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31 Cards in this Set
- Front
- Back
- 3rd side (hint)
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 an continuous basis |
An __________ system whereby managers integrate the activities of __________, ________, and __________, providing ______ and _________, and __________ employees on an continuous basis |
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Goal setting (line of sight) |
Employees with a clear line of sight understand the organization's strategic goals and know what actions they need to take, both individually and as team members |
Employees with a ______ line of sight understand the organization's ________ ______ and know what _______ they need to take, both _______ and as _____ _______. |
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Two types of goals |
- Performance outcome goal - Learning goal |
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Performance outcome goal |
targets a specific end results |
targets... |
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Learning goal |
strives to improve creativity and develop skills |
strives to... |
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Management by objectives |
Management system incorporating participation in decision making, goal setting, and feedback |
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The Goal-Setting Process (3 steps) |
Step 1: Set goals Step 2: Promote goal commitment Step 3: Provide support and feedback
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Set, Promote, Provide |
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Setting goals |
Whether goals are imposed, or preferably, set participatively via a free exchange with one's manager, they should be SMART |
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SMART goals |
Specific, Measurable, Attainable, Results-Oriented, and Time-bound |
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Promote goal commitment |
- Explain why the organization is commited to a comprehenstive 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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Provide support and feedback |
- Make sure each employee has the necessary skills and information to reach his goals - Pay attention to employees' effort to performance expectations, percieved self-efficacy, and reward preferences and adjust accordingly - Be supportive and helpful |
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Feedback |
Information about individual or collective performance |
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Two functions of feedback |
1. Instructional 2. Motivational |
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Instructional feedback |
Clarifies roles or teaches new behaviors |
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Motivational feedback |
- Serves as a reward or promise of a reward - Feedback enhances the effect of specific, difficult goals |
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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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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. - May 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. |
- Tie praise, recognition, and noncash awards to _______ results. - May pay for performance an integral part of the organization's ______ ________ - Base incentive determinations on _________ __________ data - Have all employees actively ___________ in the _________ of the performance-pay formulas. - Reward _________ and __________ whenever possible. |
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Law of Effect |
- Developed by Thorndike - Behavior with favorable consequences tends to be repeated; behavior with unfavorable consequences tends to disappear |
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Contingent Consequences |
- Positive reinforcement - Negative reinforcement |
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Positive reinforcement |
Process of strengthening a behavior by contingently presenting something pleasing such as a reward or incentive |
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Types of positive reinforcement |
- Respondent behavior - Operant behavior |
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Respondent behavior |
Skinner's term for unlearned reflexes or stimulus-response connections |
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Operant behavior |
Skinner's term for behavior that is learned when one "operates on" the environment to produce desired consequences |
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Negative reinforcement |
Strengthens a desired behavior by contingently withdrawing something unpleasant (displeasing) such as a penalty |
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Punishment |
Process of weakening behavior through either the contingent presentation of something displeasing or the contingent withdrawal of something positive |
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Extinction |
Weakening a behavior by ignoring it or making sure it isn't reinforced |
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Behavior shaping |
Reinforcing closer and closer approximations to a target behavior |
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Group (4 sociological critera) |
(1) Two or more freely interacting people who share (2) collective norms and (3) goals and have a (4) common identity |
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Formal group |
Group is formed by a manager to help the organization accomplish its goals |
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Informal group |
Exists when the members' overriding purpose of getting together is friendship |
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