CHAPTER 9

Motivate Employee Performance through Goal Setting

MAIN PRINCIPLE
SUBPRINCIPLES
Set challenging specific goals
Provide feedback in relation to goals
Gain goal commitment
Outcome expectancies and self - efficacy
100 cigarettes if he could learn the alphabet
I can cause . . . , I can bring about . . . I can make happen. . . .
Provide resources needed to attain the goal
Learning vs performance goals
Early stages of learning, urging them to do their best results in higher performance than setting
a specific difficult goal.
Environmental uncertainty
Stretch goals
USE THE HIGH PERFORMANCE CYCLE
ISSUES IN IMPLEMENTATION
For what should goals be set?
Smart
specific, measurable, attainable, relevant, and have a timeframe
Scmartie
Challenging
I innovative think of great ideas
E ethical trust, think how to get there
Who should set the goals?
Training self - regulation
CHAPTER 11

THE EMPOWERMENT PROCESS

EXCEPTIONS
CHAPTER 12

THE PRINCIPLE
Individual level
Traditional incentive systems -piece-rate plans and sales commissions.
Variable pay configurations- bonus
Merit pay plans-salary increase
Team level
Organizational level
Gain sharing
Profit sharing CASH
Employee stock ownership
Overall effects
EXCEPTIONS
learning
can monitor
other better
union
CHAPTER 13

Money feedback and recognition

INFORMAL RECOGNITION
FORMAL RECOGNITION
CHAPTER 14

Distributive justice fairness of how outcomes are distributed

Procedural justice fairness of the manner in which outcomes are determined.
Interactional justice how outcomes and procedures are communicated.
interpersonal justice, informational justice,

◆ Consistency. Procedures should be consistent across time and persons.

◆ Bias suppression. Procedures should not be affected by personal self - interest or blind
allegiance to existing preconceptions.
◆ Accuracy. Procedures should be based on completely accurate and valid information.
◆ Correctability. Procedures should include opportunities to modify and reverse
decisions (e.g. appeals and grievances).
257 PROMOTE PROCEDURAL AND INTERACTIONAL JUSTICE
◆ Representativeness. Procedures should reflect the basic concerns, values, and outlooks
of the individuals who are affected by them.
◆ Ethicality. Procedures should be in keeping with the moral and ethical values held by
the individuals involved.

Distributive justice, equity theory focused on people ’s perceptions

of the fairness of the relative distribution of outcomes (i.e. rewards) and inputs (i.e.
contributions) between themselves and others.

CHAPTER 15

Components of team leader role

Prioritize, direction, structure, process,everyone works well together
Principle of team leadership three-dimensional conception of effectiveness.
Output is good, team get along and “Shine” team members

Sub principle 1. Decide whether or not a team is appropriate for the work to be accomplished.
Sub principle 2. Decide what type of team to create.
Sub principle 3. Create structural and contextual conditions that facilitate teamwork.
Sub principle 4. Coach the team to help members take full advantage of their favorable
performance situation. (not in notes more detail if I have time)

CHAPTER 17

MECHANISMS FOR MEETING EXTERNAL DEMANDS

Diversity in function
Members’ connections to other groups and individuals
Team configuration – expert, part-time, full time and contractor

Collective Intuition, Task Conflict, and Pacing

Gathering information: exploiting expertise and profiting from variety
Exploiting information: fostering positive interactions and dissimilarity of knowledge

FOSTERING PRODUCTIVE TASK CONFLICT

Abilene paradox-not enough conflict-inability to manage agreement-honest
communication
Group think-not enough conflict-inability to manage disagreement supressed

Creating conflict: using devices to foster disagreement

team composition- multiple alternatives- framebreaking (forecasting& backcasting) psychological safety

Exploiting conflict: using conflict to achieve positive outcomes

PACING THE PROCESS
Setting the pace, Deadlines, milestones, Bricolage sniper

CHAPTER 18
Intra - team Conflict
Task content conflicts
Relationship conflicts

*task conflict may evolve into relationship

Create a team orientation

Framing
Team goals
Develop collective efficacy
Affective integration- trust, respect, and liking one another
Open and constructive conflict communication norms

Identify team members want to work jointly

Cooperative orientation Like working together
Epistemic motives desire to gain knowledge

Team member behavior

Exchange information.
Use packaging and tradeoffs.
Work to break the chain of conflict escalation.