Transcript Improving Performance with Feedback, Rewards, and Positive

Chapter Eight
Improving Performance with
Feedback, Rewards, and
Positive Reinforcement
McGraw-Hill/Irwin
Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved.
After reading the material in this chapter,
you should be able to:
• Specify the two basic functions of feedback and
three sources of feedback.
• Define upward feedback and 360-degree
feedback, and summarize the general tips for
giving good feedback.
• Distinguish between extrinsic and intrinsic
rewards, and give a job-related example of each
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After reading the material in this chapter,
you should be able to:
• Summarize the research lessons about pay for
performance, and explain why rewards often fail
to motivate employees.
• State Thorndike’s “law of effect” and explain
Skinner’s distinction between respondent and
operant behavior.
• Demonstrate your knowledge of positive
reinforcement, negative reinforcement,
punishment, and extinction and explain behavior
shaping
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Improving Individual Job Performance
Figure 8-1
8-4
Providing Effective Feedback
• Feedback
- objective 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
• Can be significantly enhanced by pairing specific,
challenging goals with specific feedback about
results
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.
B.
C.
D.
Persistent
Motivational
Tutorial
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
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Nontraditional Feedback
• Upward feedback
- employees evaluate their boss
• 360-Degree feedback
- comparison of anonymous feedback from
one’s superior, subordinates, and peers with
self-perceptions
8-10
Question?
When Janine evaluates her supervisor, she
is providing __________ feedback.
A.
B.
C.
D.
Upward
Downward
Horizontal
Diagonal
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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.
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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.
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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
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Why Feedback Often Fails
1. Feedback is used to punish, embarrass,
or put down employees.
2. Those receiving the feedback see it as
irrelevant to their work.
3. Feedback information is provided too late
to do any good.
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Why Feedback Often Fails
4. People receiving feedback believe it
relates to matters beyond their control.
5. Employees complain about wasting too
much time collecting and recording
feedback data.
6. Feedback recipients complain about
feedback being too complex or difficult to
understand.
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Commonsense Guidelines for
Feedback
• Relate feedback to existing goals and
deliver as soon as possible
• Be specific and identify observable
behavior or measurable results.
• Focus feedback on things employees can
control
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Commonsense Guidelines for
Feedback (cont.)
• Cultivate a fair and constructive climate by
including positive feedback
• Take time to listen to employees’ reaction
8-18
Key Factors in Organizational
Reward Systems
Figure 8-2
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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.
B.
C.
D.
Extrinsically
Financially
Materially
Intrinsically
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Distribution Criteria
• Performance: results
- tangible outcomes
• Performance: actions and behaviors
- teamwork, cooperation, risk-taking
• Non-performance considerations
- contractual
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Pay for Performance
• Pay for
performance
- monetary incentives
tied to one’s results
or accomplishments
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Why Rewards Fail to Motivate
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
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Why Rewards Fail to Motivate
6. Too many one-size-fits-all rewards
7. Use of one-shot rewards with a shortlived motivational impact
8. Continued use of demotivating practices
such as layoffs, across-the-board raises
and cuts, and excessive executive
compensation
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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.
B.
C.
D.
Too much emphasis on monetary rewards
Rewards lack an “appreciation effect”
Extensive benefits become entitlements
Counterproductive behavior is rewarded
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Thorndike’s Law of Effect
• Behavior with favorable consequences is
repeated; behavior with unfavorable
consequences disappears
Read an article on the
“Law of Effect”
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
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Positive Reinforcement
• Respondent behavior
- Skinner’s term for unlearned stimulusresponse reflexes
• Operant behavior
- Skinner’s term for learned, consequenceshaped behavior
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Contingent Consequences in
Operant Conditioning
Figure 8-3
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Contingent Consequences
• Positive reinforcement
- making behavior occur more often by
contingently presenting something positive
• Negative reinforcement
- making behavior occur more often by
contingently withdrawing something negative
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Contingent Consequences
• Punishment
- making behavior occur less often by
contingently presenting something negative or
withdrawing something positive
• Extinction
- making behavior occur less often by ignoring
or not reinforcing it
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Schedules of Reinforcement
• Continuous reinforcement
- reinforcing every instance of a behavior
• Intermittent reinforcement
- reinforcing some but not all instances of
behavior
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Schedules of Reinforcement
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How to Effectively
Shape Job Behavior
1. Accommodate the process of behavioral
change.
2. Define new behavior patterns specifically.
3. Give individuals feedback on their
performance.
4. Reinforce behavior as quickly as possible.
5. Use powerful reinforcement.
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How to Effectively
Shape Job Behavior (cont.)
6. Use a continuous reinforcement schedule.
7. Use a variable reinforcement schedule for
maintenance.
8. Reward teamwork—not competition.
9. Make all rewards contingent on performance.
10. Never take good performance for granted.
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Shaping Behavior
• Shaping
- reinforcing closer and closer approximations
to a target behavior
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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.
B.
C.
D.
Extinction.
Positive reinforcement.
Respondent behavior.
Punishment.
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Supplemental Slides
• Slides 40-45 contain extra non-text
examples to integrate and enhance
instructor lectures
-
Slide 40-41: Yearly Reviews
Slides 42-43: Fear of Feedback
Slide 44: Receiving Feedback
Slide 45: Video discussion slide
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Yearly Reviews
• Why don’t managers and employees like
performance reviews?
• Where you work or have worked, how often
did you receive feedback?
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Yearly Reviews
• Jack and Suzy Welch’s advice:
- Sit down with each direct report and provide a
single page that says, here’s what you do well,
and here’s what you can do better
- This should happen three or four times a year,
particularly with every raise, bonus, or
promotion
• What are the pros and cons of this
approach?
Source: Ideas The Welch Way, BusinessWeek, February 26, 2007
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Fear of Feedback
• Maladaptive Behaviors
- Procrastination
- Brooding
- Denial
- Jealousy
- Self-sabotage
Source: Fear of Feedback, Jackman, J.M., Strober, M.H. (2005) Harvard Business Review
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Fear of Feedback
• Adaptive Behaviors
- Recognize emotions and maladaptive
responses
- Get support
- Reframe the feedback
- Break it into parts
Source: Fear of Feedback, Jackman, J.M., Strober, M.H. (2005) Harvard Business Review
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Receiving Feedback
• To help clarify feedback, receivers can ask:
• Could you give me an example of the behavior
that concerns you?
• Can you help me understand how you came to
that conclusion?
• Can you help me understand the situations in
which you have seen the behavior and what you
see as the impact?
• Can you clarify what you would like to see me do
differently?
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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?
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