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Transcript
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