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DIAGNOSIS

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					                 DIAGNOSIS
   Importance
    ◦ Drives Remedies
    ◦ Influences Evaluations
    ◦ Underlies Conflict

    If not done systematically and consciously, diagnosis will
       still be done, but informally and automatically.
Observation
 Required for correct and defensible diagnosis.
 Observation doesn’t mean constant surveillance,
  but it needs to be adequate.
  ◦ To be adequate, observation must occur across
     Workers
     Tasks
     Time
 Diagnosis and evaluation, even if correct, will be
  suspect if based on inadequate observation.
     Perceived as deficient
     Perceived as taking action without the facts
           Observation Cube
   Cube concept makes clear that
    observations of each person (or team)
    are needed on at least multiple tasks and
    across more than one occasion.
Observation Cube Framework
   Common approach to observation
    ◦ Haphazard
    ◦ Informal
    ◦ Passive step of data collection
   Recommendations
    ◦ Should be an active and participative
      component of performance management
    ◦ Use a record of performance observations
       Eliminates memory fallibilities
       Provides justification for your judgments &
        actions
    CAUSES OF PERFORMANCE
 Diagnosis requires more than observation:
  the causes underlying the observed
  performance must be determined.
 Fundamental determination:
    Does the cause reside in the person or in the
     system?
   Person Causes
    ◦ Ability
    ◦ Motivation
   System Causes
    ◦ Factors external to the person
Person versus System Distinction
   Seems conceptually simple, but can be
    more difficult than it seems.
    ◦ Work environment is usually “noisy”
    ◦ It may be human nature to make causal
      judgments automatically & subjectively
      Actor/observer bias
 Correct & defensible causal judgment
  requires systematic consideration of
  patterns of performance observations.
 Using cube framework:
    ◦ A person cause would be consistent
      performance observations (at whatever level –
      outstanding, average, or poor) across tasks and
      time.

    ◦ Consider exhibit 4.2 a-d
What can be determined about the
  possible causes of performance?
  ◦         Point here is to determine underlying
           causes, not just which workers are
           performing at higher or lower levels.
               Determining causes allows for meaningful
                feedback & other actions
  1.       Consider Pam, a relatively low performer. Is the
           cause a person factor – something about Pam? Or,
           is the cause a system factor – maybe something
           about the task being too difficult or ambiguous?
  2.       What about Joe?
  3.       What about Task 2?

				
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posted:8/31/2012
language:English
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