PERFORMANCE MANAGEMENT

EVALUATING B-SCHOOL STUDENTS PERFORMANCE IN TEAM PROJECTS

SUBMITTED BY: Kritika Dev(2k10b66) Meenal Surjuse(2k10a34) Mohit Bohra(2k10a36) Richa Singh(2k10b65)

Sakshi Jain(2K10IB21)

BRIEF ABOUT THE PROJECT

In many universities, students are required to conduct team projects. In order to evaluate business student performance in team project we need to list the competencies for them. To measure each competency we need to create graphic rating scales using BARS. Therefore our project aims at generating list of competencies and creating BARS to measure each competency.

OBJECTIVES OF THE STUDY

To generate the list of competencies which are must for any B-SCHOOL students. To identify critical behavioral indicators for each competency. To generate incidents for each behavioral indicators. To create graphic rating scales using BARS to measure each competency.

SCOPE AND USES

This will provide an opportunity to students to define their own competencies. As a result, students can judge themselves on the basis of their own evaluation criteria (i.e. List of competencies laid by them). This will also detail about the various parameters whereby students can be judged in team performance. As a result this will give know-how to the students regarding their positive & negative areas, which lead to further growth.

COMPENTENCIES Competencies refer to skills or knowledge that lead to superior performance. These are formed through an individual/organizations knowledge, skills and abilities and provide a framework for distinguishing between poor performances through to exceptional performance. Competencies can apply at organizational, individual, team, and occupational and functional levels. Competencies are individual abilities or characteristics that are key to effectiveness in work.

The three essential competencies are:

1. Technical skills involve process or technique knowledge and proficiency in a certain specialized field, such as engineering, computers, accounting, or manufacturing. These skills are more important at lower levels of management since these managers are dealing with employees doing the organizations work. The technical skill involves the managers understanding of the nature of job that people under him have to perform. It refers to a persons knowledge and proficiency in any type of process or technique. In a production department, this would mean an understanding of the technicalities of the process of production. Whereas this type of skill and competence seems to be more important at the lower levels of management, its relative importance as a part of the managerial role diminishes as the manager moves to higher positions. In higher functional positions, such as the position of a marketing manager or production manager, the conceptual component, related to these functional areas becomes more important and the technical component becomes less important and the technical component becomes less important. 2. Human Skills involve the ability to interact effectively with people. Managers interact and cooperate with employees. Because managers deal directly with people, this skill is crucial. Managers with good human skills re bale to get best out of their people. They know how to communicate, motivate, lead, and inspire enthusiasm and trust. These skills are equally important at all levels of management.

Human skills are also the ability to interact effectively with people at all levels. This skill develops in the manager sufficient ability. a) To recognize the feelings and sentiments of others. b) To judge the possible reactions to, and outcomes of various courses of action he may undertake and c) To examine his own concepts and values this may enable him to develop more useful attitudes about himself.

3. Conceptual Skills- involve the formulation of ideas, conceptualization about abstract and complex situations. Managers understand abstract relationships, develop ideas and solve problems creatively. Using these skills, managers must be able to see the organization as a whole. They have to understand the relationships among various subunits, and visualize how organization fits into its border environment. These skills are most important at the top management levels. Conceptual skills refer to the ability of a manager to take a broad and farsighted view of the organization and its future, his ability to think in abstract, his ability to analyze the forces working in a situation, his creative and innovative ability and his ability to assess the environment and the changes taking place in it. In short, it is his ability to conceptualize the environment, the organization, and his won job, so that he can set appropriate goals for his organization, for himself and for his team. This skill seems to increase in importance as a manager move up to higher positions of responsibility in the organization. Thus, technical skill deals with things, human skills concerns people, and conceptual-skill has to do with ideas.

Why competencies are important? As global business competition shifts from efficiency to innovation and from enlargement of scale to creation of value, management needs to be oriented towards the strategic use of human resources. Under these circumstances, the ability of companies to effectively carry out competency based human resources management (HRM) is becoming more and more crucial for their survival. A

competency based HRM system captures the differing worth of individual contributors, facilitates multiple career paths and allows flexibility in reward-related decisions, which are important to address with the changing nature of organizations. The field of competency development is growing in popularity with administrative management in businesses and agencies worldwide. One important reason to collect data and build competency models is that they are powerful decision-making tools. Reasons why competencies are needed: The best way to understand performance is to observe what people actually do to be successful rather than relying on assumptions pertaining to trait and ntelligence. The best way to measure and predict performance is to assess whether people have key competencies. Competencies can be learnt and developed. They should be made visible/accessible They should be linked to meaningful life outcomes that describe how people should perform in the real world.

BEHAVIOURALLY ANCHORED RATING SCALE (BARS)

BARS are also known as the behavioral expectations scale, this method represents the latest innovation in performance appraisal. It is a combination of the rating scale and critical incident techniques of employee performance evaluation. The critical incidents serve as anchor statements on a scale and the rating form usually contains six to eight specifically defined performance dimensions. The following chart represents an example of a sales trainees competence and a behaviorally anchored rating scale.

Table: An Example of Behaviorally Anchored Rating Scale (BARS)

Performance Extremely good

Points 7

Behavior Can expect trainee to make valuable suggestions for increased sales and to have positive relationships with customers all over the country.

Good Above average

6 5

Can expect to initiate creative ideas for improved sales. Can expect to keep in touch with the customers throughout the year.

Average Below average

4 3

Can manage, with difficulty, to deliver the goods in time. Can expect to unload the trucks when asked by the supervisor.

Poor Extremely poor

2 1

Can expect to inform only a part of the customers. Can expect to take extended coffee breaks and roam around purposelessly.

How to construct BARS? Developing BARS follows a general format which combines techniques employed in the critical incident method and weighted checklist ratings scales. Emphasis is pinpointed on pooling the thinking of people who will use the scales as both evaluators and evaluates. Step 1: Collect critical incidents: People with knowledge of the job to be probed, such as job holders and supervisors, describe specific examples of effective and ineffective behavior related to job performance.

Step 2: Identify performance dimensions: The people assigned the task of developing the instrument cluster the incidents into a small set of key performance dimensions. Generally between five and ten dimensions account for most of the performance. Examples of performance dimensions include technical competence, relationships with customers, handling of paper work and meeting day-to-day deadlines. While developing varying levels of performance for each dimension (anchors), specific examples of behavior should be used, this could later be scaled in terms of good, average or below average performance. Step 3: Reclassification of incidents: Another group of participants who are knowledgeable about the job is instructed to retranslate or reclassify the critical incidents generated (in Step II) previously. They are given the definition of job dimension and told to assign each critical incident to the dimension that it best describes. At this stage, incidents for which there is not 75 per cent agreement are discarded as being too subjective. Step 4: Assigning scale values to the incidents: Each incident is then rated on a one-to-seven or one-to-nine scale with respect of how well it represents performance on the appropriate dimension. A rating of one represents ineffective performance; the top scale value indicates very effective performance. The second group of participants usually assigns the scale values. Means and standard deviations are then calculated for the scale values assigned to each incident. Typically incidents that have standard deviations of 1.50 or less (on a 7-point scale) are retained. Step 5: Producing the final instrument: About six or seven incidents for each performance dimension all having met both the retranslating and standard deviation criteria will be used as behavioral anchors. The final BARS instrument consists of a series of vertical scales (one for each dimension) anchored (or measured) by the final incidents. Each incident is positioned on the scale according to its mean value. Because the above process typically requires considerable employee participation, its acceptance by both supervisors and their subordinates may be greater. Proponents of BARS also claim that such a system differentiates among behavior, performance and results and consequently is able to provide a basis for setting developmental goals for the employee. Because it is job-specific and

identifies observable and measurable behavior, it is a more reliable and valid method for performance appraisal. Researchers, after surveying several studies on BARS, concluded that despite the intuitive appeal of BARS, findings from research have not been encouraging. It has not proved to be superior to other methods in overcoming rater errors or in achieving psychometric soundness. A specific deficiency is that the behaviors used are activity oriented rather than results oriented. This creates a potential problem for supervisors doing the evaluation.

Behaviorally anchored rating scales (BARS) are rating scales whose scale points are defined by statements of effective and ineffective behaviors. They are said to be behaviorally anchored in that the scales represent a continuum of descriptive statements of behaviors ranging from least to most effective. An evaluator must indicate which behavior on each scale best describes an employee's performance.

BARS differ from other rating scales in that scale points are specifically defined behaviors. Also, BARS are constructed by the evaluators who will use them. There are four steps in the BARS construction process:

1. Listing of all the important dimensions of performance for a job or jobs 2. Collection of critical incidents of effective and ineffective behavior 3. Classification of effective and ineffective behaviors to appropriate performance dimensions 4. Assignment of numerical values to each behavior within each dimension (i.e., scaling of behavioral anchors)

Sample of BARS

INTERPERSONAL SKILL DESCRIPTION: Develops and maintains a friendly rapport with others; demonstrates sensitivity to their feelings; respects the dignity of others and responds with empathy to their own sense of self-worth.

Ratings 1 and 2: Demonstrates the ability to get along well with subordinates, managers, and peers; strives to achieve work group objectives. Can express own ideas, thoughts, and feelings and considers the needs, ideas, and feelings of others.

Ratings 3 and 4: Demonstrates the ability to apply factors of effective listening, on a one-to-one basis, such as displaying interest, not interrupting when another is speaking, and withholding judgments. Consistently provides honest (both positive and negative) feedback and provides constructive criticism when appropriate.

Ratings 5 and 6: Demonstrates the ability to consistently consider and respond to the needs and ideas of others which encourages and stimulates further communication. Effectively listens in group or one-to-one situations involving distractions, stress, complex information, or when the person speaking is emotional distraught. Creates maintains a positive working environment that encourages expression of thoughts, ideas, and feelings. Graphic rating method Graphic rating scale: Perhaps the most commonly used method of performance evaluation is the graphic rating scale. Of course, it is also one of the oldest methods of evaluation in use. Under this method, a printed form, as shown below, is used to evaluate the performance of an employee. A variety of traits may be used in these types of rating devices, the most common being the quantity and quality of work. The rating scales can also be adapted by including traits that the company considers important for effectiveness on the job. A model of a graphic rating scale is given below.

Table: Typical Graphic Rating Scale Employee Name................... Job title ................. Department ......................... Rate ............... Data .................................. Quantity of work: Unsatisfactory Volume of work under normal working conditions Quality of work: Neatness, thoroughness and accuracy of work Knowledge of job A clear understanding of the factors connected with the job Attitude: Exhibits enthusiasm and cooperativeness on the job Dependability: Conscientious, thorough, reliable, accurate, with respect to attendance, reliefs, lunch breaks, etc. Cooperation: Willingness and ability to work with others to produce desired goals. Fair Satisfactory Good Outstanding

From the graphic rating scales, excerpts can be obtained about the performance standards of employees. For instance, if the employee has serious gaps in technical-professional knowledge (knows only rudimentary phases of job); lacks the knowledge to bring about an increase in productivity; is reluctant to make decisions on his own (on even when he makes decisions they are unreliable and substandard); declines to accept responsibility; fails to plan ahead effectively; wastes and misuses resources; etc., then it can safely be inferred that the standards of the performance of the employee are dismal and disappointing. The rating scale is the most common method of evaluation of an employees performance today. One positive point in favor of the rating scale is that it is easy to understand, easy to use and permits a statistical tabulation of scores of employees. When ratings are objective in nature they can be effectively used as evaluators. The graphic rating scale may however suffer from a long standing disadvantage, i.e., it may be arbitrary and the rating may be subjective. Another pitfall is that each characteristic is equally important in evaluation of the employees performance and so on.

METHODOLOGY
When designing research, one is faced with a continual series of tradeoffs. Since there are tropically numerous design alternatives that will work, the goal is to find the design that enhances the value of the information obtained, while reducing cost of obtaining it. SAMPLING UNIT: Individual SAMPLE SIZE: Sample size refers to the numbers of elements to be included in the study. The study has taken 30 samples. The study collected data from APIM through a structured questionnaire and face to face interview. A sample size of 30 respondents was taken for the survey. RESEARCH AREA: APIM

 SAMPLING METHOD: Non probabilistic convenience sampling. The study took the help of random sampling. The study specifically used systematic sampling. The data was collected through a structured questionnaire. RESEARCH INSTRUMENT: Data collection is one of the most important methods for any research. Data are of two types primary and secondary data. There sources of collecting primary and secondary data. Questionnaire is one of the methods of collecting data for which the study is adopted STASTICAL TOOL: Percentage cross tabulation represented by pie charts and graphs.

ANALYSIS & INTERPRETATION

Que 1: On what basis do you think your project report should be evaluated?

13%

crtical thinking fluency of ideas

10%

50% 10%

mathematical reasoning written expressions information ordering

17%

Que 2: On what basis do you think your presentation should be evaluated?

27%

communication skills time management

56%

17%

clarity

Que 3: On what basis your case study should be evaluated?

24% 41% 0%

submission of assignments on time ,participation in extra- curricular activities ,active listening problem solving and attendence

communication & media

35%

administration & management

Que 4: Generate the list of competencies which are must for any B-SCHOOL students. Administration and Management Attendance Extracurricular activities Psychology Communications and Media Reading Comprehension Active Listening Critical Thinking Judgment and Decision Making Time Management Speech Clarity Written Expression Fluency of Ideas Deductive Reasoning Information Ordering Originality Que 5: Identify critical behavioral indicators for each competency. Knowledge:-

Administration and Management: Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources. Psychology: Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation. Communications and Media: Knowledge of media production, communication, and dissemination techniques and methods. This includes alternative ways to inform and communicate via written, oral, and visual media. Skills:Reading Comprehension: Understanding written sentences and paragraphs in workrelated documents. Active Listening: Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times. Critical Thinking: Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems. Judgment and Decision Making: Considering the relative costs and benefits of

potential actions to choose the most appropriate one. Time Management: Managing one's own time and the time of others. Abilities:Speech Clarity: The ability to speak clearly so others can understand you. Written Expression: The ability to communicate information and ideas in writing so others will understand. Fluency of Ideas: The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity).

Deductive Reasoning: The ability to apply general rules to specific problems to produce answers that make sense. Information Ordering: The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, or mathematical operations). Originality: The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem. Que 6: Generate incidents for each behavioral indicator. Critical incidents:Information ordering. Time management and communication. Deductive and judgment. Active listening, submission of assignments and extracurricular activities.

Que 7: Create graphic rating scales using BARS to measure each competency.

INFORMATION ORDERING:-

5- Excellent in arranging things or action in a certain order or pattern and follows the specific rules efficiently.

4- Very good in arranging things or actions in a certain order of pattern and conveys the correct form. 3- Good in written expressions and information gathering. 2- Average in arranging things or action in a certain order of pattern and follows the rules but needs assistance for other group members. 1- Poor information ordering skills

TIME MANAGEMENT AND COMMUNICATION:-

5- Excellent in communication and conveying information to others and efficient management of time. Has a good command over the language and has comprehensive communication skills. 4- Very good in conveying things to others, comprehends and makes others comprehend things at the same time. Also manages time efficiently. 3-Good in communication, capable of putting the point across but has pronunciation problems also manages time reasonably. 2-Average in communication skills, has language problem, average comprehension skills and conveys the matter with difficulty, completes the task but no proper management of time. 1- Poor communication skills, makes grammatical mistakes, poor pronunciation and is unable to convey the message to others and does not complete work even in grace period. DEDUCTION REASONING:-

5- Excellent in applying general rules to specific problems to produce answers that make sense and come up with number of ideas. 4- Very Good in applying general rules and to the specific problems with their ideas. 3- Good in applying general rules, they take it easy and if there is a need then they come up with questions. 2- Average in applying general rules and they very rarely come up with questions. 1- Poor in applying all the specific problems and they dont come up with the ideas.

ACTIVE LISTENING:5 4 3 2 1

5- Excellent in giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times. 4-Very Good in giving full attention to what other people are saying, mostly take time to understand. 3- Good in giving full attention to what other people are saying and sometimes ask appropriate questions and do not interrupt. 2- Average in giving full attention to other people and do not interrupt. 1- Poor in giving full attention in what people are saying.

CONCLUSION

Though majority of students gave priority to information ordering but critical thinking, written expressions and fluency of ideas are also important competency. Apart from time management and communication skills, speech clarity and originality are also important competencies for business students.

FINAL DRAFT
Administration and Management 5 4 3 2 1

Extracurricular activities 5 4 3 2 1

Psychology 5 4 3 2 1

Communications and Media 5 4 3 2 1

Reading Comprehension

Active Listening 5 4 3 2 1

Critical Thinking 5 4 3 2 1

Judgment and Decision Making 5 4 3 2 1

Time Management

4 Speech Clarity

Written Expression 5 4 3 2 1

Fluency of Ideas 5 4 3 2 1

Deductive Reasoning 5 4 3 2 1

Information Ordering

Originality 5 4 3 2 1