Flaws of the Hawthorne Effect
Progress toward specified goals is fundamental to planned accomplishment. Measuring that progress is essential since it provides intermediate feedback for continued or corrective actions and can help ascertain actual accomplishment. Beyond the simple assessment of accomplishment is the evaluation of what that accomplishment truly means. Through proper evaluation, an accomplishment 's true worth can be determined. Then, decisions about future actions can be made. Care must be taken, however, to avoid pitfalls that could lead to incorrect conclusions and improper decisions.
THE EVALUATION PROCESS: PURPOSE OF EVALUATION
Let 's begin with an example. A golfer attempts to hit a ball into a hole in as few strokes as possible. After each stroke, the golfer hopes, the ball will be nearer the hole, until (at last) on the final shot, the ball disappears with a satisfying rattle into the plastic cup liner. The goal has been met.
But what does that mean? How well was the goal met? Was it met in exemplary fashion or merely in a satisfactory manner? One measure is the number of strokes required. Assuming another player is competing, scores can be compared in order to evaluate relative performance. Without a norming score, however, goal attainment remains somewhat undefined in terms of level of achievement. Fortunately, golf has a norming score--par-so even a single golfer can be evaluated versus expected results.
Golf can be taught and played in several ways. Which is the best method? How can one evaluate these methods? Perhaps comparing the performance of those who adhere to each method will provide a relative measure of which is most productive. Evaluation of these results can help golfers and instructors make informed decisions about which method to employ.
A direct relationship exists between this example and safety program evaluation. A safety program is individually measured using a variety of tools. These measures, such as injury frequency rates, can be used in
THE EVALUATION PROCESS: PURPOSE OF EVALUATION
Let 's begin with an example. A golfer attempts to hit a ball into a hole in as few strokes as possible. After each stroke, the golfer hopes, the ball will be nearer the hole, until (at last) on the final shot, the ball disappears with a satisfying rattle into the plastic cup liner. The goal has been met.
But what does that mean? How well was the goal met? Was it met in exemplary fashion or merely in a satisfactory manner? One measure is the number of strokes required. Assuming another player is competing, scores can be compared in order to evaluate relative performance. Without a norming score, however, goal attainment remains somewhat undefined in terms of level of achievement. Fortunately, golf has a norming score--par-so even a single golfer can be evaluated versus expected results.
Golf can be taught and played in several ways. Which is the best method? How can one evaluate these methods? Perhaps comparing the performance of those who adhere to each method will provide a relative measure of which is most productive. Evaluation of these results can help golfers and instructors make informed decisions about which method to employ.
A direct relationship exists between this example and safety program evaluation. A safety program is individually measured using a variety of tools. These measures, such as injury frequency rates, can be used in
References: Flanagan, J.C. and R.K. Bums. "The Employee Performance Record: A New Appraisal and Development Tool." Harvard Business Review. Sept./Oct. 1955. Hopkins, C.D Kanter, R.M. The Change Masters. New York: Simon & Schuster, 1984. Kirkpatrick, D.L Latham, G.E and E.A. Locke. "Goal Setting: A Motivational Technique That Works." In The Great Writings in Management and Organizational Behavior, 2nd ed., L.E. Boone and D.D. Bowen, eds. Toronto: Random House, 1987. Mayo, E Roethlisberger, F.J. and W.J. Dickson. Management and the Worker. Cambridge, MA: Harvard University Press, 1964. He holds a Bachelor 's in Ph.D