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Improving Job Improving Job Performance with Performance with Goals, Feedback, Goals, Feedback,

Rewards, and Rewards, and Positive Positive

ReinforcementReinforcement

Chapter Nine

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Learning Objectives

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 Objectives (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 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 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.

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Two Types of Goals

Performance outcome goal targets a specific end

result.

Learning goal strives to improve

creativity and develop skills

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Goal Setting

Management by objectives management system incorporating participation

in decision making, goal setting, and feedback

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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

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Managing the Goal-Setting 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-Setting 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 Writing SMART Goals

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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

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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

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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

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Feedback

Feedback information about

individual or collective performance

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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

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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

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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

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Six Common Trouble Signs for Organizational Feedback Systems

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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

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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.

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A General Model of Organizational Reward Systems

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Types of Rewards

Extrinsic rewards financial, material, or social rewards from the

environment

Intrinsic rewards self-granted, psychic rewards

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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

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Reward Distribution Criteria

Performance: results tangible outcomes

Performance: actions and behaviors teamwork, cooperation, risk-taking

Non-performance considerations contractual

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Thomas’s Building Blocks for Intrinsic Rewards and Motivation

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Why Do Extrinsic Rewards Too Often 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.

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

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Pay for Performance

Pay for performance monetary incentives

linking at least some portion of the paycheck directly to results or accomplishments

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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

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Thorndike’s Law of Effect

Law of effect Behavior with favorable consequences tends to

be repeated; behavior with unfavorable consequences tends to disappear

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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 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

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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

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Schedules of Reinforcement

Continuous reinforcement reinforcing every instance of a target behavior

Intermittent reinforcement reinforcing some but not all instances of a

target behavior

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Behavior Shaping

Shaping reinforcing closer and closer approximations to

a target behavior

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Ten Practical Tips for Shaping Job Behavior

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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?