Asking Questions - The Definitive Guide To Questionnaire Design ...

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216 ASKING QUESTIONS 6. At regular and agreed-on intervals, make certain the evaluation system is working as planned. If the appraisal system was designed to make employees more skilled at satisfying customers, check to make sure that customers are more satisfied. If the system was designed to promote only those employees with managerial potential, make sure that new managers are effective and successfully handling their new responsibilities. In addition, check to make sure that managers and employees are satisfied with the new system; try to determine whether they are having any trouble using the system and how it might be improved. 7. Finally, allow the performance evaluation system the chance to change. The performance evaluation system is implemented in order to yield a product for the company—the ratings. But if the system is also a process, ensure that it endures by allowing it to change along with the organization. A wide number of options are available for conducting employee evaluations, including questionnaires, checklists, individual interviews, observation interviews, group interviews, and diaries. (See Figure 7.1.) The focus of much of the rest of this chapter is on questionnaires and on modified versions of checklists. One concern about ratings used to evaluate others is that they may be too subjective. That is, one person’s evaluation of effectiveness may be different from another’s. Although this can be addressed by issues of scaling, a statistical solution is not reassuring to those being rated. For this reason, behaviorally anchored rating scales were developed because they were perceived to be more objective by both employees and employers. Behaviorally Anchored Rating Scales (BARS) Many solutions to the recurring problems in performance measurement have been proposed. One of the more notable of these solutions has been behavioral-expectation scaling or behaviorally anchored rating scales (BARS). The BARS method was introduced
ASKING QUESTIONS THAT EVALUATE PERFORMANCE 217 in a study sponsored by the National League for Nursing (Smith and Kendall, 1963). The original BARS approach combined the Fels parent-behavior rating scales (Guilford, 1954, pp. 266–267) and Thurstone’s attitude scales (Guilford, 1954, pp. 456–459). It uses graphic rating scales that incorporate specific behavioral descriptions using various points along each scale. (See Figure 7.2.) Each scale represents a dimension or factor considered to be an important part of work performance, and both raters and those being evaluated are typically involved in developing the dimensions and generating behavioral descriptions. Although many variations of the BARS procedure have been introduced since its inception, the procedures that follow are true to the original ideals of BARS. A complete discussion of the various appraisal formats that have been introduced under the guise of BARS can be found in Bernardin and Smith (1981). The BARS procedure was originally an iterative process that began by having a sample of the evaluating population (the raters) identify, define, and propose a first draft of scales they believed captured ideal behavior. This draft was then reviewed and modified by other raters until a final version was agreed on (Bernardin, 1977). At this point, dimension-clarification statements are developed to anchor the high, middle, and low parts of the scale. Behavioral examples are then written for the high, medium, and low effectiveness for each dimension. Behavioral examples are then “retranslated” by a second group of people who are given a randomly ordered list of these high, medium, and low effectiveness examples and asked to choose the dimension to which each example is related. (An 80 percent successful retranslation is typically used.) Next, 7-point scales (1 = low effectiveness, 7 = high effectiveness) are used to rate the effectiveness of each behavioral example on the dimension for which it was written. Behavioral examples with large variances (in excess of 2.0) are eliminated in order to remove examples that are unreliable. When using the BARS method, raters are instructed to record observed behaviors throughout the appraisal period and to indicate
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Asking Questions The Definitive Gui
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Norman M. Bradburn Seymour Sudman B
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Copyright © 2004 by John Wiley & S
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viii CONTENTS 12. Asking Questions
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Preface This book is a revised and
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PREFACE xiii trate some of the subt
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The Authors Norman M. Bradburn (Ph.
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Asking Questions
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Chapter One The Social Context of Q
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THE SOCIAL CONTEXT OF QUESTION ASKI
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Chapter Two Asking Nonthreatening Q
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ASKING NONTHREATENING QUESTIONS ABO
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Figure 2.4. Household Health Diary.
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Source: U.S. Bureau of the Census,
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80 ASKING QUESTIONS e. The Sealed B
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82 ASKING QUESTIONS asking about te
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84 ASKING QUESTIONS Figure 3.2. Que
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86 ASKING QUESTIONS into a car, mig
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88 ASKING QUESTIONS relationship be
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90 ASKING QUESTIONS from 55 percent
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92 ASKING QUESTIONS Illegal Drug Us
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94 ASKING QUESTIONS drinkers—may.
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100 ASKING QUESTIONS It must be rec
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102 ASKING QUESTIONS To illustrate
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104 ASKING QUESTIONS This applies t
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106 ASKING QUESTIONS When some resp
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108 ASKING QUESTIONS drinking quest
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110 ASKING QUESTIONS them less thre
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112 ASKING QUESTIONS Determining th
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114 ASKING QUESTIONS carefully for
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Chapter Four Asking Questions About
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ASKING QUESTIONS ABOUT ATTITUDES AN
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Chapter Five Asking and Recording O
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ASKING AND RECORDING QUESTIONS 153
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ASKING STANDARD DEMOGRAPHIC QUESTIO
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Chapter Ten Organizing and Designin
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ORGANIZING AND DESIGNING QUESTIONNA
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Fill- Ins Easily done with a Possib
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Chapter Eleven Questionnaires from
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QUESTIONNAIRES FROM START TO FINISH
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Chapter Twelve Asking Questions FAQ
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ASKING QUESTIONS FAQS 325 tain you
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Do you own an IBM-type of PC? Yes
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ASKING QUESTIONS FAQS 329 Ranking q
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ASKING QUESTIONS FAQS 331 guish bet
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ASKING QUESTIONS FAQS 333 activitie
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336 BIBLIOGRAPHY AND RECOMMENDED RE
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348 GLOSSARY object. The term belie
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350 GLOSSARY are entered directly i
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352 GLOSSARY the sex of the respond
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354 GLOSSARY of an IBM card is a on
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356 GLOSSARY individual difference
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358 GLOSSARY overreporting, underre
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360 GLOSSARY because of illness or
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362 GLOSSARY response effect A gene
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364 GLOSSARY questionnaires list th
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Index A Ability, measuring, 197-202
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INDEX 369 Denver, 86; Community che
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INDEX 371 Library card ownership, 8
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INDEX 373 preferences, 167-168; thr
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Appendix A List of Academic and Not
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APPENDIX A 377 Phoenix, AZ 85003-17
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APPENDIX A 379 Fax: 310-206-4453 E-
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APPENDIX A 381 800 Florida Ave., N.
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APPENDIX A 383 E-mail: jbason@arche
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APPENDIX A 385 Phone: 312-996-5300
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APPENDIX A 387 Phone: 785-532-5510
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APPENDIX A 389 Center for the Study
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APPENDIX A 391 Ann Arbor, MI 48106-
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APPENDIX A 393 731 Oldfather Hall L
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APPENDIX A 395 New York Marist Coll
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APPENDIX A 397 Cornell University I
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APPENDIX A 399 225 South Main St. A
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APPENDIX A 401 121 University Pl. P
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APPENDIX A 403 South Dakota Busines
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APPENDIX A 405 Public Policy Resear
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APPENDIX A 407 E-mail: sesrc@wsu.ed
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APPENDIX A 409 England National Cen
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412 APPENDIX B PLEASE CIRCLE ONE CO
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414 APPENDIX B 14. Who purchased th
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416 APPENDIX B 23. What racial/ethn
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Faculty Retention Survey December 2
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2. Professional Life Important to y
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4. Environment Important to you Imp
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Appendix D Kinko’s: Open-ended Se
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