lecture 5 pms

8/2/2019 Lecture 5 Pms

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PERFORMANCE

MANAGEMENTSYSTEM

Course Instructor: Ms. Hina Shahab

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Lecture 5 Outline

Performance Execution Managers Responsibilities in the Performance

Execution Phase Employees Responsibilities in the Performance

Execution Phase Track of Employees Performance Others Access to Employee Performance Log Motivating to Deliver Good Performance RecognitionAn Effective Motivational Tool Gap Identification Document Performance Improvement Discussion

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Performance Execution

What to execute? Once the performance-planningphase has been completed, its time to get the job

doneto execute the plan.

For the Individual: The critical responsibility isgetting the job done i.e. achieving the objectives.

For the Appraiser: There are two majorresponsibilities:

1. Creating the conditions that motivate

2. Confronting and correcting any performance

problems

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PM Execution

In an effective performance managementsystem, performance execution also

includes a midterm review to ensure thatperformance is on track.

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Managers Responsibilities in PE

Phase

Maintaining performance records

Updating objectives as conditions change

Providing feedback and coaching for success

Providing development experiences andopportunities

Reinforcing effective behavior

Conducting a midterm review meeting

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Employees Responsibilities in PE

Phase

Solicit performance feedback and coaching.

Communicate openly with your appraiser onprogress and problems in achieving

objectives. Update objectives as conditions change.

Complete the development plan.

Keep track of achievements andaccomplishments.

Actively participate in the midterm review

meeting.

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Track of Employees

Performance

The best way to make sure that you do keeptrack of your peoples performance is to use

whatever record-keeping system you are using

right now. Its easier to adjust an existingprocedure than to create an entirely new one.

The performance log, in whatever form onekeeps, is private and informal record of howpeople have done their activities on the jobkeep tracks of employee performance

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Motivation for Performance

Key Elements

1. Intensity: how hard a person tries

2. Direction: toward beneficial goal

3. Persistence: how long a person tries

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ec n ques o o va e anIndividual

Six techniques have a predictable effect onincreasing an individuals motivation:

1. Create opportunities for achievement andaccomplishment.

2. Allow people freedom, discretion, and autonomyin doing the job.

3. Provide opportunities for learning and growth.4. Increase the amount of challenge.

5. Make sure that the work itself is inherentlycapable of motivation.

6. Provide recognition.

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Motivating to

The first responsibility of a manager in theperformance execution phase is to create theconditions that motivate.

PayA Real Motivator? is the ringer in themotivation equation. It is the one factor that

shows up as both a source of satisfaction anda source of dissatisfaction.

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Intrinsic vs. Extrinsic Motivation

IntrinsicMotivationbeingdriven by positivefeelingsassociated withdoing well on atask or job

ExtrinsicMotivationmotivation causedby the desire toattain specificoutcomes

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A Model of Intrinsic Motivation

Sense of

Choice

Sense of

Competence

Sense of

Meaningfulness

Sense of

Progress

OpportunityRewards

AccomplishmentRewards

From Task

Activities

From TaskPurpose

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Ken Thomass Model of Intrinsic

Motivation

Employees are intrinsically motivated when rewardsan employee gets from work result from:

Choice the ability to freely self-select and perform

task activities. Competence the sense of accomplishment from

skillfully performing chosen tasks or activities.

Meaningfulness pursuing a task that matters in

the larger scheme of things. Progress the feeling of significant advancement

in achieving the tasks purpose.

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.

The Job Characteristics Model

High work

effectiveness

High growth

satisfaction

High generaljob satisfaction

High intrinsic

workmotivation

Outcomes

Knowledge of

theactual results of

the workactivities

Experienced

responsibilityfor outcomes ofthe work

Experienced

meaningfulness

of work

Criticalpsychological

state

Feedback

fromjob

Autonomy

Skill variety

Task identity

Tasksignificance

Corejob

characteristics

Moderators1. Knowledge and skill2. Growth need strength3. Context satisfaction

8-15Figure 8-5

McGraw-Hill

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Theory X and Theory Y (Douglas McGregor)

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NEED HIERARCHY THEORY

Physiological needs

Safety needs

Social needs

Esteem needs

Self-actualization

needs

Lower-order

needs

Higher-orderneeds

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David McClellands Theory of Needs

nAch

nPow

nAff

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Two-Factor Theory (FrederickHerzberg)

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Comparison ofSatisfiers andDissatisfiers

Factors characterizing events onthe job that led to extreme jobdissatisfaction

Factors characterizing events on

the job that led to extreme jobsatisfaction

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EXPECTANCY THEORY

Effort

Expectancy InstrumentalityValence of

reward

Performance Reward

MOTIVATIONRole perceptionsand opportunities

Abilitiesand traits

JOBPERFORMANCE

X X

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Expectancy Theory22


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Equity Theory

Referent Comparisons:

Self-inside

Self-outside

Other-insideOther-outside

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Equity Theory (contd)24


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EQUITY THEORY: A SUMMARY ANDEXAMPLE

INEQUITABLE RELATIONSHIPAndy is

overpaidcompared to Bill

Bill isunderpaid

compared to Andy

Bills outcomes

($25,000/year)Bills inputs

(40 hours/week)

Andys outcomes($30,000/year)Andys inputs(40 hour/week)

Andy feels guilty Bill feels angry

EQUITABLE RELATIONSHIP

Andys outcomes($30,000/year)Andys inputs(40 hour/week)

Andy is equitably paidcompared to Bill

Bills outcomes($30,000/year)

Bills inputs(40 hours/week)

Bill is equitably paidcompared to Andy

Bill feelssatisfied

Andy feelssatisfied

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Equity Theory (contd)26


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Equity Theory (contd)

Propositions relating to inequitable pay:

1. Overrewarded employees produce more than equitably

rewarded employees.

2. Overrewarded employees produce less, but do higher qualitypiece work.

3. Underrewarded hourly employees produce lower quality work.

4. Underrewarded employees produce larger quantities of lower-quality piece work than equitably rewarded employees

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Goal-Setting Theory (Edwin Locke)28


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Goal Setting: Some Impressive Effects

Per

centageofMaxim

umWeight

CarriedonEachTrip

Before goal After Goal

Four-Week Periods

50

60

70

80

90

100

1 2 4 5 6 7 8 9 10 11 12Seven

Years Later

94

There was a dramaticimprovement in performance

after a goalwas set

Performance at the goal levelwas sustained seven years after

the goal was first set

Goallevel

3

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Matching Achievers and Jobs30


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Reinforcement Theory

Concepts:

Behavior is environmentally caused.

Behavior can be modified (reinforced) by providing (controlling)consequences.

Reinforced behavior tends to be repeated.

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Performance Dimensions32


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RecognitionA Motivational Tool

When you recognize something, you are aware of it,you are not ignoring it, youre paying attention to it.That is the heart of recognition -letting people knowthat you are aware that they performed well and that

you appreciate their good work. Recognition can besymbolized in many ways, but it always starts withAWARENESS

If we want to make the recognition we provide actuallyhave a motivational stimulus, the recognition that theindividual receives must be contingent on thatpersons having done something that is worthy ofbeing recognized. If we just recognize people as anice human relations tactic, then our recognition

efforts will have no motivational value at all.

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Gap Identification

Identifying the gap between desired and actualperformance is the most difficult part of solvingperformance problems. If the manager doesnt

clearly define the gap between what he wantsand what he gets, he is not going to besuccessful in bringing about a change in theemployees performance.

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Document Performance ImprovementDiscussion

The best way to document a performancediscussion is to send the employee a memosummarizing your conversation and the

employees agreement to correct the problemas soon as you have completed thediscussions.

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Quiz36

Case Study?

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