Improving Performance Improving Performance with Feedback, Rewards, with Feedback, Rewards,

and Positive and Positive ReinforcementReinforcement

Chapter Eight

6-2

Implications Associated with This DefinitionImplications Associated with This Definition

• Behavior is purposive rather than random- People exhibit both positive (work done on time) and negative (arrive late for work) behavior for a reason

• Motivation arouses people to do something- People are unlikely to change a behavior or do something different unless they are motivated to do so

• Motivation causes people to focus on a desired end-result or goal

• Motivation fuels the persistence needed to exhibit sustained effort on a task

Motivation:Motivation: Psychological processes that cause the arousaldirection, and persistence of voluntary actions that are goal directed.

Motivation DefinedMotivation Defined

A Job Performance Model of MotivationA Job Performance Model of Motivation6-3a

Figure 6-1a

Ability, Job knowledgeDispositions & Traits

Emotions, Moods, &AffectBeliefs & Values

Individual Individual InputsInputs

Physical EnvironmentTask Design

Rewards & ReinforcementSupervisory Support &

CoachingSocial Norms

Organizational Culture

Job ContextJob Context

Arousal Attention Intensity & & Direction Persistence

Motivational ProcessesMotivational Processes

MotivatedBehaviors

SkillsSkills

Enable, LimitEnable, Limit

7-2a

Figure 7-1a

A. An Equitable A. An Equitable SituationSituation

SelfSelf OtherOther

$2

1 hour

= $2 per hour$4

2 hours

= $2 per hour

Negative and Positive InequityNegative and Positive Inequity

7-6

Expectancy:Expectancy: Belief that effort leads to a specific level of performance

Instrumentality:Instrumentality: A performance outcome perception.

Valence:Valence: The Value of a reward or outcome

Vroom’s Expectancy Theory Vroom’s Expectancy Theory ConceptsConcepts

7-8

Goal:Goal: What an individual is trying to accomplish.

Encouraging thedevelopment of goal-attainment strategies

or action plans

Increasingone’s persistence

Regulatingone’s effort

Directingone’s attention

Goalsmotivate the

individualby...

Taskperformance

Goals

Providing Effective FeedbackProviding Effective Feedback

•Feedback Serves Two Functions

•Three Sources of Feedback: Others, Self, and Task

•The Recipient’s Perspective of Feedback

•Behavioral Outcomes of Feedback

•What about Nontraditional Upward Feedback and 360-Degree Feedback?

Organizational Reward SystemsOrganizational Reward Systems

•Types of Rewards

•Organizational Reward Norms

•Distribution Criteria

•Desired Outcomes

Chapter Eight OutlineChapter Eight Outline

Organizational Rewards Systems (continued)Organizational Rewards Systems (continued)• Why Rewards Often Fail to Motivate

Positive ReinforcementPositive Reinforcement• Thorndike’s Law of Effect

• Skinner’s Operant Conditioning Model

• Contingent Consequences

• Schedules of Reinforcement

• Shaping Behavior with Positive Reinforcement

Chapter Eight Outline (continued)Chapter Eight Outline (continued)

Results• Learning• Personal development• Stable, strong job performance

Properly administeredRewards and

Positive Reinforcement

Timely and instructivefeedback

EffortAbility

Bolstering the Job Performance Cycle Bolstering the Job Performance Cycle with Feedback, Rewards, and with Feedback, Rewards, and

ReinforcementReinforcement

Feedback:Feedback: “Objective information about

individual or collective performance.”

Functions of Feedback:Functions of Feedback: - Instructional - Motivational

Sources of FeedbackSources of Feedback

-Task

-Self

- Others

FeedbackFeedback

Hands-on exercise (p 206)

Try this on your own Does it match your perception of your

desire for feedback. How do you give feedback?

Upward FeedbackUpward Feedback:: Subordinates evaluate their

manager’s style and performance. 360-Degree Feedback360-Degree Feedback:: Specific (typically

anonymous) feedback generated by one’s manager, peers, subordinates, and other key people.

8-5

Nontraditional FeedbackNontraditional Feedback

Managers need to keep the following tips in mind when giving feedback:

• Relate feedback to existing performance goalsgoals and clear expectations.expectations.

• Give specificspecific feedback tied to observable behavior or measurable results.

• Channel feedback toward key result areaskey result areas..• Give feedback as soonsoon as possible.• Give positive feedback for improvement,improvement, not just

final results.• Focus feedback on performanceperformance,, not personalities.• Base feedback on accurateaccurate and crediblecredible

information.

8-6 Skills and Best Practices: How Skills and Best Practices: How to Make Sure Feedback Gets to Make Sure Feedback Gets

ResultsResults

8-7

Figure 8-2

Organization’s Reward Norms

• Profit maximization• Equity

• Equality• Need

Distribution Criteria• Results

• Behavior• Other factors

Types of Rewards• Financial/material

(extrinsic)• Social (extrinsic)• Psychic (intrinsic)

Desired Outcomes • Attract

• Motivate• Develop• Satisfy• Retain

Key Factors in Organizational Key Factors in Organizational Reward Reward SystemsSystems

A few words on pay for performance

Incentive pay Piece rate Research insights

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 Use of one-shot rewards with a short-lived

motivational impact Continued use of demotivating practices

such as layoffs, across-the-boardraises and cuts, and excessive executive compensation

8-8

Why Rewards Often Fail to Why Rewards Often Fail to MotivateMotivate

8-9

Figure 8-3

PunishmentBehavioral outcome:

Target behavior occursless often.

Negative ReinforcementBehavioral outcome:

Target behavior occursmore often.

Punishment (Response Cost)

Behavioral outcome:Target behavior occurs

less often.

Positive ReinforcementBehavioral outcome:

Target behavior occursmore often.

(no contingent consequence)Extinction

Behavioral outcome:Target behavior occurs less often

ContingentContingentWithdrawalWithdrawal

ContingentContingentPresentationPresentation

Positive or PleasingPositive or Pleasing Negative or DispleasingNegative or DispleasingNature of ConsequencesNature of Consequences

Beh

avio

r-C

on

seq

uen

ce R

ela

tion

ship

Contingent Consequences in Operant ConditioningContingent Consequences in Operant Conditioning

Schedule DescriptionContinuousContinuous Reinforcer follows every response

(CRF)(CRF)

IntermittentIntermittent Reinforcer does not follow every responseFixed ratio (FR) A fixed number of responses must be

emitted before reinforcement occurs.Variable ratio (VR) A varying or random number of responses

must be emitted before reinforcement occurs.

Fixed interval (FI) The first response after a specific period of

time has elapsed is reinforcedVariable interval (VI) The first response after varying or random

periods of time have elapsed is reinforced.

8-10

Table 8-1

Schedules of ReinforcementSchedules of Reinforcement

8-11

Accommodate the process of behavioral change.

Define new behavior patterns specifically. Give individuals feedback on their performance. Reinforce behavior as quickly as possible. Use powerful reinforcement. Use a continuous reinforcement schedule (for

new behaviors) Use a variable reinforcement schedule for

maintenance Reward teamwork -- not competition. Make all rewards contingent on

performance. Never take good performance for granted.

Skills and Best Practices: How Skills and Best Practices: How to Effectively Shape Job to Effectively Shape Job

BehaviorBehavior

Re: Am I Invisible (will be discussed Thursday)What was Kerry’s evaluation of Lesley an example of? What was he rewarding?

Re: Am I Invisible (will be discussed Thursday)What was Kerry’s evaluation of Lesley an example of? What was he rewarding?

Exercises/Discussions

Re: Am I Invisible• What was Kerry’s evaluation of Lesley an example of?

What was he rewarding? Re: Back to the drawing board?

• What new concepts are illustrated? What concepts or topics covered do these relate to?

Frankie• What concepts from previous chapters help explain

and are illustrated by the story?

• What would you do if you were Ernest?

Exercises

What is being rewarded? How? Re: Rite of Passage Re: Sunrise Service Re: Who could have known? Re: Made to measure Re: Spend it and burn it