Transcript Improving Performance with Feedback, Rewards, and Positive

Improving
Performance
with
Feedback,
Rewards, and
Positive
Reinforcement
Chapter Eight
McGraw-Hill/Irwin
© 2012 The McGraw-Hill Companies, Inc. All rights reserved.
Copyright © 2012 by The McGraw-Hill Companies, Inc. All rights reserved.
After reading the material in this chapter,
you should be able to:
LO8.1 Specify the two basic functions of
feedback and three sources of
feedback.
LO8.2 Define upward feedback and 360degree feedback, and summarize the
general tips for giving good feedback.
LO8.3 Distinguish between extrinsic and
intrinsic rewards, and give a job-related
example of each
8-2
After reading the material in this chapter,
you should be able to:
LO8.4 Summarize the research lessons about pay
for performance, and explain why rewards
often fail to motivate employees.
LO8.5 State Thorndike’s “law of effect” and explain
Skinner’s distinction between respondent and
operant behavior.
LO8.6 Demonstrate your knowledge of positive
reinforcement, negative reinforcement,
punishment, and extinction and explain
behavior shaping
8-3
Improving Individual Job
Performance
8-4
Providing Effective Feedback
Feedback
 information about
individual or
collective
performance shared
with those in a
position to improve
the situation
8-5
Two Functions of Feedback
Instructional
 clarifies roles or teaches new behaviors
Motivational
 serves as a reward or promise of a reward
Feedback enhances the effect of specific, difficult
goals
8-6
Question?
Grant is responsible for training new
employees. He wants to make sure
everyone knows their role in making the firm
successful. This is __________ feedback.
A.Persistent
B.Motivational
C.Tutorial
D.Instructional
8-7
Sources of Feedback
Others
 peers, supervisors, lower-level employees, and
outsiders
Task
Oneself
 Self-serving bias and other perceptual
problems can contaminate this source
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Behavioral Outcomes of Feedback
Direction
Effort
Persistence
Resistance
8-9
Popularity of Nontraditional
Feedback
1. Traditional performance appraisal systems
have created widespread dissatisfaction.
2. Team-based organization structures are
replacing traditional hierarchies.
3. Multiple-rater systems are said to make
feedback more valid than single-source
feedback.
8-10
Popularity of Nontraditional
Feedback
4. Advanced computer network technology
greatly facilitates multiple-rater systems.
5. Bottom-up feedback meshes nicely with
the trend toward participative management
and employee empowerment.
6. Co-workers and lower-level employees are
said to know more about a manager’s
strengths and limitations.
8-11
Nontraditional Feedback
Upward feedback
 lower-level employees provide feedback on a
manager’s style and performance
360-Degree feedback
 Letting individuals compare their own perceived
performance with behaviorally specific (and
usually anonymous) performance information
from their manager, subordinates, and peers
8-12
Question?
When Janine evaluates her supervisor, she
is providing __________ feedback.
A.Upward
B.Downward
C.Horizontal
D.Diagonal
8-13
Upward Feedback
Managers resist upward feedbacks
programs because they believe it erodes
their authority
Anonymous upward feedback can become
little more than a personality contest
8-14
Feedback Do’s and Don’ts
Do not:
1. Use feedback is used to punish,
embarrass, or put down employees.
2. Provide feedback that is irrelevant to the
person’s work.
3. Provide feedback that is too late to do any
good.
8-15
Feedback Do’s and Don’ts
4. Provide feedback about something that is
beyond the individual’s control.
5. Provide feedback that is overly complex or
difficult to understand.
8-16
Feedback Do’s and Don’ts
Do:
1.Keep feedback relevant by relating it to
existing goals.
2.Deliver feedback as soon as possible to
the time the behavior was displayed.
3.Provide specific and descriptive feedback.
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Feedback Do’s and Don’ts
4. Focus the feedback on things employees
can control.
5. Be honest, developmental, and
constructive.
6. Facilitate two-way communication—give
the other person the opportunity to clarify
and respond
8-18
Key Factors in Organizational
Reward Systems
8-19
Types of Rewards
Extrinsic rewards
 financial, material, or social rewards from the
environment
Intrinsic rewards
 self-granted, psychic rewards
8-20
Question?
Angelo derives pleasure from the task of
book writing itself. He can be described as
__________ motivated.
A.Extrinsically
B.Financially
C.Materially
D.Intrinsically
8-21
Distribution Criteria
Performance: results
 tangible outcomes
Performance: actions and behaviors
 teamwork, cooperation, risk-taking
Non-performance considerations
 contractual
8-22
Pay for Performance
Pay for
performance
 monetary incentives
linking at least some
portion of the
paycheck directly to
results or
accomplishments
8-23
Why Rewards Fail to Motivate
1.
2.
3.
4.
5.
Too much emphasis on monetary rewards
Rewards lack an “appreciation effect”
Extensive benefits become entitlements
Counterproductive behavior is rewarded
Too long a delay between performance and
rewards
8-24
Why Rewards Fail to Motivate
6. Too many one-size-fits-all rewards
7. Use of one-shot rewards with a short-lived
motivational impact
8. Continued use of demotivating practices
such as layoffs, across-the-board raises
and cuts, and excessive executive
compensation
8-25
Question?
Kim’s company has given all employees a
“performance bonus” each year for the past 17
years. Employees have come to expect it no
matter what the company’s profitability. Why would
this “pay for performance” system fail to motivate
employees?
A.Too much emphasis on monetary rewards
B.Rewards lack an “appreciation effect”
C.Extensive benefits become entitlements
D.Counterproductive behavior is rewarded
8-26
Thorndike’s Law of Effect
Law of effect
 Behavior with favorable consequences tends to
be repeated; behavior with unfavorable
consequences tends to disappear
8-27
Question?
When Grant is praised for a work behavior,
he will try hard to repeat it. This follows the
law of ___________.
A.Affect
B.Effect
C.Effectiveness
D.Efficiency
8-28
Positive Reinforcement
Respondent behavior
 Skinner’s term for unlearned reflexes or
stimulus-response connections
Operant behavior
 behavior that is learned when one “operates
on” the environment to produce desired
consequences.
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Contingent Consequences in
Operant Conditioning
Figure 8-3
8-30
Contingent Consequences
Positive reinforcement
 process of strengthening a behavior by
contingently presenting something pleasing
Negative reinforcement
 strengthens a desired behavior by contingently
withdrawing something displeasing
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Contingent Consequences
Punishment
 process of weakening behavior through either
the contingent presentation of something
displeasing or the contingent withdrawal of
something positive
Extinction
 Weakening a behavior by ignoring it or making
sure it is not reinforced
8-32
Schedules of Reinforcement
Continuous reinforcement
 reinforcing every instance of a target behavior
Intermittent reinforcement
 reinforcing some but not all instances of a
target behavior
8-33
Reinforcement Schedules
8-34
Reinforcement Schedules and
Performance
Figure 8-4
8-35
Shaping Behavior with Positive
Reinforcement
Shaping
 reinforcing closer and closer approximations to
a target behavior
8-36
Shaping Behavior with Positive
Reinforcement
Shaping works very well with people,
especially in training and quality programs
involving continuous improvement.
Praise, recognition, and instructive and
credible feedback cost managers little more
than moments of their time
8-37
Shaping Behavior with Positive
Reinforcement
The key to successful behavior shaping lies
in reducing a complex target behavior to
easily learned steps and then faithfully (and
patiently) reinforcing any improvement.
8-38
Question?
Employees at ABC Manufacturing strive to
operate at a zero-defect level because each
gets publicly recognized for their individual
and team accomplishments. This is an
example of
A.Extinction.
B.Positive reinforcement.
C.Respondent behavior.
D.Punishment.
8-39
Video Case: Slacking Off
Are workers from today’s generations exhibiting a
“slacker” attitude at work?
Do you think more is being expected of workers
today than there was in the past?
Are workers today less productive as a result of
having “slacker” attitudes?
Is the nature of work different today than it was in
the past? Could this be part of the issue?
8-40