turiman suandi jabatan pemajuan profesional & pendidikan lanjutan

TURIMAN SUANDIJABATAN PEMAJUAN PROFESIONAL &

PENDIDIKAN LANJUTAN

04/20/23 PENYELIAAN PERSONEL 2

Pelajar dapat meningkatkan pengetahuan mengenai asas & teori penyeliaan personel, peranan penyelia personel, komunikasi, motivasi, kepemimpinan, pembangunan staf & latihan, keselamatan & kesihatan pekerja dan penilaian prestasi

HASIL PEMBELAJARAN Pada akhir kursus ini pelajar dapat:

Menerangkan konsep & prinsip penyeliaan personel

Menghuraikan peranan penyelia personel Menghuraikan elemen komunikasi, motivasi,

kepemimpinan, pembangunan staf & latihan, keselamatan & kesihatan pekerja, &penilaian prestasi

Mempamerkan kemahiran dalam mengendalikan penyeliaan personel yang berkesan



Setiap pelajar perlu: Komited dalam mempamerkan

kemampuan & potensinya untuk mendapat gred yang terbaik & pendedahan maksimum untuk menjadi seorang penyelia personel yang cemerlang


TUGASAN Menyempurnakan satu kertas kerja (30%)

berdasarkan mana-mana aspek daripada unit dalam modul

menggunakan kertas A4 langkau 2 baris dengan artikel panjangnya 20 muka surat.

UJIAN Menduduki 1 (satu) UJIAN PERTENGAHAN

semester yang akan ditentukan oleh pihak UPMET tarikh dan waktunya (30%)

Menduduki PEPERIKSAAN AKHIR semester yang akan ditentukan oleh pihak UPMET tarikh dan waktunya (40%)



PENYELIAAN PERSONEL

UNIT 1

Konsep Penyeliaan PersonelUNIT 2

Fungsi Penyelia Personel

UNIT 3

Komunikasi Dalam Organisasi

UNIT 4

Keperluan & Motivasi Pekerja

UNIT 5

Kepimpinan & Stail Pengurusan

UNIT 6Latihan & Pembangunan

UNIT 7Pengurusan Konflik & Tekanan

UNIT 8

Penilaian Prestasi

Pekerja


UNIT 1

KONSEP PENYELIAAN PERSONEL Objektif Unit Pada akhir unit ini pelajar dapat:

Menerangkan teori berkaitan dengan pentadbiran, pengurusan dan penyeliaan.

Menerangkan hubungan antara pentadbiran, pengurusan dan penyeliaan.

Successful SupervisorsSuccessful Supervisors Develop the ability to balance the Develop the ability to balance the

requirements for high work performance requirements for high work performance with the diverse needs of the workforce.with the diverse needs of the workforce.

The Challenges and Rewards of The Challenges and Rewards of SupervisionSupervision Getting diverse people to work togetherGetting diverse people to work together Increased responsibility that comes with Increased responsibility that comes with

climbing the management hierarchyclimbing the management hierarchy The unpredictable nature of the jobThe unpredictable nature of the job The sense of accomplishment from doing a The sense of accomplishment from doing a

job welljob well Managing organizational pressures and Managing organizational pressures and

conflictconflict

SupervisorsSupervisors First-level managers in charge of entry-First-level managers in charge of entry-

level and other departmental employees.level and other departmental employees. Working SupervisorsWorking Supervisors

First-level individuals who perform First-level individuals who perform supervisory functions but who may not supervisory functions but who may not legally or officially be part of legally or officially be part of management.management.

Foreman/forewoman, group/team leader, Foreman/forewoman, group/team leader, lead person, coach, and facilitatorlead person, coach, and facilitator

Schools of Management Schools of Management ThoughtThought

Scientific Management Approach (Taylor)Scientific Management Approach (Taylor) Focuses on determining the most efficient ways to Focuses on determining the most efficient ways to

increase output and productivity.increase output and productivity. Analyze the tasks using the principles of science to find Analyze the tasks using the principles of science to find

the one best way to perform the work.the one best way to perform the work. Recruit the employee best suited to perform the job. Recruit the employee best suited to perform the job. Instruct the worker in the one best way to perform the Instruct the worker in the one best way to perform the

job.job. Reward the accomplishment of the worker. Reward the accomplishment of the worker. Cooperate with workers to ensure that the job matches Cooperate with workers to ensure that the job matches

plans and principles.plans and principles. Ensure an equal division of work and responsibility Ensure an equal division of work and responsibility

between managers and workers.between managers and workers.

Functional ApproachFunctional Approach Asserts that all managers perform similar functions Asserts that all managers perform similar functions

in doing their jobsin doing their jobs——the universality of management.the universality of management. A manager’s authority should equal that manager’s A manager’s authority should equal that manager’s

responsibility and that the direction and flow of responsibility and that the direction and flow of authority through an organization should be unified.authority through an organization should be unified.

Five functions of management (Fayol)Five functions of management (Fayol)1.1. Planning:Planning: Setting down a course of action. Setting down a course of action.2.2. Organizing:Organizing: Designing a structure, with tasks and Designing a structure, with tasks and

authority clearly defined.authority clearly defined.3.3. Commanding:Commanding: Directing subordinates’ actions. Directing subordinates’ actions.4.4. Coordinating:Coordinating: Pulling organizational elements toward Pulling organizational elements toward

common objectives.common objectives.5.5. Controlling:Controlling: Ensuring that plans are carried out. Ensuring that plans are carried out.

Human Relations/Behavioral SchoolHuman Relations/Behavioral School Focuses on the behavior of people in the Focuses on the behavior of people in the

work environment in the belief that:work environment in the belief that:1.1. if managers used the principles of scientific if managers used the principles of scientific

management, worker efficiency would increase management, worker efficiency would increase and productivity increases would followand productivity increases would follow

2.2. if managers strove to improve working conditions, if managers strove to improve working conditions, productivity would increase.productivity would increase.

Hawthorne StudiesHawthorne Studies Hawthorne EffectHawthorne Effect

The fact that special interest shown in people The fact that special interest shown in people may cause those people to behave differently.may cause those people to behave differently.

Quantitative/Systems ApproachesQuantitative/Systems Approaches Use mathematical modeling as a foundation in Use mathematical modeling as a foundation in

attempting to quantitatively describe the attempting to quantitatively describe the interrelationships of variables through data, interrelationships of variables through data, data can be manipulated and outcomes data can be manipulated and outcomes predicted.predicted.

Develop mathematical models as series or Develop mathematical models as series or collections of interrelated variables or parts that collections of interrelated variables or parts that can be analyzed and used in decision making.can be analyzed and used in decision making.

Are frequently found in large organizations Are frequently found in large organizations where sales, costs, and production data are where sales, costs, and production data are analyzed using computer technology.analyzed using computer technology.

Factors And Trends Affecting Factors And Trends Affecting The Role Of The SupervisorThe Role Of The Supervisor

DiversityDiversity The cultural, ethnic, gender, age, educational level, The cultural, ethnic, gender, age, educational level,

racial, and lifestyle differences of employees.racial, and lifestyle differences of employees. Population and Workforce GrowthPopulation and Workforce Growth

Continued growth in both.Continued growth in both. Better educated but many employees lack basic Better educated but many employees lack basic

skillsskills Changing Age PatternsChanging Age Patterns

The workforce will continue to grow older.The workforce will continue to grow older. Generation Xers (1964Generation Xers (1964––1981)1981) Boomers (1946Boomers (1946––1963)1963) Matures (before 1945)Matures (before 1945)

Effective supervisors must be adaptable Effective supervisors must be adaptable and be able to maintain their perspective and be able to maintain their perspective in the face of rapidly changing conditions.in the face of rapidly changing conditions.

Supervision: A Professional Supervision: A Professional PerspectivePerspective Supervisors manage their firms’ most Supervisors manage their firms’ most

important resources—human resources.important resources—human resources. Supervisors who want to be more Supervisors who want to be more

effective:effective: Can develop the habits of highly effective Can develop the habits of highly effective

people people Recognize the need for continuous self-Recognize the need for continuous self-

development and renewing the four development and renewing the four dimensions of their naturedimensions of their nature——spiritual, spiritual, mental, social / emotional, and physicalmental, social / emotional, and physical


UNIT 2

FUNGSI PENYELIA PERSONEL Objektif Unit Pada akhir unit ini pelajar dapat:

Menerangkan fungsi utama penyelia. Menerangkan delegasi autoriti yang

boleh dibuat oleh penyelia.

Major Functions of Supervision

Introspection

Research Training Guidance Evaluation

• Studying the teacher-learner situation

• Improving the teacher –learner situation

• Evaluating the means, methods, and outcomes of supervision

Supervision

Emphasis on Administration Emphasis on Curriculum Emphasis on Instruction Emphasis on Human Relations Emphasis on Leadership Emphasis on Evaluation

Administration Dimension of Supervision

The Administrator Administer process, programs and

services, and personnel Task planning, setting, and prioritizing of

goals, establishing standards and policies, budgeting, allocating resources, staffing, coordinating and monitoring performance, conducting meetings, and reporting

Interact with … Communicate ….. Purpose- provide effective

instruction to their clientele

Administration of Process Initiates the planning of programs

and strategies Long-range: on in-depth needs

assessment, based on clear goals and objectives

Short term: immediate needs of the incoming school year

Administration of Budget- prepare and administer the

approved budgets- Is business poles apart?1) Capital Budget2) Personnel Services3) Operating Expenses

5 Phases of the Clinical Sup

What is management?

Management is not carrying out a prescribed task in a prescribed way: Management is: Setting directions, aims, and objectives Planning how progress will be made Organizing available resources Controlling the process Setting and improving organizational standards

Valuable Practices

Learning how to run a successful business Automating your facility Sound financial planning Establishing effective marketing and

public relations strategies to promote your services

Knowing, implementing, and often exceeding licensing standards

Being aware of legal issues Developing a work plan (assigning

roles and responsibilities). Action plan

The Manager and his Roles

(1) integrate its resources in the effective pursuit of its goals

(2) be agents of effective change (3) maintain and develop its

resources

ETHICS AND THE MANAGER The manager is the leader and has

potential powerbase

Whether the staff are happy or unhappy with their work

Their work priority Standard which they observe and

reflect

Mangement: Art or Science

Art art is based on the fact that

a man, receiving through his sense of hearing or sight another man's expression of feeling, is capable of experiencing the emotion which moved the man who expressed it.’

Science The scientific nature

of management is reflected in the fact that it is based on a more or else codified body of knowledge consisting of theories and principles that are subject to study and further experimentation.

Organizational Goals

There should not only be a clear sense of direction but also markers whereby we can assess progress from the broad to the more specific.

Goals

Targets

Success Criterias

Milestones

Models of Organizational Behavior The Classical Model Emphasizes characteristics such as rationality,

high job specialization, centralization, a command system, a tight hierarchy, strong vertical communication, tight control, rigid procedures and an autocratic approach.

• Rational Systems: A Machine Model• Individuals can be programmed to be efficient machines.

Workers are motivated by economics and by limited physiology, needed constant direction.

Rational Systems Model

Frederick Taylor – “Time and Motion” studies.

Henri Fayol- administrative behavior consist of Planning, organizing, commanding, coordinating and controlling.

Luther Gulick- POSDCoRB - principle of homogeneity

Rational Systems: Concepts and Propositions

Goals Division of Labor Specialization Standardization Formalization

Span of Control Hierarchy Exception

Principle Coordination

Humanistic Model respect for the individual and other

human values, job breadth, consultation, consensus, decentralization, loose project organization, flexible procedures, multidirectional communication, management by objectives and a participative approach.

Natural Systems

Natural System “the fundamental problem in organizations was

developing and maintaining dynamic and harmonious relationships”.

Mary Parker Follet Natural-systems view focuses on similarities

among social groups, thus driven primarily by the goal of basic survival-not goals of the institutions.

Individuals are never simply hired hands but bring along with them their heads and hearts.

Concepts and Propositions

Survival Individual Needs Specialization Formalization

Informal Norms Hierarchy Span of Control Communication Informal

Organization

Comparison

Rational Systems Structure without

people Formal Structural

arrangements Organizational

demands

Natural System People without

organization Informal Social groups

trying to adapt Human needs

Open System: An Integration

A reaction to the unrealistic assumption that an organizational behavior can be isolated from external forces.

Organizations are not influenced only by the environment but also dependent on them.

“The opens systems model stresses reciprocal ties that bind and interrelate the organization with those elements that surround and penetrate it. Indeed, the environment is even seen to be the source of order itself”.

Social System

The school is a system of social interaction; it is an organized whole comprising interacting personalities bound together in an organic relationship, interdependence of parts, clearly defined population, differentiation from its environment, a complex network of social relationships, and its own unique culture.

Social Systems

Key Elements of the Social Systems Model

Structure Culture Politics Environment Outcomes

Systems Model: Management Cybernetics Stafford Beer Has taken the metaphor of living organisms a

stage further. Human physiological is applied to industrial organizations. It states that there are 5 tiers of the subsystems in the central human nervous system, which have their counterparts in the organization. The successful survival of the human is an evidence of the effectiveness of such a system. Diagnose in what respects they fall short and strengthening the subsystem that seem weekly developed.

Management Cybernetics

examine the health or viability of an existing organization

evaluate the proposals for new organization structures; and

clarify the purpose of committees or roles.

Management Cybernetics

The model can be used in three main ways:

examine the health or viability of an existing organization

evaluate the proposals for new organization structures; and

clarify the purpose of committees or roles.

Contingency Model

Organizations should be different from one another and from part to part.

Organizations left to themselves organization departments and individuals tend toward specialization, carving out a more distinctive niche for themselves.

Effective Integration

Each unit or individual can report to a manager who is made accountable for synergizing the two roles

a third unit or individual seen by the other two as understanding their roles and standing as a midway between them, act as intermediary

some kind of training or image exchange can be undertaken to help each unit understand more accurately why the other units behaves as it does.

Interdepartmental groups or task force to resolve issues between departments. Tis can be temporary or permanent

Elements of Organizations

Technology Structure People Culture

Hallmarks of Effective Schools Professional Leadership Shared vision & goals Learning Environment Concentration on Learning and

Teaching High Expectations Positive Reinforcement Monitoring Progress

UNIT 3KOMUNIKASI DALAM ORGANISASI Objektif Unit Pada akhir unit ini pelajar dapat:

Menerangkan proses komunikasi yang perlu dilalui oleh penyelia.

Membincangkan kaedah pengucapan awam yang berkesan


Communication

Communication - the evoking of a shared or common meaning in another person

Interpersonal Communication - communication between two or more people in an organization

Communicator - the person originating the message

Receiver - the person receiving a messagePerceptual Screen - a window through which we

interact with people that influences the quality, accuracy, and clarity of the communication

Communication

Message - the thoughts and feelings that the communicator is attempting to elicit in the receiver

Feedback Loop - the pathway that completes two-way communication

Language - the words, their pronunciation, and the methods of combining them used & understood by a group of people

Communication

Data - uninterpreted and unanalyzed facts

Information - data that have been interpreted, analyzed, & and have meaning to some user

Richness - the ability of a medium or channel to elicit or evoke meaning in the receiver

Basic Interpersonal Communication Model

Event XMessage

• Context• Affect

Perceptual screens

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Perceptual screens

Communicator Receiver

Influence message quality, accuracy, clarityInclude age, gender, values, beliefs, culture,

experiences, needs

Reflective Listening

Reflective Listening - the skill of listening carefully to another person and repeating back to the speaker the heard message to correct any inaccuracies or misunderstandings

This complex process needs to be divided to be understood

What I heard you say was we will understand the

process better if we break it into steps


Emphasizes receiver’s role

Helps the receiver & communicator clearly & fully understand the message sent

Useful in problem solving


Reflective listening emphasizes the personal elements of the

communication process the feelings communicated in the message responding to the communicator, not

leading the communicator the role or receiver or audience understanding people by reducing

perceptual distortions and interpersonal barriers

Reflective Listening: 4 Levels of Verbal Response

Affirm contact

Paraphrase the expressed

Clarify the implicit

Reflect “core” feelings

One-way vs. Two-way CommunicationsOne-Way Communication - a person sends a message to another person and no questions, feedback, or interaction follow

Good for giving simple directions Fast but often less accurate than 2-way communication

Two-Way Communication - the communicator & receiver interact

Good for problem solving

Five Keys to Effective Supervisory Communication

Expressive speaking Empathetic listening Persuasive leadership Sensitivity to feelings Informative

management

Barriers to Communication

Physical separation Status differences Gender differences Cultural diversity Language

Communication Barriers - factors that block or significantly distort successful communication

Defensive Communication

Defensive Communication - communication that can be aggressive, attacking & angry, or passive & withdrawing

Leads to injured feelings communication breakdowns alienation retaliatory behaviors nonproductive efforts problem solving failures

Nondefensive CommunicationNon-defensive

Communication - communication that is assertive, direct, & powerful

Provides basis for defense when attacked restores order, balance, and

effectiveness

Two Defensiveness Patterns

Dominant Defensiveness - characterized by active, aggressive, attacking behavior

Subordinate Defensiveness - characterized by passive, submissive, withdrawing behavior

Defensive Tactics

Defensive Tactic

Speaker

Example

Power Play Boss “Finish this report by month’s end or lose your promotion.”

Put-Down Boss “A capable manager would already be done with this report.”

Labeling Boss “You must be a slow learner. Your report is still not done?”

Raising Doubts Boss “How can I trust you, if you can’t finish an easy report?”

Defensive Tactics

Defensive Tactic

Speaker

Example

Misleading Information

Employee “M has not gone over with me the information I need for the report.” [M left C with a copy of the report.]

Scape-goating Employee “Morgan did not give me input until just today.”

Hostile Jokes Employee “You can’t be serious! The report isn’t that important.”

Deception Employee “I gave it to the secretary. Did she lose it?”

Non-defensive Communication: A Powerful Tool Speaker seen as centered, assertive,

controlled, informative, realistic, and honest Speaker exhibits self-control & self possession Listener feels accepted rather than rejected Catherine Crier’s rules to nondefensive

communication1. Define the situation2. Clarify the person’s position3. Acknowledge the person’s feelings4. Bring the focus back to the facts

Nonverbal Communication

Nonverbal Communication - all elements of communication that do not involve words

Four basic types Proxemics - an individual’s perception & use of

space Kinesics - study of body movements, including

posture Facial & Eye Behavior - movements that add

cues for the receiver Paralanguage - variations in speech, such as pitch,

loudness, tempo, tone, duration, laughing, & crying

c

c = social 4-12’b

b = personal 1.5-4’

Proxemics: Territorial Space

Territorial Space - bands of space extending outward from the body; territorial space differs from culture to culture

a

a = intimate <1.5’

dd = public >12’

Proxemics: Seating Dynamics

Seating Dynamics - seating people in certain positions according to the person’s purpose in communication

Cooperation

X O

Non-Communication

O X O

Competition

X

O

X

CommunicationO

Examples of Decoding Non-verbal Cues

Boss fails to acknowledge employee’s greeting

No eye contact while

communicatingManager sighs deeply

Boss breathes heavily &

waves arms

He’s unapproachable!

My opinion doesn’t count

I wonder whathe’s hiding?

He’s angry! I’llstay out of

his way!

SOURCE: Adapted from “Steps to Better Listening” by C. Hamilton and B. H. Kleiner. Copyright © February 1987. Reprinted with permission, Personnel Journal, all rights reserved.

New Technologies for Communication

Informational databases Electronic mail systems Voice mail systems Fax machine systems Cellular phone systems

How Do New Technologies Affect Behavior? Fast, immediate access to information Immediate access to people in power Instant information exchange across

distance Makes schedules & office hours

irrelevant May equalize group power May equalize group participation

Communication can become more impersonal—interaction with a machine

Interpersonal skills may diminish—less tact, less graciousness

Non-verbal cues lacking Alters social context Easy to become overwhelmed with

information Encourages polyphasic activity

How Do New Technologies Affect Behavior?

Strive for message

completeness

Tips for Effective Use of New Communication Technologies

Build infeedback

opportunities

Providesocial

interactionopportunities

Don’t assume

immediateresponse

Is themessage

reallynecessary?

Regularlydisconnect

from thetechnology

Providesocial

interactionopportunities


UNIT 4

KEPERLUAN & MOTIVASI PEKERJA Objektif Unit Pada akhir unit ini pelajar dapat:

Menerangkan keperluan dan motivasi pekerja.

Menerangkan pendekatan untuk membentuk pasukan kerja yang bermotivasi.

Why is Motivation Important?

Under optimal conditions, effort can often be increased and sustained

Delegation without constant supervision is always necessary

Employees can become self-motivated

Motivated employees can provide competitive advantage by offering suggestions & working to satisfy customers

Bottom Line

Motivation is accomplishing things through the efforts of others. If you cannot do this, you will fail as a manager.

MAJOR THEORIES OF MOTIVATION

I. Need Approaches:

- Maslow’s Hierarchy of Needs

- Alderfer’s ERG Theory

- Herzberg’s Two Factor Theory

- McClelland’s Learned Needs Theory

II. Cognitive Approaches:

- Expectancy Theory

- Equity Theory/ Social Comparison

- Goal Setting Theory

III. REINFORCEMENT THEORY OR OPERANT CONDITIONING : How Rewards & Reinforcements Sustain Motivation Over Time

(Behavior Modification)

Job performance = f (ability X motivation X organizational support)

SELF- ACTUALIZATION(using all of one’s abilities)

ESTEEM (self and from others)

SOCIAL/AFFILIATION

SAFETY/SECURITY

PHYSIOLOGICALMaslow’s Hierarchy of Needs Model

“Issues” with Maslow’s Need Model

1. Businesses typically do well satisfying lower order needs.

2. Model stipulates that there are 5 needs and that the order is “fixed”. Research indicates some may only have 2-3 need hierarchy; others 5-6. The order may also be inverted and meeting needs outside of work not accounted for.

3. Model not developed from average employees

Alderfer’s ERG Theory

Need Growth Needs NeedProgression Regression

Relatedness Needs

Existence Needs

Herzberg’s Theory Rests on 2 Assumptions

1.) Being satisfied with one’s job is equivalent to being motivated; “a satisfied worker is a motivated worker”

2.) Job satisfaction and dissatisfaction are separate concepts with unique determinants based on work with accountants and engineers

Herzberg’s 2-Factor Theory

Determinants of Job Dissatisfaction are Hygiene* Factors:

Pay, fringe benefits Working conditions Quality of supervision Interpersonal relationsJob Environment Factors

* Poor hygiene can make you, sick, but good hygiene won’t necessarily make you healthy

Determinants of Job Satisfaction are Motivator Factors:

Work itself, responsibility

Advancement Recognition

Job Content Factors

Assessment of Herzberg

Contributions 1st to argue that job

content/job design was important

Job enrichment (the work itself) as a job satisfaction strategy

Model appealing and easy to understand

Criticisms May be “method-bound” by

self-serving bias Some individual differences, like desire for

pay, rejected as a motivator. Also, not everyone wants an

enriched job Assumes satisfaction

(presence of motivators) = motivation

WORK PREFERENCES OF PERSONS HIGH IN NEED FOR ACHIEVEMENT, AFFILIATION, AND POWER

INDIVIDUAL NEED WORK PREFERENCES JOB EXAMPLE

High need for achievement

High need for affiliation

High need for power

- Individual responsibility

- Challenging but achievable goals

- Feedback on performance

- Interpersonal relationships

- Opportunities to communicate

- Control over other persons

- Attention

- Recognition

Field sales person with challenging quota and opportunity to earn individual bonus

Customer service representative; member of work unit subject to group wage bonus plan

Formal position of supervisory responsibility; appointment as head of special task force or committee

A Comparison of Internal Need Theories of Motivation

Maslow’s Alderfer’s Herzberg’s McClelland’s Hierarchy ERG Two Factor Acquiredof Needs Theory Theory Needs Theory

Self- AchievementActualization Growth Motivator

Esteem Power RelatednessBelonging Affiliation HygieneSecurity ExistencePhysiological

THE GOALS OF COGNITIVE THEORIES ARE TO EXPLAIN THOUGHTS ABOUT EFFORT:

1.) the decision to expend effort

2.) the level of effort to exert

3.) how effort can be made to persist over time

Expectancy Theory

Involves 3 cognitions/perceptions:

1. Expectancy - the perceived probability that effort will lead to task performance. E link

2. Instrumentality - the perceived probability that performance will lead to rewards. I link

3. Valence - the anticipated value of a particular outcome to an individual.

Effort Performance Rewards or Outcomes

E link I link

EXPECTANCY THEORY(Text adds “Personal Goals” after Outcomes)

E P Expectancy or P O Theory Valence What is the probability What is the probability What value do I placethat I can perform at that my good performance on the potential the required level will lead to outcomes? outcomes? (see if I try? next slide)

Instrumentality

Effort Performance Outcomes

Motivation toExertEffort

Level of Performance

orProduction

Money (+9) Promotion (+6)Job Satisfaction (+1)Peer Disapproval (-8)

ELink

ILink

EXPECTANCY THEORY

Effort

-Earn high grades

-Feeling of accomplishment

-Learning something

practical

Partial Test of Expectancy Theory as Used in Simulation

E

Rewards or Outcomes

Implications for Managers

Need to offer employees valued rewards (high valences)

Need to insure that if people are willing to put forth effort that you help them succeed. Maintain the E link (Provide tools, info, support)

Need to make sure that you follow through with reward system that is tied to performance. Maintain the I link (Differential rewards for performance)

What is the basis of equity theory? …the thinking process by which one

makes a decision to exert effort is a function of social comparison

Based on individual perceptions of outcomes (what your receive from expending effort to complete a task), job inputs (what you bring or contribute to the task) and perceptions of a referent person.

Equity Theory: The decision to exert effort is a function of social comparisonInvolves 3 relevant perceptions:

1. Perceptions of outcomes received from performing a task. (e.g., pay)

2. Perceptions of inputs required to perform a task.

3. Perceptions of the outcomes and inputs of a REFERENCE PERSON.

If: Outcomes Self Outcomes Reference Person

=

Inputs Self Inputs Reference Person

Then equity exists.

Restoring EquityUnder-reward:

Increase outcomesReduce inputs

Over-reward:

Increase inputsReduce Outcomes (?) -criticism of equity theory

Other Options:

Leave situationAlter perceptionsChange reference person

REASONING BEHIND GOAL SETTING

Direction - specific goals direct your focus to relevant activities

Effort - need to devote more intense levels of effort toward difficult goals - assumes people are goal driven

Persistence - specific, difficult goals encourage you to persist longer at a task than would be the case without such goals

Only possible exception is high “uncertainty avoidance” cultures.

Motivation as a Form of Learning: The Law of Effect

Behavior that leads toward rewards tends to be repeated

Behavior that tends to lead toward no rewards or toward punishment tends to be avoided

The type of reinforcer & the timing (schedule) of reinforcement are key

Kalau tinggi untung jadi bintang

Kalau rendah masih jadi intan

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