Download Organizational Behavior, Pierce & Gradner

Management
Organizational
Behavior
An Integrated Perspective
Jon L. Pierce &
Donald G. Gardner
C H A P T E R 16
Managing
Productivity:
Established
Approaches
with Randall B. Dunham
Copyright © 2002 by South-Western
PowerPoint Presentation
by Charlie Cook
16–1
Part IV
Managing in the
21st Century
• Managing Productivity:
Established Approaches
• Managing Productivity:
Contemporary Approaches
• Change and Development
Copyright © 2002 by South-Western
16–2
Learning Objectives
1. Summarize reinforcement theory.
2. Discuss organizational behavior modification.
3. Explain how to use behavior modification in the workplace.
4. Discuss your views on the ethics of organizational behavior
modification.
5. Distinguish between the craft, classical, and job
characteristics approaches to job design.
6. Compare and contrast job enlargement and job enrichment.
7. Describe the Job Characteristics Model, and summarize how
job design affects employee attitudes, motivation, and
behavior.
8. Discuss the self-management approach to job design.
Copyright © 2002 by South-Western
16–3
Organizational Behavior Modification
• Reinforcement theory (operant conditioning)
 Behaviors that result in desirable consequences are
repeated and behaviors that produce undesirable
outcomes are avoided.
 Reinforcement—when
a consequence makes a
behavior more likely to be repeated.
 Extinction—when a consequence makes a response
less likely to be repeated.
Stimulus
Copyright © 2002 by South-Western
Response
Consequence
(Outcome)
16–4
Organizational Behavior Modification
• Organizational behavior modification (OBM)
 The systematic application of operant conditioning
theory to manage workplace behavior.
 Extends
operant theory to include consideration of
behavioral changes in anticipation of future stimulusresponse-consequences sequences.
 Recognizes social learning—
learning from others’ behaviors
and consequences.
Copyright © 2002 by South-Western
16–5
Organizational Behavior Modification
Outcomes
Intrinsic
Outcome
(Internal)
Stimulus
Response
Consequences
Extrinsic
Outcome
(External)
Copyright © 2002 by South-Western
16–6
Organizational Behavior Modification
(cont’d)
• Implementing an OBM program
 Step 1: Identify desired performance behaviors
 Step 2: Determine the base rate of performance
 Step 3: Identify existing contingencies
 Step 4: Select an intervention strategy
 Step 5: Evaluate
Copyright © 2002 by South-Western
16–7
Organizational Behavior Modification
(cont’d)
• Effects of OBM programs (examples)
 Using pay as positive reinforcement.
 “Docking” pay as punishment.
 Improving performance to get the boss “off your back”
is negative reinforcement.
 Using reinforcement schedules to speed up and
motivate learning during training.
 Providing physical hazard warning stimulus in factories
and aircraft.
Copyright © 2002 by South-Western
16–8
An Inside Look—OBM Improves Beaver
Trapping
2
Beavers Trapped Per Hour
1.8
1.6
1.4
1.2
1
0.8
0.6
0.4
0.2
0
No OBM
Continuous
Reinforcement
Source: L. M. Saari and G. P. Latham. 1992. Employee reactions
to continuous and variable reinforcement schedules involving a
monetary incentive. Journal of Applied Psychology 67:506–507.
Copyright © 2002 by South-Western
4:1 Variable
Ratio
FIGURE16–1
16–9
Organizational Behavior Modification
(cont’d)
• The ethics of OBM
 Are attempts to modify behaviors ethical?
 What must be done to ensure that OBM is used in an
ethical manner?
 What is the difference between manipulating behavior
and assisting employees to become better
organizational members?
Copyright © 2002 by South-Western
16–10
Job and Work Design
• Job (work) design
 The process by which tasks are
combined to form a job.
 The formal and informal specification
of task-related activities assigned to
and carried out by a worker.
 The inherent nature and character
of the work performed.
Copyright © 2002 by South-Western
16–11
Job and Work Design (cont’d)
• The craft approach
 A single skilled worker designed
and built products one at a time
from beginning to end.
Copyright © 2002 by South-Western
16–12
Job and Work Design (cont’d)
• The classical approach
 Work is divided into a small number of simple,
repetitive, and standardized tasks.
 Adam Smith’s reasons for using the classical approach:
 Worker
skill and dexterity improves over time.
 Time savings and production gains from not changing
from one activity to another.
 Innovations developed by specialized workers.
 Specialized equipment can be developed.
 Training time and costs are reduced.
Copyright © 2002 by South-Western
16–13
Job and Work Design (cont’d)
• Scientific management (Taylor)
 Division of labor used to:
 Separate
management from rank and file.
 Create functional supervision within the managerial
ranks.
 Functionally supervise the rank and file.
 Implement vertical specialization that removes
planning and controlling activities from production
employees.
 Implement horizontal specialization that creates many
low-skill-level, short-time cycle repetitive jobs.
Copyright © 2002 by South-Western
16–14
Job and Work Design (cont’d)
• Scientific management (cont’d)
 Problems created by the division of labor approach:
 Physical
withdrawal—absenteeism
 Psychological withdrawal—low job satisfaction
 Physical resistance—work slowdowns, horseplay
• The curse of the classical job design model
Simplified
Work
Perceptions
of Sameness
(Monotony)
Feelings of
Boredom and
Dissatisfaction
Dysfunctional
Behavior
FIGURE 16–2
Copyright © 2002 by South-Western
16–15
Job and Work Design (cont’d)
• The transition from classical job design
 Behavioral School
 An
approach to job design that had a “human face.”
– Productivity could be attained by making the job more
interesting.
– Enlarged and enriched jobs are
favorably associated with intrinsic
motivation, job satisfaction, work
attendance, and performance.
Copyright © 2002 by South-Western
16–16
Job and Work Design (cont’d)
• The job enlargement approach
 The process of adding breadth to a job by increasing
the number and variety of activities performed by an
employee (horizontal loading).
Copyright © 2002 by South-Western
16–17
Job and Work Design (cont’d)
• The job enrichment approach (Herzberg)
 The process of adding depth to a job by adding
“managerial” activities to the employee’s
responsibilities (vertical loading).
 Hygiene factors (pay and safe working conditions) do
not motivate or create long-term satisfaction.
 Motivator factors satisfy and motivate employees:
 Accountability,
achievement, control, feedback,
personal growth and development, and work pace
Copyright © 2002 by South-Western
16–18
Job Characteristics Model
Core Job
Characteristics
Experienced
Psychological States
Personal and
Work Outcomes
Skill Variety
Task Identity
Task Significance
Task Autonomy
Meaningfulness
of Work
Responsibility for
High Internal
Work Motivation
High-Quality Work
Performance
Work Outcome
Low Absenteeism
and Turnover
Job Feedback
Knowledge of
Results
Individual Differences
Employee GrowthNeed Strength
Source: J. R. Hackman and G. R. Oldham. 1976. Motivation through the design of
work: Test of a theory, Organizational Behavior and Human Performance 16:250–279.
Copyright © 2002 by South-Western
FIGURE 16–3
16–19
The Relationship Between Job Complexity and
Psychological Ownership
Dimensions of
Job Complexity:
Routes to
Psychological Ownership:
Autonomy
Personal Control
Task Identity
Investment of Self
Feedback
Intimate Knowing
Psychological
Ownership
FIGURE 16–4
Copyright © 2002 by South-Western
16–20
Job and Work Design (cont’d)
• Current job design issues
 Individual characteristics
 Technology
 Work unit design
 Leader behavior
Copyright © 2002 by South-Western
16–21
An Interdisciplinary
Job Design Model
Mechanistic
Biological
Copyright © 2002 by South-Western
Motivational
Job
Perceptual/motor
16–22
Job and Work Design (cont’d)
• The self-managing team approach
 Establishing groups of workers who collaborate in the
management and performance of their work.
 Work in a self-managed group is designed to offer
variety, autonomy, significance, task identity, feedback
and opportunities for human interaction.
Copyright © 2002 by South-Western
16–23
The Leader During a Team’s Four Stages
Stage 1: Start-up team
Stage 2: Transitional team
L
L
Stage 3: Well-trained, experienced team
L
Stage 4: Well-trained, mature team
L
Source: C. C. Manz and J. W. Newstrom. 1990. Self-managing teams in a paper mill: The external
leadership of self-managing teams. International Human Resources Management Review, 1:52.
Copyright © 2002 by South-Western
16–24