Improving Job Performance with Goals, Feedback, Rewards, and Positive Reinforcement

1. Improving Job Performance with Goals, Feedback, Rewards, and Positive Reinforcement Chapter Nine

2. 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.

3. 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.

4. 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

5. Improving Individual Job Performance

6. 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.

7. Two Types of Goals • Performance outcome goal • targets a specific end result. • Learning goal • strives to improve creativity and develop skills

8. Goal Setting • Management by objectives • management system incorporating participation in decision making, goal setting, and feedback

9. Managing the Goal-Setting Process • Step 1: Set goals • Whether goals are imposed or, preferably, set participativelyvia a free exchange with one’s manager, they should be “SMART.” • specific, measurable, attainable, results oriented, and time bound

10. Managing the Goal-Setting Process Two additional recommendations: • For complex tasks, managers should train employees in problem-solving techniques and encourage them to develop a performance action plan

11. Managing the Goal-Setting Process • Because of individual differences, it may be necessary to establish different goals for employees performing the same job.

12. Guidelines for Writing SMART Goals

13. 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? • Specific • Measurable • Attainable • Time-bound

14. 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

15. 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

16. Feedback • Feedback • information about individual or collective performance

17. 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

18. 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. • Persistent • Motivational • Tutorial • Instructional

19. 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

20. Six Common Trouble Signs for Organizational Feedback Systems

21. 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

22. 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.

23. A General Model of Organizational Reward Systems

24. Types of Rewards • Extrinsic rewards • financial, material, or social rewards from the environment • Intrinsic rewards • self-granted, psychic rewards

25. Question? Angelo derives pleasure from the task of book writing itself. He can be described as __________ motivated. • Extrinsically • Financially • Materially • Intrinsically

26. Reward Distribution Criteria • Performance: results • tangible outcomes • Performance: actions and behaviors • teamwork, cooperation, risk-taking • Non-performance considerations • contractual

27. Thomas’s Building Blocks for Intrinsic Rewards and Motivation

28. Why Do Extrinsic Rewards Too Often Fail to Motivate? • 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.

29. Pay for Performance • Pay for performance • monetary incentives linking at least some portion of the paycheck directly to results or accomplishments

30. 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

31. Thorndike’s Law of Effect • Law of effect • Behavior with favorable consequences tends to be repeated; behavior with unfavorable consequences tends to disappear

32. Question? When Grant is praised for a work behavior, he will try hard to repeat it. This follows the law of ___________. • Affect • Effect • Effectiveness • Efficiency

33. 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.

34. Contingent Consequences in Operant Conditioning

35. 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

36. 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

37. Schedules of Reinforcement • Continuous reinforcement • reinforcing every instance of a target behavior • Intermittent reinforcement • reinforcing some but not all instances of a target behavior

38. Behavior Shaping • Shaping • reinforcing closer and closer approximations to a target behavior

39. Ten Practical Tips for Shaping Job Behavior

40. 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?