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Q5 How often do the following things happen? a. Unpredictably, the amount of work varies greatly over time (example: peak demands) source: Kruis (2008) b. Exceptions arise in your business unit that require substantially different methods or procedures scale: never (1) - rarely (2) - sometimes (3) - frequently (4) - always (5) source: Van der Ven & Ferry (1980) Q6 How much the same are day to day situations, problems or issues you encounter in your business unit? scale: very much the same (1) - mostly the same (2) - somewhat different (3) - quite a bit different (4) - completely different (5) source: Van der Ven & Ferry (1980) Q7 Please indicate whether you agree or disagree with the following statements: a. “The business unit often needs to react to outside pressure” b. “Making long-range plans for this business unit is hindered by the difficulty of predicting future events” items: scale: disagree strongly (1) - disagree somewhat (2) - neutral (3) - agree somewhat (4) - agree strongly (5) source: Kalleberg et al. (1996) Comparability of the <strong>Business</strong> Unit Q8 How much of the equipment (e.g., machinery, tools) in your business unit is especially designed or unique compared to equipment used for similar activities in other companies? scale: none (1) - some (2) - about half (3) - most (4) - all (5) source: Coles & Hesterly (1998), modified Q9 How much of the stock (e.g., materials, finished products, half-finished products) in your business unit is especially designed or unique compared to equipment used for similar activities in other companies? scale: none (1) - some (2) - about half (3) - most (4) - all (5) 131
132 Q10 How unique are the systems (e.g., communication systems, software) that are used in your business unit compared to systems used by other companies for similar activities? scale: not at all unique (1) - unique to a little extent (2) - somewhat unique (3) - quite unique (4) - very unique (5) source: Kruis (2008) Q11 How difficult is it for a new (core-business) business unit employee to learn the ins and outs he/she needs to know to be effective? scale: very easy (1) - quite easy (2) - neither easy nor difficult (3) - quite difficult (4) - very difficult (5) source: Anderson & Schmittlein (1984), modified Consider a new (core-business) employee who has experience in a similar job/profession. How much extra training would that person -on average- need to be effective in your business unit scale: weeks of training source: Anderson & Schmittlein (1984), modified How unique are the skills and knowledge of (core-business) business unit employees compared to skills and knowledge of employees of other companies who work on similar activities? scale: not at all unique (1) - unique to a little extent (2) - somewhat unique (3) - quite unique (4) - very unique (5) source: Kruis (2008), modified Q12 How unique is the knowledge that is used in your business unit compared to systems used by other companies for similar activities? scale: not at all unique (1) - unique to a little extent (2) - somewhat unique (3) - quite unique (4) - very unique (5) source: Kruis (2008), modified Q13 This question deals with you to position your business unit relative to your competitors on several topics. This question refers to your actual situation, not to what you desire. items: brand image; compared to your competitors’, your brand image is scale: significantly lower (1) - about the same (4) - significantly higher (7) source: Van der Stede (2001)
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Relative Performance Evaluation in
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NYENRODE BUSINESS UNIVERSITEIT Rela
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Table of Contents Preface 1 General
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Preface Why do people make things h
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2 CHAPTER 1. GENERAL INTRODUCTION I
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4 CHAPTER 1. GENERAL INTRODUCTION o
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6 CHAPTER 1. GENERAL INTRODUCTION T
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8 CHAPTER 1. GENERAL INTRODUCTION F
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10 CHAPTER 1. GENERAL INTRODUCTION
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Chapter 2 The Use of Relative Perfo
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2.1. INTRODUCTION 15 is not a promi
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2.2. THEORETICAL BACKGROUND 17 The
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2.2. THEORETICAL BACKGROUND 19 Sinc
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2.2. THEORETICAL BACKGROUND 21 who
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2.2. THEORETICAL BACKGROUND 23 suff
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2.3. SAMPLE AND MEASUREMENT 25 2.2.
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2.3. SAMPLE AND MEASUREMENT 29 can
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2.3. SAMPLE AND MEASUREMENT 31 Comp
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2.3. SAMPLE AND MEASUREMENT 33 this
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2.3. SAMPLE AND MEASUREMENT 35 Emph
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2.4. ANALYSES 37 2.4 Analyses This
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2.4. ANALYSES 39 Table 2.8: RPE use
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2.4. ANALYSES 41 2.4.2 Correlations
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2.4. ANALYSES 43 Concerning the con
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2.4. ANALYSES 45 Table 2.13: Result
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2.4. ANALYSES 47 Table 2.15: Summar
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2.5. CONCLUSIONS AND DISCUSSION 49
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2.5. CONCLUSIONS AND DISCUSSION 51
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2.6. CONTRACTIBILITY MIMIC MODEL (A
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2.6. CONTRACTIBILITY MIMIC MODEL (A
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2.7. ANALYSES FOR FOR-PROFIT BUS (A
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Chapter 3 Does Relative Performance
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3.1. INTRODUCTION 61 Holmstrom’s
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3.2. DEVELOPMENT OF THE MODEL 63 3.
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3.2. DEVELOPMENT OF THE MODEL 65 RP
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3.3. SAMPLE AND MEASUREMENT 67 3.3
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3.3. SAMPLE AND MEASUREMENT 71 Tabl
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3.3. SAMPLE AND MEASUREMENT 73 Tabl
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3.4. ANALYSES 75 3.4 Analyses This
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3.4. ANALYSES 77 Table 3.9: Pearson
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3.4. ANALYSES 79 Table 3.10: Result
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Page 92 and 93: 3.4. ANALYSES 83 Larcker & Rusticus
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Page 120 and 121: 4.4. ANALYSES 111 room for manageri
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Page 136 and 137: 5.3. LIMITATIONS AND SUGGESTIONS FO
Page 138 and 139: Appendix Overview of Questionnaire
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Page 144 and 145: Q23 Please indicate whether you agr
Page 146 and 147: Noise Q34 NOISE (primary measure) P
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Page 152 and 153: 52. Himmelberg, C.P. & Hubbard R.G.
Page 154: 83. Towry, K. 2003. ‘Control in a
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Page 160 and 161: Biography Hilco van Elten (1979) ho
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