Relevant bibliographies by topics / Behaviorally Anchored Rating Scales (BARS)

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Academic literature on the topic 'Behaviorally Anchored Rating Scales (BARS)'

Author: Grafiati
Published: 2 June 2025
Last updated: 22 June 2025

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Journal articles on the topic "Behaviorally Anchored Rating Scales (BARS)"

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Georganta, Eleni, and Felix C. Brodbeck. "Capturing the Four-Phase Team Adaptation Process With Behaviorally Anchored Rating Scales (BARS)." European Journal of Psychological Assessment 36, no. 2 (2020): 336–47. http://dx.doi.org/10.1027/1015-5759/a000503.

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Abstract. As a response to the lack of quantitative and reliable measures of the team adaptation process, the aim of the present study was to develop and validate an instrument for assessing the four phases of the team adaptation process as described by Rosen and colleagues (2011) . Two trained raters and two subject matter expert groups contributed to the development of four behaviorally anchored rating scales (BARS) that span across the spectrum of team processes involved in each team adaptation phase. To validate the four BARS, two different trained raters assessed independently the team adaptation phases of 66 four-person teams. The validation study provided empirical support for the BARS’ psychometric adequacy. The BARS measures overcame the common middle anchor problem, showed sensitivity in differentiating between teams and between the four phases, showed evidence for acceptable reliability, construct, and criterion validity, and supported the theoretical team adaptation process assumptions. The study contributes to research and praxis by enabling the direct assessment of the overall team adaptation process, thereby facilitating our understanding of this complex phenomenon. This allows the identification of behavioral strengths and weaknesses for targeted team development and comprehensive team adaptation studies.
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Tanoni, Erlin Ribka, and Bobby W. Saputra. "Designing a Human Resource Management System for Performance Assessment using Behaviorally Anchored Rating Scales (BARS) for Operators at PT. Polyland Indoteknik Bandung." Journal of World Science 3, no. 11 (2024): 1449–68. http://dx.doi.org/10.58344/jws.v3i11.1227.

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Employee performance appraisal is a crucial aspect of enhancing organizational productivity and effectiveness. This research aims to develop a more robust performance appraisal system for factory operators at PT. Polyland Indoteknik Bandung employs the Behaviorally Anchored Rating Scales (BARS) method. Through an analysis of the existing appraisal system, this study found that the sole use of Key Performance Indicators (KPIs) is insufficient to measure complex behavioral aspects. Therefore, BARS is proposed as a more comprehensive method. The designed BARS system incorporates specific behavioral indicators relevant to the job of factory operators. Additionally, this research outlines an implementation strategy involving socialization, integration with existing systems, feedback provision, and periodic evaluation. The results indicate that BARS can improve the quality of performance appraisals and provide more constructive feedback to employees.
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Gillespie, Michael A., Jennifer Z. Gillespie, Katherine A. Sliter, Mahyulee C. Colatat, Kevin P. Nolan, and Robert M. Guion. "An SK BARS System: Ongoing Performance Management With Municipal Police." Public Personnel Management 47, no. 1 (2017): 93–114. http://dx.doi.org/10.1177/0091026017738538.

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We present a possible solution to two seemingly paradoxical issues: (a) widespread dissatisfaction with performance management and (b) increased demand for accountability in the public sector. The current article draws from our experience with a municipal police division to clarify and extend Smith and Kendall’s Behaviorally Anchored Rating Scales process to an ongoing performance management system. The resulting system holds promise for being less perfunctory and paternalistic than traditional performance management systems, while fostering transparency and accountability.
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Matosas-López, Luis, Santiago Leguey-Galán, and Luis Miguel Doncel-Pedrera. "Converting Likert Scales Into Behavioral Anchored Rating Scales(Bars) For The Evaluation of Teaching Effectiveness For Formative Purposes." Journal of University Teaching and Learning Practice 16, no. 3 (2019): 133–57. http://dx.doi.org/10.53761/1.16.3.9.

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Likert scales traditionally used in student evaluations of teaching (SET) suffer from several shortcomings, including psychometric deficiencies or ambiguity problems in the interpretation of the results. Assessment instruments with Behavioral Anchored Rating Scales (BARS) offer an alternative to Likerttype questionnaires. This paper describes the construction of an appraisal tool with BARS generated with the participation of 974 students and 15 teachers. The resulting instrument eliminates ambiguity in the interpretation of results and gives objectivity to the evaluation due to the use of unequivocal behavioral examples in the final scale. However, BARS methodology presents the problem of losing behavioral information during scale construction. The BARS methodology presented by the authors introduces an additional step to the traditional procedure, which significantly reduces the loss of information during the scale construction. The authors conclude that the qualitative approach of the proposed instrument facilitates the application of the formative function of the evaluation.
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Kurniawati, Endang, Said Musnadi, and T. Meldi Kesuma. "Analysis of Position Based on Behaviorally Anchored Rating Scales (Bars) and Personnel Capacity on Career Development and Its Implications on the Aceh Selatan Regional Secretariat Employee Performance." International Journal of Scientific and Management Research 05, no. 12 (2022): 56–65. http://dx.doi.org/10.37502/ijsmr.2022.51205.

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This study examines the role of positions based on the Behaviorally Anchored Rating Scales (BARS) and the ability of civil servants to develop careers and their implications for the performance of Aceh Selatan Regional Secretariat employees. The sampling technique used was the census. Thus the number of samples was 145 which is all ASN in the Aceh Selatan Regional Secretariat. Data were analyzed using the SEM-AMOS statistical tool. The results conclude that BARS-Based Position, Apparatus Capabilities, Apparatus career development, and Regional Secretariat Apparatus Performance are good, BARS-Based Position and Apparatus Capability affect the career development, BARS-Based Position does not affect Regional Secretariat Apparatus Performance, Apparatus Capability and Apparatus Career Development affect Regional Secretariat Apparatus Performance, Apparatus career development mediates the full influence of BARS-Based Position on Regional Secretariat Apparatus Performance, and apparatus career development partially mediates the influence of Apparatus Capability on Regional Secretariat Apparatus Performance.
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Kurniawan, Dwi, Hudzaifah Al-Faqih, and Luqman Wahid Raisy. "Development of a comprehensive performance appraisal instrument using Behaviorally Anchored Rating Scales and Fuzzy TOPSIS." E3S Web of Conferences 484 (2024): 01007. http://dx.doi.org/10.1051/e3sconf/202448401007.

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Performance appraisal is an important phase in human resource management where organizations assess the job performance of their employees. A good performance appraisal needs to be fair, objective and constructive, be based on specific examples of the employee’s work, and should provide clear and actionable feedback. The appraisal should also be timely, and it should be used to help the employee develop and improve their performance. In this paper, we developed a comprehensive performance appraisal for use in various manufacturing industries. Assessment criteria for the instrument were identified using Behaviorally Anchored Rating Scales (BARS) based on specific examples of behavior to assess employee performance. The criteria were weighed using Analytical Hierarchy Process (AHP), and then used to evaluate employee’s performance using Technique For Order Preference By Similarity To Ideal Solution (TOPSIS). Two case studies were selected as the implementation of the developed instrument. We claimed that the proposed instrument was objective, comprehensive, accurate, motivating and much better than the existing performance appraisal instrument currently used in both case studies.
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Sri Meutia, Bakhtiar, and Akbar Velayati Akbar. "Pengukuran kinerja karyawan menggunakan metode behaviorally anchored rating scales dan management by objective (Studi Kasus: AHASS Honda Service Lhokseumawe)." JENIUS : Jurnal Terapan Teknik Industri 5, no. 1 (2024): 14–21. http://dx.doi.org/10.37373/jenius.v5i1.606.

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Berdasarkan data yang diperoleh, AHASS Honda Service Lhokseumawe mengalami penurunan pelanggan dari tahun 2018 hingga tahun 2021 tentu hal ini sangat mempengaruhi pendapatan bengkel. Untuk mengetahui hal-hal apa saja yang berhubungan dengan kualitas pelayanan untuk meningkatkan kepuasan pelanggan AHASS Honda Service Lhokseumawe. Metode BARS bisa mengatasi masalah penilaian kinerja karyawan yang cenderung subjektif. Sedangkan, metode MBO membantu AHASS dalam mencapai target kinerja karyawan dan perusahaan akan standart dan feedback dalam penilaian kinerja. Hasil score penilaian kinerja karyawan berdasarkan metode Behaviorally Anchored Rating Scale (BARS) untuk karyawan 1 sebesar 412.5 (Baik), karyawan 2 sebesar 420 (Baik), karyawan 3 sebesar 415 (Baik), karyawan 4 sebesar 419.5 (Baik), karyawan 5 sebesar 424 (Sangat Baik), karyawan 6 sebesar 393 (Baik), karyawan 7 sebesar 381 (Baik). Sasaran yang menjadi tujuan perusahaan berdasarkan metode Management by Objectives adalah kenaikan jumlah pelanggan per-hari yaitu 30 pelanggan per-hari, ketepatan waktu dalam perbaikan kendaraan yaitu ≥10%, meminimalisir tingkat kesalahan dalam bekerja yaitu ≤5%, meminimalisir jumlah keluhan pelanggan ≤10 pelanggan, dan memastikan ketersediaan serta akurasi sparepart yang datang yaitu dengan meminimalisir kelalaian ≤5% dan mendekati minimal stock yaitu 100% tingkat akurasi. Dengan menggunakan kedua metode ini diharapkan dapat menyelesaikan masalah yang ada pada AHASS Honda Service Lhokseumawe, hingga akhirnya AHASS Honda Service Lhokseumawe bisa memaksimalkan kembali jumlah kedatangan pelanggan.
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Matosas-López, Luis. "Diferencias en las puntuaciones de las encuestas de valoración del profesorado en función del tipo de cuestionario: comparativa cuestionarios Likert vs cuestionarios BARS." Revista Infancia, Educación y Aprendizaje 5, no. 2 (2019): 371. http://dx.doi.org/10.22370/ieya.2019.5.2.1460.

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Cuando de la evaluación del profesorado universitario se trata, la mayor parte de instituciones optan por el uso de encuestas de satisfacción con cuestionarios Likert, no obstante, existen otras alternativas. Este trabajo explora las posibles diferencias en las puntuaciones arrojadas por las encuestas de valoración del profesorado en función del tipo de cuestionario empleado. En la investigación toman parte 126 estudiantes. Los participantes valoran el desempeño de un único docente y asignatura utilizando, por una parte, un cuestionario Likert y, por otra, un cuestionario con episodios de comportamiento BARS (Behaviorally Anchored Rating Scales). Se realizan análisis descriptivos y de pruebas paramétricas (prueba t-Student). Los hallazgos muestran la existencia de diferencias significativas en los resultados de las encuestas en función de la tipología de cuestionario empleada. Mientras que los cuestionarios Likert parecen incrementar las valoraciones, los cuestionarios BARS arrojan puntuaciones más modestas, pero, probablemente, más ajustadas al desempeño real del docente.
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Matosas-López, Luis, and Elena Cuevas-Molano. "Assessing Teaching Effectiveness in Blended Learning Methodologies: Validity and Reliability of an Instrument with Behavioral Anchored Rating Scales." Behavioral Sciences 12, no. 10 (2022): 394. http://dx.doi.org/10.3390/bs12100394.

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The evaluation of teaching effectiveness in blended learning methodologies is usually carried out using Likert-type questionnaires; however, instruments with Behavioral Anchored Rating Scales (BARS) are sometimes employed for this purpose. This paper examines the validity and reliability of an instrument with BARS designed to assess teaching effectiveness in blended learning environments, within the university setting. The research involves a sample of 1436 students from a medium size university in Spain. Using this sample (n = 1436), the authors carry out a psychometric study that consists of four phases: (1) comprehension validity analysis, (2) construct validity analysis, (3) confirmation of construct validity, and (4) analysis of the instrument reliability. The findings provide satisfactory values for all the parameters analyzed (for instance: Variance explained = 77.61%; RMSEA = 0.042; or Cronbach’s alpha = 0.956), indicating that the BARS instrument examined is perfectly valid and reliable for the appraisal of teaching effectiveness in blended learning methodologies. The authors conclude that this paper fills an important gap in the literature by presenting an instrument that, thanks to the use of behavioral scales, facilitates this task in the university context.
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Karnia, Richard. "Relationship between the Adoption of BARS Teacher Evaluation Model and its Impact on Student Performance." International Journal of Psychiatry 9, no. 3 (2024): 01–18. http://dx.doi.org/10.33140/ijp.09.03.04.

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There currently is a mismatch in the outcomes in education between teacher performance evaluation models and student outcomes. Data from Illinois State Board of Education shows teachers in one district have a 99.7% of teachers meeting excellent or proficient standards, while only 13% of 11th graders can read at grade level. The research will identify trends in performance evaluation and how the application of theories of industrial-organizational psychology can play in shaping and improving current teacher evaluation models. Professional development and evaluations should be linked to quantitative data which does not exist current evaluation models. The development of behavioral anchored rating scale would be a stronger evaluation model for teacher versus existing graphic rating scales. This should then lead to the development for a BARS model tied to each subject matter to increase the validity and reliability in teacher evaluations. Current teacher evaluation models do not properly assess teacher’s knowledge, skills, abilities and other characteristics, and the implementation of a performance evaluation model for teachers based on a Behavior Anchored Rating Scale will lead to improvement is student outcomes.
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Dissertations / Theses on the topic "Behaviorally Anchored Rating Scales (BARS)"

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Baker, Robert. "A Comparison of Illusory Halo Levels Between Conventionally-Developed and Factor Analytically-Developed Behaviorally Anchored Rating Scales." TopSCHOLAR®, 1985. http://digitalcommons.wku.edu/theses/1886.

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The purpose of this study was to compare halo levels between a set of behaviorally anchored rating scales (BARS) developed by conventional methodology with a set of BARS developed by factor analytic means. The conventionally-developed BARS were developed at the University of California-Berkeley by Department of Psychology faculty members in conjunction with undergraduate psychology students. The factor analytically-derived BARS were developed during the course of the research reported here. In Phase 1 of the present study, undergraduate psychology students rated their instructors on a 1-7 Likert scale using the individual anchors which comprised the conventional BARS. A factor analysis of these ratings was used to form a modified set of BARS. In Phase 2, a new group of undergraduate psychology students was asked to rate their instructors using either the conventional (Harari-Zedeck) BARS or the newly developed modified BARS in order to test for differences in the halo levels for each form of BARS. Halo was measured by the strength of the dimension intercorrelations in each set of scales. It was hypothesized that the factor analytic approach would yield a set of scales with reduced levels of illusory halo. Results indicated, however, that the conventionally-developed and factor analytically-developed BARS were not significantly different in their halo levels. A post hoc reliability check revealed that the conventionally-developed BARS had significantly less interrater reliability than the factor analytically-derived BARS, which may partially account for the lack of difference in the scales’ halo levels.
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Yanul, Travis. "Evaluating Faculty Performance: A Comparison of Behaviorally Anchored Rating Scales Developed for Western Kentucky University Psychology Department Faculty." TopSCHOLAR®, 2008. http://digitalcommons.wku.edu/theses/1037.

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The current study consisted of a comparison of Behaviorally Anchored Rating Scales (BARS) developed in 2001 and 2008 for the evaluation of the performance of faculty in the Western Kentucky University Psychology Department. BARS generally are less susceptible to various types of rating error than are other rating formats, and are highly relevant to the target job because they utilize behavioral examples of performance. Furthermore, BARS development requires the participation of job incumbents. In both 2001 and 2008, Psychology Department faculty members were involved in every phase of the development process of the BARS instruments addressed in the current study. The new BARS format contains five broad categories of performance with 12 redefined performance dimensions within these categories. The faculty identified a number of new behavioral exemplars for each performance dimension. The new BARS offers several benefits over the previous BARS. Faculty, particularly newer faculty not involved in developing the 2001 format, should be more satisfied with the new instrument; faculty should perceive both the development process and the resulting instrument to be fair; and faculty should consider the instrument to be more valid because of their direct involvement in providing the content. Future research should be conducted to directly assess faculty perceptions of the BARS instrument and development process.
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Books on the topic "Behaviorally Anchored Rating Scales (BARS)"

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Carretta, Thomas R. The development of Behaviorally Anchored Rating Scales (BARS) for evaluating USAF pilot training peformance. Armstrong Laboratory, Air Force Systems Command, 1991.

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Karsten, Yvonne Cariveau. Measuring young children's preferences: The use of behaviorally anchored rating scales. Marketing Science Institute, 1994.

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Book chapters on the topic "Behaviorally Anchored Rating Scales (BARS)"

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Rajapakse, Vageesha. "Performance Management Process." In Advances in Logistics, Operations, and Management Science. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-4387-6.ch003.

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This chapter explains the critical aspects of employee performance evaluation, highlighting its importance in aligning individual goals with organizational objectives to foster development and productivity. It explores traditional and modern performance evaluation methods, including the checklist method, essay appraisal method, rank order method, paired comparison method, and critical incident method, alongside contemporary approaches like management by objectives (MBO), behaviorally anchored rating scales (BARS), and computerized performance monitoring (CPM). The chapter also emphasizes the crucial role of evaluators, while discussing evaluator training methods and the different forms of evaluation interviews they conduct. The chapter further elaborates on strategies to enhance employee participation in evaluation interviews, aiming to promote a culture of continuous improvement and organizational excellence. Through comprehensive analysis and practical examples, this chapter provides a detailed understanding of effective performance evaluation methods and practices.
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Conference papers on the topic "Behaviorally Anchored Rating Scales (BARS)"

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Purnomo, Adnin Diba, and Mohammad Isa Irawan. "Android Based Employee Performance Assessment System Using Management by Objective (MBO) and Behaviorally Anchored Rating Scale (BARS) Method." In 3rd International Conference on Business and Management of Technology (ICONBMT 2021). Atlantis Press, 2022. http://dx.doi.org/10.2991/aebmr.k.211226.007.

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Konak, Abdullah, Steven Magluilo, and Sadan Kulturel-Konak. "Behaviorally anchored rating scales for teamwork peer assessment." In 2016 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2016. http://dx.doi.org/10.1109/isecon.2016.7457525.

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Schürmann, Verena, Theresa Spahn, Nicki Marquardt, and Daniel Bodemer. "Evaluating Peer Collaboration in Higher Education: Behaviorally Anchored Rating Scales." In 17th International Conference of the Learning Sciences (ICLS) 2023. International Society of the Learning Sciences, 2023. http://dx.doi.org/10.22318/icls2023.172639.

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Reports on the topic "Behaviorally Anchored Rating Scales (BARS)"

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Bearden, Ronald M., M. Wagner, and R. Simon. Developing Behaviorally Anchored Rating Scales for the Machinist's Mate Rating. Defense Technical Information Center, 1988. http://dx.doi.org/10.21236/ada195403.

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