple types of biases in performance ratings and strategies for minimizing them.

Cognitive Domain: Analysis

Answer Location: Halo

Difficulty Level: Hard

AACSB: Systems and processes in organizations

18. The number of dollars in sales made by a cars salesman is an example of which type of measure?

A. subjective

B. objective

C. rank order

D. graphic rating scale

Learning Objective: 5-5: Distinguish between objective and subjective measures of performance and advantages of using each type, and design performance management systems that include relative and absolute rating systems.

Cognitive Domain: Application

Answer Location: Objective Measures

Difficulty Level: Easy

AACSB: Systems and processes in organizations

19. Forced distributions are examples of ______ rating systems.

A. absolute

B. multi-trait

C. objective

D. relative

Learning Objective: 5-5: Distinguish between objective and subjective measures of performance and advantages of using each type, and design performance management systems that include relative and absolute rating systems.

Cognitive Domain: Comprehension

Answer Location: Rating Systems: Relative and Absolute

Difficulty Level: Medium

AACSB: Systems and processes in organizations

20. You are asked to rate each of your subordinates by linking each of them to each other and picking which one is the “better performer.” You do this over and over until you’ve picked every possible subordinate combination. This BEST describes which rating system?

A. alternative ranking

B. forced distribution

C. paired comparisons

D. critical incidents

Learning Objective: 5-5: Distinguish between objective and subjective measures of performance and advantages of using each type, and design performance management systems that include relative and absolute rating systems.

Cognitive Domain: Application

Answer Location: Paired Comparisons

Difficulty Level: Medium

AACSB: Systems and processes in organizations

21. In ______ rating system, raters must distribute a predetermined percentage of employees into categories based on their relative performance to other employees.

A. alternative ranking

B. forced distribution

C. paired comparisons

D. critical incidents

Learning Objective: 5-5: Distinguish between objective and subjective measures of performance and advantages of using each type, and design performance management systems that include relative and absolute rating systems.

Cognitive Domain: Knowledge

Answer Location: Forced Distribution

Difficulty Level: Easy

AACSB: Systems and processes in organizations

22. A supervisor is asked to indicate all of the job-related behaviors their employees exhibit from a provided catalog of potential ones. This BEST represents which rating system?

A. forced distribution

B. behaviorally anchored rating system

C. critical incidents

D. behavioral checklist

Learning Objective: 5-5: Distinguish between objective and subjective measures of performance and advantages of using each type, and design performance management systems that include relative and absolute rating systems.

Cognitive Domain: Application

Answer Location: Behavioral Checklists

Difficulty Level: Medium

AACSB: Systems and processes in organizations

23. Forced-choice performance system are developed based on what two statistical properties?

A. discriminability and preference

B. discriminability and specificity

C. specificity and summation

D. discriminability and summation

Learning Objective: 5.5: Distinguish between objective and subjective measures of performance and advantages of using each type, and design performance management systems that include relative and absolute rating systems.

Cognitive Domain: Knowledge

Answer Location: Forced-Choice System

Difficulty Level: Medium

AACSB: Systems and processes in organizations

24. ______ are simply reports by knowledgeable observers of things employees did that were especially effective and ineffective in accomplishing parts of their jobs.

A. Forced distribution

B. Behaviorally anchored rating system

C. Critical incidents

D. Behavioral checklist

Learning Objective: 5-5: Distinguish between objective and subjective measures of performance and advantages of using each type, and design performance management systems that include relative and absolute rating systems.

Cognitive Domain: Knowledge

Answer Location: Critical Incidents

Difficulty Level: Easy

AACSB: Systems and processes in organizations

25. Graphic rating scales need to define their individual scale points in very clear and unambiguous ways. This is called ______.

A. summation

B. anchoring

C. relevance

D. congruence

Learning Objective: 5-5: Distinguish between objective and subjective measures of performance and advantages of using each type, and design performance management systems that include relative and absolute rating systems.

Cognitive Domain: Knowledge

Answer Location: Graphic Rating Scales

Difficulty Level: Easy

AACSB: Systems and processes in organizations

26. Behaviorally Anchored Rating Scales have been shown to ______.

A. improve on leniency and halo errors

B. moderately improve external validity

C. increase participation in the system

D. have high convergent and discriminant validity

Learning Objective: 5-6: Create graphic rating scales for jobs and different types of performance dimensions, including behaviorally anchored ratings scales (BARS).

Cognitive Domain: Analysis

Answer Location: Behaviorally Anchored Rating Scales

Difficulty Level: Hard

AACSB: Systems and processes in organizations

27. Which of the following is TRUE about the relationship between rater personal characteristics and performance ratings?

A. Women generally rate people higher than men.

B. Older workers rate younger raters lower than they rate older workers.

C. Education has a strong effect on how people are rated.

D. African Americans rate Whites slightly higher than they rate African Americans.

Learning Objective: 5-7: Consider rater and ratee personal and job-related factors that affect appraisals, and design performance management systems that consider individual as well as team performance, along with training programs to improve rating accuracy.

Cognitive Domain: Knowledge

Answer Location: Factors Affecting Subjective Appraisals

Difficulty Level: Medium

AACSB: Systems and processes in organizations

28. All of the following are true about job-related variables and performance ratings EXCEPT ______.

A. job experience only has a weak relationship with quality of ratings

B. raters who are accountable for their ratings provide more accurate ratings

C. raters under stress rely less on first impressions and make more distinctions among dimensions

D. ratings are less accurate when delayed rather than immediate

Learning Objective: 5-7: Consider rater and ratee personal and job-related factors that affect appraisals, and design performance management systems that consider individual as well as team performance, along with training programs to improve rating accuracy.

Cognitive Domain: Analysis

Answer Location: Job-Related Variable

Difficulty Level: Hard

AACSB: Systems and processes in organizations

29. Which of the following is TRUE about the relationship between ratee personal characteristics and performance ratings?

A. Race of the rate accounts for between 7% and 14% of the variance in ratings.

B. Older subordinates were rated lower than younger subordinates.

C. Education of ratee led to higher performance ratings.

D. Females tend to receive lower ratings than males when they make up less than 20% of work group.

Learning Objective: 5-7: Consider rater and ratee personal and job-related factors that affect appraisals, and design performance management systems that consider individual as well as team performance, along with training programs to improve rating accuracy.

Cognitive Domain: Analysis

Answer Location: Factors Affecting Subjective Appraisals

Difficulty Level: Medium

AACSB: Systems and processes in organizations

30. Which of the following is NOT true about rater–ratee characteristics and performance ratings?

A. Actual similarity is a strong predictor of performance ratings.

B. Dimension ratings of ratees with high levels of citizenship behaviors show high halo effects.

C. Similarity regarding conscientiousness increases ratings of contextual work behaviors.

D. Race effects may disappear when cognitive ability, education, and experience are taken into account.

Learning Objective: 5-7: Consider rater and ratee personal and job-related factors that affect appraisals, and design performance management systems that consider individual as well as team performance, along with training programs to improve rating accuracy.

Cognitive Domain: Analysis

Answer Location: Factors Affecting Subjective Appraisals

Difficulty Level: Hard

AACSB: Systems and processes in organizations

31. Intact teams that engage in routine tasks regularly are called ______.

A. work teams

B. project teams

C. network teams

D. permanent teams

Learning Objective: 5-7: Consider rater and ratee personal and job-related factors that affect appraisals, and design performance management systems that consider individual as well as team performance, along with training programs to improve rating accuracy.

Cognitive Domain: Knowledge

Answer Location: Evaluating the Performance of Teams

Difficulty Level: Easy

AACSB: Systems and processes in organizations

32. Rater error training results in ______ outcomes compared to frame of reference training.

A. better

B. worse

C. similar

D. specific

Learning Objective: 5-7: Consider rater and ratee personal and job-related factors that affect appraisals, and design performance management systems that consider individual as well as team performance, along with training programs to improve rating accuracy.

Cognitive Domain: Comprehension

Answer Location: Rater Training

Difficulty Level: Easy

AACSB: Systems and processes in organizations

33. What is the final step of frame of reference training?

A. Ratings are written on a blackboard and discussed by the group of participants.

B. Participants are told that they will evaluate the performance of three ratees on three separate performance dimensions.

C. The trainer provides feedback to participants, explaining why the ratee should receive a certain rating

D. Participants are shown a videotape of a practice vignette and are asked to evaluate the manager using the scales provided.

Learning Objective: 5-7: Consider rater and ratee personal and job-related factors that affect appraisals, and design performance management systems that consider individual as well as team performance, along with training programs to improve rating accuracy.

Cognitive Domain: Comprehension

Answer Location: Rater Training

Difficulty Level: Medium

AACSB: Systems and processes in organizations

34. You are not satisfied with your company’s policy regarding how promotions and performance reviews are linked. This indicates you have a low level of ______.

A. distributive justice

B. procedural justice

C. interactional justice

D. social justice

Learning Objective: 5-8: Place performance appraisal and management systems within a broader social, emotional, and interpersonal context. Conduct a performance appraisal and goal-setting interview.

Cognitive Domain: Application

Answer Location: The Social, Emotional, and Interpersonal Context of Performance Management Systems
Difficulty Level: Medium

AACSB: Systems and processes in organizations

35. Research has shown that those high in ______ were less likely to seek feedback.

A. stereotype threat

B. procedural justice

C. social exchange

D. halo error

Learning Objective: 5-8: Place performance appraisal and management systems within a broader social, emotional, and interpersonal context. Conduct a performance appraisal and goal-setting interview.

Cognitive Domain: Comprehension

Answer Location: Performance Feedback: Appraisal and Goal-Setting Interviews

Difficulty Level: Medium

AACSB: Systems and processes in organizations

36. All of the following are recommended for supervisors to do during a feedback, performance review session EXCEPT ______.

A. be specific

B. be an active listener

C. judge performance as well as personality and self-concept

D. set mutually agreeable and formal goals for the future

Learning Objective: 5-8: Place performance appraisal and management systems within a broader social, emotional, and interpersonal context. Conduct a performance appraisal and goal-setting interview.

Cognitive Domain: Comprehension

Answer Location: Performance Feedback: Appraisal and Goal-Setting Interviews

Difficulty Level: Medium

AACSB: Systems and processes in organizations

37. What does the M stand for in SMART goals?

A. manageable

B. medium

C. microsoft

D. measurable

Learning Objective: 5-8: Place performance appraisal and management systems within a broader social, emotional, and interpersonal context. Conduct a performance appraisal and goal-setting interview.

Cognitive Domain: Knowledge

Answer Location: Set Mutually Agreeable and Formal Goals

Difficulty Level: Easy

AACSB: Systems and processes in organizations

Short Answer

1. Explain what the fundamental requirement of meaningfulness is when building performance management systems and why it is important.

Learning Objective: 5-3: Design a performance management system that meets requirements for success (e.g., congruence with strategy, practicality, meaningfulness).

Cognitive Domain: Knowledge

Answer Location: Fundamental Requirements of Successful Performance Management Systems
Difficulty Level: Easy

AACSB: Systems and processes in organizations

2. Explain why supervisors make good raters in a performance management system, as well as one or two flaws with using supervisor ratings.

Learning Objective: 5-4: Take advantage of the multiple benefits of state-of-the-science performance management systems, and design systems that consider (a) advantages and disadvantages of using different sources of performance information, (b) situations when performance should be assessed at individual or group levels, and (c) multiple types of biases in performance ratings and strategies for minimizing them

Cognitive Domain: Comprehension

Answer Location: Immediate Supervisor
Difficulty Level: Medium

AACSB: Systems and processes in organizations

3. Define common method variance and why it is particularly problematic for peer ratings.

Learning Objective: 5-4: Take advantage of the multiple benefits of state-of-the-science performance management systems, and design systems that consider (a) advantages and disadvantages of using different sources of performance information, (b) situations when performance should be assessed at individual or group levels, and (c) multiple types of biases in performance ratings and strategies for minimizing them

Cognitive Domain: Comprehension

Answer Location: Peers
Difficulty Level: Medium

AACSB: Systems and processes in organizations

4. Describe 360-degree feedback, who might be asked to rate in it, and some of its advantages.

Learning Objective: 5-4: Take advantage of the multiple benefits of state-of-the-science performance management systems, and design systems that consider (a) advantages and disadvantages of using different sources of performance information, (b) situations when performance should be assessed at individual or group levels, and (c) multiple types of biases in performance ratings and strategies for minimizing them

Cognitive Domain: Comprehension

Answer Location: Putting It All Together: 360-degree systems

Difficulty Level: Easy

AACSB: Systems and processes in organizations

5. Describe how a narrative essay can be used for performance ratings and what advantages and disadvantages it has.

Learning Objective: 5-5: Distinguish between objective and subjective measures of performance and advantages of using each type, and design performance management systems that include relative and absolute rating systems.

Cognitive Domain: Comprehension

Answer Location: Essays

Difficulty Level: Medium

AACSB: Systems and processes in organizations

6. What are the relative advantages and disadvantages of graphic rating scales?

Learning Objective: 5-5: Distinguish between objective and subjective measures of performance and advantages of using each type, and design performance management systems that include relative and absolute rating systems.

Cognitive Domain: Comprehension

Answer Location: Graphic Rating Scales

Difficulty Level: Medium

AACSB: Systems and processes in organizations

7. Briefly discuss the evidence about rater personality and subjective performance ratings.

Learning Objective: 5-7: Consider rater and ratee personal and job-related factors that affect appraisals, and design performance management systems that consider individual as well as team performance, along with training programs to improve rating accuracy.

Cognitive Domain: Comprehension

Answer Location: Factors Affecting Subjective Appraisals

Difficulty Level: Medium

AACSB: Systems and processes in organizations

8. Explain how a manager should “be specific” in their performance review meetings.

Learning Objective: 5-8: Place performance appraisal and management systems within a broader social, emotional, and interpersonal context. Conduct a performance appraisal and goal-setting interview.

Cognitive Domain: Knowledge

Answer Location: Performance Feedback: Appraisal and Goal-Setting Interviews

Difficulty Level: Medium

AACSB: Systems and processes in organizations

Essay

1. Name and discuss the implications of at least three of the five realities that the implementation of performance management systems at work confront.

Learning Objective: 5-1: Design a performance management system that attains multiple purposes (e.g., strategic, communication, and developmental; organizational diagnosis, maintenance, and development).

Cognitive Domain: Comprehension

Answer Location: Realities and Challenges of Performance Management Systems
Difficulty Level: Medium

AACSB: Systems and processes in organizations

2. Describe what measurement equivalence is and how it can be established in performance appraisal systems.

Learning Objective: 5-4: Take advantage of the multiple benefits of state-of-the-science performance management systems, and design systems that consider (a) advantages and disadvantages of using different sources of performance information, (b) situations when performance should be assessed at individual or group levels, and (c) multiple types of biases in performance ratings and strategies for minimizing them.

Cognitive Domain: Analysis

Answer Location: Agreement and Equivalence of Ratings Across Sources

Difficulty Level: Hard

AACSB: Systems and processes in organizations

3. Provide and discuss some of the findings regarding job-related variables for rates and performance ratings.

Learning Objective: 5-7: Consider rater and ratee personal and job-related factors that affect appraisals, and design performance management systems that consider individual as well as team performance, along with training programs to improve rating accuracy.

Cognitive Domain: Comprehension

Answer Location: Factors Affecting Subjective Appraisals

Difficulty Level: Medium

AACSB: Systems and processes in organizations