MBA 704 - Kungu - Week 7 - Chapters 11 & 12

nature of a group

- two or more interdependent individuals

- influence one another through social interaction

nature of a team

- two or more people, with work roles that require them to be interdependent

- operate within the organization, performing relevant tasks

- affect others inside and outside the organization

- membership is identifiable to those on or not on the team

formal groups

group members are formally assigned

informal groups

groups formed spontaneously by people who share

- interests

- values

- identities

identity groups

based on the social identities of members

virtual teams

work together but are separated by time, distance, or organizational structure

virtual team technologies

- audio conferencing

- videoconferencing

- real-time electronic communication

- different-time electronic communication

- keypad voting systems

- group project management software

- text messaging

- messaging boards

- web conferencing

- blogs and wiki sites

functional teams

- production teams

- service teams

- management teams

- project teams

- advisory teams

self-managing teams

- more worker satisfaction

- lower turnover and absenteeism

- increased productivity

- higher quality work

- more engaged in work

- higher level of commitment to the team

team effectiveness

- knowledge criteria

- affective criteria

- outcome-acceptability of team outputs

- outcome-team viability for the future

- team needed?

synergy

- greater goal commitment

- greater variety of skills and abilities used for task achievement

- greater sharing of knowledge

process loss

- time and energy members spend maintaining the team

- managing, coordinating, and implementing effective communication within the team

factors affecting effectiveness

- team composition

- diversity

- personality

- team orientation

- team structure

team composition

assumptions can lead to mistakes

- people who are similar to each other will work better together—create homogeneous teams

- everyone knows how or is suited to work in a team

- a larger team is always better

diversity fault lines

- type of task

- outcome

- type of diversity

- time

personality

- agreeableness

- emotional stability

- individual conscientiousness

- team-level extraversion

- openness to experience

team orientation

extent to which an individual works well with others, wants to contribute to team performance, and enjoys being on a team

team structure

ongoing means of formal coordination: roles, norms, task structure

- how tasks are grouped

- division of individual task responsibilities

task roles

- initiator/contributor

- information seeker

- information giver

- elaborator

- opinion giver

- coordinator

- orienter

- evaluator/critic

- energizer

- procedural technician

- recorder

socioemotional roles

- encourager

- harmonizer

- compromiser

- gatekeeper

- standard setter

- observer

- follower

individual roles

- aggressor

- blocker

- dominator

- evader

- help seeker

- recognition seeker

norms

rules or standards that regulate the team's behavior

task structure

divisible, unitary, maximization, optimization, additive, compensatory, disjunctive, conjunctive tasks

divisible tasks

separated into subcomponents

unitary tasks

cannot be divide; performed individually

maximization tasks

quantity goal

optimization tasks

quality goal

additive tasks

individual inputs are added together

compensatory tasks

individual performances are averaged together

disjunctive tasks

work together to develop single product/solution

conjunctive tasks

individual tasks create team performance

team process

- cohesion

- conflict

- social facilitation

- social loafing

- communication

cohesion

interpersonal and task

interpersonal cohesion

member's liking or attraction to other team members

task cohesion

member's attraction and commitment to the tasks and goals of the team

types of conflict

substantive, personal, and procedural

social facilitation

improvement in individual's performance when others are present

avoid social loafing

make individual contributions visible and foster team cohesiveness

making individual contributions visible

- smaller versus larger teams

- evaluate individual contributions

- monitor and oversee everyone's contributions

fostering team cohesiveness

- provide team-level rewards

- teamwork training

- select "team players" to be on the team

communication types

formal and informal

models of team development

stage model and punctuated equilibrium model

stage model

forming (orientation) -> storming (conflict) -> norming (structure) -> performing (work) -> adjourning (dissolution)

punctuated equilibrium model

first stage: norming activities, focus on socioemotional roles -> task deadline approaches or halfway mark in teams' tenure -> second stage: performing activities, focus on task roles

managing effective teams

top management support and support systems

top management support

- explicit decisions about using teams

- explicit vision and strategic plan

- include associates at all levels in decision-making process

- result-oriented measurement of outcome

- manage and review support systems for teams

support systems

- technology

- information systems

- selection of team members

- training

- rewards

- leadership

Behavioral Performance Management

a science taht explains how people ehave

T/F Practically all OB is directly or indirectly affected by learning.

True. Applying learning processes and principles can be used to analyze behavior and improve performance

Where does the most traditional and researched theory of learning come from?

behaviorist school of thought

Classical behaviorist (Pavlov & Watson)

Stimulus and response

Operant behaviorist (Skinner)

response stimulus

Connectionist theories of learning

S-R or R-S

Classical conditioning

a process in which a formerly neutral stimulus, when paired with an unconditional stimulus, becomes a conditioned stimulus that elicits a conditioned response

Reflexive behaviors

involuntary responses that are elicited by a stimulus

Operant conditioning

learning that occurs as a consequence of behavior

Classical vs. Operant conditioning

classical conditioning - a change in stimulus will elicit a particular response

operant conditioning - one particular response out of many possible ones occurs in a given stimulus situation

The critical aspect of operant conditioning

what happens as a consequence of the response.

classical conditioning emphasizes

strength and frequency determined by the frequency of the eliciting stimulus (environment that PRECEDES behavior)

operant conditioning emphasizes

the strength and frequency is determined by consequences (environment that FOLLOWS behavior)

___________________ rewards every time.

classical conditioning

_________________ rewards only if it is correct response.

operant conditioning

Cognitive learning (Tolman)

consists of a relationship between cognitive environment cues and expectation

Tolman's cognitive learning

depicted as S-S, learning the association between cue and the expectancy

Cognitive approach applied to motivation theories

expectations

attributions

locus of control

goal setting

Social learning

draws from classical and operant conditioning, also takes place through vicarious, modeling and self-control processes

social cognition

gives more attention to self-regulatory mechanisms

5 capabilities to initiate, regulate & sustain behavior

1. symbolizing

2. forethought

3. vicarious/modeling

4. self-regulation

5. self-reflection

vicarious/modeling processes are _____________ learning

observational

Learning in 2 steps

1. observation and acquiring mental picture of the act and its consequences

2. acting out acquired image

+ consequence - repeat

- consequence - don't repeat

self-efficacy

beliefs in one's capabilities to organize and execute the courses of action required to produce given attainments

people who believe they can perform well have _____________ self- efficacy

high

_____________________ is more important than punishment and is the single most important concept and application principle.

reinforcement

Thorndike's Law of Effect

responses to a situation that are accompanied or closely followed by satisfaction (reinforcement) will likely recur. those that are accompanied by discomfort (punishment) will less likely recur.

People with high self-efficacy

may not learn from their mistakes and do not believe they are wrong

extrinsic consequences have a negative impact on

intrinsically motivated behavior dealing with task persistence and creativity

Reinforcement

anything that a person finds rewarding (positive or negative)

reinforcement in behavioral management

anything that both increases the strength and tends to induce repetitions of the behavior that preceded the reinforcement

Reward

something that the person who presents it deems to be desirable

Positive reinforcement

strengthens and increases behavior by the presentation of a desirable consequence

negative reinforcement

strengthens and increases behavior by the threat of the use of an undesirable consequence or the termination or withdrawal of an undesirable consequence

__________________ does not equal punishment

negative reinforcement

punishment

anything that weakens behavior and tends to decrease its subsequent frequency.

usually consists of undesirable or noxious consequence, or withdrawal of desirable consequence

Punishment has _______ and ______ effects on employees.

unintended, negative

How many observers lose respect for the manager giving punishment?

1/3

Use of ___________ accelerates desirable behavior over the use of _________ decelerating undesirable behavior.

reinforcement, punishment

Progressive discipline

small punishments, gradually increasing until termination

Antecedent cues have the power to

control or provide rules and establishing operation for behavior only if there are reinforcing consequences

Merit pay

1. if not at least 6-7% of base pay, will not improve performance

2. only increases performance to a certain point

3. small raises decreases morale

4. cost of living, seniority, and nonmerit components should be clearly separated from merit component

5. smaller percentage raises to employees at higher ends of base-pay are demotivating

New Pay

pay for knowledge, skill, competency, broadbanding

nonfinancial rewards

consumables

manipulatables

visual and auditory

job design

formal recognition

performance feedback

social recognition and attention

Individual still receive little to no ______________ despite tremendous amounts of data.

feedback about their performance

actionable feedback

leads to learning and appropriate results

360 feedback

feedback from multiple sources - subordinates, peers, customers

Behavioral Performance Management (OB MOD)

based on behavioristic, social learning, and social cognition theories, and evidence based models of reinforcement

*most relevant, consistent and recognized approach in the OB field

OB MOD STEPS

1. Identification of performance behaviors

2. measurement of the behavior

3. functional analysis of the behavior

4. development of an intervention strategy

5. evaluation to ensure performance improvement

Step 1 - Identification of performance behaviors

goal is to identify critical behaviors that account for 70-80% of performance in the area in question

approach 1 - job supervisor determine behaviors

ADV: person closest can best identify behavior

approach 2 -systematic behavior audit, specialist or outside consultant systematically analyzes each job

ADV: personal approach allows vital input from those closest and consistency is gained

critical behavior have to positively answer these questions

can it be measured?

does it have significant impact on a performance outcome?

STEP 2 - Measurement of the behavior

baseline measure - determine number of times behavior occurs under existing conditions

measures also taken after intervention

STEP 3 - Functional Analysis of the Behavior

A-antecedent

B-behavior

C-consequences

Can the employee do the identified performance if their life depended on it?