Transcript Improving Job Performance with Goals, Feedback, Rewards, and

Improving Job Performance with
Goals, Feedback, Rewards, and
Positive Reinforcement
Chapter Nine
Performance Management
• Performance management
• 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
Improving Individual Job Performance
Goal Setting
• 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.
Two Types of Goals
• Performance outcome goal
• targets a specific end result.
• Learning goal
• strives to improve creativity and
develop skills
Goal Setting
• Management by objectives
• management system incorporating participation in decision making, goal
setting, and feedback
Managing the Goal-Setting Process
• Step 1: Set goals
• Whether goals are imposed or, preferably, set participatively via a free
exchange with one’s manager, they should be “SMART.”
• specific, measurable, attainable, results oriented, and
time bound
Managing the Goal-Setting Process
Two additional recommendations:
1. For complex tasks, managers should train employees in problemsolving techniques and encourage them to develop a performance
action plan
Managing the Goal-Setting Process
2. Because of individual differences, it may be necessary to establish
different goals for employees performing the same job.
Guidelines for Writing
SMART Goals
Question?
Jim is the manager of a sales team at Woo Automotive. He expects his
salespeople to sell 250 cars per week. Which guideline for writing
SMART goals does this violate?
A. Specific
B. Measurable
C. Attainable
D. Time-bound
Managing the Goal-Setting Process
• Step 2: Promote goal commitment
• Explain why the organization is committed to a comprehensive goal-setting
program.
• Create clear lines of sight by clarifying the corporate goals and linking the
individual’s goals to them.
• Let employees participate in setting their own goals
• Have employees build goal ladders
Managing the Goal-Setting Process
• Step 3: Provide support and feedback
• Make sure each employee has the necessary skills and information to reach
his goals
• Pay attention to employees’ effort→performance expectations, perceived
self-efficacy, and reward preferences and adjust accordingly
• Be supportive and helpful
Feedback
• Feedback
• information about individual or
collective performance
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
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
Practical 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
Six Common Trouble Signs for
Organizational Feedback Systems
360-Degree Feedback
• 360-Degree feedback
• Letting individuals compare their own perceived performance with
behaviorally specific (and usually anonymous) performance information from
their manager, subordinates, and peers
How to Give Feedback for Coaching Purposes
and Organizational Effectiveness
• 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.
A General Model of Organizational
Reward Systems
Types of Rewards
• Extrinsic rewards
• financial, material, or social rewards from the environment
• Intrinsic rewards
• self-granted, psychic rewards
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
Reward Distribution Criteria
• Performance: results
• tangible outcomes
• Performance: actions and behaviors
• teamwork, cooperation, risk-taking
• Non-performance considerations
• contractual
Thomas’s Building Blocks for Intrinsic
Rewards and Motivation
Why Do Extrinsic Rewards Too Often Fail to
Motivate?
1.
2.
3.
4.
5.
6.
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.
Too many one-size-fits-all rewards.
Pay for Performance
• Pay for performance
• monetary incentives linking at
least some portion of the
paycheck directly to results or
accomplishments
Getting 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
Thorndike’s Law of Effect
• Law of effect
• Behavior with favorable consequences tends to be repeated; behavior with
unfavorable consequences tends to disappear
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
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.
Contingent Consequences in
Operant Conditioning
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
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
Schedules of Reinforcement
• Continuous reinforcement
• reinforcing every instance of a target behavior
• Intermittent reinforcement
• reinforcing some but not all instances of a target behavior
Behavior Shaping
• Shaping
• reinforcing closer and closer approximations to a target behavior
Ten Practical Tips for
Shaping Job Behavior