6 discussion

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Chapter  Nine  

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Learning  Objec2ves  

LO.1 Define the term performance management, distinguish between learning goals and performance outcome goals, and explain the three-step goal-setting process.

LO.2 Identify the two basic functions of feedback, and specify at least three practical lessons from feedback research.

LO.3 Define 360-degree feedback, and summarize how to give good feedback in a performance management program.

LO.4 Distinguish between extrinsic and intrinsic rewards, and explain the four building blocks of intrinsic rewards and motivation.

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Learning  Objec2ves  (cont.)  

LO.5 Summarize the reasons why extrinsic rewards often fail to motivate employees.

LO.6 Discuss how managers can generally improve extrinsic reward and pay-for-performance plans.

LO.7 State Thorndike’s law of effect, and explain Skinner’s distinction between respondent and operant behavior.

LO.8 Define positive reinforcement, negative reinforcement, punishment, and extinction, and distinguish between continuous and intermittent schedules of reinforcement.

LO.9 Demonstrate your knowledge of behavior shaping.

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Performance  Management  

!  Performance management 9  an organization-wide system whereby

managers integrate the activities of goal setting, monitoring and evaluating, providing feedback and coaching, and rewarding employees on a continuous basis

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Improving  Individual  Job   Performance  

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Goal  SeDng  

!  Employees with a clear line of sight understand the organization’s strategic goals and know what actions they need to take, both individually and a team members.

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Two  Types  of  Goals  

!  Performance outcome goal 9  targets  a  specific  end   result.  

!  Learning goal 9  strives to improve

creativity and develop skills

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Goal  SeDng  

!  Management by objectives 9  management system incorporating participation

in decision making, goal setting, and feedback

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Managing  the  Goal-­‐SeDng  Process  

!  Step 1: Set goals 9  Whether goals are imposed or, preferably, set

participatively via a free exchange with one’s manager, they should be “SMART.”

9  specific, measurable, attainable, results oriented, and time bound

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Managing  the  Goal-­‐SeDng  Process  

Two additional recommendations: 1. For complex tasks, managers should train

employees in problem-solving techniques and encourage them to develop a performance action plan

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Managing  the  Goal-­‐SeDng  Process  

2. Because of individual differences, it may be necessary to establish different goals for employees performing the same job.

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Guidelines  for  Wri2ng     SMART  Goals  

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Managing  the  Goal-­‐SeDng  Process  

!  Step 2: Promote goal commitment 9  Explain why the organization is committed to a

comprehensive goal-setting program. 9  Create clear lines of sight by clarifying the

corporate goals and linking the individual’s goals to them.

9  Let employees participate in setting their own goals

9  Have employees build goal ladders

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Managing  the  Goal-­‐SeDng  Process  

!  Step 3: Provide support and feedback 9  Make sure each employee has the necessary

skills and information to reach his goals 9  Pay attention to employees’

effort→performance expectations, perceived self-efficacy, and reward preferences and adjust accordingly

9  Be supportive and helpful

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Feedback  

!  Feedback 9  information about

individual or collective performance

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Two  Func2ons  of  Feedback  

!  Instructional 9  clarifies roles or teaches new behaviors

!  Motivational 9  serves as a reward or promise of a reward

!  Feedback enhances the effect of specific, difficult goals

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Prac2cal  Lessons  from     Feedback  Research  

!  Managers can enhance their credibility as sources of feedback by developing their expertise and creating a climate of trust.

!  Negative feedback is typically misperceived or rejected

!  Recipients of feedback perceive it to be more accurate when they actively participate in the feedback session versus passively receiving feedback

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Six  Common  Trouble  Signs  for   Organiza2onal  Feedback  Systems  

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360-­‐Degree  Feedback  

!  360-Degree feedback 9  Letting individuals compare their own perceived

performance with behaviorally specific (and usually anonymous) performance information from their manager, subordinates, and peers

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How  to  Give  Feedback  for  Coaching  Purposes   and  Organiza2onal  Effec2veness  

!  Focus on performance, not personalities. !  Give specific feedback linked to learning goals

and performance outcome goals. !  Channel feedback toward key result areas for

the organization. !  Give feedback as soon as possible. !  Give feedback to coach improvement, not just

for final results.

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A  General  Model  of  Organiza2onal   Reward  Systems  

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Types  of  Rewards  

!  Extrinsic rewards 9  financial, material, or social rewards from the

environment !  Intrinsic rewards

9  self-granted, psychic rewards

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Reward  Distribu2on  Criteria  

!  Performance: results 9  tangible outcomes

!  Performance: actions and behaviors 9  teamwork, cooperation, risk-taking

!  Non-performance considerations 9  contractual

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Thomas’s  Building  Blocks  for  Intrinsic   Rewards  and  Mo2va2on  

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Why  Do  Extrinsic  Rewards  Too  OZen   Fail  to  Mo2vate?  

1. Too much emphasis on monetary rewards. 2. Rewards lack an “appreciation effect.” 3. Extensive benefits become entitlements. 4. Counterproductive behavior is rewarded. 5. Too long a delay between performance and

rewards. 6. Too many one-size-fits-all rewards.

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Pay  for  Performance  

!  Pay for performance 9  monetary  incen2ves   linking  at  least  some   por2on  of  the   paycheck  directly  to   results  or   accomplishments  

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GeDng  the  Most  out  of  Extrinsic   Rewards  and  Pay  for  Performance  

!  Tie praise, recognition, and noncash awards to specific results.

!  Make pay for performance an integral part of the organization’s basic strategy

!  Base incentive determinations on objective performance data.

!  Have all employees actively participate in the development of the performance-pay formulas

!  Reward teamwork and cooperation whenever possible

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Thorndike’s  Law  of  Effect  

!  Law of effect 9  Behavior with favorable consequences tends to

be repeated; behavior with unfavorable consequences tends to disappear

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Posi2ve  Reinforcement  

!  Respondent behavior 9  Skinner’s term for unlearned reflexes or

stimulus-response connections !  Operant behavior

9  behavior that is learned when one “operates on” the environment to produce desired consequences.

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Con2ngent  Consequences  in     Operant  Condi2oning  

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Con2ngent  Consequences  

!  Positive reinforcement 9  process  of   strengthening  a   behavior  by   con2ngently   presen2ng  something   pleasing  

!  Negative reinforcement 9  strengthens a

desired behavior by contingently withdrawing something displeasing

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Con2ngent  Consequences  

!  Punishment 9  process of weakening behavior through either

the contingent presentation of something displeasing or the contingent withdrawal of something positive

!  Extinction 9  Weakening a behavior by ignoring it or making

sure it is not reinforced

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Schedules  of  Reinforcement  

!  Continuous reinforcement 9  reinforcing every instance of a target behavior

!  Intermittent reinforcement 9  reinforcing some but not all instances of a

target behavior

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Behavior  Shaping  

!  Shaping 9  reinforcing closer and closer approximations to

a target behavior

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Ten  Prac2cal  Tips  for     Shaping  Job  Behavior