Recruitment and Selection Techniques The Relevance of Criteria

The Relevance of Criteria

Introduction
Major changes in today's workplaces resulting from globalization, technology and demographics
have resulted in significantly different worker requirements.

Work has been redefined so the expectation is that workers have to have a broader range of
skills, and will be able to respond to changes more quickly.

This is why some companies find that there is a mismatch between graduates and the needs of
the organization. They are hiring for a specific job when, in fact, their needs are more generic.

Learning Outcomes
By the end of this module, you will be able to:

• Describe the importance of developing and using scientifically sound measures of job
performance in selection and assessment
• Explain what competencies are and the role that they play in recruitment and selection
• Describe the relationship between individual performance measures, criteria, and performance
dimensions related to a job
• Discuss how organizational goals influence both individual and group performance
• Identify what a performance management system should have in place to meet human rights
requirements
• Identify the technical aspects of measuring job performance
• Compare the strengths and weaknesses of different types of performance rating systems.

Generic Skills
Generic Skills are individual skills that are not related to particular jobs, but ones that are
important for effective performance in any job.

Oral and written communication skills may be a generic skill in a particular company. What this
means is that most jobs in that organization require people to be effective communicators.
When hiring, then, it would make sense to ensure that your candidate possesses such skills.

There are 18 generic skills which have been identified to meet the needs of most organizations
today.

Vision, listening, managing conflict, coordinating, decision making, time management, learning,
leadership influence, oral communication, ability to conceptualize, planning/organizing, risk
taking, technical skills, interpersonal skills, problem solving, written communication, personal
strengths, and creativity/innovation.
Recruitment and Selection Techniques The Relevance of Criteria

Generic Skills cont.

Mobilizing Innovation and Change: Figure out and setting in motion changes in the
organization- changes that are outside the box.

Managing People and Tasks: getting the work done through people: planning, organizing..
coordinating and controlling people and resources.

Communicating: Gathering, integrating and conveying information to all kinds of people,

including groups, both orally and in writing.

Managing Self: Developing ways of maximizing your ability to deal with never-ending change in
the organization.

This means that recruitment and selection is facing special challenges because hiring is less
about task, and more about generic skills. The new hire has to be able to do this job and the
next, which may not even exist at this time.

Traditional job analysis results in detailed information about specific jobs.

But if you want to hire the person who will be able to do that specific job, and also be able to
perform in the job as it evolves, you need to think about hiring through competency-based
methods.

Competencies
Competencies are groups of related behaviours that are needed for successful job performance,
regardless of the job performed.

When you know what these competencies are, you can start to see the linkages between
performance and organizational success.

All competencies generally have 3 elements:

1. Knowledge, skills, abilities and other attributes (KSAOs)
2. Observable and measurable
3. The KSAOs differentiate among superior performers and others.

Competencies cont.
Purpose:
Make sure that the person can perform as well as possible and that they will be successful. You
are measuring success against what it is that the organization wants to achieve overall.

Some organizations develop Competency Dictionaries

List of Standardized competencies developed over time, and across occupations. The
dictionaries identify competencies that are important to that organization, and give you a
definition of each competency.
Recruitment and Selection Techniques The Relevance of Criteria

But you need to be careful. Your dictionary should be reviewed on a regular basis to make sure
that it still represents your organization. Competencies should be added as they emerge.

Levels of Competencies
Competencies are generally divided into 3 different levels which help you understand how you
can hire employees for one job, but they can have the ability and skills to move to another job in
the organization:

Core Competencies:
Applies to every member of your organization, regardless of the position, e.g. client
focus.

This means that, regardless of your job, focus on the client is essential.

If this is one of your core competencies, then you would ensure that, when you are
recruiting, the people you hire have a predisposition to this kind of behaviour.

All employees need to have core competencies.

Role Competencies:
Often called Group Competencies.

It applies to groups of positions in an organization, e.g. you may have positions in an

organization whose primary role is to provide advice and guidance.

These positions may be in HR or marketing, etc., but they all provide advice and
guidance of some type. The people doing these jobs would need to have competencies
related to things like problem solving, communication, learning, etc.

Developed for employees with similar roles.

Unique Competencies:
This applies to the specific jobs. This is where you will generally find the technical
expertise needed in a particular job.

This is unique to the actual job. Only at this level will you come across information that
are commonly used in traditional job analysis.

Competencies cont.
Note: When you look at a broad competency, like communication, it is obvious that while
everyone in the organization has to demonstrate the competency, not everyone has to
demonstrate it at the same level. The communication skills of your cashier are not at the same
level of proficiency that you would expect from your staff in a call centre.

Generally, the higher you go in the organization, the more proficient you need to be in a
particular competency.
Recruitment and Selection Techniques The Relevance of Criteria

When assigning proficiencies to a job, it helps to describe the behaviour that is indicative of that
level. Proficiency increases the higher you go in the company.

Competencies cont.
When recruiting and selecting staff, it helps to be able to distinguish between 2 types of
competencies:

Threshold Competencies: Think of these as the “need to haves”. Without them, the employee
could not meet the minimum requirements of the position.

Differentiating Competencies: Think of these as the “the nice to haves.” These are the
competencies that actually make the difference between regular and superior performers.

When recruiting and selecting staff, you would never hire anyone without the threshold
competencies. Your hiring would be targeted towards identifying those that have the
differentiating competencies.

Competencies cont.
If they link their goals to the performance of staff, they will spend the time in advance
determining what it is that makes an employee successful.

They can then provide this information to recruiters who determine how to attract those people
and to the interviewers who have a dual role:
• to find the right staff and to convince those staff
• to choose their organization.

The more they can describe the work, the better they are able to do this.

Measuring Performance
Once you have the staff, how will you measure the performance associated with those
successful behaviours and competencies?

If staff actually perform successfully, then this validates the selection process.

We spend a lot of time in interviewing. We need to spend the time in the post-interview phase
as well.

Measuring Performance cont.

The fact is that the manager spends time in hiring but tends to spend less time in measuring the
performance of those hired. The fact is that they do not find it an easy thing to do. What do you
measure? What level of performance will tell me that the person is successful?

When we look at performance, what we are really looking at is behaviour on the job and what
behaviour is relevant to the goals of the organization.
Recruitment and Selection Techniques The Relevance of Criteria

Measuring Performance cont.

There are two types of measures are:

Criteria: when you use them in selecting candidates

Performance Standards: When you look at performance.

Choosing a criterion or performance measure is complicated.

Example:

When you are hiring marketing people for your organization, you need to ask yourself:

Should you be hiring people who know most about your products

How they are manufactured, etc.

Or, should you be concentrating on candidates with highly-developed interpersonal skills?

Both organizational and job analysis would have provided you with the success factors relatedto
your jobs and then, with management, you decide whether one factor is more important than
another, or whether you should be combing these factors.

These kinds of decisions allow you to define how you will measure performance and find those
people who the organization should recruit and select to perform at the right levels.

Measuring Performance cont.

We spend a lot of time trying to figure out how we measure competencies, but we spend very
little time measuring performance related to our selection. This is because a lot of people do not
see the links between the two.

How do we actually put together the information to begin with? How do we measure
performance? What should we measure and how?

Measuring Performance cont.

Rather than simply choosing a measure and hoping that it works, you should:
1. specify the job performance in terms of measurable behaviours
2. find valid measures for those behaviours.

Before you begin, you need to link performance to organizational goals and values. If you do not
do this, it makes it difficult to figure out if you have a fit between the person and the
organization.

Linking Organizational and Group/Individual Performance

You have probably heard a lot about the "work smarter" workplace. This effort to increase
productivity has had a lot to do with individual performance. But at the same time, it has had
Recruitment and Selection Techniques The Relevance of Criteria

very little to do with organizational productivity and you need both if your company is to be
successful.

You have heard a lot about productivity, or the relationship between outputs and inputs in the
organization. Inputs include: people, money, raw materials etc.

Linking Organizational and Group/Individual Performance cont.

Individual employees affect productivity through their own behaviours and how those behaviours
relate to the organization's goal.
When we do recruitment and selection, we are looking for workers who can excel in those
behaviours.

The organization contributes to productivity through the type of culture it has, the management
practices that it supports, how it rewards employees, etc.
Different organizational goals and values affect how staff perform.

Different people bring different things to the organization, and even with careful selection,
people bring different values to the company.

The question is how do you get everyone to turn and face in the same direction, even when they
come to you from all kinds of backgrounds?

Linking Organizational and Group/Individual Performance cont.

Once you have relevant goals:
• You need to define the behaviours that someone would need to demonstrate to reach the
goals.
• You need to assess the work environment and do job analysis to identify the criteria to
measure performance.

Identifying Appropriate Criteria: Organizational Goals and Values

The Job Performance Domain

Every organization has different performance dimensions and different performance

measurement systems or criteria.

Job Performance: The behaviour that we observe people doing in organizations.

Job Performance Domain: The set of all of the behaviours relevant to the goals of the
organization.

There are 8 job dimensions in the job performance domain. The behaviours of people on the job
fall into these dimensions.
Recruitment and Selection Techniques The Relevance of Criteria

Job Dimensions
Job-Specific task proficiency: the degree to which an individual can perform technical tasks that
make up the content of the job.

Non-job-specific task proficiency: the degree to which individuals can perform tasks or
behaviours that are not specific to any one job (for example, knowledge of the organization).

Written and oral communication task proficiency: The degree to which individuals can
communicate effectively.

Demonstrating effort: the degree to which staff are committed to performing all job tasks, to
working at a high level of intensity, and do keep working under adverse conditions.

Maintaining personal discipline: the extent to which the staff member avoids negative
behaviours, e.g., do they show up when they say they will?

Facilitating peer and team performance: The degree to which an individual supports co-workers,
helps them with job problems, and keeps them working as a team to achieve their goals.

Supervision/Leadership: These are behaviours that are directed at influencing the performance
of subordinates through interpersonal means.

Management/ Administration: All other performance behaviours involved in management that

are distinct from supervision.

Not all eight dimensions are found in every job.

But the question is, why does one person perform the job better than another? Why, for
example, is one manager better at their job than another?

It is probably because there is a belief that job dimensions are influenced by 3 factors:

Declarative Knowledge
Knowledge about facts and things, rules, regulations and goals.

Procedural Knowledge
Knowledge about how to do something.

Motivation
The choice to perform, the level of effort, and the persistence of that effort.

When you put these things together, you get job performance.
Recruitment and Selection Techniques The Relevance of Criteria

Contextual Performance
Performance is also related to other things, such as values. There are behaviours that you do
not find in a job description: those social and psychological behaviours that are essential to
getting the job done.

There are 5 categories of contextual performance:

1. Being enthusiastic and showing extra effort necessary to complete your work
successfully.
2. Volunteering to do work that is not part of your job.
3. Helping and cooperating with others.
4. Following the rules and procedures of the organization.
5. Championing organizational objectives.

Contextual performance is not a substitute for job performance, but when you are doing
selection, these factors can distinguish one candidate from another.

Criterion Measurement
Once you have identified the major dimensions of performance, the next step is to measure
employee performance on those dimensions. How do you measure job task proficiency,
supervision or cooperating with others?

Example: There are a lot of parts to a supervisor’s job. They direct staff to do tasks and mentor
employees. You need to decide which of these behaviours is important to the job and include
these in your measurements.

Criterion Measurement cont.

There are some general guidelines to help identify effective and appropriate performance
measures:

Relevancy:
This means that your measurements need to be a valid measurement of the
performance dimension you are trying to measure.

Criterion relevance - we are looking at the degree to which the criterion measure
behaviours that constitute job performance.

Criterion deficiency - job performance behaviours that are not measured by the criterion.

Criterion contamination - the degree to which the measurement is influenced by

behaviours that are not part of the job.

Reliability:
The greater the measurement is free from random measurement errors, the more
reliable it is.

When criterion measures are reliable, they produce similar scores when the behaviour is
measured on more than one occasion.
Recruitment and Selection Techniques The Relevance of Criteria

Practicality:
The criterion measure must be practical and accepted by decision-makers in the
organization.

It should be meaningful to those who use it and you should be able to apply it to
individual performance.

Developing Criteria Measures

When you are developing criterion measures, consider:

1. How many criteria should be measured. There really is no ultimate criterion. No one
measure can tell you everything you need to know about performance in a job.

2. Whether you should combine the scores on each dimension into an overall composite
score, or whether a new criterion should be developed to measure overall performance.
In general, global criteria works better unless you are solving a single, specific problem.

When you use a composite score, make sure that you apply a weight of each of the
individual sections first (dimensions with a higher priority are weighted more heavily).

One major disadvantage of a composite score is that it averages out excellent

performance with less competent performance. So, you need to ensure that you identify
dimensions that are so critical that they cannot be made up by performance in other
areas. For example, if you have a job where writing polices is an essential part of the
job, you may decide that a candidate without a high degree or written communication
would not be suitable, even though overall he/she has met the minimums you have set
out.

3. When you need a single all inclusive criterion measure to make an employment
decision, but no global criterion is available. You can collect criterion measures
separately and combine them into a composite score.

One of the things that can affect criterion measures is consistency of job performance.

Consistency of Job Performance

1. Training vs. Job Proficiency Criteria

It makes sense that performance measures used early in training and later in the job will
give us very different results.

Therefore, use criterion measures that were taken during training periods as short term
performance measures only.
Recruitment and Selection Techniques The Relevance of Criteria

2. Typical vs. Maximum Job Performance

Maximum job performance

Occurs when staff are aware that they are being observed, or when they are instructed
to do their best. In both instances, we are looking at short term bursts.

Typical performance
What we see most often, when people are not watched and they are assessed over a
longer period of time, during which time performance goes up and down.

There is very little correlation between maximum and typical performance and you need
to be careful not to use performance during training as an indicator of long term
performance.

3. Dynamic vs. Stable Criteria

Over time, regardless of experience or ability, performance tends to decrease and you
find that performance tends to rely more on motivation.

Overall, what this all means is that if you want to ensure that you have a valid selection
system, you need to use several performance measures.

Job Performance Criteria

How do we actually measure these performance differences on the relevant job dimensions?
What do we actually use as the criterion data necessary for validating selection systems?

Criterion Measure and Measurement Techniques: Objective Measures

• Objective measures are also called hard criteria and include production, sales and personnel
data.
• Once of the reasons that these measures are objective is that they represent hard data: the
actual number of sales, the actual number of widgets produced.
• If quality and quantity are based on actual data, they remain objective. Any time the degree of
performance relies on judgment, it ceases to be totally objective.
• Personnel data, like absenteeism, rate of promotions, are objective measures that are not
directly related to actual production numbers, but which are useful to give information about
workplace behaviours.
• Even when measures are objective, this does not mean that they are necessarily reliable.
• Be careful to avoid contaminated or deficient measures.

Example:
• If an employee's work is not totally within their control, you have a problem.
• If an employee is supposed to install 16 headlights per hour on a car assembly line, but
only 7 cars per hour are sent from the next area, the worker could not meet the
performance requirement, no matter how hard he/she works.
Recruitment and Selection Techniques The Relevance of Criteria

Criterion Measure and Measurement Techniques: Subjective

Measures - Rating Systems
Softer skill jobs, such as supervisors, managers, etc. are much more difficult to measure
because they generally do not have production numbers to measure.

In general, you tend to see more judgmental methods used to evaluate these kinds of jobs.
When the judgment of an individual is used, the conclusions drawn may be open to errors such
as:
• leniency
• severity
• central tendency
• halo effect.

Reducing Rating Errors

There are a number of ways to reduce rating errors. These include:
• defining the performance domain
• adopting a well-constructed rating system
• training the raters in using the system.

There are both relative and absolute rating systems.

Criterion Measure and Measurement Techniques: Relative Rating

Systems
Basic Types of Relative Rating Scales:

These types of rating systems compare the overall performance of one employee with that of
others.

Generally, global assessments are used instead of rating performance on each separate
dimension.

While this reduces the rating errors, you do lose information related to the dimensions
themselves.

Rank Order:
Top of the list/ Bottom of the list- What is unusual about this method is that you start by
identifying the best performer at the top of the list, and then you follow this by identifying
the worst performer at the bottom of the list, then the next best person, then the next
worst person, etc.

At the beginning, it is easy to distinguish between your good and bad performers
because there is a real distinction between them.

Middle of the list- Closer to the middle of the ranking, the difference between best and is
much more difficult to distinguish.
Recruitment and Selection Techniques The Relevance of Criteria

At the same time, you may be able to rank people in order, but the ranking is relative.
There is no guarantee that the number one person is outstanding (as a number 1
ranking might indicate). Only that he/she is better than those ranked lower.

Paired Comparisons:

With this method, you compare the performance of individuals in pairs.

Each individual in the unit is compared against every other worker, one at a time: e.g.
worker 1 is compared against worker 2, then 1 is compared against worker 3, then
against 4, and so on.

Then worker 2 is compared against 3, then 4, etc.

Obviously the number of comparisons can be very tedious.

Like rank order, there is no information on absolute performance levels.

Forced Distribution:

This method also ranks workers based on performance, but does so within a limited
number of categories.
Forced distribution is difficult when you have a group of good performers. How do you
distinguish among them?

For example:
If you have 5 levels, forced distribution would tell you that only 10% of individuals can be
rated at the top, 20% at the second level, 50% in the middle, etc

Criterion Measure and Measurement Techniques: Absolute Rating

Systems
Absolute rating systems compare the performance of a worker to an absolute standard of
performance.

For example, a 90% level of quality.

Graphic Rating Scales

A graphic rating scale can be developed for each of the dimensions being assessed.

1. When constructing a graphic rating scale, first name the dimension you are measuring.
2. Define the dimension.
3. Develop a scale. Generally scales have 5 to 7 points. Each point is called an anchor.
4. Name the anchors. This reduces latitude in selecting the rating so there is more
reliability in the scale.
Recruitment and Selection Techniques The Relevance of Criteria

Trait Based Rating Scales

• This is another type of graphic rating scale, focusing on the specific characteristics of a
person.
• You choose traits that are job-related and are deemed important to the job.
• Even though trait based scales are easy to construct, they tend to be limited in their
assessment of job dimensions because they do not cover all critical areas.
• This means that you may run the risk of legal challenges to your mode of selection if you
use trait based scales.

Checklists

The rater is provided with a list of statements that describe work behaviours or personality traits.

Method of Summated Ratings

1. The rater goes through the list and identifies those areas that apply to the person
2. In most cases, certain behaviours are more important than other. So, often, an
organization will assign weights to the behaviours, weighting the more important ones
higher.
3. Adding all of the weights of all of the statements that relate to the person together gives
you the person’s rating.

Forced Choice Procedure

This gives the rater a group of statements and asks the rater to choose the statement
that best/least describes the person.

Forced Choices avoid rater errors, but raters dislike it because they will find that many
statements can apply to the person and they find it difficult to choose and hard to explain
to the person.

Critical Incidents

• Through job analysis, behaviours critical to effective and ineffective performance are
identified.
• The list of behaviours are used to check off those traits that the person exhibits.
• This is a good method because it concentrates on behaviour and not on personality.

Mixed Standard Rating Scales

• This is a variation on a critical incident checklist.

• 3 critical incidents are chosen for each job dimension.
• One of the incidents describes poor performance, one average and one excellent.
• The incidents are provided to the rater, unlabeled, and in no particular order and the rater
indicates if the person's behaviour is better, worse or the same as the behaviour presented.
• Scores are assigned based on the patterns.
Recruitment and Selection Techniques The Relevance of Criteria

The difficulty with this scale is that raters tend to be inconsistent when giving a rating.

Behaviourally Anchored Rating Scales (BARS)

The anchors are developed through job analysis, the use of 3 independent groups who
independently generate behavioural examples. Match them to the dimensions and
assign values to each from a measurement scale.

If you want to develop a scale that is easy to use, and one where various raters are likely
to understand what type of performance fits what anchor, it is important not only to name
the anchor but also to describe typical behaviour at that level.

Even though raters may use their own examples, there is some clarity about how
performance should be rated.

This means that you may run the risk of legal challenges to your mode of selection if you
use trait-based scales.
A BARS interview scoring guide is a subset of the generic category of BARS and is
tailored/developed/formulated to rate answers to a specific question.

A rating scale in general: As a rating scale in general, a BARS example is provided to

rate the various levels (ie various degrees of mastery) of a competency in which case it
offers generic descriptions of various levels of the same skills/competency.

An interview scoring guide: As an interview scoring guide, a BARS provides specific

sample answers for each value (usually 1,3, and 5) in response to a specific question.

Note the relationship between S.T.A.R (situation-task-action-result) and BARS.

A BARS set - the anchors - focuses predominantly on three or more sample answers
describing potential courses of action or groups of situation-specific response-
behaviours and their respective results (the 'A' and the 'R').

Behaviour Observations Scales (BOS)

Similar to BARS because it also starts with an analysis of critical incidents. However,
once you have a list of behaviours, supervisors observe staff and note the frequency of
the behaviour over a period of time.

The information is then translated into a performance score and the scores for the
dimension are added together to get the rating.

BOS is cheaper and faster to develop than BARS, and has the same benefit of involving
a range of staff in its development.

However, the rating scale may be difficult to develop and is easily misinterpreted.

Management by Objectives (MBO)

MBO has been around for a long time and measures the outcomes of performance
against goals that were previously set with the employee.
Recruitment and Selection Techniques The Relevance of Criteria

Process: the process of MBO is collaborative. It involves the supervisor and the
employee setting goals together, having regular meetings throughout the review period
to examine results to date, and change goals as required. At the end of the review
period, a final meeting assesses overall performance.

Advantages:

• Clear between individual goals and organizational requirements

• Enhanced communication between the supervisor and the employee
• Ability of the employee to self-monitor

How do you improve Ratings?

Rater Training
Training makes sure that all raters understand the process, that they are all singing from the
same song sheet.

Rater Accountability

• This has the greatest impact on accuracy.

• Raters need to be accountable for the ratings that they give employees.
• They need to be able to explain "why" one rating is more suitable than others.
• Employment law in Ontario says that not only do you need to provide feedback but that you
also need to be able to describe what the person needs to improve and be prepared to assist
the person in doing so.
• Failing to do this may open you to allegations of wrongful dismissal.
• It is useful to have regular feedback mechanisms in place, to use third party review when
performance is leading to dismissal, and to have employees sign documents (though you
cannot force them to do so).

Who Should Do The Rating?

Traditionally, assessments are done by supervisors of employees.

360 Appraisal :There has been some movement to the 360° appraisal; however, these should
be weighted. The reason for this is that reliability of an appraisal system increases with the
opportunity of the person to observe the performance.

Example: You might ask a client to assess the service that they receive from your telephone
staff. The client may comment on the fact that the employee seems abrupt in their dealings.
However, what the client does not know is that the employee sits in an open area, acts as the
receptionist for the office and is responsible for typing letters for others. When the employee has
appeared abrupt, things are blowing up around them. The client does not see the environment
and so misinterprets the information.
Recruitment and Selection Techniques The Relevance of Criteria

Peer: If you use peer ratings, you will tend to see leniency or severity emerge.

So, it is important that you set up the questions carefully to elicit information without having the
peer actually assign the rating. The rater uses the peer information and applies the scale. This
results in a more consistent use of the scale.

Subordinate Ratings: are used in some companies, but particularly in academia. Again, it would
be more useful to elicit information only and to have a rater assign the rating based on the
details gathered.

Self ratings: are also used; however, these tend to be inflated. Use self ratings as a starting
point for discussions on performance rather than to assign an overall rating for performance.

Non-traditional Methods
Non-traditional methods tend to mimic those found in selection and are becoming more popular.
These non-traditional methods include:

1. Job Knowledge/ Skill Testing

Are systems that use paper and pencil tests or ask the worker to demonstrate the skill.
2. Hands on Testing
Where workers perform one or more tasks in their jobs, either onsite or offsite, and are
observed and rated.
3. Simulations
Where work conditions are recreated in another location and the employee is asked to
perform the tasks. This method is often used to demonstrate softer skills such as
prioritization. In a case like this, the employee would be presented with an in basket
containing items similar to those which might be found on the job, and asked to deal with
them.

Satisfying Legal Requirements

Non-traditional methods tend to mimic those found in selection and are becoming more popular.
These non-traditional methods include:

• Conduct job and organizational analysis.

• Select valid, reliable and practical criteria.
• Identify standards, goals and expectations and let employees know what will be used to
evaluate them.
• Train raters, and if possible, train staff.
• Ensure that your instructions, policies, etc. are in writing.
• Provide regular and accurate feedback and assist those employees who do not meet the
expectations of the position.
• Establish a review mechanism and a process for employees to challenge the decisions.
• Ensure that all steps in a process are documented.
Recruitment and Selection Techniques The Relevance of Criteria

Summary
In this module, you were introduced to the relevance of criteria in recruitment and selection. You
should be able to:

• Explain what competencies are, describe the importance of developing and using scientifically
sound measures of job performance in selection and assessment.
• Discuss how organizational goals influence both individual and group performance and
describe the relationship between individual performance measures, criteria and performance
dimensions related to a job.
• Identify the technical aspects of measuring job performance and what a performance
management system should have in place to meet the human rights requirements.
• Compare the strengths and weaknesses of different types of performance rating systems.