Test Bank For Industrial And Organizational Psychology Research and Practice 6th Edition by Paul E. Spector
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CHAPTER 4: PERFORMANCE APPRAISAL
Learning Objectives
After studying this chapter, the student should be able to:
1. List the uses of job performance information.
2. Contrast actual and theoretical criteria, explaining contamination, deficiency, and relevance.
3. Discuss criterion complexity in terms of composite, multidimensional, and dynamic criteria as well as contextual performance.
4. Contrast objective and subjective measures of performance and give their advantages and disadvantages.
5. List the various types of rater biases and errors and discuss how they can possibly be controlled.
6. Discuss the impact of technology on performance appraisal.
7. List the characteristics of a legally defensible performance appraisal system.
TESTBANK
Multiple Choice Questions
1. Which of the following is NOT a use of performance appraisal information?
a. using as a criterion to determine the effectiveness of an organizational intervention
b. providing employees with feedback about job performance
c. selection of appropriate job applicants
d. making salary decisions
Answer: c Learning Objective: 1 Page: 77-78
2. Your roommate, a manager for a fast food chain, is not looking forward to conducting performance appraisals on his employees. In frustration he asks you what the purpose of performance appraisal is. What do you tell him?
a. “Performance appraisal can be used to motivate employees you don’t like to leave the company.”
b. “Performance appraisals are a waste of managers’ time. Employees don’t pay attention to feedback and the company never uses the information for anything.”
c. “Performance appraisals provide information for research into effective organizational practices.”
d. “Performance appraisals only give employees justification to ask for larger pay increases.”
Answer: c Learning Objective: 1 Page: 77-78
3. Performance appraisals are often used for promotion, demotion, pay raises, and terminations. These are examples of the use of performance appraisal for:
a. employee development
b. research
c. job analysis
d. administrative decisions
Answer: d Learning Objective 1 Page 79
4. Performance appraisal information can be used
a. for employee development.
b. to justify a pay increase.
c. as a factor in the decision to terminate.
d. all of the above
Answer: d Learning Objective: 1 Page: 77-78
5. Using performance appraisal as the basis for promotion and pay raises is an example of what purpose?
a. administrative concerns
b. employee development and feedback
c. criteria for research
d. grievance procedures
Answer: a Learning Objective: 1 Page: 77-78
6. A _________________ allows you to distinguish between good performance and bad performance.
a. criterion
b. person-oriented job analysis
c. variance estimate
d. composite score
Answer: a Learning Objective 2 Page 80
7. An actual criterion is the operational definition of a theoretical criterion.
a. true
b. false
Answer: a Learning Objective: 2 Page: 77-78
8. Which of the following terms describes the standard against which you judge performance and the way to distinguish good from bad performance?
a. predictor
b. criterion
c. contextual performance
d. relevance
Answer: b Learning Objective: 1 Page: 80
9. Criterion relevance refers to
a. that part of the theoretical criterion that is NOT assessed by the actual criterion.
b. that part of the actual criterion that is NOT assessed by the theoretical.
c. that part of the theoretical criterion that is assessed by the actual criterion.
d. that part of the actual criterion that assesses something other than what it was designed to measure.
Answer: c Learning Objective: 2 Page: 80
10. Consider the job of “student.” Which of the following is a theoretical criterion for this job?
a. number of “A’s” earned in a three year period
b. total number of scholarships obtained over a three year period
c. engage in scholarly activities
d. number of clubs joined
Answer: c Learning Objective: 2 Page: 78-79
11. The abstract definition of good performance is referred to as the
a. actual criterion.
b. theoretical criterion.
c. operational criterion.
d. criterion construct.
Answer: b Learning Objective: 2 Page: 78-79
12. The part of the actual criterion that reflects something other than it was designed to measure is called:
a. criterion deficiency.
b. criterion relevance.
c. criterion contamination.
d. criterion validity.
Answer: c Learning Objective: 2 Page: 79
13. The degree to which a weather person’s predictions actually measure her ability to predict weather is referred to as
a. criterion deficiency.
b. criterion relevance.
c. criterion contamination.
d. criterion complexity.
Answer: b Learning Objective: 2 Page: 80
14. ___________ refers to the part of the theoretical criterion that is assessed by the actual criterion.
a. Criterion deficiency
b. Criterion relevance
c. Criterion contamination
d. Criterion complexity
Answer: b Learning Objective: 2 Page: 80
15. Students’ performance in school (e.g., GPA) reflects their mastery of relevant course material. However, their GPA may also reflect whether they were sick or had outside distractions. To the extent that GPA, as a measure of performance, captures things other than mastery of course material, we say that GPA has:
a. criterion deficiency.
b. criterion relevance.
c. criterion contamination.
d. criterion complexity.
Answer: c Learning Objective: 2 Page: 81-82
16. A university professor is supposed to teach, engage in scholarship, and provide service to the university. My measure of professor performance is the mean student rating received in all classes. Because this measure does NOT include scholarship or service, we say that it has
a. criterion deficiency.
b. criterion relevance.
c. criterion contamination.
d. criterion complexity.
Answer: a Learning Objective: 2 Page: 79-80
17. Criterion relevance refers to the ___________ of a job performance measure.
a. reliability
b. criterion related validity
c. construct validity
d. face validity
Answer: c Learning Objective: 2 Page: 80
18. If a criterion is deficient it lacks
a. content validity.
b. criterion related validity.
c. construct validity.
d. face validity.
Answer: a Learning Objective: 2 Page: 80
19. A university professor is supposed to teach, engage in scholarship, and provide service to the university. Because the job involves multiple tasks that can be evaluated from different perspectives, we say that job performance demonstrates:
a. dynamic criterion.
b. criterion related validity.
c. criterion complexity.
d. face validity.
Answer: c Learning Objective: 3 Page: 84
20. You have evaluated the performance of your administrative staff on a number of dimensions including attendance, work quality, and work quantity and must now provide individual feedback to each of your employees. You should use:
a. the dynamic approach.
b. the multidimensional approach.
c. the composite criterion approach.
d. the face validity approach.
Answer: b Learning Objective: 3 Page: 85
21. You have evaluated the performance of your administrative staff on a number of dimensions including attendance, work quality, and work quantity and must now compare your employees to determine merit raises. You should use:
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