discussion
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KiniOB2e_C06_Final1.pptxWelcome to Monday!
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Stuff to Turn in Today
Team Contract
EQ Results
You Owe You
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Personality Results
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CHAPTER 6
Performance Management
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4
Performance Management Systems
More than just appraisals
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5
Performance Management
Used to
Make employee-related decisions
Guide employee development
Send strong signals to employees
When done well, leads to
Higher profitability
Higher productivity
Higher employee engagement
Higher customer service
Lower turnover
©McGraw-Hill Education.
6
Performance Management: It’s Hard to Do Well
Many organizations fail to effectively management employee performance.
Why?
PM policies often fail to keep pace with organizational change leading to disconnects.
Done well, PM can be time-consuming.
Performance reviews are often too narrow and only measure a limited set of elements.
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7
Step 1: Define Performance: Expectations and Setting Goals
Why are goals important?
Can lead to happier workers who achieve more
Provide focus
Enhance productivity
Bolster self-esteem
Increase commitment
Two types of goals
Performance goals
Targets specific end results
Learning goals
Enhances skill and knowledge
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8
Managing the Goal-Setting Process
Four-step process for
goal implantation
Set goals.
Promote goal attainment.
Provide support, feedback.
Create action plans.
Setting SMART goals
Specific
Measurable
Attainable
Results orientated
Time bound
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9
A Contingency Approach to Defining Performance
Do what the situation requires, rather than a one-size-fits-all approach
| BEHAVIORIAL GOALS | OBJECTIVE GOALS | TASK OR PROJECT GOALS |
| Can be used in most jobs. | Best for jobs with clear and readily measured outcomes. | Best for jobs that are dynamic, but in which nearer-term activities and milestones can be defined. |
| Most relevant for knowledge work. | Measure what matters, not just what can be measured. | Similar to SMART goals. |
| Example: Treat others with professionalism and respect; communicate clearly. | Examples: sales quotes, production rates, error rates. | Example: Complete your portion of team project by Tuesday. |
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Step 2: Monitor and Evaluate Performance
How goals are measured should be consistent with the nature of the goal itself (e.g. behavioral, task oriented).
Managers need to monitor and evaluate both progress toward the final goal and the ultimate achievement of the goal.
This stage should be used as an opportunity to identify problems and recognize successes.
It an also be used to identify opportunities to enhance performance.
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11
Common Perceptional Errors
Rater errors can lead to biases and undermine performance management systems (p.218).
Halo effect
Leniency
Central tendency
Recency effects
Contrast effects
Some bias can be overcome with the use of 360-degree feedback.
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12
Step 3: Reviewing Performance and the Importance of Feedback and Coaching
Why is feedback important?
Has the potential to boost performance
Given less often and les well than people would like
Dramatically underutilized
Feedback serves two functions.
Instructional
Motivational
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13
Sources of Feedback
Others
Task
May provide a steady stream of feedback about how well or poorly one is doing
Self
Self-serving bias may contaminate this source
Peers
Supervisors
Lower-level employees
Outsiders
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14
Role of Managers and Leaders
Senior managers can
Seek feedback from others by creating an open and honest environment
Separate feedback from the performance review process
Create a mechanism to collect feedback anonymously
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15
Role of Exit and Stay Interviews
Some benefits of exit interviews
Foster engagement by collecting, then acting upon information gained
Provides insight as to what the organization needs to improve and what it does well
Give outgoing employees an opportunity to voice experiences
Copyright Gustavo Frazao/Shutterstock RF
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Factors Affecting Perceptions of Feedback
Self-serving bias
Accuracy
Credibility of the sources
Fairness of the system
Performance-reward expectancies
Reasonableness of goals and standards
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17
Do’s and Don’ts When Giving Feedback
| DON’T | DO |
| Use feedback to punish, embarrass, or put somebody down | Keep feedback relevant by relating it to existing goals |
| Provide feedback that is irrelevant to the person’s work | Deliver feedback as soon as possible to the time the behavior was performed |
| Provide feedback that is too late to do any good | Provide specific and descriptive feedback |
| Provide feedback about something that is beyond the individual’s control | Focus the feedback on things employees can control |
| Provide feedback that is overly complex or difficult to understand | Be honest, developmental, and constructive |
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Coaching
Goes beyond mentoring and training
Developmentally focused
Has specific performance goals
Involves self-reflection
Consistent with positive OB
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19
Step 4: Rewards and Consequences
Key factors in organizational reward systems
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20
Rewards and Consequences
General criteria for distributing rewards
Results
Behavior and actions
Nonperformance considerations
Total and alternative rewards
Compensation
Benefits
Professional growth
Personal growth
Attention and recognition
Advancement
©McGraw-Hill Education.
Threexw general criteria are used for distributing rewards:
Results: tangible outcomes such as quantity, quality, and individual, group, or organizational performance. These are commonly some type of accounting measure—sales, profit, or error rate. Increasingly these may also include customer satisfaction.
Behavior and actions: teamwork, cooperation, risk-taking, and creativity.
Nonperformance considerations: customary or contractual, where the type of job, nature of the work, equity, tenure, level in hierarchy, etc., are rewarded.
Measures, rewards, and distribution criteria need to be aligned to have effective PM.
21
When Rewards May Fail
Too much emphasis is placed on monetary rewards.
Overtime rewards are seen as entitlements.
They foster counterproductive behaviors.
A lag occurs between performance and reward.
Reward structures are not tailored to goals, tasks.
They have a short half-life.
Organizational policies and practices are misaligned.
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22
Reinforcement and Consequences
Law of Effect
Behavior with favorable consequences tends to be repeated, while behavior with unfavorable consequences tends to disappear.
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Thorndike formulated his famous law of effect, which says behavior with favorable consequences tends to be repeated, while behavior with unfavorable consequences tends to disappear.
This was a dramatic departure from previous notions that behavior was the product of inborn instincts.
23
Reinforcement Consequences: The Power of Reinforcement Schedules
Continuous reinforcement
Every instance of a target behavior reinforced
Great when learning a new skill
Can quickly lose its effect
Intermittent reinforcement
Involves reinforcement of some but not all instances
Can vary the ratio and interval
Works best with variable ratio and variable interval
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It’s not just the reinforcement that influences behavior, but also when it is administered. Continuous and intermittent reinforcement schedules are two common means for timing the administration of reinforcers.
Continuous reinforcement. If every instance of a target behavior is reinforced then a continuous reinforcement (CRF) schedule is in effect. For instance, if you get paid every time you make a sale, then this is a CRF schedule. The sale is the desired behavior, and payment is the reinforcement. CRF is useful for making early links between desired behaviors and outcomes, but they are susceptible to perceptions of entitlement and rapid extinction if the link is broken.
Unlike CRF schedules, intermittent reinforcement involves reinforcement of some but not all instances of a target behavior.
24
Pay for Performance
Works Best When
Merit pay is used to differentiate top performers.
The ability to game the system is mitigated.
Multiple measures of performance are used.
Performance measures are accurate, consistent, and aligned with goals and outcomes.
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Today’s Leadership Thought…
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26
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Performance Management: Putting It All in Context
Figure 6.6 Organizing Framework for Understanding and Applying OB
Jump to Appendix 4 for description
Copyright 2014 Angelo Kinicki and Mel Fugate. All rights reserved. Reproduction prohibited without permission of the authors.
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Controlling Behavior Through Contingent Consequences
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29
Appendix 1 Performance Management Systems
Step 1: Define Performance. Set goals and communicate performance expectations.
Step 2: Monitor and Evaluate Performance. Measure and evaluate progress and outcomes.
Step 3: Review Performance. Deliver feedback and coaching.
Step 4: Provide Consequences. Administer valued rewards and appropriate punishment.
©McGraw-Hill Education.
Appendix 2 Step 4: Rewards and Consequences
Key factors in organizational reward systems.
Types of Rewards. Extrinsic, financial and nonfinancial. Intrinsic, meaningfulness and achievement.
Desired Outcomes. Attract. Motivate. Retain. Develop. Engage.
Distribution Criteria. Results. Behaviors and actions. Nonperformance factors.
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Appendix 3 Controlling Behavior Through Contingent Consequences
| Behavior-Consequence Relationship | Nature of Consequence |
| Contingent Presentation, positive or pleasing | Positive Reinforcement. Behavioral outcome: target behavior occurs more often. |
| Contingent Presentation, negative or displeasing | Punishment. Behavioral outcomes: Target behavior occurs less often. |
| Contingent Withdrawal, positive or pleasing | Punishment (response cost). Behavioral outcome: target behavior occurs less often. |
| Contingent Withdrawal, negative or displeasing | Negative Reinforcement. Behavioral outcome: target behavior occurs more often. |
| No contingent consequence. | Extinction. Behavioral outcome: target behavior occurs less often. |
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Appendix 4 Performance Management: Putting It All in Context
The Organizing Framework for Understanding and Applying OB shows the relationship between the three categories Inputs, Process, and Outcomes.
Inputs
Person factors
Environmental Characteristics
Leads to
Processes
Individual Level: Performance management practices
Group/Team Level
Organizational Level
Leads to
Outcomes
Individual Level: task performance, work attitudes, well-being and flourishing, citizenship behavior and counter productive behavior, turnover, career outcomes, and creativity
Group/Team Level: group and team performance, group satisfaction, group cohesion and conflict
Organizational Level: survival, accounting and financial performance, customer satisfaction, reputation
In return, Outcomes relates to both Inputs and Processes.
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33
Test Your OB Knowledge (4 of 5)
Michael wants to make sure the feedback he provides to his employees is perceived correctly. Which of the following should Michael NOT do?
Be aware of the fundamental attribution error and try not to commit it.
Provide feedback that is irrelevant to the person’s career.
Make sure the system is perceived as fair.
Make sure goals established are challenging and attainable.
Deliver feedback as close as possible to when the behavior was performed.
©McGraw-Hill Education.
The answer is B. Provide feedback that is irrelevant to the person’s career.
34
Major Questions You Should Be Able to Answer
6.1 What are the elements of effective performance management, and how can this knowledge benefit me?
6.2 How can improving my goal setting give me an advantage?
6.3 How can performance monitoring and evaluation improve my performance and my ability to manage the performance of others?
6.4 How can I use feedback and coaching to review and improve performance?
6.5 How can I use consequences to generate desired outcomes?
6.6 How can I use reinforcement and consequences to improve performance?
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Test Your OB Knowledge (1 of 5)
Angela would like to improve the quality and effectiveness of her department’s performance evaluations. Angela should do all of the following EXCEPT
focus on the importance of filling out the performance management form correctly.
set clear expectations for her employees.
provide regular feedback to her employees.
find new opportunities for her employees to succeed and develop.
Angela should be doing ALL of the above.
©McGraw-Hill Education.
The answer is A. focus on the importance of filling out the performance management form correctly.
36
Test Your OB Knowledge (2 of 5)
When an employee's skills are lacking it is better to set performance goals first to target a specific end result and then set learning goals to allow for the skill to be acquired.
True
False
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The answer is B. False.
37
Test Your OB Knowledge (3 of 5)
Janice is evaluating the employees in her department. She does not want to hurt anyone’s feelings and decides to rate all her employees high on all performance dimensions. What error is Janice making?
halo
contrast effects
central tendency
recency effects
leniency
©McGraw-Hill Education.
The answer is E. Leniency.
38
Test Your OB Knowledge (5 of 5)
Julia wants to use positive reinforcement and decides to pay bonuses to her employees when a new customer contract is signed. Which type of reinforcement is Julia is using?
fixed ratio
variable ratio
fixed interval
variable interval
just-in-time
©McGraw-Hill Education.
The answer is C. Fixed-interval reinforcement.
39
ExtravertsClassGroupIntrovertsClassGroup
ENTJ23%6%INTP12%4%
ENFP23%6%ISTP12%4%
ESTP23%6%INTJ12%4%
ENFJ58%16%INFJ610%21%
ENTP35%10%ISFJ915%32%
ESTJ610%19%ISTJ12%4%
ESFP12%3%INFP58%18%
ESFJ1017%32%ISFP47%14%
593153%100%2847%100%
Bb Roster
| ERROR:#VALUE! | 24-Apr-17 | Acknol Form | 119 | 7 | 7 | 7 | 7 | 7 | 7 | 7 | 7 | 7 | mid term | 7 | 7 | 7 | 7 | holiday | 7 | 7 | 7 | 7 | final | |||
| Name | Last Name | First Name | Total | 10-Apr | 12-Apr | 17-Apr | 19-Apr | 24-Apr | 26-Apr | 1-May | 3-May | 8-May | 10-May | 15-May | 17-May | 22-May | 24-May | 29-May | 31-May | 5-Jun | 7-Jun | 12-Jun | 14-Jun | |||
| 1 | Muammar I,Abdullah Marwan | Muammar I,Abdullah Marwan | Muammar | Abdullah | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 2 | Parker,Adrian Dante | Parker,Adrian Dante | Parker | Adrian | X | 21 | 7 | 7 | 7 | 0 | 0 | 0 | ||||||||||||||
| 3 | Almutair,Ahmed Jamal H | Almutair,Ahmed Jamal H | Almutair | Ahmed | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 4 | Alfarraj,Alhanouf Abdullah | Alfarraj,Alhanouf Abdullah | Alfoarraz | Alhanouf | X | 21 | 7 | 7 | 7 | 0 | 0 | 0 | ||||||||||||||
| 5 | Alketbi,Ali Heyab | Alketbi,Ali Heyab | Alketbi | Ali | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | ||||||||||||||
| 6 | Rangel,Alondra Vanessa | Rangel,Alondra Vanessa | Rangel | Alondra | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 7 | Valverde,Alvaro Omar | Valverde,Alvaro Omar | Valverde | Alvaro | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 8 | Olayo,Andrea | Olayo,Andrea | Olayo | Andrea | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 9 | Vong,Angela M | Vong,Angela M | Vong | Angela | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 10 | Khan,Billal | Khan,Billal | Khan | Billal | X | 14 | 7 | 7 | 0 | 0 | 0 | |||||||||||||||
| 11 | Flores,Carina Yvonne | Flores,Carina Yvonne | Flores | Carina | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 12 | Castaneda,Celina Olivia | Castaneda,Celina Olivia | Castaneda | Celina | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 13 | Wilkerson,Cody Allen | Wilkerson,Cody Allen | Wilkerson | Cody | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 14 | Alferez,Crystal | Alferez,Crystal | Alferez | Crystal | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 15 | Kennedy,Cusara Taraspring | Kennedy,Cusara Taraspring | Kennedy | Cusara | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 16 | Maya Tamariz,Daniela | Maya Tamariz,Daniela | Maya Tamariz | Daniela | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 17 | Jeong,David Minwoo | Jeong,David Minwoo | Jeong | David | X | 21 | 7 | 7 | 7 | 0 | 0 | 0 | ||||||||||||||
| 18 | Wantoch,Zachary James | Wantoch,Zachary James | Wantoch | DAWN | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 19 | Chacon,Dayanne | Chacon,Dayanne | Chacon | Dayanne | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 20 | Olmos,Derek Hernandez | Olmos,Derek Hernandez | Olmos | Derek | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 21 | Young,Desiree Mall | Young,Desiree Mall | Young | Desiree | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 22 | Saavedra,Diana Elizabeth | Saavedra,Diana Elizabeth | Saavedra | Diana | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 23 | AlMheiri,Eisa | AlMheiri,Eisa | AlMheiri | Eisa | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 24 | Parton,Elijah Nathanael | Parton,Elijah Nathanael | Parton | Elijah | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 25 | Huerta,Erika | Huerta,Erika | Huerta | Erika | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 26 | Valenzuela,Evelyn | Valenzuela,Evelyn | Valenzuela | Evelyn | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 27 | Bruce,Gage | Bruce,Gage | Bruce | Gage | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 28 | Gonzalez,Giovanni Marcel | Gonzalez,Giovanni Marcel | Gonzalez | Giovanni | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 29 | Almazrouei,Hamdan Alhay | Almazrouei,Hamdan Alhay | Almazrouei | Hamdan | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 30 | Squillace,Jeremy David | Squillace,Jeremy David | Squillace | Jeremy | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 31 | Rojas,Jessica | Rojas,Jessica | Rojas | Jessica | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | ||||||||||||||
| 32 | Flores,Jhonny | Flores,Jhonny | Flores | Johnny | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 33 | add-on | Weeks | Jolene | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | ||||||||||||||
| 34 | Diaz,Julianna Jannelle | Diaz,Julianna Jannelle | Diaz | Julianna | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 35 | Rivera,Karen Marie | Rivera,Karen Marie | Rivera | Karen | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| Name | Last Name | First Name | Total | 10-Apr | 12-Apr | 17-Apr | 19-Apr | 24-Apr | 26-Apr | 1-May | 3-May | 8-May | 10-May | 15-May | 17-May | 22-May | 24-May | 29-May | 31-May | 5-Jun | 7-Jun | 12-Jun | 14-Jun | |||
| 36 | Albuainain,Khalid | Albuainain,Khalid | Albuainain | Khalid | X | 21 | 7 | 7 | 7 | 0 | 0 | 0 | ||||||||||||||
| 37 | Alruwaili,Khulud Mulfi | Alruwaili,Khulud Mulfi | Alruwaili | Khulud | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 38 | Nguyen,Hien Le Kim | Nguyen,Hien Le Kim | Nguyen | Kim | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 39 | Savchenko,Mark Victorovich | Savchenko,Mark Victorovich | Savchenko | Mark | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | ||||||||||||||
| 40 | De La Rosa,Marylu | De La Rosa,Marylu | De La Rosa | Marylu | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 41 | Alruwaili,Mashael Mulfi | Alruwaili,Mashael Mulfi | Alruwaili | Mashael | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 42 | Bates,Matthew Adam | Bates,Matthew Adam | Bates | Matthew | X | 14 | 7 | 7 | 0 | 0 | 0 | |||||||||||||||
| 43 | Guardado Laguna,Michelle | Guardado Laguna,Michelle Alejandra | Guardado Laguna | Michelle | X | 21 | 7 | 7 | 7 | 0 | 0 | 0 | ||||||||||||||
| 44 | Velazquez,Monica Talavera | Velazquez,Monica Talavera | Velazquez | Monica | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 45 | Meeralam,Musab Mahmoud | Meeralam,Musab Mahmoud | Meeralam | Musab | X | 14 | 7 | 7 | 0 | 0 | 0 | |||||||||||||||
| 46 | Algarni,Naif Obaid A | Algarni,Naif Obaid A | Algarni | Naif | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 47 | AlJuwairah,Naif Yaser Abdullah | AlJuwairah,Naif Yaser Abdullah | AlJuwairah | Naif Yaser | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 48 | Almansoori,Nasser Jumaa | Almansoori,Nasser Jumaa | Almansoori | Nasser | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 49 | Alrammah Sr,Nasser Adnan | Alrammah Sr,Nasser Adnan | Alrammah | Nasser | 21 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||||
| 50 | Gonzalez,Nereida Lizbet | Gonzalez,Nereida Lizbet | Gonzalez | Nereida | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 51 | Escalera Pucheta,Oliver Valerio | Escalera Pucheta,Oliver Valerio | Escalera Pucheta | Oliver | X | 21 | 7 | 7 | 7 | 0 | 0 | 0 | ||||||||||||||
| 52 | Alhajri,Omar | Alhajri,Omar | Alhajri | Omar | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 53 | Wenceslao,Omar | Wenceslao,Omar | Wenceslao | Omar | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 54 | Walker,Attalah Simone | Walker,Attalah Simone | Walker | Attalah | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 55 | Soria,Raul Daniel | Soria,Raul Daniel | Soria | Raul | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 56 | Valdez,Ruben | Valdez,Ruben | Valdez | Ruben | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 57 | Munoz,Sandra | Munoz,Sandra | Munoz | Sandra | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 58 | Galarza,Sean Matthew | Galarza,Sean Matthew | Galarza | Sean | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 59 | Bakhashwain,Thamer Hassan | Bakhashwain,Thamer Hassan | Bakhashwain | Thamer | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 60 | Saldana,Valentin De Jesus | Saldana,Valentin De Jesus | Saldana | Valentin | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 61 | Garcia,Victor Dean | Garcia,Victor Dean | Garcia | Victor | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 62 | Palencia,Yasmin | Palencia,Yasmin | Palencia | Yasmin | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
| 63 | Lares,Yvette | Lares,Yvette | Lares | Yvette | X | 28 | 7 | 7 | 7 | 7 | 0 | 0 | 0 | |||||||||||||
&D
302-07 January Roster &P
EQ Teams
| Group Code | First Name | Last Name | CONTRACT | FIRST EQ | FIRST SIT REP | SECOND SIT REP | PREZI | |||
| POSSIBLE POINTS | 150 | 25 | 25 | 25 | 25 | 50 | ||||
| EQ-2.0_gc_1 | 1 | Desiree | Young | 0 | ||||||
| 2 | Monica | Velazquez | 0 | |||||||
| 3 | Elijah | Parton | 0 | |||||||
| 4 | Andrea | Olayo | 0 | |||||||
| 5 | Ali | Alketbi | 0 | |||||||
| 6 | Alvaro | Valverde | 0 | |||||||
| 7 | Crystal | Alferez | 0 | |||||||
| 8 | Johnny | Flores | 0 | |||||||
| 9 | Khulud | Alruwaili | 0 | |||||||
| 10 | ||||||||||
| EQ-2.0_gc_2 | 1 | Musab | Meeralam | 0 | ||||||
| 2 | Mashael | Alruwaili | 0 | |||||||
| 3 | Dayanne | Chacon | 0 | |||||||
| 4 | Michelle | Guardado Laguna | 0 | |||||||
| 5 | Kim | Nguyen | 0 | |||||||
| 6 | Naif Yaser | AlJuwairah | 0 | |||||||
| 7 | Alondra | Rangel | 0 | |||||||
| 8 | Ruben | Valdez | 0 | |||||||
| 9 | DAWN | Wantoch | 0 | |||||||
| 10 | ||||||||||
| EQ-2.0_gc_3 | 1 | Omar | Wenceslao | 0 | ||||||
| 2 | Khalid | Albuainain | 0 | |||||||
| 3 | Cusara | Kennedy | 0 | |||||||
| 4 | Matthew | Bates | 0 | |||||||
| 5 | Eisa | AlMheiri | 0 | |||||||
| 6 | Julianna | Diaz | 0 | |||||||
| 7 | Sean | Galarza | 0 | |||||||
| 8 | Daniela | Maya Tamariz | 0 | |||||||
| 9 | Mark | Savchenko | 0 | |||||||
| 10 | ||||||||||
| EQ-2.0_gc_4 | 1 | Erika | Huerta | 0 | ||||||
| 2 | Gage | Bruce | 0 | |||||||
| 3 | Yvette | Lares | 0 | |||||||
| 4 | Thamer | Bakhashwain | 0 | |||||||
| 5 | Yasmin | Palencia | 0 | |||||||
| 6 | Victor | Garcia | 0 | |||||||
| 7 | Naif | Algarni | 0 | |||||||
| 8 | Attalah | Walker | 0 | |||||||
| 9 | 0 | |||||||||
| 10 | ||||||||||
| EQ-2.0_gc_5 | 1 | Sandra | Munoz | 0 | ||||||
| 2 | Omar | Alhajri | 0 | |||||||
| 3 | Jolene | Weeks | 0 | |||||||
| 4 | Ahmed | Almutair | 0 | |||||||
| 5 | Nereida | Gonzalez | 0 | |||||||
| 6 | Giovanni | Gonzalez | 0 | |||||||
| 7 | Hamdan | Almazrouei | 0 | |||||||
| 8 | Cody | Wilkerson | 0 | |||||||
| 9 | Raul | Soria | 0 | |||||||
| 10 | ||||||||||
| EQ-2.0_gc_6 | 1 | Carina | Flores | 0 | ||||||
| 2 | Abdullah | Muammar | 0 | |||||||
| 3 | Valentin | Saldana | 0 | |||||||
| 4 | Nasser | Almansoori | 0 | |||||||
| 5 | David | Jeong | 0 | |||||||
| 6 | Jessica | Rojas | 0 | |||||||
| 7 | Diana | Saavedra | 0 | |||||||
| 8 | Alhanouf | Alfarraj | 0 | |||||||
| 9 | Adrian | Parker | 0 | |||||||
| 10 | ||||||||||
| EQ-2.0_gc_7 | 1 | Celina | Castaneda | 0 | ||||||
| 2 | Derek | Olmos | 0 | |||||||
| 3 | Oliver | Escalera Pucheta | 0 | |||||||
| 4 | Nasser | Alrammah | 0 | |||||||
| 5 | Marylu | De La Rosa | 0 | |||||||
| 6 | Billal | Khan | 0 | |||||||
| 7 | Jeremy | Squillace | 0 | |||||||
| 8 | Karen | Rivera | 0 | |||||||
| 9 | Evelyn | Valenzuela | 0 | |||||||
| 10 | ||||||||||
EQ Teams 302-07 &D
&P
302-07 Schedule
| WEEK | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | |||||||||||||
| Class | 1 | 2 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | |||
| 3-Apr | 5-Apr | 10-Apr | 12-Apr | 17-Apr | 19-Apr | 24-Apr | 26-Apr | 1-May | 3-May | 8-May | 10-May | 15-May | 17-May | 22-May | 24-May | 29-May | 31-May | 5-Jun | 7-Jun | 12-Jun | 14-Jun | |||
| M | W | M | W | M | W | M | W | M | W | M | W | M | W | M | W | M | W | M | W | M | W | |||
| text book | opening day | chapt 1 | chapt 2 | chapt 3 | chapt 4 | chapt 5 | chapt 6 | chapt 7 | chapt 8 | Mid-Term Online | chapt 9 | chapt 10 | chapt 11 | chapt 12 | chapt 13 | chapt 14 | Memorial Day | chapt 16 | Three Teams | Three Teams | Three Teams | Final Online | ||
| making OB work for me | values and attitudes | individual differences | social perception and managing diversity | emploee motivation | perf mgmt | positive org behavior | groups and teams | comm in a digat age | managing conflict | decision making | power and politics | leadership | org culture | managing change and stress | ||||||||||
| EQ-2.0 | EQ Ch 1, 2 | EQ Ch 3,4 | no class meeting | no class meeting | PRESENTATIONS | no class meeting | ||||||||||||||||||
| books due here | ||||||||||||||||||||||||
| Papers | MBTI | teams revealed | You Owe You | team contract | Engage | Millennials | WWMC | 20 minute presentations with PPT and data | 20 minute presentations with PPT and data | 20 minute presentations with PPT and data | ||||||||||||||
| EQ Work Begins | signed syllabus due | teams revealed | In-Class EQ Meeting | team contract | 1ST EQ test results | In-Class EQ Meeting | team sit rep #1 | In-Class EQ Meeting | In-Class EQ Meeting | 2ND EQ test results | ||||||||||||||
| ATTENDANCE | 14 | 5% | 7 | 7 | 7 | 7 | 7 | 7 | 7 | 7 | 7 | 7 | 7 | 7 | 7 | 7 | 7 | 7 | 7 | |||||
| EXAM/s | 0 | 0% | 100 | 100 | ||||||||||||||||||||
| PAPER | 0 | 0% | 25 | 25 | 25 | 25 | 25 | |||||||||||||||||
| Learn Smart | 200 | 68% | 50 | 50 | 50 | 50 | 50 | 50 | 50 | 50 | 50 | 50 | 50 | 50 | 50 | 50 | 50 | 50 | ||||||
| Mini Quiz | 80 | 27% | 20 | 20 | 20 | 20 | 20 | 20 | 20 | 20 | 20 | 20 | 20 | 20 | 20 | 20 | 20 | 20 | ||||||
| EQ POINTS | 0 | 0% | 25 | 25 | 25 | 25 | 50 | |||||||||||||||||
| X-TRA | 14 | 5% | 7 | 7 | ||||||||||||||||||||
| TOTAL | 294 | 100% | time | |||||||||||||||||||||
| w/xtra | 308 | minutes | from | to | ||||||||||||||||||||
| 6% | 90% | 264.6 | A | 0.95 | 294 | 279 | 15 | RRC | 10 | 6:05 | 6:15 | |||||||||||||
| 80% | 235.2 | A- | 0.91 | 278 | 268 | 11 | lecture | 100 | 6:20 | 7:30 | ||||||||||||||
| MBTI | 10 | 70% | 205.8 | B+ | 0.88 | 267 | 259 | 8 | EQ time | 30 | 7:35 | 7:50 | ||||||||||||
| Engage | 10 | 60% | 176.4 | B | 0.85 | 258 | 250 | 8 | 140 | |||||||||||||||
| Sinek | 10 | 50% | 147 | B- | 0.82 | 249 | 241 | 8 | ||||||||||||||||
| Cheese | 10 | C+ | 0.79 | 240 | 232 | 8 | ||||||||||||||||||
| 40 | C | 0.76 | 231 | 223 | 8 | |||||||||||||||||||
| C- | 0.73 | 222 | 215 | 8 | ||||||||||||||||||||
| D+ | 0.70 | 214 | 206 | 8 | ||||||||||||||||||||
| D | 0.67 | 205 | 197 | 8 | ||||||||||||||||||||
| F | 0.62 | 196 | 182 | 14 | ||||||||||||||||||||
| 0.64 | 181 | 188 | -7 | |||||||||||||||||||||
| <228 | ||||||||||||||||||||||||
| 8 | ||||||||||||||||||||||||
| A+ | 0.97 | 294 | 285 | 9 | A | 0.94 | 350 | 276 | 74 | |||||||||||||||
| A | 0.94 | 284 | 276 | 8 | A | 275 | 329 | -54 | ||||||||||||||||
| A- | 0.91 | 275 | 268 | 8 | A- | 0.91 | 328 | 268 | 60 | |||||||||||||||
| B+ | 0.88 | 267 | 259 | 8 | B+ | 267 | 0 | 267 | ||||||||||||||||
| B | 0.85 | 258 | 250 | 8 | B | -1 | 0 | -1 | ||||||||||||||||
| B- | 0.82 | 249 | 241 | 8 | B- | -1 | 0 | -1 | ||||||||||||||||
| C+ | 0.79 | 240 | 232 | 8 | C+ | -1 | 0 | -1 | ||||||||||||||||
| C | 0.76 | 231 | 223 | 8 | C | -1 | 0 | -1 | ||||||||||||||||
| C- | 0.73 | 222 | 215 | 8 | C- | -1 | 0 | -1 | ||||||||||||||||
| D+ | 0.70 | 214 | 206 | 8 | D+ | -1 | 0 | -1 | ||||||||||||||||
| D | 0.67 | 205 | 197 | 8 | D | -1 | 0 | -1 | ||||||||||||||||
| D- | 0.64 | 196 | 188 | 8 | D- | -1 | 0 | -1 | ||||||||||||||||
| F | <228 | F | <228 | |||||||||||||||||||||
| 8 | 28 | |||||||||||||||||||||||
Connect Dates
| Class Date | Chapter | open | time | close | time | learn smart | quiz | |
| 5-Apr | 1 | 29-Mar | 12pm | 10-Apr | 6pm | 100 | 10 | |
| 2 | 29-Mar | 12am | 10-Apr | 6pm | 100 | 10 | ||
| 3 | 10-Apr | 12pm | 17-Apr | 6pm | 100 | 10 | ||
| 4 | 10-Apr | 12pm | 17-Apr | 6pm | 100 | 10 | ||
| 5 | 17-Apr | 12pm | 24-Apr | 6pm | 100 | 10 | ||
| 6 | 17-Apr | 12pm | 24-Apr | 6pm | 100 | 10 | ||
| 7 | 24-Apr | 12pm | 1-May | 6pm | 100 | 10 | ||
| 8 | 24-Apr | 12pm | 1-May | 6pm | 100 | 10 | ||
| MidTerm | 50 | |||||||
| 9 | 1-May | 12pm | 8-May | 6pm | 100 | 10 | ||
| 10 | 1-May | 12pm | 8-May | 6pm | 100 | 10 | ||
| 11 | 8-May | 12pm | 15-May | 6pm | 100 | 10 | ||
| 12 | 8-May | 12pm | 15-May | 6pm | 100 | 10 | ||
| 13 | 15-May | 12pm | 22-May | 6pm | 100 | 10 | ||
| 14 | 15-May | 12pm | 22-May | 6pm | 100 | 10 | ||
| 15 | 22-May | 12pm | 5-Jun | 6pm | 100 | 10 | ||
| 16 | 22-May | 12pm | 5-Jun | 6pm | 100 | 10 | ||
| Final | 50 |
Ernie_Schedule
| hrs | hrs | Time | Monday | Tuesday | Wednesday | Thursday | Friday |
| 3:00 AM | wake | wake | wake | wake | wake | ||
| 3:30 AM | |||||||
| 1 | 4:00 AM | depart | depart | depart | depart | depart | |
| 4:30 AM | drive | drive | drive | drive | drive | ||
| 2 | 5:00 AM | arrive | arrive | arrive | arrive | arrive | |
| 1.50 | 5:30 AM | open shop | open shop | open shop | open shop | open shop | |
| 3 | 6:00 AM | ||||||
| 6:30 AM | |||||||
| 4 | 7:00 AM | ||||||
| 7:30 AM | |||||||
| 5 | 8:00 AM | ||||||
| 8:30 AM | shop walk through | shop walk through | shop walk through | managers' meeting | production meeting | ||
| 6 | 9:00 AM | ||||||
| 9:30 AM | |||||||
| 7 | 10:00 AM | ||||||
| 10:30 AM | |||||||
| 8 | 11:00 AM | ||||||
| 11:30 AM | |||||||
| 9 | 6.5 to 8.5 | 12:00 PM | depart - drive | lunch | depart - drive | depart - drive | lunch |
| 12:30 PM | |||||||
| 10 | 3 | 1:00 PM | |||||
| 1:30 PM | arrive CSU | arrive CSU | arrive CSU | ||||
| 11 | 2:00 PM | office hours | office hours | office hours | |||
| 2:30 PM | depart - drive | depart - drive | |||||
| 12 | 3:00 PM | ||||||
| 3:30 PM | |||||||
| 13 | 4:00 PM | MGMT-350-05 JB-144 | MGMT-350-05 JB-144 | MKTG-305-02 JB-109 | |||
| 4:30 PM | |||||||
| 14 | 5:00 PM | ||||||
| 5:30 PM | stop | arrive home | stop | arrive home | |||
| 15 | 6:00 PM | MGMT-302-07 UH-250 | free time = 2.5 | MGMT-302-07 UH-250 | depart | free time = 3.0 | |
| 6:30 PM | |||||||
| 16 | 7:00 PM | arrive home | |||||
| 7:30 PM | free time = .5 | ||||||
| 17 | 6.5 | 8:00 PM | depart | sleep | depart | sleep | |
| 8:30 PM | sleep | ||||||
| 18 | 4 | 9:00 PM | arrive home | arrive home | |||
| 9:30 PM | sleep | sleep | |||||
| 10:00 PM | |||||||
| 10:30 PM | |||||||
| 11:00 PM | |||||||
| 11:30 PM | |||||||
| 12:00 AM | |||||||
| 12:30 AM | |||||||
| 1:00 AM | |||||||
| 1:30 AM | |||||||
| 2:00 AM | |||||||
| 2:30 AM | |||||||
| 6 or 7 | 3:00 AM | ||||||
| 3:30 AM | Let's do it all over again | ||||||
| 4:00 AM | |||||||
| 4:30 AM | |||||||
| 5:00 AM |
Personalities
| Extraverts | Class | Group | Introverts | Class | Group | |||
| ENTJ | 2 | 3% | 6% | INTP | 1 | 2% | 4% | |
| ENFP | 2 | 3% | 6% | ISTP | 1 | 2% | 4% | |
| ESTP | 2 | 3% | 6% | INTJ | 1 | 2% | 4% | |
| ENFJ | 5 | 8% | 16% | INFJ | 6 | 10% | 21% | |
| ENTP | 3 | 5% | 10% | ISFJ | 9 | 15% | 32% | |
| ESTJ | 6 | 10% | 19% | ISTJ | 1 | 2% | 4% | |
| ESFP | 1 | 2% | 3% | INFP | 5 | 8% | 18% | |
| ESFJ | 10 | 17% | 32% | ISFP | 4 | 7% | 14% | |
| 59 | 31 | 53% | 100% | 28 | 47% | 100% |
